Course Catalog

MITCHELL COLLEGE

COURSE CATALOG

2017–2018 Table of Contents

3 College Calendar 4 Mission Statement 4 History of Mitchell College 5 Directions to Mitchell College 6 Admission to Mitchell College 9 Financial Aid at Mitchell College 18 Tuition & Fees 23 Student Affairs 26 Athletics 27 General Information 31 Campus Information 33 Academic Information and Standards 36 Definition of Terms 38 Adult and Returning Students 39 Academic Policies and Procedures 49 Requirements for a Mitchell College Degree 52 Academic Support Services 57 First Year Experience 59 Programs and Degree Offerings 61 Bachelor Degrees 100 Associate Degrees 104 Course Descriptions 163 Board of Trustees 164 Full Time Faculty Directory 166 Accreditation Statement

T is Course Catalog attempts to present information as accurately and completely as possible.

Mitchell College reserves the right to change any of the provisions, statements, policies, curricula, procedures and regulations found in this Course Catalog.

2 College Calendar 2017–2018

Fall 2017 Semester Winter 2018 MiniMester August January 23 New Students Move-In/Check-In 3–17 Winter Session - MiniMester Freshman Induction 15 Martin Luther King, Jr. Day - No Classes, 27 Returning Students Move-In/Check-In College Of ces Closed 28 First Day of Classes, Add/Drop Begins Convocation SPRING 2018 Semester January September 17 All Students Move In/Check In 4 Labor Day - No Classes, College Of ces Closed 18 First Day of Classes - Add/Drop Begins 5 Add/Drop Ends 25 Add/Drop Ends 17 Constitution Day 25 Early Academic Reports Due to Registrar February 12 Early Academic Reports Due to Registrar October 19 Presidents’ Day - No Classes, College 9 Columbus Day - No Classes Of ces Closed 9 Admissions Fall Open House March 13-15 Fall Weekend 2 Last Day of Classes Before Spring Break 16 Mid-term Grades Due to Registrar 3-11 Spring Break Week - No Classes 5 Mid-term Grades Due to Registrar November 6 Registration Begins April 10 Last Day to Withdraw from a Class 2 Registration Begins 11 Veterans Day 6 Last Day to Withdraw from a Class 17 Registration Ends 13 Registration Ends 17 Last Day of Classes Before T anksgiving 25 Academic and Student Af airs Awards Break - Residence Halls Close Ceremony, 1:00 p.m. 18 T anksgiving Break Begins - No Classes May 27 Classes Resume 1 Last Day of Classes Before Finals 2-8 Final Examination Period December 9 Grades Due to Registrar 7 Last Day of Classes Before Final Examination Period 12 73rd Commencement, 10:00 a.m. 8-14 Final Examination Period 18 Grades Due to Registrar

3 Mitchell College Mission Statement

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History of Mitchell College

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*O UIF $PMMFHF PGGFSFEJUTGJSTUCBDDBMBVSFBUF QSPHSBN JO UIF BSFB PG IVNBO EFWFMPQNFOU BOE currently offers four-year degrees in 14 programs of study as well as three associate’s degrees. In 2006, 5IBNFTAcademy OPX5IBNFTBU.JUDIFMM$PMMFHF launched its distinctive post-gradVBUF program on campus, providing college-bound students with learning differences a structured year on a college campus to gain skills for a successful transition to a On September 14, 1938, a group of New London citi- traditional college. In 2007 Mitchell College zens founded New London Junior College as a pri- offJcially joined the Division III National vate, nonprofit, coeducational, two-year college in Collegiate Athletic Association and was a founding their community. In 1950, the name Mitchell member of the New England Collegiate Conference, College was officially adopted by the trustees to where they have earned championship titles across honor the descendants of the Alfred Mitchell family, multiple years in many sports. principal benefactors of the College since its founding. The high quality of Mitchell's academic Mitchell College celebrates a long and proud program was recognized in 1956 when the College tradition of educating students to discover and was awarded membership in the New England build on their strengths while gaining Association of Schools and Colleges. Taking a leading an appreciation for diversity in thought and role in educating students with learning differences, the richness of a full life.

4 DIRECTIONS TO MITCHELL COLLEGE

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5 Admission to Mitchell College

Admission Policy the application process well in advance of the pro- Our admissions requirements are designed to help jected date of enrollment. Early application is nec- the College select those students best able to benef t essary because of the substantial amount of time from the educational experiences at Mitchell College. required to f le for nonimmigrant (F-1) student sta- Submission of SAT and/or ACT scores is optional. tus and to make appropriate travel arrangements. International students whose native language is not English are required to submit the results of the Test Secondary school graduates and students who have of English as a Foreign Language (TOEFL) or pro- attended post-secondary institutions in other coun- vide proof of English prof ciency. tries and are applying for an F-1 Visa are subject to the following procedures: T e Admission Committee reviews all applications holistically. We admit students without regard to 1. Complete the application for admission. Mitchell race, color, gender, disability, age, sexual orientation, College uses the Common Application. and national and ethnic origin. T e Admissions Review Committee is comprised of Admissions 2. Forward an of cial record of work completed at staf as well as members of the College Faculty and the secondary school attended (and all post-sec- Administration. ondary institutions attended) to the Mitchell Col- lege Admissions Of ce. T ey must include a cer- Admission to the College tif ed translation for all documents in languages Students may apply to Mitchell College as either a other than English. f rst-year or transfer student. However, certain prerequisite courses are necessary to satisfy degree 3. Submit evidence that English prof ciency requirements. Students may begin classes twice a is adequate to undertake a full academic program year, fall or spring term. at the College.

Admission Decision 4. If a student’s native language is not English, s/he If students apply for admission, they will be notif ed must: of their status by a letter. T e letter will def ne the nature of their acceptance and indicate when they a. Submit the of cial score report from the Test of must reply in the form of an advance deposit. Depos- English as a Foreign Language (TOEFL). Students its are accepted on-line via our website. A reply sig- must obtain a score of at least 500 on the written nifying an intention to enroll as a full-time student test or a score of 71 IBT on the computer test to takes the form of an advance deposit of $300. T e be considered for admission. deposit is refundable until May 1 for the fall semes- OR ter. T e deposit is not refundable for the spring b. As an alternative to taking the TOEFL, semester. international students residing in the United States may show evidence of having successfully Early Action completed an oficial English Language School Applicants who are interested in receiving their (ELS) Language Center program. The ELS Admission Decision by December 15th should apply Language Center must forward an oficial score Early Action. T e Early Action deadline to apply is report to the Mitchell College Admissions Office. November 15th. OR c. They may substitute the Scholastic Aptitude Admission of International Students on F-1 VISA Test (SAT) as an alternative to the TOEFL exam. T e College welcomes applications from interna- The official score report must be forwarded from tional students and strongly urges them to complete the College Entrance Examination Board directly 6 to the Mitchell College Admissions Of fice. plete the Free Application for Federal Student Aid OR (FAFSA). T e FAFSA may be completed on-line d. Another alternative to taking the TOEFL is the at www.fafsa.ed.gov. T e Mitchell College school Advanced Placement International English Lan- code is 001393. Financial aid is available for the guage Exam (APIEL). An official APIEL score fall and spring semesters; there is no f nancial aid report must be sent from the College Board for the winter and summer semesters. directly to the Admissions Office. Students must receive a score of 3 or higher to be considered for Life Experience admission. See section on Adult and Returning Students, 5. Submit to Mitchell College at least one letter of rec- page 38. ommendation from a school of cial at the institution last attended. Advanced Placement (AP) Credit Mitchell College participates in the Advanced Place- 6. In addition to the above requirements, the Admis- ment Program (AP) administered by the College sions Of ce must be provided with a Declaration Entrance Examination Board (CEEB). If students of Finance or bank statement proving f nancial have taken college-level courses while in high school, responsibility. A copy of f nancial documentation they may participate. With of cial notif cation, the provided to the U.S. Immigration Service will suf- College will grant credit for AP exam grades of three f ce. or higher in any academic discipline of ered by the College. Photographs of any of the required documents are unacceptable. An I-20 form will be issued only af er Admission to Part-Time Study the student meets all of the above admission require- Students are considered part-time if they take fewer ments, sends the College verif cation of f nancial than 12 credits in any given semester. T ey may responsibility, and is actually admitted. enroll as part-time students during the fall, winter, spring or summer semester. T e desire to learn and Mitchell College of ers limited merit-based f nancial the ability to prof t from college courses are the basic assistance to international students who have been criteria for initial enrollment. Academic Advisors are admitted with an F-1 Visa. Newly admitted stu- on hand to help students select appropriate courses. dents holding visas other than an F-1 should consult directly with our Financial Aid Of ce concerning Students may register for courses as a part-time stu- the availability of need based f nancial aid. dent through the College Registrar at appropriate times, usually six weeks before a semester begins. Admission Procedures Summer Session students are also considered part- To apply to Mitchell College as a degree candidate, time. Part-time students must apply for admission students must follow these steps: as a Mitchell College degree candidate before they complete 15 credits or if they wish to apply for vet- 1. Students may apply for admission by completing eran’s benef ts. If they wish to apply credits earned at the Common Application and paying a $30 appli- other colleges toward a Mitchell degree, they should cation fee. make an appointment with the Admissions Of ce and apply as a degree candidate before enrolling at 2. Ask the high school guidance of ce f to i forward Mitchell. o fcial f ihigh school record and letter(s) of recommendation. If students have attended college or Financial aid may be available to part-time students other post-secondary programs, they must submit for the fall and spring semesters if they have made an of cial f i transcript from those institutions or application through the Admissions Of ce and have programs. registered for six or more credits per semester. No f nancial aid is awarded for the winter and summer 3. Submission of SAT and ACT scores is optional. semesters.

4. If applying for f nancial i aid, students must com- 7 Appealing an Admissions Decision or ADD, ADHD. T e primary goal of the Bent- Appeals of admission decisions are reviewed on sen Learning Center is to promote the ef ective and a case-by-case basis. Students seeking an appeal independent use of strategies that will assist students should submit their request, in writing, to the Direc- with learning and career readiness. Admission to tor of Admissions. T e Admissions Committee will the Bentsen Learning Center is separate and dis- review the appeal. tinct from the application process to Mitchell Col- lege. Once a student has been accepted to Mitchell Credit by Examination College, the staf at the Bentsen Learning Center will Credit by Examination allows students who have review application materials and determine a stu- already studied the subject matter of a course of ered dent’s eligibility for the program. Students will be by Mitchell to earn credit by passing an examina- contacted by the Bentsen Learning Center to inform tion which covers the course material. T e College them of the Center’s decision. Acceptance to Mitch- accepts credit by examination following the guide- ell College does not guarantee acceptance into the lines of the American Council on Education College program. Credit Recommendation Service. Examples are the College Board’s College-Level Examination Program Students who want to be considered for the Bentsen (CLEP) and the Defense Activity for Non-Traditional Learning Center should forward the information Support (DANTES). Each test result is evaluated for listed below to the Center: credit by the Registrar’s Of ce. • Results of a complete psychoeducational evaluation including cognitive and achievement testing Credit for Military Training • Current 504 or IEP (optional) Mitchell College uses the Guide to the Evaluation •Completion of the Bentsen Learning Center of Education Experiences in the Armed Forces, an Application American Council of Education publication, to eval- • Unedited writing sample uate military credits. Students should consult the Registrar’s Of ce. It is the student’s choice to submit this information which will be used solely to determine the appropri- Admission to the Bentsen Learning Center (BLC) ateness of the student for the program and the abil- T e Bentsen Learning Center (BLC) at Mitchell ity of the program to meet the student’s needs. All College is a fee-based academic support program information will be kept conf dential. designed for students with learning disabilities and/

8 FINANCIAL AID AT MITCHELL COLLEGE

Regardless of which college students choose, higher dents who declare themselves independent when the education requires a major investment of time, income and assets of their family indicate an ability energy and funds. Many families are understandably to contribute. concerned about how to meet educational costs. T is section is a guide to the policies and practices of the In the case of divorced parents, the income of the Of ce of Financial Aid Services at Mitchell College. student’s custodial parent (or in cases of joint cus- It is designed to help students understand the com- tody, the parent with whom the student spends the plexities of f nancing their education and for use as a majority of time) will be taken into consideration reference should they experience f nancial problems when determining the student’s f nancial need. in the future. If the custodial parent has remarried, federal law requires that the present spouse’s information also Because it is never possible to cover every situa- be reported on the FAFSA. tion that a student and the student’s family may encounter, we want to encourage students to pres- Deadlines ent problems specif c to their situation to a Finan- For planning purposes, it is important that all appli- cial Aid Of cer in person, by telephone or by e-mail. cation materials are completed in as much detail as Our goal is to help them solve f nancial problems at possible and submitted on time. We ask that students Mitchell so that they will be free to concentrate on please pay careful attention to the deadlines and fol- academic pursuits. low instructions. If students and their family fail to submit the required materials on time, they risk los- Application Guidelines ing an award. Financial aid comes in many dif erent forms, from free funds (in the form of grants and scholarships) How To Apply to low-interest loans and work study programs. All students desiring need based f nancial aid must Remember to apply every year. Financial aid is complete the FAFSA either on-line or in paper for- renewable every year, provided students remain in mat. T e FAFSA must be submitted to the Federal satisfactory academic standing and continue to dem- Processor af er October 1 and before February 1 to onstrate f nancial need. T e amount and kind of aid have priority f nancial aid consideration at Mitchell received is reviewed each year so that any changes in College. the family f nancial situation, as well as any changes in Mitchell’s charges, can be taken into account. All Be sure to include Mitchell College on the FAFSA. things remaining similar, the f rst-year aid award Our Title IV Code is 001393. usually provides a rough indication of the level and kind of aid students may expect to receive in subse- Students selected for verif cation must send federal quent years. documents, W-2 forms (for both parents and students), and a completed Federal Verif cation Work- Parental Contribution sheet as well as any other requested information. Mitchell assumes that students’ families will continue to support them during their undergraduate If students send their FAFSA to the Federal Proces- years according to their ability to pay as determined sor, they will receive verif cation from the Depart- by the Free Application for Federal Student Aid ment of Education that they have received their (FAFSA) analysis and Mitchell’s institutional stan- FAFSA. Mitchell College will receive an Institutional dards. If parents stop supporting them for reasons Student Information Report (ISIR), which includes other than ability to pay, it is not possible for Mitch- the Expected Family Contribution (EFC). Once the ell to accept the parental responsibility for f nancial f le is complete, student need will be calculated and support. Nor is it possible for Mitchell to aid stu- s/he will receive an award letter. T e award letter will 9 show award amounts being of ered. S/he must sign Federal Direct Staf ord Loan Unsubsidized and return the award letter and the accompanying T e Unsubsidized Federal Staf ord Loan is a low- paperwork to f nalize the award. interest (4.45%) loan available to eligible students regardless of f nancial need. Although the terms of Priority Date this loan are similar to the Federal Staf ord Loan, All f nancial aid applications should be completed students are responsible for interest charges while by February 1. Applications completed on or before they are matriculated. T e maximum limit for both the priority date will receive f rst consideration for the Federal Staf ord and Unsubsidized Staf ord f nancial aid awards. However, applications will be combined is the same as those listed above, plus an processed as long as funds remain available. additional $2,000 in an Unsubsidized Staf ord Loan. Independent students may borrow up to an addi- T e Financial Aid Package tional $4,000 a year in an Unsubsidized Staf ord Packaging is the term which describes the way an Loan ($5,000 for juniors and seniors). T is loan has institution like Mitchell combines funds from vari- a fee. ous sources to meet f nancial need. Such combina- tions are necessary because it is generally impossible Federal Perkins Loan to meet everyone’s need from a single f nancial aid Federally funded Perkins Loans are awarded to stu- source. First, Mitchell determines the expected family dents based on need. T is loan will not be deducted contribution and subtracts that contribution from the from the bill until a student signs a Promissory Note. student budget to determine f nancial need. T is need T ere are no additional fees charged for this loan. is met with an award, which may include a combina- T e interest rate is 5%. tion of loan, work study job, grant or scholarship. Federal Direct Plus Loans LOANS Parents of dependent students may apply for a Plus Since grant funds are limited, most students are Loan to assist with educational expenses. T ese loans awarded loans to help with their educational are not need-based, but all borrowers must meet expenses. T e following is a description of the loan specif c eligibility requirements before a Plus Loan programs that are currently available to assist Mitch- is approved. Eligible parents may borrow up to the ell College students. Rates are subject to change cost of attendance minus any f nancial aid awarded every July 1. during the period of enrollment. (If the parent is denied the Plus Loan, the student may take out an Federal Direct Staf ord Loan Subsidized additional Unsubsidized Staf ord loan.) All parents T e Staf ord Loan is a low-interest, federally subsi- are required to f ll out a pre-approval if they wish to dized loan available to students who demonstrate apply for a PLUS Loan. T e interest rate is currently f nancial need. T e maximum loan amount is $3,500 7%. T e Federal Government retains the fee on this for a f rst-year student; $4,500 for students with 28 loan. credits; and $5,500 for juniors and seniors. T e interest rate is currently at f xed rate of 4.45%. As long CHESLA Loans (Connecticut’s Student Loan as students attend college at least half ime, they will Program) not accumulate interest on this loan or have to begin T e program is available to Connecticut residents payment on principal. T ey must begin repaying or a student who is attending a Connecticut school. the loan six months af er leaving school or dropping T is loan is the debt of the student, however, the stu- below half ime. T ere is a fee associated with this dent does need a co-applicant. T e approval of this loan. T ese charges will be subtracted from the total loan is based on a healthy income to debt ratio of the “requested amount” before funds are drawn from co-applicant. Only interest payments are required the Department of Education. T e fees are retained while the student is in school. by the Federal Department of Education. Additional Information about Federal Loans will not be credited to a student’s account until a promissory note has been signed. Federal loans are usu- 10 ally disbursed twice in the year, at the beginning semesters fall and spring. Measurement will occur of each semester. Because the signing of any prom- at the end of each semester. Grades for Incompletes issory note carries with it the obligation of repay- will be considered in the following semester unless ment af er graduation, students must complete an completed during a winter or summer mini-mester. entrance interview which describes the provision of the loan programs with the counselors at the Of ce T e Satisfactory Policy for Financial Aid and the of Financial Aid or on-line to be sure future repay- Satisfactory Policy for Academic Performance are ment obligations are clear. Forgiveness of debt in not the same. return for certain kinds of work in the public interest af er graduation is possible. See the Of ce of Finan- Satisfactory Progress for Financial Aid cial Aid for more information. Students must also At the end of each semester, grades are reviewed to complete exit counseling when they leave Mitchell or determine the academic standing of each student. A drop below 6 credits. student is considered to be in good academic standing if he or she is matriculated at Mitchell College, Students must meet the College’s Satisfactory Aca- maintains a cumulative grade point average of 2.00 demic Progress for Financial Aid Policy to retain or higher, a semester grade point average of 2.00 or f nancial aid. higher, and is making satisfactory progress toward a degree. Students failing to meet these standards are Satisfactory Academic Progress For Financial Aid subject to warning, suspension or probation with an Policy academic plan. If a student falls into one of these categories, they will f nd notif cation in their Mitch- T e purpose of this policy is to provide undergradu- ell College email as well as by a letter sent to their ate students with information on Mitchell College’s home address. Satisfactory Academic Progress Standard for Federal Title IV Sources of Aid (Federal Pell Grant, Federal Financial Aid Warning - T e student’s academic SEOG, Federal Work-Study, Federal Perkins Loan, performance is such that continuation at this level Federal Direct Subsidized Loan, Federal Direct could eliminate the possibility of academic success Unsubsidized Loan, and Federal Direct PLUS Loan), and graduation. Students on f nancial aid warning as well as Mitchell College Need and Merit Aid. T is are still eligible for f nancial aid for the next semes- document describes the qualitative and quantitative ter. standards that make up this policy, how standards are measured, and how f nancial aid is reinstated if Financial Aid Suspension – Students, who were on eligibility is lost during enrollment. f nancial aid warning and did not obtain satisfactory progress measured in grade point average and/ T e Financial Aid Of ce is required, in accordance or credits earned, will be placed on f nancial aid sus- with Federal Title IV regulations, to monitor satis- pension. To maintain further f nancial aid eligibility, factory academic progress for students who receive the student may appeal in writing to the Financial Federal f nancial assistance. In order to continue to Aid Appeal Committee within 3 weeks of the date receive f nancial aid while enrolled at Mitchell Col- of notif cation. Students will be notif ed in writing lege, students must maintain the minimum stan- about the outcome of their appeal. If the appeal is dards as def ned below. T ese Satisfactory Academic approved the student will be placed on f nancial aid Progress standards for f nancial aid are either the probation with an academic plan. T e f nancial aid same or stricter than the College’s academic policy appeal letter is separate from any academic appeal for students enrolled in the same academic program letter the student may be required to submit. who are not receiving f nancial assistance. Students must make both quantitative and qualitative prog- Financial Aid Probation with an Academic Plan – ress towards their educational goals each academic Students, whose f nancial aid appeals are approved, year to receive federal and Mitchell College need- will be placed on f nancial aid probation with an based and/or merit f nancial assistance. Mitch- academic plan. Students, in this status, are eligible ell College’s academic year consists of two regular to continue to receive f nancial aid unless they do 11 not meet the plan or at the point they cannot students as determined from the student’s FAFSA graduate within the time frame established by results. T ese funds will be awarded to Pell eligible pace. 5IF Academic Plan will be developed by students f rst. the student and their academic advisor which will have TQFDJGJD outcomes. 5IF Plan will be revised Mitchell Grants - T e Mitchell Grant is of ered to at the end of each semester until the eligible students based on their f nancial need and student is making satisfactory progress for availability of funds. GJOBODJBl aid. Financial Aid Satisfactory Progress: Mitchell Merit Scholarships - Mitchell College CREnrolled CompletionRate GPAMinimum of ers merit scholarships. T e College establishes the 0-25 50% 2.0 renewal criteria. All students new to Mitchell Col- lege are considered for merit scholarships as part of 26-55 60% 2.0 the application review process. 56-89 67% 2.0 90+ 67% 2.0 First-time student scholarships are awarded based on a review of the high school transcript concentrating Appeal Process – T e letter should be addressed on core courses and GPA as well as course selection. to the Director of Financial Aid within 3 weeks of notif cation of suspension. It should include a clear Transfer students are considered for an academic explanation of the circumstances that contributed to scholarship as part of the application process. T ese the poor academic performance. T e letter should scholarships are based on the students’ prior college also include steps the student intends to take to rem- academic performance. edy the situation. Information on how to contact the student should also be included. For further information about scholarships, contact Mitchell College Admissions at 800-443-2811. WORK STUDY SCHOLARSHIPS AND AWARDS Federal Work Study Program T e Federal Work Study Program (FWS) is of ered Michael T. Jenkins II ’96 MVP Scholarship - T is to eligible students based on f nancial need as deter- scholarship is awarded annually to a sophomore stu- mined by the FAFSA form. T e positions are on dent who raised his or her grade point average the campus and the student is paid bi-weekly for hours most from the fall semester to the spring semester worked. T e money earned is not deducted from of his or her f rst-year and demonstrated f nancial the student’s account unless arrangements are made need. First preference will be given to MVP stu- with the Bursar’s Of ce. Students of ered work study dents. T e award is named for Michael T. Jenkins II must meet with the work study coordinator dur- who was cited for this achievement af er raising his ing the f rst two weeks of school in order to secure a GPA to a 3.2. Michael died tragically on June 1, 1995 position. from injuries sustained in an automobile accident. It is through the generosity of Michael’s family and GRANTS AND SCHOLARSHIPS friends that his memory is perpetuated through the awarding of this scholarship. Grants and scholarships are known as gif aid. T ey do not have to be paid back. Behavioral Sciences

Federal Pell Grant - T e eligibility/amount of this T e David W. H. Harvey Scholarship - federal program is determined by a federal formula. Established in honor of David W. H. Harvey, former In 2017–2018, the awards range from $606 to $5,920. Dean of the College, this award is given to a returning student demonstrating academic achievement Federal Supplemental Educational Opportunity and excellence in the behavioral sciences. T e recipi- Grant (FSEOG) - T is funding assists the neediest ent is selected on the basis of merit and future poten- 12 tial within the program. The Business Administration Award - Established by the College, this award is given to the graduating The Jeffrey S. Turner Human Development and full-time and part-time students in the business Family Studies Merit Award - This award is program, who have attained the highest grade point presented to students whose scholastic average in the department. achievements and feld i work accomplishments stand out in the department. Recipients also The Thomas E. Piacenti ‘59 Scholarship - Estab- demonstrate an appreciation, understanding, and lished in 2000 by Marietta Piacenti, the widow of commitment to life span development within Thomas E. Piacenti ‘59, in his memory. Mr. Piacenti diverse sociocultural contexts that could lead to was active in New London in real estate, insurance later research with the potential for solving and politics and as director of the New London important human development and families studies Sewer Authority, where he was instrumental in building issues and concerns. the regional water pollution control facility. The scholarship provides financial aid for students. The Behavioral Sciences Service Award - Tis h First preference for the award is for majors in business award is presented to a student who in the judgment and related areas. of the department has demonstrated exemplary dedication and service to the discipline. Recipients Communication Arts of this award are recognized for their hard work and commitment to the Behavioral Sciences The Eugene O’Neill Award in Creative Writing - Department, with a particular emphasis on depth Established by the College, this award is presented to of efort f and variety of service. the student who produces outstanding literary work during the academic year. The Donald B. Helms Merit Award in Psychology - Established in 2004 by the Behavioral Sciences The Merit Award in English - Established by the Department, this award is in honor of Donald B. College, this award is presented to the Helms, a Mitchell College faculty member who student(s) judged to be outstanding in effort, distinguished himself for over 30 years as a master improvement, and achievement in freshman English teacher, critically acclaimed author and dedicated courses. researcher. Tis h award is given to students who as a result of their educational background and research The Merit Award for Graphic Design - Established productivity are deemed likely to make signifcant i by the College, this award is presented to a student contributions to the behavioral sciences. judged to be outstanding in graphic design.

Business Administration The Merit Award in First-Year Composition - This award is presented to the student judged to be out- The Harvey Mallove Scholarship - Established in standing in effort, improvement, and achievement in memory of Harvey Mallove, former trustee and first-year composition courses. mayor of New London. Given annually to an academically superior, continuing student distinguished Education in the study of business administration. The Early Childhood Education Award - Established by The Carmin Cimino Small Business Studies the College, this award is given annually to the student Scholarship - Established in 2004 by the Business demonstrating academic achievement and excellence in Club under the direction of professor and club Early Childhood Education. advisor Carmin Cimino. Carmin was the driving force behind the Business Club and Business Pro- The Early Childhood Education Perseverance gram for over 25 years. Tis h scholarship is given Award - Established by the College, this award is to a returning four-year student in the Business given annually to the student demonstrating perse- Administration program who has demonstrated academic achievement and a commitment to 13 college and community service. verance and academic excellence in their aspiration ell staf in 1950 as Director of the Evening Division. to meet the standards for the professional role as He also taught English as a member of the associ- early childhood educator. ate faculty before being named Associate Director of Admissions in 1966. T e award is presented to a con- Hospitality and Tourism tinuing student who clearly demonstrates excellence in literary studies. T e Hospitality and Tourism Award of Excel- lence - T is award is presented to the student who Law & Justice Policy Studies in the judgment of the department has demonstrated exemplary service to the Hospitality and Tourism T e Criminal Justice Award - Established in 2003 by industry and dedication to the study of Hospitality the College, this award is given annually to the stu- and Tourism at Mitchell College. dent outstanding in the discipline.

T e Hospitality and Tourism Award - T is award is T e Homeland Security Award - Established by the presented to a senior(s) who has (have) shown exem- College, this award is given annually to the student plary improvement in academic and/or the hospi- outstanding in the discipline. tality industry, as well as dedication to community involvement. Life Sciences

Humanities T e Solomons Scholarship - Established in 1986 by Marie Solomons in memory of Dr. I. A. Solomons T e Merit Award for Studio Art Design - III, the developer of penicillin, Director of Chemo- Established by the College, this award is presented therapeutic Research at Pf zer and a former trustee. annually to the student judged to be outstanding in T e scholarship is given annually to an academically studio art. superior, continuing student distinguished in the study of life science. T e José Melis Scholarship - T is scholarship honors the name of the distinguished pianist and enter- T e Science Award - Established by the College, this tainer, José Melis, whose two children attended the award is given annually to the graduating student College. It recognizes exceptional academic achieve- who has maintained the highest academic standing ment especially in a foreign language. in the science program.

T e George A. Mugge Scholarship - Established in T e Special Distinction Science Award - A special 1985 in memory of George A. Mugge, former chair award presented to the student showing the most of the History and Government Department. T e improvement in the science program. scholarship is given annually to an academically superior, returning student distinguished in the T e Chemistry Achievement Award - Established study of history or political science. by the College, this award is presented to a student who has shown outstanding accomplishment in the T e George A. Mugge Award in History & Gov- study of chemistry. ernment - Established in memory of George A. Mugge, former chair of the History and Government T e Dr. Ephraim P. Rivard Award for Excellence Department. T e award is given for academic excel- in Mathematics - T is award, named for the former lence in history and government. head of the Mathematics Department, is presented to the student who attained the highest average in T e John K. Balentine, Sr. Award for English - selected mathematics courses. Established in 1972 by Mr. and Mrs. Myron H. Hen- del, former trustees, in memory of John K. Balentine, Sr., a former professor of Latin who joined the Mitch-

14 Sport & Fitness Management an exemplar of “above and beyond” citizenship. T is award is for a student who has demonstrated a T e Sport Management Program Award - Estab- degree of citizenship and service to the College com- lished in 2002 by the College, the award is presented munity above and beyond that anticipated by peers for outstanding academic achievement in the study and mentors. of sport management. T e Ted and Barbara Hargrove Service Award - T e Physical Education, Recreation and Established to honor Ted Hargrove, former public Fitness Award - Established by the College, this relations director of Mitchell College, and his late award is given annually to the student judged to be wife Barbara, his of cial assistant and the unof cial outstanding in the discipline. hostess of many college social functions. T is award recognizes meritorious service as their dedication T e Michael C. DiZenzo ‘14 Achievement Award - exemplif ed during their long association with the T is award in memory of Michael C. DiZenzo ‘14 is College. given to a full-time upper class student enrolled in the Sport & Fitness Management Program who has T e Richard W. Lawrence Memorial Award- Estab- demonstrated outstanding academic achievement lished in 1965 by Mrs. Anita Simpson, former dean as well as signif cant involvement in extracurricular and acting president of the College, in memory of activities and engaged in a meaningful way in com- Richard W. Lawrence, a New York civic leader. Given munity ef orts at the College. annually to a graduate who, in the opinion of the faculty, has done most to uphold and practice those Scholar Athlete ideals of good citizenship in a democratic society to which Mr. Lawrence devoted a life of patriotic and Top First-Year Female Scholar Athlete - T is award unself sh service. goes to the f rst-year female athlete who has the highest cumulative GPA through December of the T e Marchelle Hall Owens Award for Social Service academic year. - T is award was established by Marchelle Owens to demonstrate her appreciation for help she received Top First-Year Male Scholar Athlete - T is award from Mrs. Doris Levinson, a member of the Mitchell goes to the f rst-year male athlete who has the high- College faculty, while she was a student. A monetary est cumulative GPA through December of the aca- gif is given to the graduating senior and credit identi- demic year. f ed for textbooks is given to the continuing student who best exemplify the ideals of social service through Top Female Scholar Athlete - T is award goes to participation in the activities of social agencies. the sophomore, junior or senior female athlete who has completed two seasons of competition with the T e Nathan Hale Award - In 1776, a young New highest cumulative GPA through December of the London schoolmaster gave his life for his country. By academic year. both word and deed, he created a superior model for American men and women to follow in combining Top Male Scholar Athlete - T is award goes to the the academic tradition with good citizenship. T e sophomore, junior or senior male athlete who has Nathan Hale Award is given to the student who, in completed two seasons of competition with the the opinion of the President of the College, has most highest cumulative GPA through December of the closely followed this example of service to country, academic year. community and college.

Of ce of the President and Dean of the College T e Board of Trustees Award for Academic Achievement - awarded to the bachelor degree recip- T e Eugene “Jack” Ferryman Award - Established ients with the two highest GPAs who have completed by friends and family of Jack Ferryman ‘74, late at least 90 credits at Mitchell College. beloved husband of Margaret Ferryman ‘91 and 15 The Faculty Award for Academic Achievement Chi Alpha Sigma honors those student-athletes - awarded to the associate degree recipients with who have earned varsity letters while maintaining a the two highest GPAs who have completed at 3.4 or better GPA throughout their junior and least 45 credits at Mitchell College. senior years. The honor society also fosters good citizenship, moral character, and friendship Athletic Awards among academic achievers in college athletics.

Alumni Excellence Award - The Alumni Delta Alpha Pi International Honor Society Association gives an award to a male and female was founded in 2004 at East Stroudsburg graduate, recommended by the Department of University of Pennsylvania and is open to Athletics, who have achieved the highest degree of undergraduate students with disabilities who have competence in sports while also attaining completed a minimum of 24 credits and achieved a outstanding academic records. cumulative grade point average of 3.10 (on a 4.00 scale). Membership in Delta Alpha Pi presents Wilbur S. Baratz Award - The Wilbur S. Baratz students with an opportunity to change the Award, established in memory of Mr. Baratz, an negative stereotype of disability by developing avid tennis player, by his widow, is given to the their skills in leadership, advocacy and education. male and female considered the best all- The Greek letters stand for Disability, Achievement around athletes in the varsity sports program. and Pride.

Coaches’ Trophy - This trophy is awarded to Omicron Sigma Sigma - The Order of the Sword the person who contributes most to varsity and Shield National Honor Society is the first athletics, whether or not he or she is an outstanding academic and professional honor society dedicated athlete. exclusively to homeland security, intelligence, emergency management, and all protective The Michael T. Jenkins Memorial Award - security disciplines. The mission shall be to This award is presented to the member of the promote critical thinking, high scholarship and Mitchell College baseball team who, through professional development; to further enhance the determination, has overcome life’s adversities. ethical standards of the protective security professionals; and to cultivate a high order of HONOR SOCIETIES personal living.

Alpha Chi is a coeducational, national college Phi Theta Kappa is an international honor society honor scholarship society with the purpose of for students pursuing an associate degree. promot-ing academic excellence and exemplary Established in 1918 to recognize and encourage character among college and university scholarship, Phi theta Kappa provides opportunity students and honoring those who achieve such for the development of leadership and service, for distinction. Its name derives from the Greek an intellectual climate for exchange of ideas and words meaning truth and character. Alpha ideals, for lively fellowship for scholars, and for Chi admits to membership students from all stimulation of interest in continuing academic academic disciplines and may invite to excellence. membership no more than the top 10 percent of the junior and senior classes. Phi Epsilon Kappa honor society is a national professional society for persons engaged in or Alpha Phi Sigma is the only national criminal jus- pursuing careers in health, physical education, tice honor society for criminal justice majors. The recreation, or sport management. Phi Epsilon Kappa's society recognizes academic excellence of under- three approaches for attaining our ideal are physical, graduate and graduate students of criminal education, and knowledge. the foundation of our justice as well as juris doctorate. honor society is based upon the three pillars of peace, friendship, and brotherly love. 16 Psi Chi is the international honor society in psychology, founded in 1929 for the purposes of encouraging, stimulating, and maintaining excellence in scholarship, and advancing the science of psychology. Membership is open to graduate and undergraduate men and women who are making the study of psychology one of their major interests and who meet the minimum qualifications.

Sigma Alpha Pi is a chapter of the National Society of Leadership and Success. The society is a community of leaders and a worldwide training organization dedicated to creating lasting, positive change through achievement and leadership education. Invitation to the society is based upon achieving a minimum academic GPA and/or on the recommendation of two Mitchell College faculty.

17 TUITION AND FEES

Investing in a college education is one of lifetime’s Fees for Part-time Student most important decisions. Although expensive, the Computer courses: $50. lifelong benefts - both financial and educational - of a Science courses with labs: $50. college degree far outweigh its costs. Studies con- sistently show that earning a college degree is the best Bentsen Learning Center (BLC) way to prepare for an unpredictable future and lead an Supplemental charge per semester: Comprehensive educated and fulflling life. Strategic Learning Support: $3,650. Enhanced Strategic Learning Support: $2,425. Transitional At a private college such as Mitchell, with small Strategic Learning Support: $1,200. ACE Program: classes, personalized instruction, excellent teaching, $800. comprehensive support services and programs, and a wide breadth of co-curricular and recreational activ- Miscellaneous Charges ities, costs to families is a major concern. We know Drama Fee: $50. that Mitchell, like the nation’s other leading colleges, Returned Checks: $25. must work hard to keep tuition afordable. Transcripts: $5. Auditing Fee: $375 per credit hour The College is committed to providing f inancial aid to For each credit hour in excess of 18: $500. families who demonstrate need so that Mitchell Single Room: $1,100 per semester (additional fee) remains accessible to the increasing number of stu- based on availability. dents who can beneft from our philosophy of Premium Housing (additional fee, non- “educating for success.” In 2016–2017, more than 90 refundable): percent of our students received fnancial aid. We also • Montauk Apartments: By application; $900 award merit scholarships to students who have per academic year demonstrated or possess the potential for academic or • Mariner Hall: $600 per academic year leadership excellence. (For Financial Aid information, Summer/January Sessions see page 9.) Consult with the Of ce of Admission, the Regis- trar’s Of ce or the Bursar’s Of ce for current tuition, Student Status for Billing Purposes room, and board costs for summer and January sessions. Full-Time Status – Students are considered full-time if registered for at least 12 credits per semester. Payments Students may register for up to 18 credits. Registration No grades, transcripts or records will be issued for more than 18 credits is granted only by permission to students who are delinquent in their f nancial of the Vice President for Academic Afairs/Dean of accounts with Mitchell College. the College. Payment Due Dates Comprehensive fee for the 2017–2018 For the fall semester, unless the student enrolls in Academic Year the Monthly Payment Plan Option, full payment of tuition and fees must be received in the Bursar’s Full-time Resident Student: $45,192. Of ce by July 1; for the spring semester, full payment of tuition and fees must be received by January 1. Full-time Commuter Student: $32,442. Fees Explained Part-time Student: If student takes 9, 10 or 11 credits: Auditing fee: Of ers students opportunity to par- $11,433 per semester. ticipate in a course on a noncredit basis at a reduced rate. If student takes fewer than 9 credits: $500 per credit 18 hour.

Breakage Deposit Full-Time Student Due Dates Full-time students are required to provide a one- time breakage deposit, which is included in a stu- Total Fall Semester Costs Due: July 1 dent’s f rst semester billing. Resident students must Total Spring Semester Costs Due: January 1 deposit $200, while commuters deposit $50. T is deposit is held until a student graduates or with- A statement of semester charges (not including draws, and is used to pay for any outstanding dam- books) is e-mailed to each full-time student in ample age assessments, f nes, parking tickets, or other costs time to meet the payment schedule. before the balance, if any, is returned.

Part-Time Student Due Dates Books and Incidentals Tuition Payment Due: At registration T e purchase of books and supplies are not included Miscellaneous Charges Due: At registration in the general Mitchell College charges and vary somewhat in each case, depending on the number of Monthly Payment Plan registered courses. All students are expected to have Mitchell College of ers a payment plan beginning in adequate f nancial resources to acquire books and either May or July and the cost is a one-time non- classroom supplies by the beginning of classes. refundable annual enrollment fee of $100. More details are available from the Bursar’s Of ce. For the convenience of students, Mitchell College provides a full-service Bookstore. T e Bookstore Responsibility for Expenses carries the required texts for the courses of ered and It is the responsibility of students to assure their bills sundries for personal requirements and needs. Pur- are paid. MasterCard, VISA, AMEX and Discover chases of books and supplies may be paid by cash, credit cards may be used to pay tuition and fees. check, money order, MasterCard or Visa. In case of Details on time payment plans can be found through withdrawal, the price of books and supplies will not the Bursar’s Of ce. Students who fail to pay out- be refunded. standing bills will not be allowed to register for the next semester. Students are responsible for all costs Student Health Insurance of collection and interest incurred on past due debts. All full-time students at Mitchell College must be covered by an insurance plan that will cover the Failure to pay the tuition and fee bills or make alter- student’s health and medical needs while they are nate payment arrangements by the prescribed dates enrolled and living on or near campus. T e Col- will result in the student being withdrawn from the lege of ers a basic student health and accident policy College, including the loss of campus housing, if if a student is not covered by other insurance. T e applicable. In such circumstances, students who wish 2017–2018 health insurance fee is estimated at $1,948 to be reinstated for the semester must settle their per year. Details can be obtained from the Bursar’s outstanding debts in full and reregister for classes Of ce. and housing on a space-available basis through the Registrar’s Of ce and to the Campus Life Of ce, Students are responsible for providing information respectively. to Mitchell College regarding health insurance coverage. T is waiver can be completed by visiting the Tuition Deposit website: http://www.gallagherstudent.com/mitchell. A $300 nonrefundable deposit is required of all new Students who do not provide this information to the full-time students. For students entering in August, Bursar’s Of ce by the required date will be charged this deposit will be split and credited to each semes- for the College’s student health and accident insur- ter. Students entering in January are credited with ance plan. the full amount. Priority at the time of room draw is given to students whose tuition deposit has been Refund Policy paid. T e intent of our refund policy is to protect the f nancial interest of Mitchell College, a nonprof t 19 institution; to ensure the facilities will be used by enrollment, then the student has earned 30% of the students who genuinely seek a college education; to assistance that was scheduled to be received. Once a protect the f nancial rights of the students; and to student has completed more than 60% of the period meet legal requirements. of enrollment, then the student has earned all of the assistance that was schedule to be received for that Refunds are considered in accordance with the poli- period. cies described below to any student who has of cially withdrawn in writing from Mitchell College. T e If a student did not receive all of the funds that were of cial notice of withdrawal from the College must earned, a post-withdrawal disbursement may be be submitted in writing to the Registrar’s Of ce. T e due to the student. If the post-withdrawal disburse- Registrar will determine the last date of attendance ment includes loan funds, the student can choose to for credit purposes. Students who withdraw from the decline the loan funds so that additional debt is not College before the end of the academic year will have incurred. Mitchell College can use all or a portion their f nancial aid adjusted accordingly. Institutional of the post-withdrawal disbursement (including loan grants and scholarships will be reduced in propor- funds), for tuition, fees, and room and board charges. tion to any tuition credit received as def ned below. For all other school charges, the school needs the student’s permission to use the post-withdrawal dis- Fees bursement. If permission is not given, the student Student health insurance is not subject to pro rated will be of ered the funds. However, it may be in the withdrawal credit or tuition withdrawal credit. student’s best interest to allow the school to keep the funds to reduce the debt at the school. Refund Policy: Title IV Financial Aid Refund (Federal Funds Only) When a recipient of a federal T ere are some FSA funds that were scheduled to be grant or loan completely withdraws from Mitchell received that cannot be earned once a student has College during the semester, the College must cal- withdrawn because of other eligibility requirements culate the amount of Title IV (federal) grant or loan such as not submitting the required loan forms. assistance that the student earned as of the withdrawal date. T e federal programs subject to this T e requirements for federal funds when a student refund policy are: Federal Pell Grant, Federal Direct withdraws are separate from Mitchell College’s Staf ord Loans, Federal Supplemental Education refund policy for institutional aid; please refer to the Opportunity Grant (SEOG), Federal Perkins Loan, section “Institutional Refund Policy.” T erefore, a Federal Parent Loan for Undergraduate Students student may still owe funds to the College to cover (PLUS) and other grant or loan assistance autho- unpaid institutional charges. Mitchell College may rized by Title IV of the Higher Education Act, as also charge a student for any FSA program funds amended. that the school was required to return.

Federal Student Aid (FSA) funds are awarded based on If you have questions about the federal program the assumption that the student will attend school for funds, you can call the Federal Student Aid Informa- the entire period for which the assistance is awarded. tion Center at 1-800-4-FEDAID (1-800-433-3243). When a student withdraws during a period of enroll- TTY users may call 1-800-730-8913. Information is ment, the amount of federal aid that was earned up to also available on Student Aid on the Web at student. that point is determined by a specif c formula. If a stu- ed.gov. Sample worksheets are available for your dent received (or school or parent received on the stu- review by contacting the staf in the Bursar’s Of ce. dent’s behalf) less assistance than the amount earned, the student may be able to receive those additional A student who changes to Special Student status is funds. If a student received more assistance than what ineligible for Mitchell College aid. If a student has was earned, the excess funds must be returned by the received loans for prior years, those loans will enter school and/or the student. T e amount of assistance repayment status. Please consult a f nancial aid that is earned is determined on a pro rata basis. For counselor to understand the implications regarding example, if a student completed 30% of a period of this status. 20 are returned. Unearned portions of the Title IV Institutional Refund Policy funds must be returned by the College to the 1. Purpose federal government no later than 45 days from the T e intent of our refund policy is to protect the determined date of the student’s withdrawal. f nancial interest of the College, a nonprof t institu- Students will be notifed i of any balance owed to tion, to insure the facilities will be used by students the College as a result of the refund calculation. who genuinely seek a college education, to protect the f nancial rights of the students, and to meet legal e. If the student was awarded a MVP Scholarship requirements. and it has not been earned, the award will be reversed and the amount owed would be the 2. Def nitions student’s responsibility.

3. T e Policy f. Institutional aid will be calculated using Mitchell a. The College's refund policy will adhere to the College’s refund policy. following schedule with the exception of the Title IV Financial Aid Funding: g. All other outside grants and scholarships will be refunded based on the guidelines of the grantors. - Before the f rst day of classes 100% refund - Within the f rst week of classes 100% refund h. Registration fees are not refundable unless and before add/drop period Mitchell College cancels a course. - By the end of second week of classes 80% refund - By the end of third week of classes 60% refund i. Any charges for other fees, such as library fees, - By the end of fourth week of classes 40% refund park-ing tickets are not eligible for refund. Student - By the end of f f h week of classes 25% refund health insurance is not eligible for pro rata -Af er the end of the f f h week No refund withdrawal credit or tuition withdrawal credit.

b. Withdrawal from Mitchell College shall entitle the 4. Procedure student to a refund of tuition, room and/or board, a. Refunds are initiated when a student has of cially f i and learning resource fees, (if applicable) based on withdrawn from Mitchell College. the above-referenced schedule. b. T e hR egistrarw illd eterminet hel astd ateo f c. Enrollment period is defned as the frst day of attendance for credit purposes. classes to the last day of fnal exams within a semester. c. Students who withdraw from the College before the end of the academic year will have their financial d. When a student receives Federal Title IV aid and aid adjusted accordingly. completely with-draws from the college during the semester, the College must calculate the amount of 5. References the Title IV that the student earned as of the Department of Education — www.ifap.ed.gov withdrawal date. Federal Title IV funds include Federal Pell Grants, Federal Perkins Loan, Federal Veterans Parent PLUS loan and other grant or loan assistance T e U.S. Department of Veteran’s Af airs, upon authorized by the Title IV of the Higher Education proper certif cation and verif cation, contributes its Act, as amended. A Title IV schedule is used to support by monthly payments directly to the stu- determine the amount of funds the student has dent. earned at the time of withdrawal up through the 60% point in the enrollment period. Afer the 60% point All full-time and part-time veterans must be admit- in the enrollment period, a stu-dent has earned 100% ted to Mitchell College as matriculated students of the Title IV funds. Therefore, no Title IV funds before enrollment papers will be submitted to the U.S. Department of Veteran’s Af airs. 21 Under Chapter 31, Title 38, the U.S. Department of Veteran’s Af airs should provide complete coverage of tuition, fees, books, etc. However, any unsup- ported charges will be billed directly to the student. Under Chapters 17, 30, 35 and 1606, it is the direct responsibility of the student to pay all semester charges, in full, prior to registration.

22 STUDENT AFFAIRS

RESIDENCE LIFE residence life program promotes understanding and With recent innovative changes in residential life at respect while fostering opportunities to establish Mitchell College, students like to live on campus for lasting friendships. its convenience and being in the middle of an active community. T e opportunities to create living expe- Residence Halls - riences are only limited by their imagination. Mitchell College of ers traditional rooms in single- sex and co-ed residence halls, suite-style living, Mitchell College believes in the importance of on- and modern apartments. T ere are also a variety of campus residential living as part of the college expe- student-created residential SuperBlocks for students rience. As such, all full-time Mitchell students must with a shared interest living together, customized live in residence halls unless they live in a home features on the f oor, and a budget to launch campus year-round with a parent, spouse or guardian. T e and f oor activities centered around the theme. College does consider petitions of older and upper class students to live independently in the local com- Mariner Hall: located next to the Yarnall Athletic munity. Center and athletic f elds; a four-story, suite style residence hall; coed by f oor; accommodates 96 stu- Living in the residence halls provides educational dents. opportunities and helps to support the academic experience. Each student is encouraged to partici- Matteson Hall: located in close proximity to Yarnall pate in programs and activities. All f rst-year stu- Athletic Center and the athletic f elds; a four story, dents living in Mitchell residence halls must be on mixed-gender residence with common bathrooms, the 19 meals a week board plan. Upper class students lounges and laundry facilities; accommodates 121 have the option to choose between meal plans. Resi- students. dence halls are overseen by full-time Campus Life Coordinators who reside on campus. T ese profes- Simpson Hall: located in close proximity to Yarnall sional staf members are committed to fostering an Athletic Center; coed by f oor with common bath- environment that encourages personal growth and rooms; accommodates 112 students. development. Campus Life Coordinators provide leadership and guidance, as well as referral services Saunders Hall: overlooks Mitchell Woods which for students to meet both their academic and non- features lighted walking trails and a cross country academic needs. T e Of ce of Campus Life promotes course; a four story, mixed-gender building with student responsibility and accountability through common bathrooms, lounges and laundry facilities; maintaining community standards and enforc- accommodates 112 students. ing College policies. T e Of ce of Campus Life also provides involvement opportunities and leadership Apartments - experiences for students through programming. A Montauk Apartments: located a short walk to the Campus Life Coordinator supervises a team of Resi- main campus; can accommodate 20 students who dent Assistants who live in each residence hall. Resi- choose a substance-free living environment. dent Assistants provide programs to meet the social, emotional, cultural, and recreational needs of stu- East Winds House: located two blocks of campus, dents. A Resident Assistant is an upper class student it is an easy 5 minute walk to dining, classes and who serves as a peer mentor to students, providing the hub of campus life; independent living oppor- support and encouragement as needed. Residence tunity; accommodates 25 students in one- and two- halls are living-learning communities where stu- bedrooms, with access to a full kitchen, washer and dents take responsibility for their environment and dryer, a project area and common lounge area. hold one another accountable for their actions. T e 23 CAMPUS SAFETY readers. This security feature allows resident A staf of f professional campus safety officers students access to their residence halls 24/7, while provides security around the 68 acre campus 24- maintaining security access control. hours a day, seven days a week. Campus safety oficers f respond to emergencies on campus, patrol Video Surveillance System the campus on a regular basis, and conduct various Mitchell College maintains a robust video surveil- types of investigations. Te hC ampusSafety staff lance system that monitors all residence hall main provides escorts as an added measure of safety entrances, as well as other key areas around campus. should students need accompaniment walking T s isystem, incon junction witht he card access sys- through campus at night. Patrols are conducted tem, provides for integrated monitoring capabilities on foot, by vehicle, golf cart or by bicycle. and has proven valuable asset to the Department of Campus Safety in the investigation of offenses Community policing is at the core of the occurring on campus. The College has numerous Department of Campus Safety. Because of this, the Campus Safety Blue Lights and building call boxes department maintains four major areas of focus: strategically placed throughout campus as a direct prevention, enforcement, education, and outreach, link to Campus Safety should an emergency arise. resulting in positive relationship-building among all members of the College community. STUDENT ACTIVITIES Te staff and faculty at Mitchell College believe Campus Safety Contact Numbers that involvement in extracurricular activities leads Campus Safety - Emergencies to personal and academic growth. A student’s (860) 443-0214 or Ext. 4590 from any campus success is strengthened through exposure to telephone various leadership and citizenship opportunities, such as participation in clubs, intramurals, and Campus Safety - Routine Texts or Calls other campus or community activities. To enhance (860) 941-9316 the college experience, students are encouraged to James Gilman - Director of Campus Safety become involved in campus activities outside the (860) 701-5182 classroom.

Annual Campus Security/Fire Safety Report Currently the College sponsors academic clubs, T h e Jeanne Clery Disclosure of Campus extracurricular clubs, club sports and academic Security Policy and Campus crime Statistics Act honor societies. All of these clubs and organizations of 1990 (34CFR668.46), also known as the “Clery provide leadership opportunities for students to Act,” is a federal law that requires colleges and contribute to the betterment of the College universities to disclose information about crime on community, while establishing friendships and and around their campuses. Mitchell Colleges gaining impor-tant life skills. All students can annual security report presents campus safety keep up-to-date on campus activities through the information as well as College policies concerning Mitchell Campus Life Facebook page or alcohol and drug use, crime prevention, and the MCCampus Life twitter page. For more reporting of crimes. This report includes statistics for information about the opportunities and services the three previous years. These statistics include available to all students, contact the Office of reported crimes that occurred on campus and on Campus Life at 860-701-5146. public property immediately adjacent to and accessible from the campus. To view this report, New Student Orientation please visit mitchell.edu/campus-safety and click on Prior to the start of the academic year, new students the link for the report. participate in a comprehensive College Orientation program. During this program, students will have Residence Hall Security the opportunity to interact with faculty, staff, and Residence Hall exterior doors are secured by an elec- peers through a variety of workshops and activities. tronic locking system accessed via proximity card This experience is designed to familiarize students 24 with their new community and to educate them on the academic and social standards of Mitchell College. The orientation process also includes informative sessions tailored to parents and guardians, who are encouraged to attend.

Commuter Students Commuting students are a vital segment of the Mitchell community and are encouraged to utilize all services provided on campus.

To meet the needs of commuter students, Mitchell Dining Services has a variety of options available for campus meal plans. For more information, please visit Tim Grills, Director of Food Services, located in 202 Clarke Center. Tim can be contacted at 860-701-5778 or [email protected].

Commuters can keep up-to-date on campus activities through the Mitchell Campus Life Facebook page or MCCampusLife twitter page. For more information about the services available to commuting students contact the Office of Campus Life at (860) 701-5146.

25 ATHLETICS

T e tradition of the scholar-athlete is not only alive, Facilities but thriving at Mitchell. Mitchell College is a mem- Students have access to the College gymnasium, the ber of NCAA Division III and currently competes in 4,000 sq. f . f tness center, and waterfront and rec- the New England Collegiate Conference (NECC). If reational venues. Areas are provided for volleyball, you enjoy being a part of a team, crave exciting times basketball, soccer, f ag football, sof ball, tennis, and and competitive play, then we invite you to explore cardiovascular and weight training on campus. A Mitchell College’s athletic program. What makes f eet comprised of 420’s racing sailing boats, Flying our program truly special is that our student-ath- Js sailing boats, and a launch boat are maintained letes enjoy success — not just on the playing f eld but and at the Mitchell dock for sailing and educational also in the classroom. Our athletics program seeks programs. to help students develop a better understanding and appreciation of education and character through the life lessons of ered within the sports experience including intercollegiate, intramural and recreational of erings.

2017–2018 INTERCOLLEGIATE ATHLETICS TEAMS

Men Women Baseball Basketball Basketball Cross Country Cross Country Lacrosse Golf Sailing Lacrosse Soccer Sailing Sof ball Soccer Volleyball

Mitchell College Intramurals Intramurals are an important outlet for the students at Mitchell College. T e goal of the intramural program is to operate a student driven program that meets the needs and interests of all Mitchell College students. Past programs have included f ag football, beach volleyball, basketball, wif eball, sof ball, fun runs, dodge ball, soccer, sailing, tennis and f tness programs.

26 GENERAL INFORMATION

DINING SERVICES fat and low sodium selections. Also included is Prepare to embark on one of the f nest dining pro- a deluxe self serve soup and salad bar area. grams designed specif cally for Mitchell College students. We of er something for every taste: fresh T e Market Café, also located in the Clarke Center, seasoned handmade burgers, healthy smoothies, provides a relaxed café environment with easy chairs fresh and seasonal salads, sandwiches featuring in- and entertainment space. To follow ever-changing house roasted deli meats, and of course the gourmet food trends, T e Market Café features a variety of cof ee you need to fuel your study sessions. menu concepts for both resident and commuter students. We also of er a variety of grab and go and retail Whether you’re popping in for an early morning items such as snacks, smoothies, bottled beverages and snack or stopping in for a healthy meal, we are sure Starbucks cof ee. Flex dollars are accepted. Hours of our dining facilities will meet your needs in com- operation are Monday Tuesday and T ursday 7:30am- fortable, casual settings at Milner Dining Hall and 11:00pm, Fridays 7:30am-2:30pm, closed on Saturday Market Café that are great campus gathering spots and Sunday. A key resource for students is the “Dine for friends throughout the day. on Campus” app, downloadable for the smart phone. T is app shows hours of operation, daily menus and Mitchell College students f nd a wide variety of din- nutritional information. ing options on campus, including Milner Dining Hall and Market Café and the Student Center on T e Student Center located on upper campus behind Wednesday, Friday and Sunday nights. T e Market Michael’s Dairy is a relaxing entertainment space with Café is a hot spot for On the Go sandwiches, snacks games, easy chairs, f at screen tvs and a stage. T e Stu- and beverages; made to order wraps, salads, smooth- dent Center grill features a variety of menu fare for ies and grilled delicacies; and a convenient place to both residents and commuting students. We also of er purchase items such as milk, cereal and ready to grab and go microwavable meals, personalized pizza, microwave meals. chicken f ngers and potato wedges along with beverages and smoothies. Flex dollars are accepted. Hours T e Milner Dining Hall is an all-you-care-to-eat din- of operation are Wednesday, Friday and Sundays ing hall located in the Clarke Center for all students 5:00pm to 11:00pm. A big feature for the students is who have purchased a meal plan. It is open 7 days “Mitchell af er Dark” on Wednesday nights. a week: Monday through Friday, 7:30am–7:30pm; Weekends and Holidays, 11:00am–2:00pm/5:00– T e Campus of ers three meal plan options to resident 7:30pm. Commuters, faculty and staf are able to students: purchase a meal plan or simply pay at the door in •19 meal plan plus $50 f ex this attractive facility overlooking the plaza, the •14 meal plan plus $100 f ex campus and the T ames River. Beyond the meal •10 meal plan plus $235 f ex plans, students have access to a variety of retail items Each meal plan provides the appropriate number of throughout the day. T e Milner Dining Hall features dining accesses per week as listed above. All f rst year several areas of service: resident students are required to participate in • Pizza Pasta station—pizza, pasta, calzone; the 19 meal plan. •Global Fusion—induction wok stir fry cookery and theme menu concepts; Flex funds are an enhancement to the dining option •T e Grill—traditional grill items with the addi- and are automatically loaded at the beginning of each tion of grilled chicken, quesadillas, steaks, chops, semester. Fund balances carry forward from semester toasted sandwiches and theme meal menu styles; to semester and expire at the end of the Academic • Traditional Entrées—breakfast, lunch and dinner Year. fare including vegetarian, vegan, gluten free, low 27 Commuters, faculty and staf are of ered two block other class protected by applicable law. meal plan options or straight Dining Dollars. •100 meal block Racism has a long history and despite increasing con- •50 meal block sciousness about the problem, incidents may occur which must be addressed. For an academic institu- Dining Dollars are similar to a debit account and are tion where the integrity of the education process and good for the academic year. Use your Dining Dollars the mutual respect of faculty, students and staf are of at any location on campus. You can add to your Din- utmost importance, instances of racial insensitivity ing Dollars as needed by purchasing extra or harassment are serious problems. dollars. See our Dining Office Manager for details or call for details 860-629-6201. Sexual harassment is understood to encompass a wide range of behavior, including the coercion of a Purchasing a meal plan is easy. Go to the Bursar person into a sexual relationship, the subjection of Business Office located in Mitchell Hall, Room 106 the person to inappropriate verbal or physical or call for details 860-701-5061. sexual attention, retaliation for a refusal to comply with sexual demands or the creation of a Special Diets - If you have food allergies or need hostile environment. In an academic institution dietary assistance, please contact us. Our where the integrity of the academic process and the culinary staf fare trained to develop a delicious mutual respect of faculty, students, administrators solution to meet your needs. and staf are f of vital importance, sexual harassment is of great concern and any instances of For more information, please contact Tim Grills, inappropriate behavior are treated seriously. Director of Dining Services at (860) 701-5778 or [email protected]. The College community is committed to the active promotion of racial and religious understanding NONDISCRIMINATION STATEMENT and to honest, open and equitable dealings with Mitchell College does not discriminate on the basis racial, sexual, ethnic and other differences. of sex, race, color, religion, national/ethnic origin, sexual orientation or physical/educational challenge. The President has designated the Director of Any behavior or action that excludes, harasses, or Human Resources or the individual supervisor to embarrasses someone based on any of the above hear complaints of sexually or racially ofensive f characteristics is subject to disciplinary action. behavior on the part of faculty members and staf . f Complaints on behalf of students alleging Harassment or other acts of hatred or violence, harassment by other members of the student body whether based on gender, race, ethnicity, religion, are subject to review under College disciplinary sexual orientation, or other disability, are inconsis- procedures. Te h President has designated the tent with the tenets of community behavior and will Vice President of Student Affairs to hear such not be tolerated. T e College community is commit- complaints. ted to the promotion of fair and equitable dealings with racial, sexual, ethnic and other dif erences. DRUG-FREE CAMPUS AND WORKPLACE ACTS The College is in compliance with Te Drug-Free STATEMENT CONDEMNING RACISM, INTOL- Workplace Act of 1988 and the Drug-Free Schools ERANCE, OTHER ACTS OF HATRED OR VIO- and Communities Act of 1989. The College makes LENCE BASED ON DIFFERENCE. an annual distribution in writing to each student In recent years, there has been increasing social and employee which includes: awareness of the problem commonly termed 1) Standards of conduct that prohibit the unlawful “harassment.” Mitchell College prohibits any form possession, use or distribution of illicit drugs by of harassment based on race, color, religion, gender, students and employees; disability, age, veteran status, sexual orientation, 2) Disciplinary sanctions for violations of standards ancestry, national origin, gender identity, or any of conduct that include dismissal from the Col- 28 lege; 3) A description of applicable local, state and federal student. When a college of cial speaks directly or legal sanctions for unlawful possession, use or dis- shares in writing any part of the educational record, tribution of illicit drugs and alcohol; s/he is releasing protected information. Note that 4) A description of health risks associated with the discussion/release with any non student party of use of illicit drugs and the abuse of alcohol; and said student’s educational records, discipline records 5) A description of drug and alcohol counseling, and some parts of student behavior records consti- treatment, rehabilitation and retry programs. tutes release of educational related record and can result in legal action. Opinions and observations are STUDENT RIGHT-TO-KNOW AND CAMPUS not protected by FERPA, however Mitchell College SECURITY ACT strongly encourages college of cials to use caution in T e College distributes an annual security report the sharing of opinion-based information. A college to all students and employees and to all applicants may disclose educational information without con- upon request, in accordance with the Student Right- sent to other college of c ials with legitimate educa- to-Know and Campus Security Act (Public Law 101- tional interests on a need to know basis, this includes 542) and Connecticut State Law (90-259). T e report contractors and relevant parties at other colleges. includes the following information: See the Mitchell College Student Handbook foS 1) Campus policies regarding the reporting of EFUBJMT crimes; policies regarding drugs, alcohol and weapons; policies regarding the identif cation and Students also have the right to file complaints with admission of visitors to campus; description of the Family Educational Rights and Privacy Act campus safety and their relationship to state and Office concerning alleged failures by the institu- local police; orientation programs for students tion to comply with the Act. Copies of the regarding campus safety. Buckley Amendment can be found in the Registrar’s 2) A uniform campus crime report concerning Office. crimes committed in the two preceding calendar years. THE COLLEGE ADA STATEMENT 3) A crime report concerning arrests for liquor and Mitchell College complies with the mandates created by the drug violations and for weapons possessions for Americans with Disabilities Act and Section 504 of the the preceding calendar year. Rehabilitation Act. In accordance with these laws, Mitchell College is committed to ensuring that no otherwise qualifi FERPA: THE FAMILY EDUCATIONAL RIGHTS ed student, on the basis of his/her disability, will be denied access to course content, materials or activities. AND PRIVACY ACT OF 1974 (THE BUCKLEY A student, who believes s/he needs accommodations, AMENDMENT) AND THE FAIR INFORMATION should contact the Disability Student Services PRACTICES ACT Office (DSS) at 860-701-5790. Accommodations are Annually, Mitchell College informs students of the not retroactive and cannot be provided by faculty Family Educational Rights and Privacy Act of 1974 based upon disability until the Letter of (T e Buckley Amendment) and the Fair Informa- Accommodation has been issued by DSS. Letters of tion Practices Act of 1975. T e College complies fully accommodation must be updated each semester. with these statutes, which were designed to protect Should a student feel that s/he was discriminated the privacy of educational records, to establish the against, s/he should follow the procedures defined by right of students to inspect and review their edu- the DSS Office (860-701-5790). cational records, and to provide guidelines for the correction of inaccurate or misleading data through • The student must express concern initially, within informal and formal hearings. thirty (30) school days of the occurrence, to the appropriate faculty or staff member to discuss a FERPA was amended in December 2008 to assist resolution. Colleges for better operation in times of emergen- • If the student feels that s/he has not received cies. T is law refers to discussion or release of the an appropriate resolution with faculty/staff, s/ actual educational record, not discussions about a he should contact the DSS Office to report the 29 complaint. •A student may withhold disclosure of any • The student will file the complaint in writing, or category of information under the Family verbally recorded, on a Grievance Form within Educational and Privacy Act of 1974. To thirty (30) working days of the occurrence. withhold disclosure, the student must file • The DSS professional will make contact with written notification with the Office of the faculty/staf and a resolution will be determined Registrar by the end of the second week of within ten (10) working days of the recorded classes of the academic year in which s/he enters. complaint. • The student will be notified of the resolution in written format, and the resolution will be recorded on the Grievance Form no later than ten LIABILITY (10)· working days of the recorded complaint. Mitchell College exercises all security measures and • Th e student can request a reconsideration of the controls within its means to protect and safeguard case, if s/her is dissatisfied with the resolution, the student and his or her possessions. However, the with the ADA Committee within five (5) working College does not, nor can it, assume any responsi- days· of hearing the recommendations for a bility, nor does it provide insurance coverage for the resolution. loss of, or damage to, a student’s personal property • The student will be notified of the resolution or ef ects when stolen, damaged or destroyed. Mitch- made by the ADA Committee, in writing, within ell College also of ers a separate insurance policy fifteen working days of the decision. that can be purchased by the student to cover per- • For more information see the DSS webpage. sonal property. T e cost and policy materials are available at www.gallagherstudent.com/mitchell. It is PUBLIC NOTICE DESIGNATING DIRECTORY recommended that those students whose parents are INFORMATION covered by a homeowner’s policy investigate the pos- Te C ollegei ncludes,b utd oesno tl imiti tselfi nd es- sibility of obtaining a rider to the policy to cover the ignating, the following student information as public above hazards, where the policy does not originally or “Directory Information.” Such information may cover such contingencies. be disclosed by the institution for any purpose, at its discretion: • The student’s name, address, telephone listing, date and place of birth, major field of study, participation in offic ia lly recognized activities BOETQPSUT XFJHIUBOEIFJHIUPGNFNCFSTPG BUIMFUJDUFBNT EBUFTPGBUUFOEBODF EFHSFFT BOEBXBSETSFDFJWFEBOEUIFNPTUSFDFOU QSFWJPVTFEVDBUJPOBMBHFODZPSJOTUJUVUJPO BUUFOEFE

30 CAMPUS INFORMATION

Geographic Location Nathan Hale Hall contains classrooms on the New London, known historically as “T e Whaling first and second floors and faculty offices on the City,” is an interesting industrial, maritime, tour- third level. The Campus Safety Office can also be ism and transportation hub located midway between found on Nathan Hale’s first floor. Boston and New York on Interstate 95 and Amtrak’s main Northeast Corridor line. Two other nationally- Chappell Cottage is a two story stone house located recognized institutions of higher education, Con- in Mitchell Woods and formerly served as a necticut College and the United States Coast Guard residence for the Mitchell Woods caretaker. Academy, are also located in New London. Currently the cottage houses the Children’s Learning Center at Mitchell College. T e Southeastern Connecticut region is one of New England’s fastest growing and is developing as a The Mitchell College Library is housed in a national tourist destination. Nearby Mystic, Con- two story building on the southeastern part of necticut is home to many historic and tourist attrac- campus. tions including the Mystic Aquarium and Institute for Exploration, Mystic Seaport and a quaint down- The Bond House, adjacent to the Library town shopping village. T e scenic shoreline towns on the southeastern part of the campus, has of Stonington and Old Lyme attract many visitors as classrooms and faculty offices. well. Foxwoods Resort Casino and the Mohegan Sun Casino located in the heart of the region’s woodlands, The Ric & Dawn Brill Duquès ’64 Academic draws thousands of vacationers daily. Success Center is a state of the art 12,000 square foot facility that is home to some of the College’s Mitchell’s 68-acre campus sits in a scenic, historic key student support programs: Registrar; Office of residential section of the city and is divided into two Institutional Research, Assessment and Compli- distinct parts. T e lower campus, from the stretch ance; Disability Student Services (DSS); Integrative of sandy beaches of the T ames River to Montauk Career Development; Bentsen Learning Center; and Avenue, contains most of the College’s academic and the Veterans’ Study Lounge. h e building has space public buildings and the T ames Academy water- dedicated to individual meetings with learning and front residence halls on Pequot Avenue. T e upper writing specialists, classroom instruction, group campus (to the west of Montauk Avenue) contains meetings, testing, study and relaxation. the four large residence halls, the gymnasium and the athletic playing f elds. T e upper campus also includes Yarnall Athletic Center, located on the upper cam- Alfred E. Mitchell Woods Park, entrusted to Mitch- pus, contains a 1,200 seat gymnasium, a health/ ell College in 1983 to maintain as a recreational pre- fitness center, locker rooms, equipment room, serve for the public as well as for its own students. T e training room, athletic staff offices, the Center for park includes a pond, hiking trails, two baseball f elds, Health and Wellness, and the Book Store. sand volleyball court and tennis courts. Michael’s Dairy Ice Cream Shop and The Student Academic and Administrative Buildings Center are located on Montauk Ave. near the upper campus residence halls and athletic center. Michael’s Bingham Hall houses science and computer labora- Dairy is an academic learning and internship site. tories and classrooms. T ere are some faculty of ces in Bingham Hall as well. Montauk House hosts academic advising with offices for professional advisors and tutors.

31 Mitchell Hall (once the Alfred Mitchell family’s Robert C. Weller Center was built in 1984 as an summer home) serves as the main addition to the Clarke Center. The Weller Center administration building. Mitchell Hall houses the provides one large meeting room for awards ban- offices of the President, Vice President for quets, alumni reunions and other receptions. Academic Affairs/Dean of the College, Vice President for Student Affairs/Dean of Students, the The Umbrella House was formerly used as the Vice President of Finance and Administration, primary residence for Mitchell College presidents and Bursar/Student Accounts, Advancement and Alumni is now used as the Alumni House. Relations, Marketing, Communications, Human Resources, and Facilities.

Henry Hall, built in 1994 along the Thames River, houses the offices of Admissions and Financial Aid.

Clarke Center contains The Milner Dining Hall and The Market Café on the ground floor. A 400 seat auditorium with complete stage are located on the second floor. Many of the social and cultural events occur in the Clarke Center Auditorium throughout the year.

32 ACADEMIC INFORMATION AND STANDARDS

Responsibility for Degree Requirements Normal Course Load: T e normal credit load for a Mitchell College fosters the independence of students. full-time student is dependent on the Academic Pro- For this reason, the responsibility for successful degree gram in which s/he is enrolled (normally 5 or 6 courses completion lies with the student. each semester). T e academic advisor will work with the student to make sure the course load is consistent We provide students with a wealth of resources with the plan for success. that should ensure that accurate information about degree requirements is available. T e College Course Term Overload: A student whose GPA is less than 2.5 Catalog, faculty members, academic advisors, staf will not be allowed to enroll in more than 18 credits in of the Academic Success Center and the Registrar’s any one semester. If a student has a compelling reason Of ce are all sources of information about program for an exemption from this policy, a petition should requirements. Students should seek these sources be made to the Dean of the College, through the aca- whenever they have questions. demic advisor.

It is assumed that: Classif cation of academic levels 1. Students must do the full work required in a (ef ective with the Fall 2009 Term): given course. 2. Students are at all times responsible for their Credits Earned Classif cation academic progress and standing, including 0 – 25 First-Year course requirements, graduation requirements, 26 – 57 Sophomore credit rules, quality point average regulations, 58 – 89 Junior waivers of requirements, withdrawals from 90 + Senior courses, and withdrawal from the College. Graduation Attendance In order to graduate, there are several conditions T e Faculty of the College believes that in order which must be satisf ed: for a college student to derive the maximum ben- •Students must fulf ll all course requirements in ef ts of a course, regular attendance is necessary as their chosen curriculum, earning at the mini- is the punctual and adequate preparation of assign- mum, passing grades in all required courses and ments. Absence from class jeopardizes the student’s a minimum of 30 credits at Mitchell. If enrolled academic standing. Absence also detracts from the in a bachelor degree program, they must earn value of the class for the instructor and for other stu- their f nal 30 credits at Mitchell College. dents. Class absence, for whatever cause, is a handi- •T ey must achieve a f nal GPA of 2.0 or greater for cap both to the instructor and to the student. Class course work at Mitchell, except for the Early Child- absence is therefore strongly discouraged. T e atten- hood Education HDFS-Teacher Cert. bachelor dance guidelines and regulations found in this cat- program which requires a f nal GPA of 2.7. alog have as their goal the academic welfare of the •T ey must f le an Application for Degree form student. T ere is no excused absence. A student is by October 1st for December graduation and by expected to complete all course work. February 1st for May graduation to notify the Registrar’s Of ce of their expectation to fulf ll Unit of Credit requirements. Mitchell College operates on a semester basis. One •They must meet all General Education credit is equivalent to 50 minutes of instructional requirements. time per week for 15 weeks. • Students use the check sheet from the year they 33 enter College. Commendable Scholar •Students who have not completed their credit Commendable Scholars are announced at the end requirements by spring semester of their gradua- of the fall and spring semesters. Students who meet tion year may apply to walk at Commencement if the following requirements are eligible: they need to complete 6 credits at bachelor level or 3 credits at associate level. 1. Must be a matriculated student. •If the requirements are completed by June 30th 2. Part-time students are eligible for commendable of the student’s senior year, the diploma will scholar status for every 12 credits completed. be ordered and mailed to the student. If the 3. Must have a Grade Point Average between 3.0 and requirements are completed af er the June 30th 3.49 for the given semester. deadline, the date of degree completion will be 4. May not have any Incomplete, Withdrawal or Fail- on the of cial transcript, however the student ing grades for the given semester. will be considered to be part of the following year’s class and not receive his/her diploma until Notation of Commendable Scholar honors will be the following May. recorded on the student’s transcript.

Graduation Honors Starf sh Upon completion of all graduation requirements, Starf sh is an online, academic support and success outstanding academic achievement will be recog- system that provides tools and services for students, nized as follows: faculty and support staf in the areas of student tracking, early alerts, appointment scheduling and Cum Laude - Honors: 3.0-3.49 GPA assessments. Starf sh is designed to help identify at- Magna Cum Laude - High Honors: 3.5-3.94 GPA risk students in real time based on their daily course Summa Cum Laude - Highest Honors: 3.95-4.0 GPA work performance. Faculty and staf can acknowl- edge achievements and/or concerns and then con- Note: Any student who repeats a course with the in- nect students to the resources designed to help such tent to improve his/her overall GPA, is ineligible for as advising, tutoring and support services. consideration of valedictorian or salutatorian. Early Academic Reports Graduation honors are listed in the commencement Submitted to the Registrar by faculty af er the 4th program and are included on the student’s tran- week for any student: script. 1. Whose average is below a C grade, 2. Who has excessive absences, and/or Dean’s List 3. Whose skill level, in the faculty member’s judg- T e Dean’s List is announced at the end of the fall ment, puts the student at risk of failure. and spring semesters. Students who meet the following requirements are eligible: Mid-Term Grade Reports Submitted to the Registrar by the faculty af e r the 1. Must be a matriculated student. 7th week–grades/comments for all students. 2. Part-time students are eligible for Dean’s List status for every 12 credits completed. Final Semester Grades 3. Must have a Grade Point Average of 3.5 or higher Submitted to the Registrar at the end of the semes- for the given semester. ter–grades/comments for all students. 4. May not have any Incomplete, Withdrawal or Fail- ing grades for the given semester. Grade System Mitchell College currently uses a 4.0 grade system Notation of Dean’s List honors will be recorded on within a f f een (15) week semester. Te g radesis sued the student’s transcript. and their current values in associated grade points are as follows:

34 has not completed all course requirements. Student Grade Def nition Grade Points must complete all outstanding work, at the latest, by A+ 4.00 the last day of classes of the following semester oth- A Excellent 4.00 erwise, the mark will revert automatically to a Fail- A- 3.67 ure (F). B+ 3.33 B Good 3.00 Calculation of Grade Point Average B- 2.67 Each grade that a student receives at Mitchell College C+ 2.33 has a corresponding grade point value. See Grade C Average 2.00 System on previous page. C- 1.67 D+ 1.33 T e following administrative grades do not carry D Unsatisfactory but Passing 1.00 grade point values: P (Passing), W (Withdrawal) and D- 0.67 AU (Audit). An incomplete does not carry a grade F Failure 0.00 point value.

Other grades not included in semester or cumulative To calculate a grade point for a course, f rst take the Grade Point Average (GPA): number of grade points earned for a grade and mul- tiply that times the number of credits that the course W - Withdrawal: Assigned when a student of cially earned. Example: a grade of B in a three (3) credit withdraws from a course before the withdrawal course = 3.00 grade points x 3 credits earned = 9.00 deadline. grade points; an A in a two (2) credit course = 4.00 grade points x 2 credits = 8.00 grade points. P - Pass: assigned in Pass/Fail courses or where student has taken an equivalency test to receive credit To calculate GPA, f rst determine the total credits for the course. Counts as credits earned but no grade attempted and the total grade points earned. Credits points are assigned. attempted include the total credit hours of all courses taken at Mitchell College where a grade other than AU - Audit: Student elected to attend course with- W, P, I or AU has been assigned, less the credit hours out having to meet the requirements. No credit is for any courses that have been repeated. A course is received and no grade points are assigned. included in the credits attempted only once, regardless of the number of attempts made to complete the I - Incomplete: A temporary mark when a student course. To calculate the total grade points earned, add up the grade points earned for each course included in the credits attempted. Then divide the total grade points by the total credits attempted. For example: if 60 credits have been completed and a total of 195 grade points have been earned, then the GPA = 195/60 = 3.25.

The grade point average includes only courses taken at Mitchell College. Courses taken at other institutions are not calculated into the grade point average, and the grade attained may not be used to improve grade point average.

35 DEFINITION OF TERMS

T e College uses various terms to describe courses Major and their relationship to a student’s curriculum. Within each degree program there is an area of T ere are a number of terms that students may hear focused study called the major. T e major consists that describe their status at Mitchell College. Under- of a series of related courses which allow students to standing these terms will make life a little easier and develop both breadth and depth in a particular aca- the experience more rewarding. demic f eld. In the case of the Liberal Studies major, the program is designed to allow them to maximize Add/Drop the breadth of the program. Students undecided Once the semester starts, a student may discover that about their major participate in the FC110 course. for one reason or another the previously arranged schedule is no longer appropriate and a change is Major Change desirable. For that purpose, Mitchell College has set Students who are considering changing their major, aside the f rst six (6) days of classes as an Add/Drop need to discuss the programs and implications of a period when a student may make valid schedule change with their Academic Advisor. (See Major changes. (See Add/Drop under the policy section for Change under the policy section for more informa- more information.) tion.)

Auditing a Course Minor Students have the option to take a course for no Some academic departments of er minors for stu- credit. (See Auditing a Course under the policy sec- dents that qualify for such an option. Restrictions tion for more information.) and conditions apply to academic minors. Applica- tion and approval for a Minor must occur prior to Co-Requisite the student needing the last 30 credits of the BA/BS In certain situations two courses may be necessary degree. complements to each other. T e knowledge presented in each is absolutely necessary for success in Matriculated Student its partner. In such cases, the courses are co-requisite A matriculated student has applied and been admit- to each other and should be taken during the same ted to a degree program at Mitchell College. All forms semester. of financial aid require that the student be matriculated. Hybrid Course A course delivered and completed in combination Non-Matriculated Student with electronic format and classroom experience. A non-matriculated student has not yet applied for admission to Mitchell College. A student may take Elective Courses up to 15 credits as a non-matriculated student but All degree programs allow students some f exibility must apply for admission before taking any addi- in the choice of a certain number of courses. T ese tional credits. Students enrolled in T ames Academy areas where a student has choices are called electives. are not subject to the non-matriculated student lim- An elective is any course of ered at Mitchell College its as mentioned above. which carries credit. T e purpose of electives is to broaden the scope of a student’s experience. T ere- Registered fore, students should use electives to sample the T is means that students have signed up to take of erings of disciplines away from their major. classes. Registered does not mean the same as matriculated. Students must f le an application with the Of ce of Admissions and be admitted to be matriculated. 36 Registration Student Status During the spring semester for the subsequent fall Full-time Student - Full-time status is defined as and during fall semester for the following spring, being registered for twelve semester hours or Mitchell College provides students with the oppor- above at the end of the Add/Drop week during each tunity to select the courses they wish to take during of the fall and spring semesters. the next semester. Part-time Student - Part-time status is defned i Required Course as being registered for fewer than twelve credits as T is is a course which must be completed before a of the end of Add/Drop week. (See student is allowed to graduate. Some courses such Determination of Enrollment Status under the as CW101 are College wide requirements, some are policy section for more information.) requirements with certain degree programs and others are required only for certain concentrations. All Transfer Student - Any student who prior to courses which are required need to be completed acceptance at Mitchell College has accumulated before a student may graduate. college credits at another institution. (See Transfer under the policy section for more information.) Sequential Courses T ere are a number of majors where completion requires sequential courses. For example, in science a sequence requires students take both parts of a two-part course.

37 ADULT AND RETURNING STUDENTS

Mitchell College understands the adult learner who Career Change or Enrichment balances family, career, and community with educa- Research shows that lifelong learners are happier and tional responsibilities. T at’s why we of er classes to more fulf lled. Even if you’ve enjoyed a prosperous meet your requirements for: career, a college course is the ideal way to prepare for • Individual study your next career move and broaden your perspective • Professional development and global understanding. • Certif cate study or degree completion. Where it Starts: We of er classes and programs year round and in Prior Learning Assessment f exible formats, including: You may have already acquired knowledge and expe- • Evenings rience for which you can be awarded college credit. • Accelerated sessions Mitchell has an acceptance policy of credits earned • Hybrid: a mix of online and classroom settings through organizations and respected exams that can validate your prior learning, including: You may be a working adult, a parent of young children, a veteran, or a career changer: whatever your CAEL - Council on Adult & Experiential Learning stage in life or your rationale for taking college courses, consider Mitchell College. Our stellar fac- Mitchell College accepts over 24 exams that could be ulty and exceptional support services provide the applied towards Mitchell degrees. perfect balance of individual attention and practical experience you’re seeking in a learning environment. For more information, contact the Registrar’s Of ce.

Career Advancement Today’s world of work is demanding and having a competitive advantage may secure that promotion or help you advance in your f eld. Adding college credits, a certif cate, or a degree to your resume will serve you well professionally and personally.

38 ACADEMIC POLICIES AND PROCEDURES

ACADEMIC HONESTY Cheating involves looking at the work of another person and intentionally using that person’s answers Students at Mitchell College are expected to main- or information as one’s own. Cheating during quiz- tain the highest standards of academic conduct. zes, tests or exams, both in class and out of class, are Most students conduct themselves with integrity and a serious violation of the College standard of con- are disturbed when they observe others cheating or duct of academic honesty. plagiarizing. Any form of academic dishonesty is condemned at Mitchell College, whether it occurs Reports and Penalties for Academic Dishonesty through cheating within a testing session or in the Af er students have taken CW101 and the First- form of plagiarism in reports, term papers, themes Year Seminar, all of enses of academic dishonesty, or essays. T e Dean of the College must be notif ed including the unintentional kind, must be reported by instructors of any grade or course penalty. T e to the Of ce for Academic Af airs/Dean of the Col- Dean ensures that appropriate sanctions in place for lege (VPAA/DOC). Penalties during the student’s of enders who have committed multiple violations of enrollment at Mitchell College are as follows: the academic honesty standards are applied. 1. First of ense involving: Plagiarism, Multiple Submissions, Cheating a. Academic dishonesty without evidence of pre- While plagiarism, whether from print or electronic meditation: F in this quiz, exam, project, etc. with sources, is of en based on premeditated cheating in notation provided to the VPAA/DOC; written assignments, it may result from the uninten- b. Academic dishonesty with evidence of premedi- tional lif ing of words, phrases, sentences, or para- tation: Zero (0) in this quiz, exam, project, etc. graphs from other writers. Unfortunately, students and notation provided to the VPAA/DOC. of en have received insuf cient instruction about 2. Second of ense involving academic dishonesty of plagiarism during their secondary education. For any kind in any course: F in the course involved this reason, inadvertent plagiarism committed by and a notation to the VPAA/DOC. students who have not taken CW101 and the First- 3. T ird of ense involving academic dishonesty of Year Seminar will not be subject to the same penal- any kind: Immediate dismissal from the College ties as those who have completed these courses. It is with notation of academic dishonesty to the Reg- recommended that professors require students who istrar for the student’s permanent record and a have committed inadvertent plagiarism, but have not notation to the VPAA/DOC. taken these courses or comparable courses at other institutions, to revise the assignment with a writing In every case, the student will be advised in writing tutor from the Tutoring Center. At the same time, if by the instructor of the violation of the standard of there is a clear indication of deliberate plagiarism by academic honesty and the sanction imposed. Stu- students who have completed CW101 and the First- dents have the right to appeal a sanction using the Year Seminar, they will be subjected to the more following process: severe penalties cited below. T e Appeal Process Multiple submissions is the practice of submitting 1. Upon written notif cation of the charge by the a single paper for credit in two or more dif erent professor, the student may appeal in writing to classes (in the same or in dif erent semesters). T is is the professor within f ve (5) working days. prohibited and is a violation of the College standard 2. Within f ve (5) working days of receiving of conduct of academic honesty. the faculty member’s response, the student may

39 appeal in writing to the department chair in Def nitions which the course is of ered. Good Standing: All students are considered in good 3. Within f ve (5) working days of receiving the stu- academic standing upon entry and are reaf rmed as dent’s appeal, the department chair will commu- good standing following each term in which they earn nicate his/her decision in writing to the student at least a 2.00 cumulative grade point average (GPA). and a copy to the Of ce for Academic Af airs. Academic Warning: T e student’s performance 4. If the student is not satisf ed with the f nding, the is such that continued performance at this level is student may appeal in writing to the VPAA/DOC. likely to diminish or eliminate the possibility of aca- T is must be done within f ve (5) working days of demic success and graduation. Performance must be the date of the communication from the depart- improved or the student will be subject to Academic ment chair. Probation or Dismissal based upon the chart below. 5. T e VPAA/DOC will convene the Academic Stand- ing and Review Committee and notify the student Academic Probation: T e student’s performance is in writing of the date of the hearing. T e student such that the student is in academic danger. Con- has the right to appear before the committee and tinued performance at this level will require separa- provide evidence and supporting witnesses. tion from the College. T e student is required to cre- 6. T e f nding of the Academic Standing and ate an Academic Plan with the Academic Advising Review Committee is f nal. Of ce within the f rst week of the term in which s/ he is placed in a probationary status. Moreover, the Appeal student in this category is expected to secure addi- A student has the right to appeal an academic or tional help, curtail nonacademic activities, and reas- administrative decision. (See specif c appeal proce- sess his/her participation in an academic program. dures explained in this catalog.) T e Dean of the College or his/her designee may set specif c academic expectations to be met. Failure to If resolution of an appeal cannot be reached, stu- meet def ned expectations will result in dismissal dents may seek assistance from the Commission from the College. on Institutions of Higher Education of the New England Association of Schools and Colleges (cihe. Dismissal: T e student’s performance is such that neasc.org or at 3 Burlington Woods Drive, Suite 100 the College believes the student cannot prof t from Burlington, MA 01803; (855) 886-3272) or the Con- the Mitchell experience. T e student’s presence may necticut Of ce of Higher Education (ctohe.org). be deemed detrimental to the success of other stu- CTOHE addresses student complaints that relate to dents. Dismissal is generally irrevocable; however, Connecticut General Statutes and for which all insti- students do have the opportunity to appeal such tutional grievance procedures have been exhausted. standing once. Please see the “Students and Families” section of the CTOHE website or you may contact the CTOHE Academic Suspension: T is status is only used as an at 61 Woodland Street, Hartford, CT 06105-2326; alternative to dismissal af er an appeal if the Aca- (800) 842-0229. demic Standing and Review Committee so determines that the student should be reconsidered for ACADEMIC PROGRESS AND PERFORMANCE enrollment at a later date. Suspension prevents a stu- STANDARDS dent from enrolling at Mitchell College for a specif c time, not to exceed one calendar year. Demonstra- Purpose tion of improved performance at another accredited Mitchell College requires all students to perform at institution during the suspension period is expected minimum levels regarding their academic pursuits. for a student to be reconsidered for re-enrollment T is policy pertains to all students; however, it is while in this status. Any student that is placed on imperative that students receiving Financial Aid pay suspension and is given the opportunity to re-enroll particularly close attention to the standards as they at Mitchell will return on Academic Probation status can negatively impact aid eligibility. with conditions outlined by the Academic Dean for

40 the f rst semester s/he returns. academic performance. ACADEMIC PERFORMANCE Academic Dean’s Hold: A hold will be placed on CREnrolled Good Standing Warning Probation Dismissal a student’s academic record if a student with an 0-15 2.00-4 .00 1.67 - 1.99 1.00-1.66 be low 1.00 16 - 25 2.00-4.00 1.67 - 1.99 1.33 - 1.66 be low 1.33 academic standing of Probation withdraws from 26 - 55 2.00-4.00 NA 1.67 - 1.99 be low 1.67 the College during a semester. Since the student will 56+ 2.00-4.00 NA NA be low 2.00 likely be unable to meet the academic standards required because of the withdrawal, the student will Right to Appeal an Academic DismissalDecisions be required to petition to the Academic Dean prior regarding dismissal may be appealed to the Dean to being given the opportunity to re-enroll in any of the College. Th e appeal must be in writing and subsequent term at Mitchell. must be received by the Academic Affairs Office no later than a date specified in the dismissal letter. Th e SAP: Abbreviation used for the term Satisfactory appeal should contain any new information or Academic Progress. extenuating circumstances that need to be considered about the student holistically. Student Pace: Cumulative number of hours successfully appeal hearings are held within one week of the completed divided by cumulative number of hours defi ned appeal deadline by the ASRC. Students do attempted (see next def nition). not attend the appeal hearing; however, rare exceptions have been made. Th e decision of the Commit- Hours Attempted: Includes all enrolled courses with tee is final. A student may only appeal a dismissal incomplete grades, course withdrawals, and course one time, even if a prior appeal resulted in reinstate- repetitions in which the student was enrolled at the ment. Students are informed in writing of the ASRC conclusion of the Add/Drop period for each term. decision. All transfer credits that are accepted will be counted both as credits attempted and credits earned in the As noted above, the ASRC may suspend a student rate of completion calculation. for one semester or one year as an alternative to dismissal. A suspended student may not enroll for the T e Policy designated period. Requests to re-enroll at the end Satisfactory Academic Performance of a suspension is made by petition for reinstatement Satisfactory academic performance and academic to the Dean of the College at least one month prior status is based on the Grade Point Average (GPA) to the start of a term in which enrollment is planned. achieved at def ned levels of credits enrolled. At the end of each of the four semesters (fall, January, Satisfactory Academic Progress spring, summer), all students enrolled will be evalu- Mitchell College expects all matriculated students ated for academic performance and will be placed in to make satisfactory progress each semester toward one of f ve academic status categories: Good Stand- earning the declared degree. While the College rec- ing, Warning, Probation or Dismissal. Also, Sus- ognizes that some students will move more quickly pension may be used as a category if so determined toward a degree, other students will need more time Standing and Review Committee by the Academic to accomplish degree requirements. Since many (ASRC) after hearing a student appeal. Mitchell College students receive fi nancial aid, students must be keenly aware of the federal and state Students are expected to earn a minimum of a 2.00 guidelines that restrict financial aid offerings to stu- GPA at all times. Students falling below the 2.00 dents. minimum standard will be placed on Academic Warning or Probation for one semester or academi- Academic Progress as it relates to satisfactory cally dismissed as warranted. T e cumulative GPA financial aid eligibility will be measured in May at of students placed on Warning or Probation must the end of the spring semester. In demonstrate progress each term to advance to degree accordance with national standards and federal completion (minimum of 2.0 GPA). T e following guidelines, Mitchell College expects each student chart is used to determine student status regarding to progress toward a degree as defined in the 41 following chart. ACADEMICPROGRESS Degree Load Est.Credits/Terms ExpectedTerms Enrolled Max Terms (150%) AA Full time 12 to 18 4 6 AS Full time 12 to 18 4 6 BA Full time 12 to 18 8 12 BS Full time 12 to 18 8 12 Degree Load Est.Credits/Terms ExpectedTerms Enrolled Max Terms (150%) AA Part time 6 10 15 AS Part time 6 10 15 BA Part time 6 20 30 BS Part time 6 20 30

It is crucial that all students receiving Federal Title IV the new schedule will produce no time conf icts for financial aid (or other aid directly administered or the student, a change will be allowed. Class availability certified by Mitchell College) must maintain during Add/Drop is severely limited. It is imperative satisfactory academic progress toward completion of that a student develop an acceptable schedule during their degree program of study. As noted above, the the registration period. Courses dropped during this FULL completion time frame is defined as 150% period are not ref ected on the student’s transcript. of the published length of the program. Athletic Eligibility Full-time students are expected to complete a Eligibility to represent Mitchell College in intercol- designated minimum percentage of the academic legiate athletics competition requires that a student- credits in which they enroll each term. Mitchell athlete shall maintain satisfactory progress toward College defines this rate of completion using a baccalaureate degree at Mitchell as def ned in the the number of credits in which a student has College Catalog: page 42. enrolled as of the conclusion of the Add/Drop period of each term. All classes enrolled are A student on unsatisfactory status who has not calculated in this evaluation which includes any achieved satisfactory progress, af er summer and/ class for which a student withdrew, repeated, or fall study is ineligible for athletic participation. failed or received an incomplete. Please refer to Student Athlete Handbook for further Add/Drop information on athletic eligibility.

Once the semester starts, a student may discover that Auditing a Course for one reason or another the previously arranged Full-time students (12 credits or more) may audit schedule is no longer appropriate and a change is any Mitchell College course with the permission of desirable. For that purpose, Mitchell College has set the instructor. T ey must register as an auditor at aside the first six (6) days of classes as an Add/Drop the Registrar’s Of ce. No credit is earned. Part-time period where a student may make valid schedule students also may audit courses on a space-available changes. basis. Total credits for a part-time student may not To effect a change a student must meet with an aca- exceed 11 in any combination of courses taken for demic advisor who approves the change and enters credit or audit. T ere is a fee for an audited course. details into the computer. If there are seats available in the class requested and

42 Determination of Enrollment Status is given only to students who have been attending T ere are two dif erent types of enrollment status. and have been making regular progress. Please read the following carefully and consult with an academic advisor if there are any questions. In exceptional circumstances when a student determines s/he may be unable to meet all course require- I. Full-time status: Full-time status is def ned as ments during the scheduled course period, the fol- being registered for twelve semester hours or lowing guidelines and process are in place: above at the end of the Add/Drop week during each of the fall and spring semesters. Full-time 1. A student who believes s/he has a legitimate students are eligible for on-campus residency reason for missing a f nal examination or fail- privileges and athletic participation. T ey pay the ing to complete course work may petition for a full College Fee. makeup examination or an extension to course work deadlines by completing a Petition for an II. Part-time status (fewer than twelve credits): Incomplete Grade in a Course form and giving Students enrolled in fewer than twelve cred- the completed form to the Of ce for Academic its as of the end of Add/Drop week. Part- Af airs by May 1st (for a spring semester Incom- time students are billed for tuition on the plete) and December 1st (for a fall semester existing scale. T e issue of their contribu- Incomplete). tion to the College Fee needs to be addressed. 2. T e Incomplete is entered by the Registrar only with prior approval. In all other circumstances, Grade Changes the instructor will assign a grade of F to course If a student believes an error has been made, the work or to examination requirements not met and student has the right to appeal a grade received in a then calculate the f nal grade for the course in the course. Within ten (10) working days of grades being usual way. posted, the student should request, in writing, that 3. If no grade is submitted by the instructor by the the professor review the grade. T e professor will last day of classes of the following semester, the explain, in writing, how the grade was calculated. If Registrar will assign a grade of F for the course. the student is dissatisf ed with the outcome, the stu- 4. Any student who is granted an Incomplete must dent has a right to appeal, in writing, to the depart- complete all outstanding work, at the latest, by the ment chair of the department in which the course is last day of classes of the following semester. T ere- taught. T e department chair notif es the student fore, incomplete work for fall semesters must be and the Dean of the College of his or her recommen- completed and submitted by the last day of classes dation. in May and incomplete work for spring and summer semesters must be submitted by the last day If the professor or department chair is unavailable in of classes in December. Failure to meet these the summer or during the winter break, the student deadlines means that the Incomplete will revert to must wait until the College reopens to resolve the the original grade submitted by the faculty mem- issue. ber or an F if no grade was submitted. 5. T e f nal grade for the course will be calculated No grade may be changed without the professor by the instructor and submitted to the Registrar completing the Grade Change form. upon completion of course requirements by the last day of classes of the semester. Incomplete 6. Please note that because a GPA cannot be calcu- Students are expected to complete all course require- lated for the semester in which the Incomplete is ments during the normal semester. T e Incomplete entered: (i) any student who has an Incomplete mark is given only when, due to nonacademic cir- mark on the transcript is not eligible for inclu- cumstances beyond the student’s control, the stu- sion on the Dean’s List or Commendable Scholars dent has not completed a relatively small portion of List for that semester; (ii) eligibility for f nancial course requirements. T e work done to date of the aid may not be determined until the Incomplete petition must be of passing quality. T e Incomplete is removed, thereby delaying essential decisions 43 which are made by the Financial Aid Of ce. their graduation date. It is important to realize this before the change is completed. A student must Independent Study obtain signatures from the academic advisor and the T e opportunity to pursue an Independent Study is department chairs of the exiting and entering depart- extended to a small number of sophomores, juniors ments. T e Change of Major form is then forwarded and seniors who wish to explore areas that are not to the Registrar’s Of ce so the permanent record can represented in the curriculum. It is def ned as an be updated. Students wanting to move from an asso- individual library or laboratory research or creative ciate degree program to a bachelor degree program arts project under the direct sponsorship of a full- must apply for the status change through discussion time faculty member. Independent Study requires with the respective department chair. traditional academic work involving reading, writing and experimental or special projects. Registration (fall and spring) During the spring semester for the subsequent fall To arrange for an Independent Study, the student and during fall semester for the following spring, must def ne the project, f nd a faculty sponsor, and Mitchell College provides students with the oppor- obtain approval from the department chair for the tunity to select the courses they wish to take dur- course prior to the start of the semester in which the ing the next semester. Prior to the actual dates of Independent Study will be taken. T e faculty mem- registration, students are provided with copies of ber, the department chair and the Academic Dean the Semester Schedule and the necessary registra- must approve the project in order for the student to tion materials so that they may plan their schedules. register for the course. T e student is expected to meet with an academic advisor to ensure that his/her selection of courses Approval will be based on a written application form is academically and programmatically sound. T e available from the faculty sponsor or the Registrar’s academic advisor enters registration details into the Of ce. It will require evidence of: computer and spaces are reserved in classes pending • The academic merit of the study payment of the tuition bill. • 5IFBWBJMBCJMJUZPGSFTPVSDFNBUFSJBM • 5IFTUVEFOUTPXODBQBDJUZUPVOEFSUBLFUIFXPSL Repeat Courses JODMVEJOHBDPQZPGUIFTUVEFOUTUSBOTDSJQU Any student wishing to repeat a course at Mitchell College may do so. T e higher grade will be used to T e minimum GPA to be considered for an Inde- calculate the Grade Point Average. Both courses will pendent Study is 2.5. Once approved, the student be listed on the transcript. will meet with the instructor once each week for one hour, although in some circumstances the nature of Students also have the option of repeating the course the subject matter may dictate less frequent meetings at another accredited institution with prior approval of longer duration. However, the minimum number from the Mitchell College Registrar. T ey must earn of instructional hours in any given semester must be a grade of C or better to transfer the credit back to 15. T e course is graded and normally carries three Mitchell College. If the transfer course is accepted, credits. it will fulf ll their graduation requirement and both courses will be listed on their transcript; however, Change of Major neither grade will be used to calculate their Grade Once students have embarked on a particular aca- Point Average. demic program, they may discover that the major selected does not f t their skills, interests and abili- Substitution of Courses (limited to 4 substitutions ties. If they decide to change majors, they must meet over the course of earning the bachelor degree) with their academic advisor to discuss the proposed T ere may be times when the requirements of a change. A change of major may require a reexami- particular degree program do not exactly match nation of transfer credits, a change in the applica- the student’s needs. Under special circumstances, it bility of currently completed credits and possibly a may be possible for a student to arrange to substitute delay in graduation. Changing a major may af ect one particular class for another within the curricu- 44 lum that the student is pursuing. Since the purpose permitted during the test/exam. of a course substitution is to tailor the curriculum •T e DSS will email a Testing Conf rmation to the to a particular student’s needs, permission for the faculty member and the student. substitution must be obtained before the student •Students are instructed to return completed Test- registers for the course. To obtain permission for ing Accommodation Request forms to the DSS at substitution within a curriculum, the student must least f ve (5) days prior to the test date and, in the f rst obtain a Course Substitution form from his/her case of Final Exams, one week prior to the last day academic advisor or the Registrar’s Of ce. T e stu- of classes. dent must then make an appointment with his/her • If the accommodation is to take place with DSS, academic advisor. T e form requires the signature of the faculty member is responsible for delivering the department chair. T e form is forwarded to the the test to DSS at least 24 hours prior to the sched- Of ce for Academic Af airs and then to the Regis- uled time and must pick up the completed test. trar’s Of ce where the curriculum notation will be • Please note: Students are not to hand-carry tests made. to DSS or back to the faculty.

TESTING AND EXAMINATION Final Examinations and Assessment • A f nal assessment of outcomes in terms of stu- All Tests and Examinations dent ability is mandatory in all courses. Students notify faculty of testing accommodations • Final assessments may take many forms, includ- through the Letter of Accommodation provided by ing traditional f nal examinations at the conclu- the Disability Student Services Of ce (DSS). Stu- sion of each semester according to a schedule dents must notify faculty that they would like to published by the Registrar. access their accommodations prior to each test. •Missed f nal examinations and other assessments cannot be made up unless there are exceptional Because of the requirement to submit interim semes- circumstances. ter grades, testing or some assessment procedure •Assessment is the decision of the faculty member. before four and seven weeks is necessary in f rst However, the method of assessment, percentage and second year courses. In third and fourth year of grade and calculation of f nal grades must be courses, semester tests are given at the discretion of made clear to the student on the course syllabus. the faculty. However, the results of this testing pro- •Faculty are also required to keep on f le records vides valuable information to the Academic Stand- of assessments and f nal grades for one year. ing and Review Committee in determining student status and it is urged in all courses irregardless of Final Examinations Requiring Accommodations level. Any f nal examination accommodation requested by a student and supported through documentation on f le Testing Requiring Accommodations in the DSS is the responsibility of the faculty member. Any testing accommodation requested by a student As noted, the DSS staf is available to assist with and supported through documentation on f le in the any testing accommodation requests. If assistance is Disability Student Services Of ce (DSS) is the respon- requested from the DSS, the same procedure must be sibility of the faculty member. However, the DSS staf followed: is available to assist with any testing accommodation •Testing Accommodation Request forms are to be requests. If assistance is requested from the DSS, the completed by the student and signed by a DSS following procedure must be followed: staf member. •Online Testing Accommodation forms are to be •T e student delivers the signed form to the fac- completed by the student, which then delivers an ulty member. T e faculty member will stipulate electronic copy to the DSS and the faculty mem- on the form any special material (i.e., use of a ber. calculator, class notes, outlines, etc.) that may •T e faculty member will stipulate via email to be permitted during the test/exam. the DSS any special test conditions (i.e., use of a •Due to the large number of requests for f nal calculator, class notes, outlines, etc.) that may be examination accommodations, students are 45 instructed to return completed Testing Accom- to the course at Mitchell College. If the replacement modation Request forms to DSS at least one week is valid, a notation will be made on the student’s prior to the last day of classes. f le. T e student is responsible for making sure that • If the accommodation is to take place with DSS, an of cial transcript is submitted to Mitchell. T e the faculty member is responsible for delivering course must always satisfy the same requirements as the test to DSS prior to the scheduled time and any course reviewed for transfer credits. must pick up the completed test. Withdrawal from a Course Please note: Students are not to hand-carry tests to Af er the Add/Drop period has ended, a student may DSS or back to the faculty. discover that special circumstances warrant discon- tinuation of a particular course. Withdrawal from TRANSFERRING COURSES any course without academic penalty may be permitted up until the date specif ed on the Academic Transferring to Mitchell College from Another Calendar. To withdraw from a course, a student must Institution: obtain a Course Withdrawal form from the academic A student who has accumulated college credits at advisor or at the Registrar’s Of ce, assure the form another institution must submit of cial transcripts is completed and signed by all parties noted on the of those credits prior to acceptance as a degree candi- form, and deliver the form to the Registrar’s Of ce. A date if the student wishes to have those credits apply notation of W is recorded for the course in question. to a Mitchell curriculum. In order to be accepted as A grade point value is not assigned to the W notation. transfer credit, a course must have a grade of C- or If a full-time student withdraws to below twelve (12) better (except in the case of a repeat course, which credits during the semester, s/he could lose eligibility must have a grade of C or better), f t into the Mitch- to live in College housing and may lose f nancial aid. ell curriculum, satisfy a requirement or elective, and T e Dean of Students will make the decision about carry credit from an accredited institution. Credits residence hall status. Students requesting a disability which are not applicable to the Mitchell curriculum, related reduced course load must be registered with even though they may otherwise be perfectly accept- Disability Student Services. able for transfer, will not be accepted for credit. T e grades earned for transfer credits cannot in any way If a student withdraws to below twelve semester be used to calculate the student’s Grade Point Aver- hours, s/he will lose eligibility to participate in the age at Mitchell. Some transfer credits may not apply athletic program. in their chosen major. Process for withdrawal to below twelve (12) semester Transferring Courses from Another Institution as hours: a Matriculated Mitchell Student 1. In order to withdraw to below twelve (12) semes- T ere are circumstances, such as the need to make ter hours, the full-time student must meet with up a missed course, where it may benef t a student the academic advisor who will sign a Withdrawal to take a course away from Mitchell College. T is form and, if approved, provide a rationale for the is especially common during the summer. How- approval. ever, bachelor degree candidates must earn their last 2. T e student must meet with the instructor, who thirty (30) credits at Mitchell College. must sign the form. 3. T e student must then sign the Withdrawal form, Should such circumstances arise, it is necessary that indicating that s/he has read the above policy the student secure permission from Mitchell Col- and understands the implications on housing, lege to take the course, prior to registration for the athletic participation, and f nancial aid status. course. In order to secure permission, the student 4. A resident student wanting to remain in campus must obtain a catalog description of the course and housing must, at the same time as preparing the submit a hard copy to the Registrar’s Of ce at Mitch- Withdrawal form, get written permission from ell College. T e Registrar will review the descrip- the Dean of Students. T at letter will accompany tion and verify that it is an appropriate equivalent the Withdrawal form when delivered to the Reg- 46 istrar’s Of ce for recording. and leave the College for the remainder of that term. 5. T e decision will be copied to the Dean of Stu- To ensure that a student does not receive grades of dents and as necessary, the Director of Financial F on all courses in progress, it is important to with- Aid, the academic advisor and the Bursar. draw of cially from the College.

Policy on Withdrawals and Dismissals that Occur A student may of cially withdraw from the College During a Semester anytime during the semester up until Noon on the 1. Administrative Dismissal for Non-Compliance last full day of classes prior to the start of the Final with Academic Requirements of the College Examination Period. T e Bursar’s Of ce maintains - Af er review by the Academic Standing and a chart of refund amounts associated with the date Review Committee (ASRC), a student may be of withdrawal. It is the student’s responsibility to dismissed from the College for failure to meet understand, in advance of the request, the implica- academic requirements in all course work af er tions (including f nancial) in withdrawing. beginning the semester on Academic Proba- tion and af er four (4) weeks into the subsequent To withdraw of cially from the College, a student semester. T e student will be notif ed in writing must meet with an academic advisor. T e purpose of of the possibility of dismissal and will be given this meeting is not to question the student’s decision f ve (5) work days from the date of notice to meet but rather to make sure that all options have been with his or her advisor and all instructors to explored and that the best possible resolution of the resolve the situation. circumstances is achieved. If dismissed, a student may appeal to the ASRC for re-admittance in a subsequent semes- Once a determination has been made that a with- ter. Re-admittance is not possible within the drawal is the best course for a student to follow, the same semester as dismissal. Said appeal should academic advisor will generate an electronic With- be f led through the Of ce for Academic Af airs/ drawal form which is sent to necessary campus Dean of the College. of ces and the student’s faculty. T is form of cially notif es specif c administrative of ces that the stu- 2. Administrative Withdrawal Non-Compliance dent will be ending his/her attendance at Mitchell with Course Requirements - An instructor may for that semester. T is notice will also allow the request an Administrative Withdrawal of a stu- Registrar’s Of ce to convert the f nal grades for all of dent from his or her course for failure to meet the student’s courses to W. academic standards in that course or for failure to attend a minimum of one-half of the class meet- Leave of Absence from the College ings by week four (4) of the semester. T e student T e purpose of a Leave of Absence is to allow a stu- will be notif ed of this intention and will be given dent to separate from the institution for a period of f ve (5) work days from the date of notice to meet 180 calendar days and reserve the right to return with his or her advisor and instructor to resolve without requiring readmission to the College. A the situation. If there is no improvement by week leave of absence must be requested prior to the start seven (7), the ASRC may administratively with- of a semester and include a def nite return date at the draw the student from the courses. start of a semester, accruing to no more than 180 calendar days from the date the student departs. 3. Removal from Class Roster - A student who does not attend any classes in a particular course A formal request for the leave needs to be made by in the f rst two (2) weeks of the semester may be the student. removed from the class by the Registrar. To request a leave of absence, the student should Withdrawal from the College review all options with his/her academic advisor to In the course of a student’s enrollment at Mitchell, it ensure that the decision is in the student’s best inter- may become necessary for him or her to discontinue est. T e student writes a letter to the Vice President participation in all classes during a given semester for Academic Af airs/Dean of the College request- 47 ing the leave and explaining the circumstances and then delivers it to the Of ce for Academic Af airs in Mitchell Hall. T e Academic Dean will review the request, consult with the academic advisor and department chair, and then notify the student of the decision regarding the request.

While on a Leave of Absence, the student is expected to inform the College of any changes in the planned return date. Under no circumstances will a leave of absence be extended beyond 180 calendar days. If a student does not comply with the leave of absence regulations, s/he must apply for readmission at the Admissions Of ce.

Medical Leave of Absence from the College T e purpose of a Medical Leave of Absence is to allow a student to separate from the institution for medical reasons for a period of 180 calendar days and reserve the right to return within 180 calendar days without requiring readmission to the College. A Medical Leave of Absence must be requested in writing and accompanied by a doctor’s note to the Vice President for Academic Af air/Dean of the College as soon as the student knows s/he is unable to attend classes for an extended period of time.

While on a Medical Leave of Absence, the student is expected to inform the College of any changes in the planned return date. Under no circumstances will the leave of absence be extended beyond 180 calendar days in any 12 month period of time. If a student does not comply with the leave of absence regulations, s/he must apply for readmission at the Admis- sions Of ce.

48 REQUIREMENTS FOR A MITCHELL COLLEGE DEGREE

T e requirements for a Mitchell College degree are 1. American Institutions: At least one course des- designed to embody the College’s def nition of an ignated AI. educated person and to ref ect the goals of Mitchell College’s Mission Statement. Requirements af ord 2. Understanding Diversity: At least one course students the opportunity to acquire the knowledge, designated D. values and competencies to become successful, responsible and productive citizens in the diverse 3. Ethics and Values: At least one course designated and global society of the 21st century and also pro- E (the particular course may be designated by vide the skills necessary to meet the challenges of the major). students’ academic, professional and personal goals. 4. Global/Intercultural Perspectives: At least one Mitchell College is dedicated to providing a challeng- course designated G. ing education to all students including those who may be under prepared academically, possess untapped 5. Social Responsibility: At least one course des- potential and who may have learning dif erences. ignated SR or participation in one semester (for Associate students) or two semesters (for Bach- T e learning objectives are met through courses and elor students) in a community or College service activities that span the four-year and two-year degree activity or College-sponsored club or organiza- programs. By integrating the general education and tion. major degree programs, students are provided with a unique educational opportunity which is relevant not For Students Enrolled Fall 2013 and Af er only to their interests and learning styles but to contemporary society. I. Ability Based Education (ABE) Requirements - ABE partners the intellectual abilities cultivated by Degree Requirements the liberal arts and sciences with the professional For entering f rst-year students in Fall 2013 and skills and personal development required to compete thereaf er, the General Education requirements are in the global economy. T e seven Abilities are intro- met through: duced in the First-Year Experience. Initial assess- I. Ability-Based Education (ABE) Requirements ments at new student orientation assist the student II. Content Area Requirements in recognizing current strengths and identifying III. College Requirements areas for further development. IV. Major Requirements As students progress through their program of Important Note for Students Enrolled at Mitchell study, they will collect evidence (papers, videos, pre- Prior to Fall 2013: Returning upper class Mitchell sentations, projects, etc.) that document their level of students and new students transferring to Mitchell mastery. T ere are three levels of mastery: College from another accredited college or univer- 1. Developing sity who are entering as other than a f rst-year, f rst 2. Competent time student are obligated to complete coursework 3. Distinguished in the following secondary areas, as described in place of ABE: To meet graduation requirements, students must successfully reach the level of Competent in f ve T e courses in these f ve categories may meet a Con- (5) of the seven (7) Abilities. T e seven Abilities tent Area Requirement (see II. below) or a Major are embedded throughout the curriculum in such a Requirement (see IV. below) but not both. way that through the General Education and major requirements students will be exposed to most, if not 49 all, of them. • Values, Ethics & Social Responsibility DA: V Engage in social service activities on and of -cam- T ough some courses address several Abilities, each pus; construct, synthesize and make decisions based course is associated with one of the Abilities to the on ethical and moral reasoning; and interpret the point that this Ability is called the Dominant Ability importance of citizenship. (DA) embedded in that course. It is only the Domi- nant Ability that is credited when the student satis- • Social Interaction DA: SI f es the requirements for it with the requirements of Identify and demonstrate social behaviors essential the course. T e Dominant Ability is coded in the to ef ective human interaction; identify intra- and Course Description section of the catalog. T e code interpersonal strengths critical to ef ective processes; for each ability appears here af er its title: identify and improve interpersonal weaknesses; demonstrate behaviors critical to ef ective group • Critical & Creative T inking DA: CCT interaction; and demonstrate positive social intra- Evaluate information and ideas; identify multiple personal/interpersonal skills essential to seeking, perspectives and assess dif erent forms of argu- securing, and performing work within one’s chosen ments; hone decision-making skills; and distin- f eld. guish the practical skills and techniques of creative thinking. II. Content Area Requirements To develop an appreciation of the liberal arts and sci- • Communication DA: C ences and to ensure an adequate breadth of knowl- Convert thoughts and ideas through writing and edge as a foundation for continued learning, students speaking; construct alternative nonverbal ways of are required to take courses in each of the following communication; interpret the driving purpose, main f ve content areas (the goals of the general education point, sub-points, meaning and signif cance of a program are ref ected in the general education objec- given piece; and employ active listening skills. tives of the specif c content areas):

• Diversity & Global Perspectives DA: D • Humanities Interpret the world as a socio-culturally diverse For Associate and Bachelor Degrees: environment; understand how world cultures shape Literature: 3 credits opinions, perceptions and judgments; identify levels Fine Arts: 3 credits in Music, Art or T eater of interdependence among economic, political, cul- History: 3 credits tural and environmental models of human interac- In addition, for Bachelor Degrees: tion; and explain the roots of globalization. Humanities elective (Literature, Fine Arts, His- tory, Philosophy, World Language, Humanities): • Information & Communication Technology Literacy 3 credits DA: ICT At least one of the four courses must be at or Interpret the need for and how to locate informa- above 200 level. tion, including Internet and database sources; con- • Social and Behavior Sciences struct an organizational scheme that enables one to For Associate and Bachelor Degrees: assess the relevance and utility of information for a PY105, SO103 or HD108: 3 credits specif c purpose; interpret conclusions from infor- In addition, for Bachelor Degrees: mation originating from multiple sources by criti- Psychology, Sociology, Human Development, cal adaptation and analysis; and explain informa- Economics, or Government as designated: tion persuasively and ethically to various audiences. 3 credits • Mathematics • Analysis & Problem Solving DA: APS For Associate Degrees: Determine the nature of problems, observe prob- Determined by placement test and at a level set lems, analyze situations at multiple levels, and seek by the major program: 3-4 credits (C- or better) solutions appropriate to the discipline. In addition, for Bachelor Degrees: Selected course must be at the level of MA104 or 50 higher • Natural Sciences (Life and Physical Sciences) IV. Major Requirements For Associate Degrees: T e Major Requirements provide the opportu- 4 credits nity to apply and integrate the abilities, skills and In addition for Bachelor Degrees: knowledge imparted by ABE, the content area 4-8 credits, courses may be both in the Physical requirements, and the College requirements. Each or Life Sciences or one course from each area major also requires a capstone, internship or other • Physical Education and Health course(s ) that allows for the integration and assess- For Associate Degrees: ment of these abilities, skills and knowledge. One season intercollegiate sport OR one PE Skills course OR one PE three credit course. General Education Course Requirements for For Bachelor Degrees: Associate’s Degree: Two seasons intercollegiate sport OR two PE A minimum of thirty-three (33) credits , exclusive of Skills courses OR one PE three credit course. credits earned in PE skills courses.

III. College Requirements General Education Course Requirements for Regardless of major, students fulf ll the College Bachelor’s Degree: Requirements by completing a core selection of A minimum of forty-two (42) credits, exclusive of foundation courses that help you reach a predeter- credits earned in PE skills courses. mined level of competency in the key areas of written, oral and electronic communications. Students in SPECIAL ACADEMIC PROGRAMS every major must take: • CW101 Introduction to College Writing Community Service • CW102 College Writing and Research Mitchell College strongly encourages students to • CO103 Ef ective Presentations participate in community service as a means to con- • FC101 First-Year Seminar tribute to society and broaden their learning experi- • FC120 Information Technology Literacy ence. Community service is an integral part of the T ese courses provide the foundation for a success- Mitchell Valued Potential program and is a required ful Mitchell experience. part of some courses. T e writing competency ensures that students will One of the elements of the General Education Pro- graduate from Mitchell with improved writing skills gram requirements is Social Responsibility. and be able to communicate in well planned, clear, Students will understand the importance of being concise, and thoughtful writing. T e ef ective speak- a responsible member of society and participate ing competency promotes conf dence in the oral pre- in a community or College service activity. sentation of ideas and as preparation for professional The College maintains an active directory of life. T e information technology competency gives area not-for-profit agencies and organizations to an understanding of how technology is used as a tool help students find appropriate service across all disciplines and the impact of these uses on opportunities. Students are encouraged to individuals and society, as well as enhancing practi- volunteer for College-sponsored events and cal skills. activities as a means to contribute to the overall mission of the College.

51 ACADEMIC SUPPORT SERVICES

T e Mitchell College community is committed to the Facilities development of each student. To best serve students, T e Mitchell College library is a two-level building the College provides the following academic support attached to the Bond House on the southeastern services: corner of campus. T e library houses circulating • Full-Time Academic Advisors collections of books, f lms, DVDs, and technology • Professionally Staf ed Tutoring Operation including laptops, iPads, e-readers, cameras, and • Comprehensive Career Services Program camcorders. In addition, the Library houses Refer- •T e Bentsen Learning Center ence, Course Reserves and College Archives. T e • A Disability Student Services Of ce library’s two levels are divided by purpose with upper and lower f oors dedicated to quiet study and ACADEMIC ADVISING group work, respectively. Each Mitchell College student is provided a full-time Academic Advisor to assist and guide in navigating Curriculum Support the path to success and graduation. T e Advisor is T e LIS staf supports Mitchell’s curriculum through the primary contact point for the student regard- integrated ICT literacy programming for all f rst-year ing all issues related to the college experience. Advi- students through close partnership with the First Year sors work with each student to determine appropri- Seminar, Introduction to College Writing, and Col- ate classes, f nd enrichment opportunities, and help lege Writing and Research courses. Research skills and manage any kind of challenge through the student’s plagiarism prevention are addressed through in-class entire college experience. Advisors work closely with instruction designed in collaboration with faculty for all departments on campus as resources to students all levels of students. and communicate of en with faculty to explore strategies that will lead to student success. Direct student support is available at any time during library hours, both within the library and via on- All contact information (of ce location, phone num- line reference services. Students are able to schedule ber, email address) regarding a student’s Academic appointments for one-on-one consultation with a Advisor can be found at the student’s portal on the librarian for extended, focused guidance in develop- “Degree Audit” page in mid-August. ing research strategies and exploring the wide range of information sources. LIBRARY & INFORMATION SERVICES Mission and Purpose Educational Technology Library and Information Services (LIS) supports T e LIS staf provide individualized support for stu- teaching, scholarship, and innovation at Mitchell dents and faculty using classroom technology, learn- College through proactive, student-centered ser- ing management systems, media services, presenta- vices. T e library is a space for students to research, tion tools, and other applications. Additionally, our study, collaborate, and relax in a fully-staf ed and Educational Technologist consults with and provides supportive environment. guidance to faculty on current trends in ef ective use of technology through technology-enabled learning LIS actively promotes the development of lifelong spaces. learning skills by empowering students with the abilities to f nd, evaluate, and use information ef - User Services ciently, ef ectively, critically, and ethically. Our focus Additional student support is available during ex- on Information and Communication Technology tended hours throughout the weeks preceding and (ICT) literacy directly supports the College’s Ability continuing through each exam period. T e library Based Education model. provides access to state and national resources via in- terlibrary loan services. T e Library also supports use 52 of campus and library technologies, including one- Preparation includes: on-one assistance with wireless network connectiv- • Sophomore Seminar with assigned professional ity, printing, Microsof sof ware applications, Mariner mentor. Mail; and online learning systems. • Individualized career counseling. •Resume and Cover Letter writing instruction and Collection Resources revision. Library collections are developed in response to the • Assistance with job, internship and graduate expressed needs and interests of Mitchell students and school search. faculty. Library staf and Mitchell faculty regularly •Interview skill development through Big Inter- collaborate to create relevant and engaging collections. view. T e library’s collections extend beyond the physical • Work Values and Strong Interest Inventory assess- space through its intentional development of online ments. resources in a variety of formats. Access to extensive • Local job fairs and professional speakers. articles, streaming video, downloadable eBooks, au- diobooks, and magazines is available through the li- HEALTH & WELLNESS brary’s website. As the provider of health care for all full-time students on the Mitchell College campus, the Health Student Employment and Internships and Wellness Department of ers services and may T e LIS department of ers a variety of opportunities arrange services with local medical professions for Mitchell College students to earn professional with posted hours during the fall and spring semes- experience in a work environment. As a work-study ters. While most services are covered by the student site and internship opportunity, students assist with health fees, services such as immunizations, physi- a wide range of services including Library front desk cals, pharmaceuticals, and medical procedures are operations, collections processing, archives manage- not covered. Charges from such services are billed to ment, classroom technology support, and other spe- student accounts and upon request a receipt will be cif c, targeted projects. provided for the student to submit to his/her insurance provider for reimbursement. When necessary, Contact Us referrals can be made to some of the area’s top medi- E-mail: [email protected] cal specialists located in close proximity to the cam- Phone: (860) 701-5156 pus. T erefore, it is recommended that students have Text or chat via: http://mitchell.libguides.com an insurance card on their person at all times.

INTEGRATIVE CAREER DEVELOPMENT Health Records and Immunizations T e Of ce of Integrative Career Development part- All students are required to submit proof of immu- ners with leading Southeastern Connecticut organiza- nizations and complete a health form prior to begin- tions to enhance its academic programs and increase ning their f rst semester at Mitchell College. Health pathways to professional employment for students. forms can be found online at www.mitchell.edu/ By collaborating with dynamic, successful organiza- studenthealthform. Students who do not submit a tions, Mitchell College provides its students with re- health record and complete state mandated immuni- al-world, regionally-relevant experience and prepares zation requirements will not be permitted to register. its graduates for engaged citizenship in Southeastern All student health information/records are kept con- Connecticut. f dential.

T ese community-based, hands-on experiences are Students must comply with Connecticut State Law part of every academic program, are guided by faculty that requires all matriculating students to provide members, and are provided all four academic years at the following: Mitchell College. T e Of ce of Integrative Career De- • Measles/Mumps/Rubella: Students born af er velopment coordinates these experiences and prepares December 31, 1956 must present proof. students to engage fully in each opportunity. • Varicella: Students born af er 1980 must provide documentation of two (2) doses of varicella vac- 53 cine OR proof of having the disease. guardian may be notif ed and appropriate College • Meningococcal disease: All students residing in personnel may be consulted. In the event of a medi- campus housing must be immunized, no longer cal emergency, emergency medical providers will be then f ve (5) years before entering college. contacted. Students under the age of eighteen are • Exceptions to vaccine requirements: notif ed that in cases of serious illness, accidents, or Physician statement of medical contraindication; behavioral issue, parents or guardians will be con- Student statement that such vaccines are contacted and informed of medically necessary treat- trary to religious beliefs. ment plans. Specif c questions about health records or immuni- zation documentation can be addressed by contact- Health Education and Prevention Programming ing the Health and Wellness Department at (860) T e Health and Wellness Department assists the 701-5195. Mitchell Community in creating a healthy and safe campus environment. To support healthy lifestyles, Health Insurance preventative and educational programs are of ered to All registered full-time undergraduate students are students throughout the year. To learn more about automatically enrolled in and billed for the student Health and Wellness programs on campus contact health insurance plan. If you are currently insured the Director of Health and Wellness at (860) 701- by a plan that provides comparable coverage under 7787. either a parent/guardian/spouse’s insurance, you can waive enrollment. To enroll or waive cover- DISABILITY STUDENT SERVICES age under the student health insurance plan, visit In accordance with the Americans with Disabili- www.gallagherstudent.com/Mitchell. If you have ties Amendments Act (2008) and Section 504 of the questions concerning insurance coverage through Rehabilitation Act of 1973, Disability Student Ser- Gallagher Student Health, please call 8-877-300- vices (DSS) is committed to ensuring that any quali- 3544 or email Mitchellstudent@gallagherstudent. f ed student, on the basis of his/her disability, will com. not be excluded from participation in, denied the benef ts of, or otherwise be subject to discrimination Counseling under any College program or activity. T e Health and Wellness Counseling Center provides short term counseling services to students to DSS determines eligibility and approves and coordi- ensure ongoing wellness. During college, students nates services, auxiliary aids, and academic accom- may require varying degrees of assistance, for per- modations to qualif ed students with disabilities. sonal, social, or academic purposes. Our professional counseling staf provides free and conf dential DSS is committed to equal accessibility and supports services to meet these needs. T is may include short- students with disabilities in advocating and engag- term weekly counseling sessions, participation in a ing in the campus learning and living community to support group, or referral to community resources. maximize their ability to succeed. Students seeking these counseling supports should contact the Department of Health and Wellness at How to apply for services: (860) 701-7787. • Student f lls out and submits a Request for Ser- vices form (see forms on www.mitchell.edu) Student Right to Privacy • Student sends in documentation related to his/ T e primary concern of the Health and Wellness her disability (see website for documentation staf is the health and safety of all students. Mitch- guidelines). ell College values and respects an individual’s right • Student sets up an appointment to meet with to privacy. T erefore, health information will not DSS to discuss accommodation needs (this can be released without student consent. However, if in also be accomplished through phone conversa- the judgment of health care providers a serious con- tions/Skype). dition exists that threatens the health and safety • Students will be provided a faculty Accommoda- of the student or campus community, a parent or tion letter to discuss with each faculty member 54 the contents of the letter. Support Levels • DSS can provide guidance as necessary. Level 1 Comprehensive Strategic Learning is the most comprehensive level of academic support avail- Visit the DSS page on www.mitchell.edu for more able to students enrolled in the BLC. At this level, information on policies, procedures, and forms. students receive three weekly individual sessions of academic support with an assigned learning special- Please call, email or visit the of ce with questions or ist. T e content, structure, and goals of the sessions concerns. Phone: 860-701-5790. Fax: 860-701-5469. are determined cooperatively by the student and the specialist. Regular feedback is provided throughout THE TUTORING CENTER the semester as students progress toward meeting T e primary goals of the Tutoring Center are to of er their goals. free tutoring in most subjects and to assist in improving writing, research, and computer skills. T e Tutor- Level 2 Enhanced Strategic Learning provides ing Center of ers the following services: students with the same support available in Com- • Individual and group sessions by appointment or prehensive Strategic Learning; however, students walk-in receive two individual appointments a week with an • Special help in developmental writing and basic assigned learning specialist. composition • Assistance in library research and term paper Level 3 Transitional Strategic Learning provides writing students one appointment of academic support per • Assistance in writing across the curriculum week with an assigned learning specialist. T is level • Test and exam preparation of support is appropriate for students who can apply • Sessions on improving study skills a variety of learning strategies across the curriculum, but who may benef t from limited support. T is All staf members are professionals and possess level of support is for returning students only. f rsthand experience in the subjects they tutor. A member of the staf is available to assist in making Application Process appointments and for answering any questions about Students who are interested in participating in the the Tutoring Center and its of erings. Appointments Bentsen Learning Center Program must f rst be can be made directly on STARFISH. accepted to Mitchell College. Admission to the BLC is separate and distinct from the Mitchell College BENTSEN LEARNING CENTER application process. To determine eligibility, stu- T e Bentsen Learning Center (BLC), established in dents must submit the following documentation to 1981, is a fee based, comprehensive academic sup- the BLC: port program designed for students with diagnosed • BLC Application learning disabilities and/or ADHD. T e primary • Cognitive and Achievement testing conducted goal of the BLC is to promote the ef ective and inde- within the last three (3) years pendent use of strategies that will assist students • IEP or 504 Plan (if available) with learning in college and beyond. Students are • Unedited writing sample taught how to apply strategies using course content. Specif cally, learning specialists work with students For additional information, please contact Alice individually to assist them in developing strategies Murallo at [email protected] or (860)629- in areas that include self advocacy, time manage- 6214. ment, organization, mnemonic techniques, comprehension, research, writing, study skills and test prep. ACADEMIC COACHING FOR EMPOWERMENT PROGRAM Academic Coaching for Empowerment (ACE) is a student-driven program designed for students with ADHD and/or executive functioning issues. It consists of a collaborative relationship between a student 55 and coach that is designed to develop the student’s ability to recognize and address issues that impede academic progress. T rough this coaching model, students develop their own ef ective strategies to remediate procrastination, prioritize goals and manage time.

Application Process T e ACE program is available to all Mitchell College students. No documentation is necessary to participate in ACE; students simply complete and submit the ACE application form. T e frequency of coaching sessions is determined by the student and coach for a maximum of sixty (60) minutes per week.

For more information, please contact Alice Murallo at [email protected] or (860) 629-6214.

56 FIRST-YEAR EXPERIENCE

T e First-Year Experience (FYE) utilizes the talents course entitled Discovering the Human Adventure of our best faculty, staf and students in a wide range (FC110) as their introduction to academic options. of exciting academic and co-curricular initiatives designed to foster a sense of belonging and adven- Second semester an appropriately sequenced writ- turous exploration. Intentional academic support, ing course (CW 101 or CW 102) and a presentations campus life and co-curricular programming create course (CO 103) form the core of a student’s sched- a holistic model for student development over the ule. Together with the guidance of a professional course of the FYE journey. Programmatic objectives academic advisor, the student personalizes their include: remaining schedule to begin fulf lling requirements • Provide the tools to facilitate the transition to the of the intended major and to explore academic inter- unique culture of the Mitchell College community ests. • Increase student engagement in/out of classroom • Set the foundation for academic success First-Year Seminar • Retain students of acceptable standards through First-Year Seminar enables new students in their f rst sophomore status semester to engage quickly in academic and student Students are given the opportunity to explore where life on campus. T is course assists students with they f t in through learning outcomes in and out adjusting to the intellectual and personal challenges of the classroom. T ese emphasize identity devel- of the college environment. T rough self-assessment opment and demonstration of the student as an and feedback, students learn to better understand engaged member of the class unit, participating themselves, their role within the Mitchell College member of the Mitchell community, curious scholar community and the campus resources available to and responsible citizen of the greater world. them. FC101 will be waived automatically for a student who transfers in 24 or more credits from an CORE CURRICULUM accredited institution of higher education. T e f rst-year core courses create the foundation for academic inquiry and success. T ese courses are FYE Common Read linked through a team of carefully selected instruc- T e FYE Common Read provides the f rst-year com- tors, project based learning and ability-based assess- munity a shared compass point by which to navi- ment. Learning objectives for this suite of courses gate the academic and co-curricular landscape. T e include: building competencies and skills, increas- objectives of the program include setting academic ing academic and civic engagement and providing expectations, building connections across the cur- an introduction to Mitchell College’s Ability-Based riculum as well as creating a community of learners Education. with a common purpose and diversity of ideas. T e title is chosen by a cross-campus committee which First semester students are enrolled in a writ- evaluates selections based on criteria emphasizing ing course (CW 100 or 101) as well as a First-Year interdisciplinary value and appeal to a wide range Seminar (FC101) as the cornerstones of their class of students. T e book is utilized in the f rst-year schedule. T ese build academic community around core courses including College Writing and First- shared prof ciencies and interests with a peer cohort Year Seminar while co-curricular programming is dually enrolled in both course. T e third core course designed to connect to the book’s themes. on a student’s f rst semester schedule is a technology literacy course based on assessed aptitude and Ability-Based Education interest. During the f rst semester, students are also T e vision of Mitchell College emphasizes not only enrolled in the introductory course in their declared mastery of content, but learning those abilities nec- major. New students who are undecided about their essary to apply knowledge in everyday practice. academic direction are enrolled in the one semester Our approach to learning encourages and supports 57 students as they engage in a learning process that Learning & Career Development ensures students transforms them into ef ective members of our ever- get a glimpse of the professional environment related changing world. Students will begin in their f rst to their academic interests as soon as possible. Stu- year to work towards developing their competencies dents have the opportunity to tour one of the Col- in the general education abilities: lege’s partner organizations in their f rst year to bet- 1) Critical and Creative T inking ter understand how a particular major connects to 2) Communication various career pathways. 3) Diversity & Global Perspectives 4) Information & Communication Technology Lit- First-year academic success and engagement is eracy directly linked to the experiences students have out- 5) Analysis and Problem Solving side the classroom. Students who actively engage 6) Values, Ethics and Social Responsibility in Campus Life activities are more likely to be aca- 7) Social Interaction. demically successful. Campus Life of ers a wide spectrum of opportunities to involve and connect First-Year Experience Services And Support students. Programs are designed to help f rst-year Academic support for f rst-year students is com- students achieve a deeper level of connection to the prehensive and developmental. Professional advi- College through student activities, leadership devel- sors play a critical role in our FYE. Advisors review opment, service opportunities, residential options incoming student academic preparation, develop and healthy recreational experiences. T e Campus class schedules, recommend early intervention strat- Life staf is committed to support students as they egies for students at risk, monitor academic prog- discover relevant connections, make healthy choices ress and help students make a successful transition and f nd their unique place within the community. to college. Academic tutors provide, for no additional cost, one-on-one sessions in academic subject areas, as well as programs to help improve writing, research, and study skills. Tutors are professionals holding degrees in content subject areas. Integrative

58 Programs and Degree Offerings

Mitchell College’s academic programs of er an Mitchell’s academic core requirements, which help exceptionally wide range of disciplines. Founded in build a foundation for learning, are an integral part the liberal arts tradition, our courses of study proof all academic major programs. In these classes, stu- vide a strong academic base and solid preparation dents will learn to reason logically and communicate for further study or career. Each semester, students clearly, become familiar with modern scientif c con- create a schedule to best suit their academic goals, cepts and important historical developments. T ey combining required courses with a diverse selection will graduate with prof ciency in computer skills, of electives. Courses in the major of en begin in the writing, public speaking, and mathematics. f rst semester.

Bachelor Degree Programs

B.S. Business Administration B.S. Human Development and Family Studies • Entrepreneurship • Graphic Design & Marketing B.S. Human Development and Family • Individualized Studies with Teacher Certif cation in • Marketing Early Childhood Education

B.S. Communication B.A. Liberal & Professional Studies • Graphic Design • Individualized • Interpersonal/Organizational • Production/Performance/Technology B.S. Liberal & Professional Studies • Behavioral and Social Sciences B.A. Criminal Justice • Justice Studies B.S. Psychology • Pre-Law • General • Programs & Treatment • Individualized

B.S. Early Childhood Education with a B.S. Sport & Fitness Management Concentration in Business Administration • Health/Fitness Management • Physical Education B.A. Environmental Studies • Recreation Administration • Sport Communication B.S. Health Science • Sport Management

B.A. Homeland Security

B.S. Hospitality & Tourism

59 Associate Degree Programs

A.S. Early Childhood Education A.S. Graphic Design A.A. Liberal Studies

Certif cate Programs

Homeland Security Business Essentials (for non-matriculated students) Hospitality and Tourism

Minor Programs

Mitchell College of ers selected minors for students that qualify for such an option. Current approved programs exist in these 12 academic areas: • Marketing • Psychology • Communication • Sport & Fitness Management • Early Childhood Education • T eatre • Education • Entrepreneurship Many restrictions and conditions apply to academic • Gender & Sexuality Studies minors. Students may petition for the pursuit of a minor • Graphic Design during their sophomore or junior years and work with • History/Government their academic advisors and department chairs to meet • Human Development & Family Studies the requirements of the designated minors.

60 Behavioral Sciences Human Development & Family Studies

T e Human Development & Family Studies program Recent internships have included: at Mitchell focuses on how people grow, develop, and • Substance abuse residential treatment program change during the course of their lives. As a student for pregnant women and their children in this program, sometimes known as life span stud- • Domestic violence center for women ies, you’ll combine course work in subjects such as • Programs for people with intellectual, develop- psychology, sociology, education, and human ser- mental, or physical disabilities vices, with internship opportunities. T rough this • Family support centers combination, you’ll learn more about the human •Af er-school centers for education and recreation experience and how to improve the quality of life of • Tutoring and mentoring students with special those around you. needs in classrooms • Human Resource Departments Bachelor of Science Degree: • T erapeutic Riding Center Students in this program take part in advanced life span coursework and training. You’ll take a variety Put Your Mitchell Degree to Work of elective classes while studying how counseling can af ect human development, family development and A degree in Mitchell’s Human Development & relationships, multicultural issues, social policy, and Family Studies Program can lead to these potential other topics. You’ll also work in the f eld, developing careers: strategies to help you connect with people of all ages. • Child Welfare Specialist T e Bachelor of Science degree program also fea- • Academic Counselor tures the Capstone Seminar in Behavioral Sciences. • Community Outreach Representative In this course, students develop an applied research • Corrections Caseworker project that shows how their views and perspectives • Youth Counselor have evolved during their time at Mitchell. T e Cap- • Activity Director stone Seminar is an excellent opportunity for you to • Marriage and Family Counselor add to your portfolio and practice your research and • Special Needs Educator presentation skills. • Mental Health Counselor • Gerontology Aid Learn Real World Skills in A Real World Setting • Social Services Case Worker

Students in the Human Development & Family Studies Program at Mitchell, have the opportunity to take part in our largest selection of internships. Mitchell has an excellent relationship with community agencies and organizations that are more than willing to help you further your education outside the traditional classroom setting.

61 BEHAVIORAL SCIENCES BACHELOR PROGRAM - HUMAN DEVELOPMENT AND FAMILY STUDIES

Recommended Courses by Semester and Year Total Credits to Graduate: 123 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ Fine Arts Elective 3 HD108 Intro to Human Development 3 CO103 Ef ective Presentations 3 PY105 General Psychology I 3 HD209 Child Development 3 SO103 Introduction to Sociology 3 HD110 Intro to Race, Ethn. & Culture 3 FC120 Info/Tech Literacy 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester HD210 Adolescent Development 3 MA__ Mathematics (MA104+) 3-4 _____ Cognitive Area Elective 3 HD211 Adult Development 3 _____ History Elective 3 ______Open Elective ** 3 _____ Open Elective ** 3 _____ Literature Elective 3 _____ Lab Science Elective 4 PE___ Physical Education Elective 3

Semester Credits 16 Semester Credits 15-16

Junior Year – Fall Semester Junior Year – Spring Semester BS330 Behavioral Statistics 3 HD305 Ethics, Character & Moral Dev. 3 BS335 Behavioral Sci. Career Seminar 3 BS331 Research Methods in HDFS I 3 HD339 Systems and T eories of 3 BS340 HDFS Internship I 3 Family Development PY313 Death & Dying 3 PY320 T eories of Personality 3 _____ Open Elective ** 3 _____ Open Elective** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester BS440 HDFS Internship II 3 HD451 Families in Crisis 3 HD441 Gender Issues in HDFS 3 BS490 Capstone Seminar in HDFS 3 BS443 Research Methods in HDFS II 3 PY332 Abnormal Psychology 3 PY392 Counseling T eory 3 _____ Humanities Elective 3 _____ Open Elective 300 or 400 level ** 3 _____ Open Elective 300 or 400 level **3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

SAMPLEIn the pages of this department’s section, each program is described and sample course sequences are provided. Based on courses of ered in any given semester, students may not be able to follow a sequence exactly.

62 Behavioral Sciences Psychology

Mitchell’s Psychology program gives students an Internships are available in these settings: overall understanding of human behavior and pre- • Elementary school social work pares them to help solve scientif c, social and busi- • School psychology ness problems. T e program gives you a strong • Middle and high school guidance counseling foundation to build a career on, or prepares you for • Employment services for people with mental advanced study. illnesses • Group work with people in an alternative to Psychology students have two track options: incarceration program • General Psychology • Alternative school education and recreation T is program is designed for students who want a programs broad overview of the discipline. • Youth service bureaus • Individualized Psychology • Social services with minority populations T is degree program is for students who want • Residential treatment center for youth to concentrate on a particular area (i.e., clinical, • Safe homes for children removed from their social, cognitive/experimental, biological) and/or families integrate other behavioral science courses (e.g. BS, • Human Resource Departments HD, SO designations) into their program. • Community centers and organizations No matter what track you choose, all Mitchell Psy- • Substance abuse programs chology students end the program by taking the • Specialized rehabilitation services, such as Capstone Seminar. In this sequence of courses, you’ll T erapeutic Riding Program choose a topic, complete a written research paper, Because Mitchell knows that students will need an and make an oral presentation on that topic to the advanced degree to work as a professional psychol- academic community. ogist, or in a related f eld such as social work, we’ll prepare you for further study with our four-course Learn Real World Skills in a Real World Setting research component. T rough this part of the pro- As a Psychology student, you’ll get practical experi- gram, you’ll learn how to gather, analyze, and use ence through a two-semester assignment in the f eld, important research data with techniques practiced under the direction of psychology faculty and an on- by professionals already in the f eld. site supervisor. T is exciting opportunity allows you to practice what you learn in the classroom in a sup- Put Your Mitchell Degree to Work portive, stimulating environment. Graduates of Mitchell’s Psychology program have many career options. Some choose to do graduate work in psychology, others move on to medical or law school. A psychology degree is an excellent background for students interested in: • Personal Counseling • Social Work • Health Psychology • Industrial/Organizational Psychology

63 BEHAVIORAL SCIENCES PSYCHOLOGY BACHELOR PROGRAM - GENERAL TRACK

Recommended Courses by Semester and Year Total Credits to Graduate: 123 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ History Elective 3 PY105 General Psychology I 3 _____ Open Elective 3 SO103 Introduction to Sociology 3 CO103 Ef ective Presentations 3 FC120 Info/Tech Literacy 3 PY106 General Psychology II 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester HD110 Intro to Race, Ethn. &Culture 3 MA__ Mathematics (MA104+) 3-4 _____ Fine Arts Elective 3 _____ Literature Elective 3 _____ Humanities Elective 3 _____ Lab Science Elective 4 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 PE___ Physical Education Elective 3 Semester Credits 18 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester HD305 Ethics, Character & Moral Dev. 3 BS331 Research Methods I 3 BS335 Behav. Sci. Career Seminar 3 BS340 Behav. Sci. Internship I 3 BS330 Behavioral Statistics 3 PY375 History & Systems of Psych. 3 _____ Psychology Track Elective 3 SO310 Leadership & Group Processes 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester BS440 Psychology Internship II 3 BS490 Capstone Seminar in Psychology 3 BS443 Research Methods II 3 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

In the pages of this department’s section, each program is described and sample course sequences are provided. Based on courses of ered in any given semester, students may not be able to follow a sequence exactly. **SAMPLE Open Electives: Any course of ered by the College may be used as an Open Elective.

64 BEHAVIORAL SCIENCES PSYCHOLOGY BACHELOR PROGRAM - INDIVIDUALIZED TRACK

Recommended Courses by Semester and Year Total Credits to Graduate: 123

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ History Elective 3 PY105 General Psychology I 3 _____ Open Elective 3 SO103 Introduction to Sociology 3 CO103 Ef ective Presentations 3 FC120 Info/Tech Literacy 3 PY106 General Psychology II 3 Semester Credits 14 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester HD305 Ethics, Character & Moral Dev. 3 BS331 Research Methods I 3 BS335 Behav. Sci. Career Seminar 3 BS340 Psychology Internship I 3 BS330 Behavioral Statistics 3 PY375 History & Systems of Psych. 3 _____ Psychology Track Elective 3 SO310 Leadership & Group Processes 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

65 Business Administration

T e Bachelor of Science in Business Administration Put Your Mitchell Degree to Work degree at Mitchell College is designed to allow open electives to play a critical role in the educational A degree in Business Administration from Mitchell experience. When you study business at Mitchell, College can prepare you for these exciting potential you’ll gain knowledge and skills valued by the busi- career paths: ness community and receive a well rounded educa- • Retail Management tion via a strong liberal arts program foundation. • Human Resource Specialist • Public Relations Representative T e program provides a framework for building a • Product Brand Manager successful career in the private, public or nonprof t • Account Executive sector. Within this framework, each student has the • Sales Manager latitude to design an individual educational expe- • Graphic Designer rience. Our ideal business graduate will become • Marketing Management enriched by electives, broadening their exposure • Management to other f elds and perspectives, opening doors • Selling & Sales Management through new teachers and colleagues while acquir- • Advertising Executive ing new analytical approaches and abilities. T is • Financial Analyst/Researcher approach stems from our philosophy that students • Financial Manager will take greater ownership of their educational path • Project Manager if empowered to do so. • Business Owner • Non-prof t Of ce or Program Manager While choosing electives that def ne what is unique • Preparation for Graduate Study in Management, about your academic experience, the core program Marketing, Accounting gives you the opportunity to: develop prof ciency • MBA preparation in a broad range of technical and professional skills • Small Business Management sought by employers; learn how to excel in a global business environment; and study in an environment that values ethical and socially responsible business practice.

We of er four academic program concentrations: • Individualized program: 11 core business courses, 7 open business electives plus 8 open elective courses. • Entrepreneurship: 11 core business courses, 5 entrepreneurship concentration courses, 2 open business electives plus 8 open elective courses. • Graphic Design & Marketing: 11 core business courses, 8 design concentration courses, 1 open business elective plus 6 open electives. • Marketing: 11 core business courses, 5 marketing concentration courses, 2 open business electives plus 8 open electives.

66 Business Administration Bachelor Program - Individualized Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester BU123 Introduction to Business * 3 BU124 Principles of Marketing 3 CW101 Intro to College Writing 3 _____ Behavioral Science Elective 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 FC120 Info/Tech Literacy 3 CO103 Ef ective Presentations 3 ______Open Elective 3 _____ Open Elective 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 BU110 Business Law 3 _____ Business Elective 3 EC131 Macroeconomics 3 BU250 Management of Organizations 3 _____ Lab Science Elective 4 EC132 Microeconomics 3 _____ Business Elective 3 ______Open Elective 3 MA__ Math Elective (104+) 3-4 Semester Credits 16 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester _____ Business Elective 3 BU427 Exploring Career Options 2 _____ Humanities Elective 3 _____ Business Elective 3 BU340 Business Ethics 3 _____ Literature Elective 3 BU322 International Business 3 _____ Open Elective 3 BU325 Financial Management 3 HI___ History Elective 3 Semester Credits 15 Semester Credits 14

Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective 3 _____ Business Elective 3 _____ Business Elective 3 _____ Open Elective 3 _____ Business Internship _____ Fine Arts Elective 3 (advisor approved or Bus Plan) 3 PE___ PE Requirement 3 _____ Open Elective 3 _____ Open Elective 3 _____ Business Elective 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00 * Business majors must earn a minimum grade of C to enroll in additional business courses and to meet graduation requirements. Open elective: any course of ered by the College may be used as an Open Elective.

In the pages of this department’s section, each program is described and sample course sequences are provided. SAMPLEBased on courses of ered in any given semester, students may not be able to follow a sequence exactly.

67 Business Administration Bachelor Program - Entrepreneurship Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester BU123 Introduction to Business * 3 BU124 Intro to Marketing 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ Behavioral Science Elective* 3 FC120 Info/Tech Literacy 3 _____ Open Elective 3 _____ Open Elective 3 CO103 Ef ective Presentations 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Principles of Financial Acct 4 BU110 Business Law 3 BU250 Management of Organizations 3 EC131 Macroeconomics 3 EC132 Microeconomics 3 _____ Open Elective 3 HI___ History Elective 3 _____ Fine Arts Elective 3 MA___ Mathematics (MA104+) 3-4 _____ Lab Science Elective 4 Semester Credits 16-17 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester BU311 Principles of Entrepreneurship 3 BU313 Strategic Product Development 3 BU310 Marketing Research 3 _____ Open Elective 3 BU340 Business Ethics 3 BU322 International Business 3 BU325 Financial Management 3 BU326 Entrepreneurial Creativity 3 BU427 Exploring Career Options 2 _____ Open Elective 3 Semester Credits 14 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Business Elective 3 _____ Business Elective 3 _____ Literature Elective (200+) 3 ____ Open Elective 3 _____ Business Internship 3 PE__ PE Requirement 3 (advisor approved or alternate) _____ Humanities Elective 3 _____ Open Elective 3 _____ Open Elective 3 BU428 Business Plan Development 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00 * Business majors must earn a minimum grade of C to enroll in additional business courses and to meet graduation requirements. Open Elective: Any course of ered by the College may be used as an Open Elective.

68 Business Administration Bachelor Program - Marketing Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester BU123 Introduction to Business * 3 BU124 Intro to Marketing 3 CW101 Intro to College Writing 3 _____ Behavioral Science Elective 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 FC120 Info/Tech Literacy 3 CO103 Ef ective Presentations 3 ______Open Elective 3 _____ Open Elective 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 BU110 Business Law 3 MK201 Consumer Behavior 3 EC131 Macroeconomics 3 BU250 Management of Organizations 3 _____ Lab Science Elective 4 EC132 Microeconomics 3 MK205 Fundamentals of Retailing 3 ______Open Elective 3 MA111 Statistics 4 Semester Credits 16 Semester Credits 17

Junior Year – Fall Semester Junior Year – Spring Semester BU325 Financial Management 3 _____ Open Elective 3 _____ Open Elective 3 MK301 Supply Chain Management 3 BU340 Business Ethics 3 _____ Literature Elective 3 BU322 International Business 3 _____ Humanities Elective 3 BU427 Exploring Career Options 2 HI___ History Elective 3 Semester Credits 14 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester MK401 Merchandise Management 3 _____ Open Elective 3 _____ Business Elective 3 MK405 Sales and Strategic Partnerships 3 _____ Business Internship 3 _____ Fine Arts Elective 3 (advisor approved or Bus Plan) PE___ PE Requirement 3 _____ Open Elective 3 _____ Business Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 15

69 Business Administration Bachelor Program – Graphic Design & Marketing Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 BU123 Introduction to Business * 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 GD101 Color and Concept Design 3 GD110 Graphic Design I 3 GD105 Computer Graphics 3 AR103 Drawing & Composition 3 FC120 Info/Tech Literacy 3 CO103 Ef ective Presentations 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Prin. of Financial Accounting 4 BU110 Business Law 3 EC132 Microeconomics 3 BU124 Intro. to Marketing 3 GD210 Graphic Design II 3 EC131 Macroeconomics 3 MA__ Math Elective (MA104+) 3 GD260 Graphic Design III 3 AR101 History & Appreciation of Art I 3 BU250 Management of Organizations 3 Semester Credits 16 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester _____ Literature Elective 3 BU322 International Business 3 _____ Open Elective 3 BU427 Exploring Career Options 2 BU340 Business Ethics 3 _____ Behavioral Science Elective 3 _____ Open Elective 3 GD265 Materials and Techniques 3 BU325 Financial Management 3 _____ Lab Science Elective 4 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 BU___ Business Elective 3 _____ Internship 3 HI___ History Elective 3 (advisor approved or Bus Plan) GD410 Graphic Design IV 3 PE___ PE Elective 3 GD411 Graphic Design V 3 Semester Credits 15 Semester Credits 15

70 Communication Arts

Communication study relates to all ways that we • Electronic Media Video/Radio/Television/ communicate both verbal and nonverbal messages. Broadcasting It focuses on how people use messages to generate • Journalism (Print or Electronic) meaning in various contexts, channels, culture and • Public Relations media. T ree quarters of your day is spent commu- • T eatre/Performing Arts nicating in some way. • Government/Politics • High Technology Industries T e Communication Arts program at Mitchell Col- • Communication and Health Care lege is an interdisciplinary major that provides stu- • International Relations and Negotiations dents with entry-level skills in written, oral, inter- • Law personal and visual communication. T eoretical, • Social and Human Services historical and societal perspectives of communica- Core Communication Courses tion are explored in a individualized, supportive and (required of all communication majors): challenging learning environment. T is provides • Introduction to Mass Communication a solid foundation for further study and focuses in • Interpersonal Communication Skills three primary areas of interest: interpersonal and • Communication Internship or Senior Fieldwork organizational aspects of communication; a video, • Communication Capstone Experience production, performance, and technology focus; or a • Communication & Society concentration in graphic design. • Communication Research Communication Electives As a Communication major, students have the • Introduction to Communication Research opportunity to complete both an internship and a • Persuasion Capstone project in areas that ref ect their specif c • Communication & Conf ict interest such as journalism, public relations, adver- • Interviewing tising, radio, television, graphic design, manage- • Organizational Communication ment, marketing, education, social services, theater • Culture & Communication and the arts. Radio Mitchell, the College’s radio • Journalism I & II station, provides an opportunity to hone radio pro- • Film Study I & II duction and entertainment broadcast skills. T ese • Video Production I & II venues give students practical experience with pro- • Introduction to Radio/Broadcast I fessional expectation. • Audio & Radio Production II • Music & Entertainment on the Internet Students in the Communication Arts department • Advanced Radio Production III can have possible future careers in a variety of areas. • Advanced Video Production III Below are examples of careers that might be pur- • Communication, Performance & Media sued by a person who has earned a degree in Com- • Video Post Production munication. T is list represents some, but not all • Advanced Video Post Production of the careers that one may consider. Keep in mind • Color, Concept and Design that many of these careers require additional school- • Computer Graphics I and II ing, but a Communication degree is a great place to • Introduction to Graphic Design start. For an extensive list of jobs associated with a • Graphic Design II, III or VI Communication degree see: http://www.bls.gov/ooh/ • Materials and Techniques media-and-communication/home.htm •Af er Ef ects • Business • Screenwriting • Advertising • Creative Writing • Communication Education 71 Communication Arts Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 Writing/Research 3 FC101 First-Year Seminar 2 CO103 Ef ective Presentations 3 FC120 Info/Tech Literacy 3 ______Behav. Sciences Survey Course 3 CO101 Intro to Communication 3 MA104+ College Math/Algebra 3 _____ Beh. Science Survey Course 3 CO105 Mass Communication 3

Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester BI143 Lab Science 4 EL___ Literature Elective, 200+ 3 CO126 Interpersonal Communication 3 CO202 Communication & Society 3 _____ Fine Arts Elective 3 HI105 US History 3 CO__ Comm Concentration Elective 3 CO___ Communication Elective 3 _____ Open Elective** 3 CO___ Communication Elective 3

Semester Credits 16 Semester Credits 15 Junior Year – Fall Semester Junior Year – Spring Semester CO___ Communication Elective, 300+ 3 CO___ Communication Elective, 300+ 3 CO___ Communication Elective, 300+ 3 CO___ Communication Elective, 300+ 3 PE___ Physical Education Elective 3 ______Humanities Elective 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3

Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester CO483 Communication Internship 3 CO450 Communication Capstone 3 CO233 Communication Research 3 CO___ Communication Elective, 300+ 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

NOTE: Must complete all 5 general education areas. Open Electives: Any course of ered by the College may be used as an Open Elective.

72 Communication Arts Bachelor Program - Graphic Design Recommended Courses By Semester And Year Total Credits To Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 AR102 History & Appreciation of Art II 3 FC101 First-Year Seminar 2 AR103 Drawing & Composition 3 FC120 Info Tech Literacy 3 CO103 Ef ective Presentations 3 GD105 Computer Graphics I 3 CW102 College Writing & Research 3 GD101 Color Concept & Design 3 GD110 Intro to Graphic Design I 3

Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester BI143 Fund. Of Life Science 4 EL200+ Literature Elective 3 GD210 GD II Type/Image/Layout 3 CO105 Mass Communication 3 HI___ History Elective 3 _____ Open Elective 3 CO101 Intro to Communication 3 GD260 Graphic Design III 3 ______Open Elective** 3 MA104 Mathematics for Liberal Arts 3

Semester Credits 16 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester CO126 Interpersonal Comm. 3 PE___ PE Elective 3 GD410 Package & Web Design 3 CO202 Communication & Society 3 ______Gen Psych or Intro to Soc 3 GD265 Materials & Techniques 3 GD305 Computer Graphics II 3 ______Behavioral Science Elective 3 ______Open Elective** 3 ______Open Elective** 3

Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester CO483/GD429 Sr. Internship 3 CO450/GD411 Capstone/Portfolio 3 CO233 Communication Research 3 _____ Open Elective** 3 _____ Open Elective** 3 _____ Open Elective** 3 _____ Open Elective** 3 _____ Open Elective** 3 _____ Open Elective** 3 _____ Open Elective** 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

Open Electives: Any course of ered by the College may be used as an Open Elective.

73 Education

One of the most comprehensive and dynamic pro- regional and national conferences. grams at Mitchell College, the Early Childhood Education program of ers both the Associate and To be accepted into the Human Development and Bachelor degrees. T e Bachelor program has two Family Studies with Early Childhood Education specializations, the Human Development and Fam- Teacher Certif cation program, students must com- ily Studies with a concentration in Early Childhood plete a separate application with the Education Education Teacher Certif cation (Integrated Special Department. Typically, students apply to the pro- Needs, PreK–K, 1st–3rd Grade), and Early Child- gram at the end of their f rst-year or beginning of hood Education with Business Administration. their sophomore year in college.

Mitchell’s teacher education program of study is Acceptance into Mitchell College does not guar- organized in a sequential program of coursework antee acceptance into the teacher preparation that includes f eld experience in partner schools in program. T ere are rigorous standards to enter a the region. T e teacher preparation program has teacher preparation program. Any student that is earned full approval by the Connecticut State Board interested in applying to the certif cation program of Education. must make an appointment with the Chair of the Department to review the criteria that must be met Our Teacher Education courses are designed to meet to pursue the HDFS with Early Childhood Educa- state and national standards set by: tion Certif cation major. Additional information • T e National Association for the Education of is available on the College website regarding appli- Young Children (NAEYC) cation requirements. • The National Council for Accreditation of Teacher Education (NCATE) Put Your Mitchell Degree to Work • T e Council for Exceptional Children

Learn Real World Skills in a Real World Setting Some career opportunities for students enrolled in the Early Childhood Education program include: Whether you choose the teaching or early childhood • Certified Public School Teacher, Preschool with business concentration, what makes Mitch- through Grade 3 ell College’s Early Childhood Education program • School Readiness Teacher at a state funded pre- stand out from other colleges and universities is the school program amount of practical experience candidates gain in • Head Start Teacher or Coordinator the f eld. • Assistant/Director of a Child Care Program • Early Childhood Program Director and/or Ad- T e Early Childhood Education Club and the Busi- ministrator ness Club are two of the most active student orga- • Infant/Toddler Educator nizations on campus. Club members participate in • Child Care Resource & Referral Personnel community outreach programs such as the Cat in • Family Child Care Provider the Hat Ball, National Week of the Young Child, Read Across America and various other public service projects. Members have also presented at state,

74 EARLY CHILDHOOD EDUCATION BACHELOR PROGRAM - HUMAN DEVELOPMENT AND FAMILY STUDIES WITH ECE CERTIFICATION Recommended Courses by Semester and Year Total Credits to Graduate: 127 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 PY105 General Psychology 3 HD108 Introduction to Human 3 CO103 Ef ective Presentations 3 Development ED222 Methods and Techniques 3 FC120 Info/Tech Literacy 3 BI143 Life Science Elective 4 ED110 Intro to Early Childhood Educ. 3 Semester Credits 14 Semester Credits 16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester PE120 Nutrition, Health & Safety 3 EL212 Children’s Literature 3 for Teachers of Young Children PY215 Educational Psychology 3 ED206 Mathematics, Science & Tech 3 ED261 Including Children with 3 in Early Childhood Education Exceptional Learning Needs _____ Science Elective 3 ED275 Music, Art, Aesthetics for the 3 ED274 Literacy Development in ECE 3 Young Child MA__ Mathematics (MA103+) 3 HD209 Child Development 3 HD110 Intro to Race, Ethnicity & Culture 3 MA104+ Math Requirement Elective 3 Semester Credits 18 Semester Credits 18

Junior Year – Fall Semester Junior Year – Spring Semester HI___ History (HI105/106) 3 HD446 Perspectives on Cross Cult. Dev. 3 BS330 Behavioral Statistics 3 HD451 Families in Crisis 3 ED302 Social Studies in Early ED325 Reading & Lang. Arts in ECE 3 Childhood Education 3 ED321 Comprehensive Reading Instr. 3 ED380 Practicum Teaching (N-K) 3 BS331 Research Methods I 3 ED381 Practicum Seminar 1 HD339 Systems and T eories of Family 3 Development Semester Credits 16 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Fine Arts Elective 3 ED432 Senior Seminar in Early 3 _____ Open Elective 3 Childhood Education ED415 Educational Eval. & Assessment 3 ED435 Observation and Student 9 HD305 Ethics, Character & Moral Dev. 3 Teaching (Grade 1-3) _____ Human Dev., Psych or Soc. Elect 3 HU___ Humanities Elective 3 Semester Credits 18 Semester Credits 12

3.0 CumulativeSAMPLE GPA Required for Acceptance into the Certif cation Program. ALL undergraduate courses taken at any institution must be at the level of a C or better. NOTE: Taking 19 hours in one semester requires permission of the advisor and the Dean of Academic Af airs AND an additional fee. 75 Early Childhood Education Bachelor Program - Early Childhood Studies Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 PY105 General Psychology 3 HD108 Introduction to Human 3 CO103 Ef ective Presentations 3 Development ED222 Methods and Techniques 3 FC120 Info/Tech Literacy 3 HD110 Race Ethnicity & Culture 3 ED110 Intro to Early Childhood Educ. 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester PE120 Nutrition, Health & Safety 3 ED285 Practicum I (Jr-PreK) 3 for Teachers of Young Children PY215 Educational Psychology 3 ED261 Including Children w/Except. 3 ED286 Practicum Seminar I 3 Needs HD209 Child Development 3 _____ Lab Science Elective 4 ED275 Music, Art, Aesthetics for the 3 ED274 Literacy Development in ECE 3 Young Child MA__ Mathematics (MA104+) 3 Semester Credits 16 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester ED205 Math, Sci, Tech for ECTC 3 EL212 Children’s Literature 3 _____ Fine Arts Elective 3 ED311 Play in ECE 3 _____ History Elective 3 ED313 Parent/Family Involvement/ECE 3 _____ Open Elective 3 ED340 Social Emotional Dev/Classrm 3 _____ * Choice 3 Management _____ Open Elective 3

Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester ED420 Practicum II (Sr-PreK) 6 _____ Humanities Elective 3 ED421 Practicum Seminar II 3 _____ *Choice-see dept. options 3 _____ *Choice 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3

Semester Credits 15 Semester Credits 15

CumulativeSAMPLE GPA must be at least 2.0 ALL undergraduate courses taken at any institution must be at the level of a C or better. NOTE: Taking 19 hours in one semester requires permission of the advisor and the Dean of Academic Af airs AND an additional fee. 76 Early Childhood Education Bachelor of Science with Concentration in Business Administration Recommended Courses by Semester and Year Total Credits to Graduate: 122

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 ED222 Methods and Techniques 3 ED110 Introduction to ECE 3 CW102 College Writing and Research 3 FC120 Info/Tech Literacy 3 PY105 General Psychology I 3 FC101 First-Year Seminar 2 MA__ Math (MA104+) 3 BI143 Lab Science 4 CO103 Ef ective Presentation 3

Semester Credits 15 Semester Credits 15 Sophomore Year – Fall Semester Sophomore Year – Spring Semester HD108 Intro to Human Development 3 ED311 Play in ECE 3 ED274 Literacy Development in ECE 3 ED275 Music, Art, Aesthetics for ECE 3 ED261 Including Children with EL212 Literature for the Young Child 3 Exceptional Learning Needs 3 HD209 Child Development 3 PE120 Nutrition, Health and Safety for HI___ History Elective (105/106) 3 Teachers of Young Children 3 BU123 Intro to Business 3

Semester Credits 15 Semester Credits 15 Junior Year – Fall Semester Junior Year – Spring Semester ____ Open Elective ** 3 ED313 Parent and Family Involvement 3 ____ Open Elective ** 3 ED280 Observation & Practicum Pre-K-1K 3 AC103 Principles of Accounting 4 ED281 Associate Seminar 1 BU340 Business Ethics 3 BU124 Introduction to Marketing 3 BU250 Management of Organizations 3 PY215 Educational Psychology 3 _____ Open Elective ** 3

Semester Credits 16 Semester Credits 16 Senior Year – Fall Semester Senior Year – Spring Semester ____ Open Elective ** 3 _____ Open Elective ** 3 BU311 Principles of Entrepreneurship 3 BU425 Small Business Internship I 3 BU325 Financial Management 3 _____ Business Elective 3 ____ Open Elective ** 3 _____ Humanities Elective 3 BU428 Business Plan 3 _____ Open Elective ** 3

Semester Credits 15 Semester Credits 15 Cumulative GPA Required for Graduation: 2.0

**Open Elective: Any course of ered by the College may be used as an Open Elective.

77 Early Childhood Education Associate Program Recommended Courses by Semester and Year Total Credits to Graduate: 61

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 ED222 Methods & Techniques 3 ED110 Introduction to ECE 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ Lab Science 4 FC120 Info/Tech Literacy 3 HD108 Intro to Human Development 3 PY105 General Psychology I 3 CO103 Ef ective Presentations 3

Semester Credits 14 Semester Credits 16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester ED261 Including Children w/ ED280 Observation & Student Teach. 3 Exceptional Needs 3 PreK ED274 Literacy Development in ECE 3 ED281 Associate Seminar in Student MA__ Mathematics (MA102+) 3 Teaching 1 HI___ History Elective (HI105/106) 3 ED275 Music, Art, Aesthetics for ECE 3 PE120 Nutrition, Health and Safety for EL212 Literature for the Young Child 3 Teachers of Young Children 3 HD209 Child Development 3 _____ Fine Arts Elective 3

Semester Credits 15 Semester Credits 16

Cumulative GPA Required for Graduation: 2.0

* General Education Electives: T ese are courses that fulf ll the following general education requirements: Literature Elective, Fine Arts Elective, Behavioral Science Foundation Course Elective, Physical Education Electives, or Open Electives used to meet the 33 credit General Education minimum requirement. SAMPLE

78 Environmental Studies

Mitchell College’s Bachelor of Arts Degree in Envi- Learn Real World Skills in a Real World Setting ronmental Studies major is an interdisciplinary program that prepares students to be stewards of Mitchell College is fortunate to have many environ- the earth’s natural resources in their roles as citi- mental partners. T e following is a partial list of pro- zens, politicians and employees of industry or gov- grams that provide Environmental Studies students ernment. T is interdisciplinary approach gives stu- with practical experiences outside of the classroom: dents the knowledge and the skills needed to fully understand the complexities of major environmental • .JUDIFMM 8PPET "EWJTPSZ #PBSE global issues. • 5IF /FX -POEPO &OWJSPONFOUBM &EVDBUPST $PBMJUJPO Mitchell College’s campus provides a unique loca- • 5IF$POOFDUJDVU"HSJDVMUVSBMBOE&YQFSJNFOUBM tion for the study of the environment. T e campus 4UBUJPO includes a beach located on the T ames River and • The Mystic Aquarium Mitchell Woods (a 26 acre wooded area with a pond). • The Science and Technology Magnet High T e college is within walking distance of beaches School along the Long Island Sound and other marine envi- • The Conservation Commission of the City of ronments. Bates Woods, Bluf Point, Barn Island New London and various wetlands environments are within a few • Millstone Nuclear Power Plant/Dominion Power miles of the campus. Company

Select Courses in Environmental Studies: • General Biology I & II Put Your Mitchell Degree to Work • College Chemistry I & II • Environmental Studies Students completing the Environmental Studies •Scientif c Writing Program will be prepared to enter the workforce in • Environmental Analysis a variety of environment associated careers in areas • Fundamentals of Ecology such areas as: • Marine Ecology • Societal Impact of Global Climate Change •Government • Environmental Economics •Non-Prof t Environmental Organizations • Environmental Law •Law • Science & Public Policy •Business • Human Health & the Environment •Education •Microbiology •Health •Genetics • Ecology of Long Island Sound • Literature of the Environment • Anatomy & Physiology I & II • Physics I & II • Career Seminar • Senior Capstone/Internship

79 Environmental Studies Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 FC 120 Info/Tech Literacy 3 BI105 General Biology I 4 CO103 Ef ective Presentation 3 MA__ Mathematics (MA105+) 3-4 BI106 General Biology II 4 ES101 Intro. to Env. Studies 3 _____ Gen. Ed. Elective 3 ES150 Env. Studies Career Seminar 1 Semester Credits 15-16 Semester Credits 17

Sophomore Year – Fall Semester Sophomore Year – Spring Semester PY105, SO103 or HD108 B.S. Found. ES220 Scientif c Writing 3 course 3 CH111 General College Chemistry II 4 BI145 Marine Ecology 4 BI145 Fundamentals of Ecology 4 CH111 General College Chemistry I 4 GV119 American Government 3 MA111 Statistics 4 ES210 Environmental Instrumentation 3 EC132 Microeconomics 3 Semester Credits 18 Semester Credits 17

Junior Year – Fall Semester Junior Year – Spring Semester ES340 Science & Public Policy OR ES360 Environmental Law OR _____ 300 Level Elective 3 _____ 300 Level Elective 3 PE___ Physical Education Elective 2-3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Gen. Ed. Elective (Fine Arts/History) 3 _____ Humanities Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 14-15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester ES340 Science & Public Policy OR ES360 Environmental Law OR _____ 300 Level Elective 3 _____ 300 Level Elective 3 _____ Gen. Ed. Elective 3 _____ Concentration Course Elective 3 _____ Literature Electives 3 ______Open Elective 3 _____ Open Elective 3 ES490/491/492 Senior Capstone/Internship 6 _____ Open Elective 3 (AND Open Elective if taking ES490 or ES491) Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00 * MA 105+ is required for this major to meet the CH 111 pre-requisite. Open Electives: Students should consult their academic advisor for appropriate courses for specif c areas of environmental sciences.

80 Health Science

Mitchell College’s Bachelor of Science Degree in Graduates of the program will f nd employment in Health Science is a multidisciplinary curriculum public health and health education, teaching, pro- that exposes students to the underlying biology, gram planning, or administration in a wide variety chemistry and psychology of human health and the of settings including: secondary schools, commu- application of these sciences to applied f elds like nity colleges/universities, local and county health sports medicine and behavioral medicine. departments and agencies, volunteer agencies such as the American Cancer Society, American Heart Course content is drawn from biology, chemistry, Association, and Planned Parenthood. T ey will f nd environmental science, psychology, and applica- employment as patient navigators and healthcare tional f elds like exercise science and the behavioral advocates in hospitals and health clinics, and health sciences. maintenance organizations. Additional possibilities include roles in health and safety in industrial Select Courses in Health Science: corporations and community based organizations. Core - T e program suitably prepares students for gradu- Anatomy & Physiology I & II ate work in such f elds as sports medicine and other Chemistry allied health f elds, behavioral counseling, as well as Scientif c Writing psychology, medicine and law. Statistics in the Behavioral Sciences Nutrition Mitchell College of ers students an Individualized Health Issues Track in the Health Science major. Here a student Internship may develop his/her own sequence of courses which include the basic General Education requirements, And electives from these courses - introductory courses in the program and an oppor- Microbiology tunity to select additional courses, with the assis- Genetics tance of an academic advisor. T ese will be courses Biochemistry for Health Science within the Life Sciences, Sport & Fitness, and Behav- Human Health & the Environment ioral Sciences departments that support the student’s First Aid & Safety academic goals and career interests. Kinesiology Prevention & Care of Athletic Injuries Sports Nutrition Exercise Science Race, Culture & Ethnicity First Aid & Safety Brain & Behavior Death & Dying T eories of Personality Counseling T eory Psychology of Drugs & Behavior Human Sexuality

81 Health Science Bachelor Program Recommended Courses By Semester And Year Total Credits To Graduate: 120 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 FC 120 Info/Tech Literacy 3 BI105 General Biology I (W) 4 CO103 Ef ective Presentation 3 MA___ Mathematics (MA105+) 3-4 BI106 Gen Bio II or Open Elective 3-4 ____ Open Elective 3 PE222 Personal & Community Health 3

Semester Credits 15-16 Semester Credits 15-16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester PY105 General Psychology I 3 PY106 General Psychology II 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 CH111 General College Chemistry I 4 ____ Open Elective 3 _____ Major Elective 3 ES220 Scientif c Writing 3 PE226 Nutrition 3

Semester Credits 14 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester BS330 Behavioral Statistics 3 _____ Major Elective 3 _____ Major Elective 3 _____ Major Elective 3 _____ Major Elective 3 _____ Major Elective 3 _____ Open Elective 3 _____ Gen Ed Elective 3 _____ Gen Ed Elective 3 ______Open Elective 3

Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Major Elective 3 PY445 Health Issues in Behavioral Science 3 HE450 Internship 6 HE450 Internship () 6 OR 2 Open Electives OR 2 Open Electives _____ Gen Ed Elective 3 ______Open Elective 3 _____ Major Elective 3 ______Major Elective 3

Semester Credits 15 Semester Credits 15

82 Hospitality & Tourism

Mitchell College’s bachelor’s degree in Hospitality • Casino Management & Tourism Management is designed to prepare stu- • Catering Management dents for a broad range of managerial roles across • Contract Food Services Management the hospitality and tourism industry. T e program • Convention Management focuses on management positions in hotels, restau- • Corporate Travel Coordinator rants, tourism, private clubs, trade shows, conven- • Event Planner tions, recreation, and food service. • Food and Beverage Management • Hospitality Accountant Learn Real World Skills in a Real World Setting • Hospitality Human Resources • Hospitality Marketing/Sales Management Mitchell’s Hospitality & Tourism Management pro- • Hotel/Resort Management gram requires that students perform a minimum of • Hotel and Restaurant Equipment and Supplies 200-300 hours of a hands-on experience through a Sales hospitality or tourism internship experience. All stu- • International Hospitality Management dents have the opportunity to complete an additional • Private Club Management 200-300 hours or internship based on electives. In • Restaurant Management selecting their internship opportunities, students • Spa Management enrolled in the Hospitality & Tourism Management • Sports Event Management major will benef t from Mitchell College’s unique location in Southeastern Connecticut, a prime New England vacation destination. Within minutes to the College are two of the largest and most successful resort casinos in the world, Foxwoods Resort and Casino and the Mohegan Sun. In addition are the Waterford Hotel Group headquarters, representing more than 25 properties, the Garde Arts Center, New London Main Street, historic Mystic Seaport, and the Mystic Aquarium & Institute for Exploration. T e College’s acquisition of nearby Michael’s Dairy and af liation with a number of regional hotels, including the critically acclaimed Mystic Marriott, Norwich Inn & Spa, Holiday Inn in New London, Saybrook Point Inn and Spa and Water’s Edge Resort provide additional opportunities for valuable f eldwork experiences.

Put Your Mitchell Degree to Work

T e travel and tourism industry in the United States generates close to 1.5 trillion dollars, approximately 8 million jobs and 9% of all U.S. exports. In 2015, U.S. travel and tourism represented 2.6% of our gross domestic product. It remains one of the top two industries in the world employing over 100 million workers internationally and over 450 billion dollars in annual revenue. Career possibilities include: 83 Hospitality & Tourism Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester HT101 Intro. to Hospitality & Tourism 3 HT110 Introduction to Food Service 3 CW101 Introduction to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 HT201 Services Marketing 3 FC120 Info/Tech Literacy 3 MA104 Mathematics (MA104+) 3 SO103 Introduction to Sociology 3 CO103 Ef ective Presentations 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 HT340 Quality Service Management 3 HU215 World Geography of Tourism 3 _____ H&T Elective 3 EC132 Microeconomics 3 _____ Open Elective ** 3 _____ H&T Elective 3 _____ Lab Science Elective 4 _____ History Elective 3 _____ Open Elective ** 3 Semester Credits 16 Semester Credits 16 Junior Year – Fall Semester Junior Year – Spring Semester _____ Open Elective ** 3 HT360 Hospitality Human Resources 3 _____ Open Elective ** 3 _____ Literature Elective 3 _____ Fine Arts Elective 3 _____ H&T Elective 3 HT322 Revenue Management 3 _____ Physical Education Elective 3 _____ H&T Elective 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester HT450 H&T Internship I (200 hours) 6 HT451 H&T Internship II (200 hours) 6 HT405 Business & Hospitality Law 3 OR 2 HT Open Electives HT490 H&T Ethics & Strategic Mgmt. 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective

84 Law & Justice Policy Studies Criminal Justice Mitchell College of ers degree programs in the fas- legal, philosophical, and technological implications cinating and rapidly-changing f eld of Criminal Jus- of American justice in the 21st century. Students can tice. choose among f eld experiences with local, state and federal law enforcement agencies. In this program, you’ll get the advantage of an excellent liberal arts foundation, while learning the ins T e Programs and Treatment track will focus on and outs of the country’s criminal justice system. career preparation in the f elds of correctional counseling, case management, program administration, Upon graduation you will be able to: victim advocacy, and substance abuse treatment. Spe- •Ef ectively communicate in written and oral cif c f eld experiences with Probation, Parole, Cor- form; rections, and community based treatment programs • Critically evaluate sociological, psychological, of er a rich experience to complement the classroom and economic theories of crime causation; component. T e Track also helps prepare the student • Analyze and explain the various legal and social for eventual certif cation as a substance abuse coun- responses to crime; selor. • Understand the moral, ethical and legal obligations of a criminal justice professional; Learn Real World Skills in A Real World Setting • Understand that any ef ective response to crime will be the result of a cooperative ef ort between Criminal Justice students at Mitchell College partici- citizens and government. pate in our dynamic Field Experience program. T ey gain practical skills they’ll use in future positions by T e Bachelor of Arts program allows you to special- working “out in the f eld” with police, parole, and ize in one of the following three concentrations: probation of cers, in the local court system and in • Programs & Treatment other settings. If you’re a pre-law student, you’ll par- • Pre-Law ticipate in independent study and targeted intern- • Justice Studies ships. You’ll also take part in the Law and Society Association - a student-run organization that spon- T e Pre-Law track provides students with the oppor- sors guest speakers and f eld trips, attends confer- tunity to participate in targeted legal oriented intern- ences, and helps prepare students for the LSAT exam. ships and concentrated pre-law coursework. You’ll also take part in the Law and Society Association – a Put Your Mitchell Degree to Work student run organization that sponsors guess speakers and f eld trips, attends conferences and helps pre- A degree in Criminal Justice from Mitchell College pare students for the LSAT exam. Field Experience can prepare you for these potential careers: opportunities include the state’s attorney’s of ce, the public defender’s of ce and the of ces of private • Juvenile Probation Of cer attorneys. • Correctional Of cer • Police Of cer T e Justice Studies track of ers an appreciation of • Adult Probation Of cer the full complexity of the American criminal jus- • Parole Of cer tice system. Students will fully explore the social,

85 Criminal Justice Bachelor Program - Programs & Treatment Track Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 CJ249 Intro. to Corrections 3 CW101 Intro. to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Ef ective Presentations 3 _____ Open Elective 3 PY105 General Psychology I 3 _____ Open Elective 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ251 Juvenile Delinquency & Juv. CJ245 Criminology 3 Justice System 3 CJ320 Constitutional Criminal Proced. 3 CJ261 Substantive Criminal Law 3 GV119 American Govt. & Politics 3 HI115 Dev. of Western Civilization I 3 MA__ Mathematics (MA104+) 3-4 _____ Humanities Elective 3 BI143 Lab Science Elective 4 PE__ Physical Education Elective 3 Semester Credits 15 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester CJ326 Legal Issues in Corrections 3 CJ314 Victimology 3 CJ313 CJ, Crime & Public Policy OR CJ306 Correctional Treatment Programs 3 CJ315 Foundations of Public Admin. 3 CJ322 Policing in a Free Society 3 CJ331 Research Methods in CJ I 4 _____ Open Elective 3 _____ Literature Elective 3 _____ Fine Arts Elective 3 _____ Open Elective 3 Semester Credits 16 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester CJ420 CJ Assessment and Case Mgmt. 3 CJ430 CJ Intervention Strategies 3 CJ441 Senior Seminar in CJ 3 CJ440 Independent Study in CJ OR CJ445 Ethical & Philosophical CJ442 Senior CJ Field Experience 6 Foundations in Criminal Justice 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00 Open Electives: Any course of ered by the College may be used as an Open Elective.

86 CRIMINAL JUSTICE BACHELOR PROGRAM - PRE-LAW TRACK Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 CJ249 Introduction to Corrections 3 CW101 Intro. to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 ______Open Elective 3 CO103 Ef ective Presentations 3 SO103 Introduction to Sociology 3 PY105 General Psychology I 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ251 Juvenile Delinquency & Juv. CJ245 Criminology 3 Justice System 3 _____ Pre-Law Track Elective 3 CJ261 Intro. to Criminal Law 3 GV119 American Govt. & Politics 3 HI115 Dev. of Western Civilization I 3 MA__ Mathematics (MA104+) 3-4 _____ Fine Arts Elective 3 _____ Life & Physical Science Elective 4 PE___ Physical Education Elective 3 Semester Credits 15 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester _____ Pre-Law Track Elective 3 CJ314 Victimology 3 CJ313 CJ, Crime & Pub Policy OR CJ320 Criminal Procedures 3 CJ315 Foundations of Public Admin. 3 CJ322 Policing in America 3 _____ Literature Elective 3 CJ305 Comparative Legal Systems 3 CJ331 Research Methods in CJ I 4 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 16 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Pre-Law Track Elective 3 CJ325 Law & Society 3 CJ441 Senior Seminar in CJ 3 CJ442 Senior CJ Field Experience 6 CJ445 Ethical & Philos. Foundations _____ Humanities Elective 3 in Criminal Justice 3 _____ Pre Law Track Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

Open Elective: Any course of ered by the College may be used as an Open Elective.

87 Criminal Justice Bachelor Program - Justice Studies Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 CJ249 Intro to Corrections 3 CW101 Intro. to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Ef ective Presentations 3 _____ Open Elective 3 PY105 General Psychology I 3 _____ Open Elective 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ251 Juvenile Delinquency & Juv. CJ245 Criminology 3 Justice System 3 CJ___ Criminal Justice Elective 3 CJ261 Substantive Criminal Law 3 GV119 American Govt. & Politics 3 CJ___ Criminal Justice Elective 3 MA___Mathematics (MA104+) 3-4 HI115 Dev. of Western Civilization I 3 BI143 Life & Physical Science Elective 4 _____ Fine Arts Elective 3 Semester Credits 15 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester CJ313 CJ Crime & Public Policy OR CJ314 Victimology 3 CJ315 Founds of Public Administration 3 CJ320 Criminal Procedures 3 CJ___ Criminal Justice Elective 3 CJ322 Policing in a Free Society 3 _____ Literature Elective 3 _____ Humanities Elective 3 CJ331 Research Methods in CJ I 4 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 16 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester PE___ Physical Education Elective 3 _____ Open Elective 3 CJ441 Senior Seminar in CJ 3 CJ440 Indep Study in Crim Justice OR CJ445 Ethical & Philos. Foundations CJ442 Senior CJ Field Experience 6 in Criminal Justice 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

Open Elective: Any course of ered by the College may be used as an Open Elective. InSAMPLE the pages of this department’s section, each program is described and sample course sequences are provided. Based on courses of ered in any given semester, students may not be able to follow a sequence exactly.

88 Law & Justice Policy Studies Homeland Security Preparedness for natural and man-made disasters Homeland Security by having their academic stud- has long been an objective of governmental and non- ies applied to a professional work experience. Field governmental agencies at all levels – national, state Experience possibilities include: local, state and and local. T e ef ective 21st Century defense of our federal law enforcement agencies; the Connecticut nation requires individuals with both a practical and Judicial Department; the Connecticut Department theoretical understanding of the issues presented by of Corrections; and T e United States Coast Guard. terrorism, both foreign and domestic. Mitchell Col- Additionally, private security and corporate security lege’s Bachelor of Arts degree in Homeland Security possibilities exist at the Mohegan Sun and Foxwoods has been designed to assist in meeting that need. resort casinos and at Pf zer Pharmaceuticals.

T e Bachelor of Arts program in Homeland Security Put Your Mitchell Degree to Work provides students with the intellectual tools necessary to: T e diversity of careers available in Homeland Secu- • Understand the nature and extent terrorist threat rity makes it impossible to cover every job descrip- to the United States, including the motives and tion or opportunity. Marketplace forecasts for the methods of various foreign and domestic terror- global homeland security industry anticipate busi- ist organizations; ness will grow from approximately $40 billion to • Analyze, understand and potentially mitigate nearly $180 billion over the next decade. According terrorist efforts from the perspective of law to the 2006-2007 edition of the Occupational Out- enforcement, our legal system, our intelligence look Handbook, there will be signif cant increases in communities and the military; employment opportunities within local, state, and • Contrast U.S. historical, ideological and cultural federal law-enforcement; convention planning and traditions with those of various foreign and do- security; the social sciences; and with computer sys- mestic terrorist groups; tems design and maintenance related to homeland • Understand the legal, Constitutional and ethical security. challenges presented by our ef orts to meet the In addition, successful completion of the degree terrorist threat through border control, surveil- positions graduates to take advantage of many career lance, detention, interrogation and punishment; opportunities including: and • critical infrastructure and information security • Appreciate the challenges presented to the vari- management ous domestic agencies charged with maintaining • threat and vulnerability assessment the security of the homeland, including organi- • emergency management operations zational design, management and inter-agency • investigation coordination and cooperation at the local, state • intelligence analysis and management and national level. T e degree also serves as a foundation for graduate Learn Real World Skills in a Real World Setting and professional study in Homeland Security as well In addition to class work, acquiring hands-on expe- as such f elds as criminal justice, law, government, rience through internships is a pivotal feature of the public administration, planning, political science, Homeland Security major. T e senior Field Experi- and international af airs. ence is designed to enhance students’ knowledge of

89 Homeland Security Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 123

Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 HO101 Intro to Homeland Security 3 CW101 Introduction to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Ef ective Presentations 3 _____ Open Elective ** 3 PY105 General Psychology I 3 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ261 Introduction to Criminal Law 3 GV119 American Govt/Politics 3 HO___ Homeland Security Elective 3 CJ320 Constitution Crim Procedure 3 EL200+ Literature Elective 3 HI106 US History II 3 HI105 US History I 3 HI116 Western Civilization II 3 HI115 Develop of Western Civ I 3 MA___ Mathematics (MA104+) 3-4 Semester Credits 15 Semester Credits 15-16

Junior Year – Fall Semester Junior Year – Spring Semester CJ315 Foundations of Public Admin 3 CJ322 Policing in Free Society 3 CJ305 Comp. Legal Systems 3 HO305 Homeland Security Mgmt 3 HO301 Legal Issues in Homeland Secur 3 HO___ Homeland Security Elective 3 PH223 Comp. World Religions 3 ______Fine Arts Elective 3 ______Open Elective ** 3 ______Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester CJ445 Ethical & Philosophical 3 CJ325 Law in Society 3 Foundations of CJ HO442 Homeland Security Internship HO410 Terrorism 3 OR HO441 Senior Seminar in Homeland HO440 Independent Study in Security 3 Homeland Security 6 _____ Open Elective ** 3 BI143 Life and Physical Science 4 PE___ Physical Education Elective 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 16

Cumulative GPA Required for Graduation: 2.00 ** Open Electives: Any course of ered by the College may be used as an Open Elective.

90 Liberal and Professional Studies Bachelor Program

Mitchell’s program in Liberal & Professional Studies a variety of academic areas, including communica- is geared towards students who value independent tion skills, humanities, mathematics and natural sci- thought, diversity and f exibility. If you like the idea ences, history and social sciences. Combined with 30 of sampling courses in dif erent interest areas, while program credits and elective requirements in one of expanding your knowledge of dif erent subjects, this the above concentrations you select, you can tailor program is for you. Students can choose to concen- your major to meet your individual education and trate in the following areas: career goals.

• Behavioral and Social Sciences Put Your Mitchell Degree to Work You’ll take classes in sociology, psychology, world religions, politics & government and other A degree in Liberal & Professional Studies will pro- required and elective courses. vide you with a strong foundation for continued education, such as law school, or in any of these poten- • Individualized tial careers: Students in Mitchell’s unique individualized pro- • Editor gram consult with faculty and academic advisors • Journalist to design a specialized program suited to their • Publicist interests, with approval from the Dean of the Col- • Human Relations lege. • Government/Social Services • Entry Level Management As a student in the Liberal & Professional Studies • Policy Analyst program, you’ll be required to take classes within

91 Liberal and Professional Studies Bachelor Program Individualized Liberal Arts Program Recommended Courses by Semester and Year Total Credits to Graduate: 123

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 GV___ Government Elective 3 _____ Fine Arts Elective 3 HD110 Intro to Race, Ethn, & Culture 3 _____ Behavioral Science MA__ Mathematics (MA104+) 3 Foundation Course 3 CO103 Ef ective Presentations 3 FC120 Info/Tech Literacy 3-4 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Concentration Course Elective 3 HU201 Survey of the Human Adventrue 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ History Elective 3 _____ Humanities Elective 3 _____ Open Elective ** 3 _____ Behavioral Science Elective 3 _____ Lab Science Elective 4 PE___ Physical Education Elective 3 Semester Credits 16 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester LS350 Liberal Studies Career Seminar 3 HU310 Holocaust: Implics & Contexts 3 PH223 Comparative World Religions 3 PH304 Contemporary Issues in Ethics 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Literature Elective 3 _____ Concentration Course Elective 3 _____ Open Elective ** 3 _____ Concentration Course Elective 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester LS450 Liberal Studies Internship I 3 LS451 Liberal Studies Internship II 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Open Elective ** 3 _____ Concentration Course Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15 Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course of ered by the College may be used as an Open Elective.

92 Liberal and Professional Studies Bachelor Program Behavioral and Social Sciences Concentration Recommended Courses by Semester and Year Total Credits to Graduate: 123 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 GV___ Government Elective 3 HD108 Intro to Human Development 3 HD110 Intro to Race, Ethn. & Culture 3 PY105 General Psychology I 3 _____ Fine Arts Elective 3 SO103 Introduction to Sociology 3 CO103 Ef ective Presentations 3 FC120 Info/Tech Literacy 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Behav & Social Science Elective 3 MA__ Mathematics (MA104+) 3-4 _____ History Elective 3 HU201 Survey of the Human Adventure 3 _____ Humanities Elective 3 _____ Behav & Social Science Elective 3 _____ Open Elective ** 3 _____ Literature Elective 3 _____ Lab Science Elective 4 PE___ Physical Education Elective 3 Semester Credits 16 Semester Credits 15-16

Junior Year – Fall Semester Junior Year – Spring Semester LS350 Liberal Studies Career Seminar 3 HU310 Holocaust: Implica & Contexts 3 PH223 Comparative World Religions 3 _____ Ethics Elective 3 _____ Behav & Social Science Elective 3 _____ Behav & Social Science Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester LS450 Liberal Studies Internship I 3 LS451 Liberal Studies Internship II 3 _____ Behav & Social Science Elective 3 _____ Behav & Social Science Elective 3 _____ Behav & Social Science Elective 3 _____ Behav & Social Science Elective 3 _____ Open Elective ** 3 _____ Behav & Social Science Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15 Cumulative GPA Required for Graduation: 2.00

**SAMPLE Open Electives: Any course of ered by the College may be used as an Open Elective.

93 SPORT AND FITNESS MANAGEMENT

T e bachelor degree in the Sport & Fitness Manage- to positively impacting the lives of youths. Health ment Department of ers academic preparation in the and Fitness prepares those students concentrating specialized areas of: on careers in personal training, strength and condi- • Sport Management tioning, and sport rehabilitation delivered by f tness • Physical Education centers, corporate wellness programs, or sport medi- • Recreation Administration cine facilities. For those interested in pursuing sport • Health & Fitness Management media careers in television, radio, or print industries, • Sport Communication the concentration in Sport Communications provides preparation in both sport and communication T e concentration in Sport Management emphasizes media techniques. the practical and academic experiences necessary to be successful in the sport industry. Sport manag- As a student in one of these programs, you would ers must have a fundamental understanding of the participate in Mitchell’s outstanding internship pro- applications of business and in-depth knowledge of gram. A student will complete a sophomore and the complexities of the sport world. senior level internship. You can elect to do your internship in a wide variety of settings ranging from T e Physical Education concentration is designed to professional sports teams, school athletic programs, prepare students for a career in the classroom teach- parks and recreation programs, sporting goods com- ing physical education. T e Physical Education con- panies, f tness facilities and more. centration provides the student an opportunity to earn a State of Connecticut Coaching Certif cation; A full range of opportunities exist in the Sport and however, the degree program does not lead to CT Fitness area including executive-level positions Teaching Certif cation. Students interested in non- requiring strong management and problem-solving school programs such as those of ered at the YMCA, capabilities. Mitchell’s Sport & Fitness Management Boys and Girls Clubs, YWCA and Municipal Recre- Department will prepare you to meet the contempo- ation Departments are prepared by studying Recre- rary and future needs of the sport, physical educa- ation Administration. T is concentration prepares tion, f tness and recreation f elds. well-rounded and enthusiastic graduates dedicated

94 SPORT AND FITNESS MANAGEMENT BACHELOR PROGRAM - SPORT MANAGEMENT Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt. 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 BU123 Introduction to Business 3 FC120 Info/Tech Literacy 3 MA__ Mathematics (MA104+) 3-4 ______Behavioral Science 3 CO103 Ef ective Presentations 3 Foundation Course ______Open Elective ** 3 Semester Credits 17 Semester Credits 15-16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Prin of Financial Accounting 4 PE222 Personal & Community Health 3 _____ Lab Science Elective 4 _____ History Elective 3 _____ Open Elective ** 3 BU124 Marketing 3 SM207 Sport Marketing 3 _____ Concentration Elective 3 _____ Humanities Elective 3 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester BU250 Management of Organizations 3 SF324 Adaptive Sport & PE 3 _____ Behavioral Science Elective 3 SF405 Org/Mgmt. of PE/Rec. 3 SM303 Legal Issues in Sport 3 SM403 Sport Business and Finance 3 SM302 Sport Facilities 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester BU321 Human Resource Management 3 SM450 Sport Management Internship 6 _____ Open Elective ** 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt. 3 OR _____ Literature Elective 3 SM451 Sport Management Internship 12 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course of ered by the College may be used as an Open Elective.

95 SPORT AND FITNESS MANAGEMENT BACHELOR PROGRAM - PHYSICAL EDUCATION Recommended Courses by Semester and Year Total Credits to Graduate: 122

Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt. 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 MA__ Mathematics (MA104+) 3-4 FC120 Info/Tech Literacy 3 CO103 Ef ective Presentation 3 _____ Behav. Sci. Foundation Course 3 BI105 General Biology I 4 ______Open Elective ** 3 Semester Credits 17 Semester Credits 16-17

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Open Elective ** 3 _____ History Elective 3 PE231 Preventive Care of Athl. Injuries 3 PE222 Personal & Community Health 3 PE121 First Aid and Safety 3 _____ Open Elective ** 3 SM207 Sport Marketing 3 PE226 Nutrition 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 Semester Credits 16 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester PE300 Kinesiology 3 _____ Behavioral Sciences Elective 3 _____ Humanities Elective 3 SF324 Adaptive Sport & PE 3 SM303 Legal Issues in Sport 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 SF310 Intro. to Exercise Science 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective ** 3 SF405 Organizational Management 3 _____ Concentration Elective 3 of PE & Recreation Programs SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt 3 _____ Open Elective ** 3 _____ Literature Elective 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course of ered by the College may be used as an Open Elective.

96 SPORT AND FITNESS MANAGEMENT BACHELOR PROGRAM - RECREATION ADMINISTRATION Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt. 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 MA__ Mathematics (MA104+) 3-4 FC120 Info/Tech Literacy 3 CO103 Ef ective Presentation 3 _____ Behavioral Science 3 _____ Open Elective ** 3 Foundation Course _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15-16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Prin. of Financial Accounting 4 PE222 Personal & Community Health 3 _____ Lab Science Elective 4 PE121 First Aid and Safety 3 _____ Concentration Elective 3 _____ History Elective 3 _____ Humanities Elective 3 _____ Concentration Elective 3 SM207 Sport Marketing 3 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester SF233 Outdoor Recreation 3 SF324 Adaptive Sport & PE 3 _____ Behavioral Science Elective 3 _____ Concentration Elective 3 SM303 Legal Issues in Sport 3 SF405 Org./Mgmt. PE & Recreation 3 SM302 Sport Facilities 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective ** 3 SM450 Sport Management Internship 6 _____ Concentration Elective 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt. 3 OR _____ Literature Elective 3 SM451 Sport Mgmt Profess Internship 12 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course of ered by the College may be used as an Open Elective.

97 SPORT AND FITNESS MANAGEMENT BACHELOR PROGRAM - HEALTH/FITNESS MANAGEMENT Recommended Courses by Semester and Year Total Credits to Graduate: 122

Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt 3 BI105 General Biology I 4 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 SM201 Sport in Society 3 FC120 Info/Tech Literacy 3 MA___ Mathematics (MA104+) 3-4 _____ Behavioral Science 3 CO103 Ef ective Presentation 3 Foundation Course _____ Open Elective ** 3 Semester Credits 17 Semester Credits 16-17

Sophomore Year – Fall Semester Sophomore Year – Spring Semester SM207 Sport Marketing 3 PE226 Nutrition 3 PE231 Preventive Care of Athl Injuries 3 PE222 Personal & Community Health 3 _____ Concentration Elective 3 _____ History Elective 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 Semester Credits 16 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester _____ Humanities Elective 3 _____ Open Elective ** 3 _____ Behavioral Science Elective 3 SF324 Adaptive Sport & PE 3 SM303 Legal Issues in Sport 3 SF405 Org/Mgmt. of PE/Rec. 3 _____ Concentration Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Concentration Elective 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Concentration Elective 3 SM450 Sport Management Internship 6 _____ Open Elective ** 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt. 3 OR _____ Literature Elective 3 SM451 Sport Mgmt Profess Internship 12 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

98 SPORT AND FITNESS MANAGEMENT BACHELOR PROGRAM - SPORT COMMUNICATION Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CO105 Intro to Mass Communication 3 FC101 First-Year Seminar 2 MA__ Mathematics (MA104+) 3-4 _____ Open Elective ** 3 CO103 Ef ective Presentation 3 FC120 Info/Tech Literacy 3 CW102 College Writing and Research 3 _____ Behavioral Science 3 Foundation Course Semester Credits 17 Semester Credits 15-16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Open Elective ** 3 PE222 Personal & Community Health 3 _____ Lab Science Elective 4 CO140 Video Production I 3 CO204 Introduction to Radio/Audio 3 _____ History Elective 3 Production _____ Concentration Elective 3 SM207 Sport Marketing 3 _____ Open Elective** 3 _____ Humanities Elective 3 Semester Credits 16 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester CO210 Advanced Audio & Radio 3 SF324 Adaptive Sport & PE 3 Production SF405 Org/Mgmt. of PE/Rec. 3 _____ Behavioral Science Elective 3 _____ Concentration Elective 3 SM303 Legal Issues in Sport 3 _____ Fine Arts Elective 3 CO240 Video Production II 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester CO304 Advanced Radio Production 3 SM450 Sport Management Internship 6 _____ Open Elective ** 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt 3 OR _____ Literature Elective 3 SM451 Sport Management Internship 12 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

99 Graphic Design Associate Program To ef ectively develop a design piece from concept Graphic Design IV • Web & Package Design to fruition, one must understand the principles, Graphic Design V • Portfolio/Capstone conventions and language of graphic design, the Materials & Techniques design process, and the technology used to produce Special Topics in Graphic Design a f nished product. T e Graphic Design Program at Mitchell College focuses on pragmatic problem solv- Put Your Mitchell Degree to Work! ing through carefully constructed design opportunities, providing students the fundamental skills Students studying graphic design have possible utilized in entry-level graphic design, visual com- future careers in a variety of areas. Below are exam- munication and related positions. T is program ples of careers that might be pursued by a person provides a solid foundation and opportunity further who has earned a degree in graphic design. T is study. list represents some, but not all of the careers that one may consider. Keep in mind that many of these Graphic design at Mitchell College is presented careers require additional schooling, but a graphic in three unique degree programs. T e Associates design background is a great place to start. Degree in Graphic Design provides students a tech- • Creative Director nical and conceptual foundation for graphic design • Art Director as a mode of communication in a 2-year program. • Art Production (Traf c) Manager Within the context of a 4-year degree, students may • Brand Identity Developer choose to pursue either a Bachelor of Communica- • Broadcast Designers tion with a focus in Graphic Design, or a Bachelor • Graphic Designer of Business Administration/Design and Market- • Illustrator ing. T e Communication degree with a focus in • Information Graphic Designer Graphic Design, provides students an opportunity • Visual Image Developer to develop a core expertise in Communication and • Multimedia Developer focus their interest on the visual communication • Content Developer aspect that is graphic design. T e Business Admin- • Visual Journalist istration/Design and Marketing degree of ers the • Layout Artist study of graphic design paired with a core of busi- • Interface Designer ness, ideally suited to those with an entrepreneurial • Web Designer spirit, a desire to work in a corporate environment, • Package Designer or the goal of eventually running their own design • Production Designer business. Graphic design is also of ered as a Minor in conjunction with other degree programs.

Classes of ered in Graphic Design include: Color, Concept and Design Computer Graphics I • Photo shop/InDe- sign/Illustrator Computer Graphics II Graphic Design I • Visual Literacy Graphic Design II • Type and Layout Graphic Design III • Brand Identity

100 Graphic Design Associate Program Recommended Courses by Semester and Year Total Credits to Graduate: 61

Freshman Year – Fall Semester Freshman Year – Spring Semester FC120 Info/Tech Literacy 3 AR102 History & Apprec. of Art II 3 CW101 Introduction to College Writing 3 AR103 Drawing and Composition 3 FC101 First-Year Seminar 2 GD110 Graphic Design I 3 GD101 Color and Concept Design 3 CO103 Ef ective Presentations 3 GD105 Computer Graphics 3 CW102 College Writing and Research 3 PE___ Physical Education Elective 1

Semester Credits 15 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester GD210 Graphic Design II 3 MA___ Mathematics Elective 3-4 PY105 General Psychology I OR ______Open Elective * 3 SO103 Introduction to Sociology 3 ______Literature Elective * 3 HI___ History 3 GD260 Graphic Design III 3 _____ Open Elective * 3 GD265 Materials and Techniques 3 _____ Life or Physical Science Elective 4

Semester Credits 16 Semester Credits 15-16

Cumulative GPA Required for Graduation: 2.00

101 Liberal Studies Associate Program

T e Associate of Arts degree in Liberal Studies at Pre-Allied Health: Pre-Nursing/Pre-Med Mitchell College is our most f exible program. It T is concentration supplies you with a background allows you to explore dif erent interest areas while in both science and liberal arts, and prepares students you gain knowledge of a variety of subjects. T e end for further study in nursing, dental hygiene, physical result is a well-rounded, diverse individual, with a therapy, radiation therapy, pre-med; Physician Assis- wide range of career choices. tants Programs and other areas.

You have the option of creating a concentration Psychology within the liberal studies associate degree. Possible Psychology revolves around understanding, predict- concentration areas include: ing and controlling human behavior. T e Psychology concentration gives students the general knowledge Fine Arts necessary for further study in counseling, social Students interested in the creative process will enjoy work and human services. Students who complete this concentration, which includes courses in the this program may be interested in continuing with arts, design, humanities and music. T is area of Mitchell’s Bachelor of Science degree in Psychology, study may lead to further study or a career in the Human Development & Family Studies, or Social & cultural, performing or f ne arts, business, graphic Behavioral Sciences. design or education. Science History/Government A science concentration is ideal for students looking Understanding historical perspectives prepares you at furthering their education in areas such as medi- to enter careers such as business, education, govern- cine, engineering, marine science and environmen- ment, law, international relations and journalism. tal studies. Studying government – whether national, regional or local – will give you a better understanding of our Sociology political system. Internships in the State Legislature In this concentration, you’ll study how families, allow students to actively experience and participate communities and entire societies interact and behave in the political process. with each other. Sociology course work can lead to careers in research, social work, human resources Humanities and other f elds. Students may also choose to con- T rough courses in literature, writing, languages, art, tinue in the Bachelor of Science in Liberal & Profes- history, music and philosophy, you’ll gain a broad sional Studies – Social & Behavioral Sciences pro- perspective of human behavior, thought, values and gram at Mitchell. artistic expression. You’ll also develop writing and ef ective speaking skills. T e Humanities concentra- Put Your Mitchell Degree to Work for You tion provides a strong foundation for students who Students in the Liberal Studies program will get an want to move on to our four year Liberal & Profes- accurate feel for dif erent academic areas and possible sional Studies Program in Humanities. future career options, in areas such as: • Law • Human Services Mathematics • Journalism • Arts T e mathematics concentration prepares students • Education • Medical and Technical Fields for future study in areas such as engineering, com- • Business • Further Academic Study puter science and the natural sciences. You’ll explore • Government a wide spectrum of ideas and the art of logical reasoning. 102 Liberal Studies Associate Program Recommended Courses by Semester and Year Total Credits to Graduate: 64

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ Concentration Elective 3 FC120 Info/Tech Literacy 3 CO103 Ef ective Presentations 3 MA__ Mathematics 3-4 _____ History Elective 3 _____ Open Elective ** _____ Open Elective ** 3 PY105 General Psychology I OR SO103 Introduction to Sociology 3

Semester Credits 17-18 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Lab Science Elective 4 _____ Lib Studies Interdisciplinary Course 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Fine Arts Elective 3 _____ Literature Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 PE__ Physical Education Elective 1

Semester Credits 16 Semester Credits 16

Cumulative GPA Required for Graduation: 2.00

In the pages of this department’s section, each program is described and sample course sequences are provided.

** Open Electives: Any course of ered by the College may be used as an Open Elective. SAMPLE

103 COURSE DESCRIPTIONS

T e following list includes all of the courses that the IN Interdisciplinary Course institution of ers on a regular basis. From time to Ability Based Education (ABE) time, the institution may of er courses not included Levels: L1, L2, L3 in this listing and not all courses in this listing are Abilities: of ered in every two-year cycle. Course descriptions CCT Critical & Creative T inking are listed in a straight alphabetic-numeric sequence, C Communication using the following pref xes to identify courses D Diversity & Global Perspectives within the College. ICT Information & Communication AC Accounting Technology Literacy AR Art APS Analysis & Problem Solving BI Biology V Values, Ethics & Social Responsibility BS Behavioral Sciences SI Social Interaction BU Business CH Chemistry CJ Criminal Justice Undergraduate courses are numbered from 100-499. CO Communication Courses numbered 100-199 may be taken by f rst- CW College Writing year students. Some courses may have prerequisites. EC Economics Courses numbered from 200-299 usually have prereq- ED Education uisite introductory level courses and may be restricted EL English ES Environmental Studies to second year students. Courses numbered 300-399 FC First-Year College usually have prerequisite requirements and may only GD Graphic Design be open to juniors and seniors. Courses numbered GV Government 400-499 usually have advanced prerequisites and may HD Human Development only be open to seniors. HE Health Science HI History HO Homeland Security INTERNSHIP STATEMENT HS Human Services HT Hospitality & Tourism Mitchell College acknowledges the need for practi- HU Humanities cal experience as part of the education of all students. LS Liberal Studies One way to gain this experience is through an intern- MA Mathematics ship. Students participating in an internship represent MK Marketing Mitchell College and the major program in which MU Music PE Physical Education they are enrolled. As such, interns are expected to PH Philosophy have excellent personal habits and a responsible atti- PY Psychology tude toward their work and to exhibit exemplary ver- SF Sport & Fitness bal and non-verbal behavior at all times. SM Sport Management SO Sociology All students choosing to participate in an internship TH T eater must fulf ll the following criteria: WL World Language • complete all prerequisite courses with a grade of C Course with a W designation: requires considerable or better; writing assignments. • have an overall GPA of 2.0 (2.5 is required in Course with a WI designation: writing intensive. some majors); General Education Program • be on track for graduation; Requirements – Course Designations: • complete all incomplete (I) grades prior to the AI American Institutions start of the semester or by the end of the semester; D Understanding Diversity E Ethics and Values • internship must be in place at the end of add/drop G Global/Intercultural Perspective week of the semester. SR Social Responsibility 104 AC103 Principles of Financial Accounting AR104 Introduction to Painting 4 credits (fall and spring) DA: L2 ICT 3 credits (fall and spring) DA: L1 CCT Covers the introductory aspects of accounting, Explores the materials and techniques to compose, including the basic accounting cycle and the post- tone, and paint both representational and nonrep- ing process, the balance sheet and income state- resentational subjects. Of ers hands-on experience ment, revenue, costs, expenses, journal entries, bad controlling and manipulating the medium of paint debts, inventories, depreciation and payroll. Of ers and teaches a basic knowledge of Color T eory. students a broad understanding of accounting as a background for a business career and for use in AR199 Special Topics in Art other pursuits. Explores practical problem solving Credit hours by arrangement and computer applications during lab time. (of ered as needed) DA: N/A Prerequisite: Open only with consent of the instruc- AC104 Principles of Managerial Accounting tor. 4 credits (of ered as needed) DA: L2 APS Allows the department to design a course outside the Prerequisite: AC103 normal of erings. In any given semester, the course Furthers a basic understanding accounting princi- content and format is developed for students with ples and includes the study of accounting practices special interests and demonstrated abilities. Course for partnerships, corporations and manufacturing may be repeated for credit with a change of topic. operations, how to analyze f nancial statements, NOTE: W designation as appropriate. budgeting, and cost accounting. Explores practical problem solving and computer applications during AR205 Advanced Drawing lab time. 3 credits (spring) DA: L2 C Prerequisite: AR103 or permission of the instructor. AR101 History and Appreciation of Art I Teaches the fundamentals of drawing the human (G) (W) (D) f gure using pencil, vine charcoal, and pastel medi- 3 credits (fall) DA: L1 CCT ums. Stresses proportion, gesture, and form through Surveys art from the great early civilizations of the line and tonal application. Emphasizes anatomy, ancient near east to the middle ages with an empha- with drawing from the skeletal structure and learn- sis on the Western tradition. T e course will also ing musculature serving as the foundation for draw- acquaint students with art from other traditions. T e ing from the live model. course will balance contextual and aesthetic perspectives. AR206 Advanced Painting 3 credits (spring) DA: L2 CCT AR102 History and Appreciation of Art II Prerequisite: AR103, AR104, or permission of the (G) (W) (D) instructor. 3 credits (spring) DA: L1 CCT Explores the fundamentals of oil painting, with Surveys art from the late 14th century to the pres- emphasis on color theory, medium application, and ent day, with an emphasis on the Western tradition. composition. Stresses personal artistic expression T e course will also acquaint students with art from within a f exible format designed to accommodate other traditions. T e course will balance contextual each student’s artistic interests. and aesthetic perspectives. AR280 Digital Photography AR103 Drawing and Composition 3 credits (spring) DA: L1 ICT 3 credits (fall and spring) DA: L1 CCT T is course will provide students with an under- Explores both representational and nonrepresenta- standing of techniques and trends in contemporary tional subjects in pencil and pencil charcoal. Partici- digital photography, as both a medium for self- pants study and practice basic drawing techniques expression and a tool for use in capturing image. while investigating the spatial relationships of art T e basic concepts and terminology of traditional elements: shape and volume, value, spatial illusion photography, composition, color theory, lighting and perspective, and thematic development. methods, and equipment are covered in the context 105 of planning and capturing images. Students learn to principles of taxonomy, the nature of plant tissues, plan, compose, and optimize image captures des- and the structure and function of representative tined for digital media, and print. T e student must plant and animal organ systems. Lab experience possess a digital camera, preferably with through- examines embryonic development and explores pho- the-lens viewing. tosynthesis and the life cycles and diversity of plant and animal species. Integrates principles of organis- AR380 Advanced Digital Photography mal biology, ecology and evolution. 3 credits (spring) DA: L2 C NOTE: T ree hours lecture and two hours labora- Prerequisite: AR280 or permission of the instructor. tory per week. T e two biology courses (BI105 and Students must obtain a digital camera for use. BI106) are designed for students majoring or concen- Advanced digital photography of ers students an trating in the life sciences, or planning careers in the opportunity to delve deeper into the exploration of medical f eld. photography as a digital medium for artistic and journalistic expression of an idea. Students create BI143 Fundamentals of Life Science (SR) work for projects designed to challenge their creative 4 credits (fall and spring) 3 hr. lecture and 1 hr. lab ability and increase their comprehension of the tech- DA: L1 V nology. Fundamentals of Life Science is an introductory course designed for non-science majors. Using sci- AR399 Special Topics in Art History entif c analytic techniques and problem solving Credit hours by arrangement. skills, students will demonstrate and communicate (of ered as needed) DA: N/A how evolutionary theory connects and unif es the Prerequisite: junior or senior status and permission following principles: living organisms are highly of the instructor. organized, living organisms must take in and use Allows the department to design a course outside the energy (metabolism), living organisms must grow normal of erings. In any given semester, the course and reproduce, and humans are living organisms. content and format is developed for students with Emphasis is placed on the nature of life at the cellular special interests and demonstrated abilities. Course and molecular level and includes an understanding may be repeated for credit with a change in topic. of the functional and structural hierarchy from cells to ecosystems. T e laboratory exercises will intro- BI105 Biology I (W) duce students to the proper use of a microscope and 4 credits (fall and spring) DA: L1 APS will involve experiments and demonstrations illus- Provides a broad overview of the molecular biol- trating the topics covered. Students will be required ogy and chief energy sources of cells, genetics, the to use critical thinking skills to analyze and evaluate regulation of gene action, the nature of animal tis- data. T is course meets the SR (Social Responsibil- sues and the structure and function of representative ity) requirement of the General Education Program organ systems. Lab work includes the microscopy of and the Lab Science Requirement for Life and Physi- cells and tissues, experiments in osmosis and res- cal Sciences. NOTE: T ree (3) hours lecture and one piration, cellular reproduction and genetics, as well (1) hour laboratory per week. as organ system dissection. Integrates fundamental relationships of cellular and organismal biology. BI145 Marine Biology (SR) NOTE: T ree hours lecture and two hours labora- 4 credits (fall - odd years) DA: L2 SI tory per week. Meets the lab science requirement. T is course serves as a prerequisite for Anatomy and Marine Biology is an introductory course designed Physiology I, BI221. to provide students with information on the fundamentals of marine biology and to help students BI106 Biology II develop an appreciation for the diversity of life 4 credits (spring) DA: L2 APS in the oceans and in coastal areas. Fundamentals Prerequisite: BI105 or permission of the instructor. include discussion of properties of water, basic Continues the study introduced in BI105, including oceanography and ecological principles, compari- reproduction and hormonal control, embryology, son of terrestrial and marine ecosystems, a survey of 106 major organisms in marine systems, deep sea biol- and terrestrial systems. Fundamentals include cli- ogy, intertidal ecology, estuaries and salt marshes, mate patterns, population dynamics, species inter- symbiotic relationships, and human impact on the actions, energy f ow through ecosystems, nutrient sea. T e laboratory exercises will introduce students cycling, characteristics of dif erent biomes and ani- to biological methodology including the surveying mal behavior. T ese fundamentals are discussed in and sampling of populations and designing and con- light of the current issues including the biodiver- ducting experiments. Many of the labs will be held sity crisis, global warming, habitat fragmentation, outside and will make use of local resources. NOTE: human population growth, invasive species and pol- T ree (3) hours lecture and two (2) hours laboratory lution. T e laboratory exercises will introduce stu- per week. dents to classic ecological topics as well as ecological methodology including surveying and sampling BI149 Animal Behavior (W) (SR) populations and designing and conducting experi- 4 credits (once a year) DA: L1 V ments. Many of the labs will be held outside and will Meets the lab science requirement. make use of Mitchell Woods and Mitchell Beach. T is course will investigate the complex relation- Students in this course will participate in organiz- ships that animals have with members of their own ing the annual Mitchell College Earth Day Event. species, members of other species and their physical NOTE: T ree (3) hours lecture and two (2) hours environment. T e physiological processes that deter- laboratory per week. Meets the lab science require- mine animal behavior will be discussed as well as ment. other mechanisms for behavior such as learning and communication. T e course will cover specif c ani- BI210 History of Science mal behaviors related to f nding food, f nding shelter, 3 credits DA: L2 C migration, social organization, mating systems and T is is a survey course of the History of Science parental care. Students will learn about methods and beginning with the Scientif c Revolution of the approaches to studying animal behavior and will be sixteenth century and ending with scientif c asked to do an in-depth study of an animal of their advances made during the late twentieth century. choosing. T e course will be comprised of lecture We will pay particular attention to individuals and material, videos of animals in action, observing live the impact these advancements had on the f eld of animals, laboratory activities and simulating animal science and social implications. behaviors. Note: T is course will serve as a lab science requirement for any Mitchell student as well as BI221 Anatomy and Physiology I a science elective for Life Science majors. 4 credits (fall) DA: L2 APS Prerequisite: BI105 or permission of the instructor. BI199 Special Topics in Biology Details the anatomical body plan, kinds of cells, tis- Credit hours by arrangement. sues and membranes. Emphasizes the structure and (of ered as needed) DA: N/A functions of the skin, skeleton and joints, muscula- Prerequisite: Open only with consent of the instruc- ture and central nervous system. Includes compre- tor. hensive laboratory examination of human skeletal Allows the department to design a course outside the materials, the dissection of preserved animal speci- normal of erings. In any given semester, the course mens as well as the use of laboratory equipment. content and format is developed for students with Computer technology enhances lab and classroom special interests and demonstrated abilities. Course activities. may be repeated for credit with a change of topic. NOTE: T ree hours lecture and two hours laboratory per week. BI221 and BI222 are designed for stu- BI201 Fundamentals of Ecology (SR) dents intending to enter a degree program in medi- 4 credits (spring - even years) DA: L2 V cal technology, physical therapy, nursing, physical Meets the lab science requirement. education and medicine. T ese courses are suitable T is course examines how living things interact with for the Life Science major. BI221 is the f rst half of each other and with their environment by focusing a two-semester sequence. BI222 is the second half on generalized ecological principles in both marine of a two-semester sequence. Students are expected 107 to enroll in both BI221 and BI222 for full transfer rial covered will include both classical genetics and credit. modern applications, including molecular biological techniques used in research laboratories and in BI222 Anatomy and Physiology II current medical practice. Extensive use will also be 4 credits (spring) DA: L2 APS made of such genetics databases as Online Mende- Prerequisite: BI105 and BI221 or permission of the lian Inheritance in Man (OMIM), updated daily instructor. and sponsored by the National Institutes of Health Continues the organ approach introduced in BI221. (NIH), and other sites, including those related to the Includes the study of sensory organs and the auto- Human Genome Project. nomic nervous system, the endocrine system, the cardiovascular and lymphatic systems, blood and BI290 Hospital Shadowing Field Experience tissue f uid, the respiratory, digestive and uro-genital 3 credits (spring) DA: L2 V systems. Lab work includes microscopy, the dissec- T is course introduces students to the various health tion of preserved specimens and the use of labora- professional career opportunities available at a hos- tory equipment including computer integrated phys- pital setting, and the skills and education required to iological activities. Computer technology enhances pursue these career paths through hospital visits and lab and classroom activities. weekly seminar sessions. T e students will work on NOTE: T ree hours lecture and two hours laboratory their résumé writing and interview skills, and will per week. BI221 and BI222 are designed for students develop an understanding of the professional behav- intending to enter a degree program in medical tech- iors required in the health f eld. nology, physical therapy, nursing, physical education and medicine. T ese courses are suitable for the Life BI301 T e Ecology of Long Island Sound Science major. BI221 is the f rst half of a two-semester 3 credits (fall - alternate years) DA: L3 APS sequence. BI222 is the second half of a two-semester Prerequisite: BI201 or BI145 and junior standing or sequence. Students are expected to enroll in both permission of instructor. BI221 and BI222 for full transfer credit. T is course will focus exclusively on the ecology of the Long Island Sound. Teams of students will BI239 Microbiology identify a sampling protocol, and then collect and 4 credits (spring) DA: L2 APS analyze their data over a season. Students will be Prerequisite: BI105 and CH111 or permission of the expected to analyze and present their data in a for- instructor. mal presentation to the Mitchell community. Surveys microbial life forms, their occurrence, classi- f cation, morphology, physiology, growth and repro- BI302 Conservation Biology (G) ductive mechanisms, their particular signif cance 3 credits (every 2 years) DA: L2 D in natural and controlled environments (soil, water, Prerequisite: ES101, ES201 or permission of the food) and in the production of disease. Emphasizes instructor. bacteria, with laboratory studies that include their Conservation biology is an interdisciplinary science culture and isolation, standard staining and micros- that focuses on the conservation of biodiversity on copy techniques, physiological characteristics and multiple levels, including genetic diversity, species, the identif cation of unknown species. ecosystem and landscape diversity. T e causes and NOTE: T ree hours lecture and two hours labora- consequences of biodiversity loss in an ecological tory per week. and evolutionary context is discussed in relation to conservation problems. T is course exposes students BI251 Genetics (E) to multiple sides of current conservation issues and 3 credits (spring) DA: L2 V the science behind them including sustainability, Prerequisite: BI105 or BI143 with permission of habitat restoration, introduced species, extinctions, instructor. pollution, disease and others using examples from T is course covers the nature of genes, their function aquatic and terrestrial systems. and regulation, as well as transmission of inherited traits in individuals and in populations. T e mate- 108 BI399 Special Topics in Biology examples with exposure to current technology. Credit hours by arrangement. (of ered as needed) DA: N/A BS331 Research Methods I Prerequisite: Open only with consent of the instruc- 3 credits (spring) DA: L2 APS tor. Prerequisite: BS330 (C- or better in BS330) Allows the department to design a course outside the T e course provides an introduction to the method- normal of erings. In any given semester, the course ologies utilized in the behavioral sciences. Guide- content and format is developed for students with lines for the assessment, interpretation, and utiliza- special interests and demonstrated abilities. Course tion of research studies are presented. Emphasis is may be repeated for credit with a change of topic. placed on data collection techniques, fundamental quantitative and qualitative research techniques, sta- BI401 Independent Research I tistical methodology, methods of scientif c inquiry, 3 credits (as needed) DA: L3 APS computer programming, and the design and execu- Prerequisite: permission of instructor. tion of research investigations. Research theory is Independent laboratory, f eld or literature research combined with practical and applied exercises in project conducted under the direction of a faculty research methods. member in Life Science. BS335 Behavioral Sciences Career Seminar BI402 Independent Research II 3 credits (fall) DA: L2 V 3 credits (as needed) DA: L3 APS Prerequisite: HD108 or PY105 and junior status; Prerequisite: permission of instructor. must be an HDFS or Psychology major. Independent laboratory, f eld or literature research An overview of community organizations in human project conducted under the direction of a faculty services to of er insight into potential intern- member in Life Science. Designed for students who ship placements and career planning. Students are have already taken BI401 Independent Research I or exposed to a variety of community services pro- for students whose projects require additional credit gramming settings related to individual and family hours beyond BI401 Independent Research I. services. Professional protocol, legal issues, and the rigors of this vocation are discussed. Preparation for BS199 Special Topics in Behavioral Sciences the internship includes assessments, resume writing, Credit hours by arrangement. and interviewing. Lecture material, guest speakers (of ered as needed) DA: N/A and reading assignments are integrated to expose the Prerequisite: Open only with consent of the instruc- student to a holistic approach to wellness services. tor. Allows the department to design a course outside the BS340 Behavioral Sciences Internship I normal of erings. In any given semester, the course 3 credits (fall and spring) DA: L2 SI content and format is developed for students with Prerequisite: BS335 and junior status and permission special interests and demonstrated abilities. Course of the instructor. may be repeated for credit with a change of topic. Internship I or II in the Department of Behavioral Sciences is a practical and extensive internship expe- BS330 Behavioral Statistics rience related to the behavioral sciences, such as in 3 credits (fall) DA: L2 APS a human service agency or institution or in an edu- Prerequisite: PY105 or HD108 and junior status. cational setting. T e internship experience is under T is course will focus on quantitative descriptive and the direction of a faculty member of the Department referential statistics, including graphic measures, fre- of Behavioral Sciences in conjunction with an on- quency distributions, measures of central tendency site internship supervisor. Students must be avail- and variability, correlation, probability estimations, able 8-10 hours per week, including regular meetings linear regressions, analysis of variance, non para- with a designated faculty supervisor. T e internship metric statistics and conf dence intervals. T e course is supported by discussion with the faculty supervi- will provide a basic understanding of statistical anal- sor and other participating internship students to ysis within the context of applied behavioral science integrate behavioral science theory with practical 109 applications. A detailed journal and f nal report must Prerequisite: BS331 (C- or better in BS331) be submitted for evaluation in addition to a separate T is course is designed to help students further their evaluation submitted by the internship supervisor. exploration and investigation of the specialized theories and issues that began in research methods I. As BS351 Grad School and Beyond: such, the course af ords the senior student with the Professional Seminar opportunity for more extensive research and study 3 credits (fall ) DA: L3 C in a selected area of behavioral sciences af er receiv- Prerequisite: junior or senior status ing written approval of their capstone topic. T e T is course is intended for upper division students focus of this semester is twofold: students continue considering graduate school as a next step following the development of a detailed and in-depth research baccalaureate completion, and will examine the grad paper and then prepare to present their f ndings to school selection process, required entrance exams the academic community. (such as GRE, MAT), résumé/CV creation, and other topics. T is is to be an active, intensive, participa- BS490 Capstone Seminar (WI) tion-oriented seminar. 3 credits (fall and spring) DA: L3 APS Prerequisite: BS443 (C- or better) BS399 Special Topics in Behavioral Sciences T is course provides senior students with a practi- Credit hours by arrangement. (of ered as needed) cal application of their knowledge base in behavioral DA: N/A science. Students are required to develop a research Prerequisite: junior status; open only with consent of project that integrates previous coursework and the instructor. demonstrates how one’s competencies have been Allows the department to design a course outside the shaped by the human development or psychology normal of erings. In any given semester, the course major. In addition to designing and implementing a content and format is developed for students with suitable research project, students have the opportu- special interests and demonstrated abilities. Course nity to systematically observe themselves, test their may be repeated for credit with a change of topic. developing skills, and critically evaluate results and outcomes. BS440 Behavioral Sciences Internship II Success in the Capstone Seminar requires a suc- 3 credits (fall and spring) DA: L2 SI cessful convergence of virtually all behavioral sci- Prerequisite: BS340 and senior status and permission ence coursework: selection of an area of research, of the instructor. conducting a thorough search of the literature, Internship I or II in the Department of Behavioral establishing a theoretical foundation to guide and Sciences is a practical and extensive internship expe- organize the project, applying appropriate research rience related to the behavioral sciences, such as in methodology, analyzing collected data, drawing a human service agency or institution or in an edu- conclusions, and suggesting areas worthy of future cational setting. T e internship experience is under research. T e capstone research paper describing the the direction of a faculty member of the Department entire project is submitted at the end of the semester of Behavioral Sciences in conjunction with an on- and must ref ect strict adherence to APA guidelines. site internship supervisor. Students must be avail- Each student is also required to prepare a public pre- able 8-10 hours per week, including regular meetings sentation of their work, and participate in a behav- with a designated faculty supervisor. T e internship ioral science poster session. is supported by discussion with the faculty supervisor and other participating internship students to BS491 Honors Capstone Seminar (WI) integrate behavioral science theory with practical 3 credits (fall and spring) DA: L3 APS applications. A detailed journal and f nal report must Prerequisite: BS443 (C- or better) be submitted for evaluation in addition to a separate T is course provides senior students with a practi- evaluation submitted by the internship supervisor. cal application of their knowledge base in behavioral science. Students are required to develop a research BS443 Research Methods II project that integrates previous coursework and 3 credits (fall) DA: L3 APS demonstrates how one’s competencies have been 115 shaped by the human development or psychology selling steps. Uses marketing problems and cases as major. In addition to the requirements for the tra- class activities. ditional capstone seminar, students will be required to construct a scientif c poster of their research and BU199 Special Topics in Business submit a proposal for a presentation to a conference Credit hours by arrangement. of their choosing. Success in the Capstone Seminar (of ered as needed) DA: N/A requires a successful convergence of virtually all Prerequisite: Open only with consent of the instruc- behavioral science coursework: selection of an area tor. of research, conducting a thorough search of the Allows the department to design a course outside the literature, establishing a theoretical foundation to normal of erings. In any given semester, the course guide and organize the project, applying appropri- content and format is developed for students with spe- ate research methodology, analyzing collected data, cial interests and demonstrated abilities. Course may drawing conclusions, and suggesting areas wor- be repeated for credit with a change of topic. thy of future research. T e capstone research paper describing the entire project is submitted at the end BU214 Business Internship (soph.) of the semester and must ref ect strict adherence to 3 credits (of ered as needed) DA: L2 SI APA guidelines. Each student is also required to pre- Prerequisite: Permission of the instructor. pare a public presentation of their work, and partici- T is sophomore/junior level internship af ords pate in a behavioral science poster session. the business student the opportunity to become acquainted with various work settings. Students BU110 Business Law (E) work of campus in a business related to their voca- 3 credits (fall and spring) DA: L1 V tional interests. Prerequisite: BU123 Considers the application of fundamental legal BU225 Personal Investing principles to typical business situations. Illustrates 3 credits (spring) DA: L2 APS selected cases dealing with contracts, agency, nego- An exciting introduction into the world of introduc- tiable instruments, real and personal property, secu- tory investments, stocks and bonds and alternative rity transactions, sales, partnerships and corpora- investments. tions. BU250 Management of Organizations BU123 Introduction to Business 3 credits (fall and spring) DA: L2 SI 3 credits (fall and spring) DA: L1 D Prerequisite: BU123 Explores the nature of the American free enterprise T is course introduces and emphasizes the systems system and its business organization. Gives students approach to investigating organizational struc- a broad overview of the functions, institutions, prin- tures, processes, functions, and dynamics. It applies ciples, practices and a working vocabulary of busi- selected theories and principles to such organiza- ness. tional phenomena as power, authority, conf ict, moti- NOTE: BU123 is recommended for all students for vation, communication, and managerial/leadership personal or business use. It is recommended that style to explore individual, interpersonal, and group students take BU123 before studying other business behavior in the organization. T e course builds an subjects. A minimum grade of C is required for busi- understanding of key managerial skills and the inter- ness majors to enroll in additional business courses personal, informational, and decision-making roles and to meet graduation requirements. of managers that support ef ective performance. T e course examines the planning, organizing, staf ng, BU124 Marketing leading, communicating, and controlling functions. 3 credits (fall and spring) DA: L1 CCT Overviews all marketing activities, with specif c BU310 Marketing Research (E) study of market research, demographics, product 3 credits (fall) DA: L2 ICT development, pricing, retailing and wholesaling of Prerequisite: BU124 goods, promotional activities, advertising, sales and T is course is a study of the quantitative and quali- 116 tative techniques of marketing research. T e course tional business environments. T e process involves covers topics such as: the role of marketing research, comparisons of economic systems, central govern- design and research studies, measurement, sam- ments and monetary systems with emphasis on pling, analysis and reporting of data. developing techniques for dealing with multicultural dif erences, culture gaps and world events, which BU311 Principles of Entrepreneurship likely will impact U.S. multinational enterprises well 3 credits (fall) DA: L2 C into the future. Prerequisite: BU123 T is course concentrates on the personal and busi- BU325 Financial Management ness fundamentals required to start and operate a 3 credits (fall and spring) DA: L2 APS successful new business venture. Topics include case Prerequisite: AC103 analysis of successful entrepreneurs from inspira- T is course will serve as an introduction to the gen- tional beginnings to personal and business struggles eral principles of business f nance. Topics include to completion of new venture. T e course objective f nancial statement analysis, forecasting, budgeting, is to provide the knowledge and the ability to iden- working capital management, time value of money, tify business opportunities, evaluate potential and to discounted cash f ow analysis, capital budgeting, determine venture requirements. cost of capital and cash f ow analysis. Emphasis will be placed upon the development of f nancial analysis BU313 Strategic Product Development and and problem solving skills. Management 3 credits (spring) DA: L2 CCT BU326 Entrepreneurial Creativity Prerequisite: BU310 3 credits (spring) DA: L2 CCT T e course will provide the students with the oppor- T is course will provide in-depth study and analy- tunity to use and enhance their marketing skills sis of a variety of approaches to unlock and develop as they go through the process and review of the creative and innovative thought. Review of case demands inherent in the launch of a new product or studies of successful entrepreneurs and explore how service. T e course will take the student from initial they were able to articulate their creative ideas and creative concepts through market introduction cul- transform those ideas into viable business ventures. minating with market and brand assessment. T e T e course will enable the students to explore and course will give students the knowledge and under- study their own personal creative ability and study standing of all the rigorous ef ort and research that how that ability can enhance their entrepreneurial are behind the scenes when creating a successful success and improve their ability in understanding brand identity. business risk.

BU321 Human Resource Management (D) BU332 Advertising 3 credits (fall) DA: L2 D 3 credits (of ered as needed) DA: L2 C Prerequisite: BU123 Prerequisite: BU124 Human Resource Management encompasses those T is course examines the functions and roles of pro- activities designed to provide and coordinate the motional strategies in the context of the marketing human resources of an organization. T is course concept. Emphasis is placed on the role of advertis- will focus on the relationship between people and the ing as a part of the marketing plan. Case studies and organization from the management point of view. projects provide experience in developing creative Topics will include: planning, recruiting, selecting, advertising and promotional strategies with the use training and counseling employees. of such media as television, radio, print, social net- works and the internet. BU322 International Business (G) 3 credits (fall and spring) DA: L3 D BU340 Business Ethics (E) Prerequisite: BU123 3 credits (fall and spring) DA: L2 V T is course provides an opportunity to analyze and Prerequisite: BU123 to evaluate linkages between domestic and interna- T is course provides an overview of ethical behav- 110 ior as it relates to the organization’s values and tradi- Prerequisite: BU124 tions, not just to the individuals who make the deci- T is course presents an integrated approach to the sions and carry them out. Specif cally, instruction creation, implementation and measurement of the will provide students with a framework that they can means in which an organization communicates both use to identify, analyze, and resolve ethical issues in internally and externally from a small business per- business decision-making. By studying business eth- spective. T e critical marketing and sales tools of ics, students begin to understand how to cope with newsletters, sales brochures, point of sale and pro- conf icts between their personal values and those of motional programs are developed. the organization. BU420 Business Internship III BU399 Special Topics in Business 6 credits - 240 hours (fall and spring) DA: L3 SI 3 credits (of ered as needed) DA: N/A Prerequisite: senior status or permission of instruc- T is course is designated as special topics, which tor and completion of Proposal for Academic Intern- allows the department to design a course to meet ship. specif c current business topic or a specif c selection T is course is an applied extension of the Busi- of business industry topics that are of interest to the ness program with particular emphasis on the stu- students. dent’s career interests, goals and options. T is senior internship recognizes Mitchell College’s need for BU411 Accounting and Funding for Small practical, career skills training as part of the educa- Business tion of all students. Working with the course pro- 3 credits (of ered as needed) DA: L3 APS fessor, students will choose a f eldwork experience Prerequisite: BU325 in a company or corporation. T e internship is sup- T is course will teach the student accounting for ported by required weekly journal submissions, dis- small business by using the Quick Books program. cussions with the course professor and students as T e course will center around the transactions and well as input from one’s on-site internship supervi- statement interpretations for small businesses. Top- sor. A f nal report is required. ics such as funding, managing funding and taxes will be presented with related journal entries. T e BU425 Business Internship I Quick Books program will be the vehicle in which 3 credits (fall and spring) DA: L3 SI material will be presented and practiced. Prerequisite: junior status or permission of instructor and completion of Proposal for Academic Intern- BU412 Business Practicum ship. 3 credits (fall and spring) DA: L3 SI T is course is an applied extension of the Business Prerequisite: junior standing and completion of Pro- program with particular emphasis on the student’s posal for Academic Internship. career interests, goals, and options. T is intern- T is course allows a student to execute a project ship recognizes Mitchell College’s need for practi- which culminates in the expansion, launch or com- cal, career skills training as part of the education of pletion of a new venture that has been created, devel- all students. Working with the professor, students oped and implemented by the student from initial will choose a f eldwork experience in a company or innovative concept to the f edgling new venture. T e corporation. T e internship is supported by discus- student will experience the energy and enthusiasm sions with the course professor and students as well provided by the new venture but will also be exposed as input from one’s on-site internship supervisor. A to the ef ort and drive that it takes to keep the ven- detailed journal and f nal report are required. ture prospering and the day to day management skills and strategies that are critical to entrepreneur- BU426 Business Internship II ial success. 3 credits (fall and spring) DA: L3 SI Prerequisite: senior status or permission of instruc- BU413 Small Business Marketing tor and completion of Proposal for Academic Intern- and Communication ship. 3 credits (of ered as needed) DA: L3 C T is course is an applied extension of the Busi- 111 ness program with particular emphasis on the stu- skills training as part of the education of all students. dent’s career interests, goals and options. T is senior Working with a supervising professor, students internship recognizes Mitchell College’s need for will complete practical experience in a company or practical, career skills training as part of the educa- corporation such as the Walt Disney Corporation tion of all students. Working with the course profes- (Internship Program). A detailed journal and f nal sor, students will choose a f eldwork experience in a report are required. company or corporation. T e internship is supported by discussions with the classroom professor and stu- CH110 T e Chemistry of Everyday Life dents as well as input from one’s on-site internship 4 credits (fall; January MiniMester) DA: L1 V supervisor. A detailed journal and f nal report are T is is an introductory course on the chemical basis required. of human life for the non-science major requiring a one semester lab course in science. T e course BU427 Exploring Career Options requires some basic math skills for the analysis of 2 credits (fall and spring) DA: L2 C laboratory data and scientif c concepts. T e course Prerequisite: junior/senior status or permission of introduces the student to the elements and com- instructor. pounds, their properties and reactions as they relate An abilities-based course designed to illuminate to cellular function, human metabolism, human career paths available to Business Administration health, and human use of daily household products. majors in preparation for meeting their internship Topics include nomenclature, chemical bonding and and career goals. Particular emphasis is placed on the reactions, solutions, the periodic table, anaerobic & self-assessment of skills and aspirations, researching aerobic metabolism, and the scientif c method. T e careers, networking, resume writing, interviewing, relationship between biology, chemistry, human and graduate options. Lecture material and assign- physiology and everyday life are emphasized. T e ments are integrated with conducting an informa- laboratory exercises and activities introduce students tional interview, career-building activities, and indi- to equipment and procedures of a chemical labora- vidual video-taped mock interviews, culminating in tory and the safe handling of chemicals. T e experi- a portfolio project. ments are designed to demonstrate concepts covered in the lecture material. T ey include the measure- BU428 Business Plan Development (W) ment of physical properties, chemical reactions, sep- 3 credits (fall) DA: L3 SI aration techniques, and acids and bases. Prerequisite: BU310 or permission of instructor. T is course will provide each student the opportu- CH111 General College Chemistry I nity to create and develop their own business ven- 4 credits (fall) DA: L2 APS ture. T is course will build upon their business Prerequisite: MA105 or permission of the instructor. research skills developed in BU310 and will culmi- Covers basic calculations in chemistry by deal- nate with a completed business plan and the launch ing broadly with the elements, their properties, the of an actual venture to be managed through the empirical laws and principles which describe their student’s senior year via the Small Business Stud- modes of interaction, and the theories and concepts ies Practicum. College faculty will provide in-depth that have been devised to account for and correlate review and analysis of each business plan and serve these laws, properties, and reaction patterns. Where as business advisors. feasible, the treatment is quantitative both in lecture and laboratory work. Lab experiments apply modern BU495 Business Major Internship analytical techniques using pH meters, spectropho- 12 credits (of ered as needed) DA: L3 SI tometers, analytical balances, and centrifuges. Com- Prerequisite: Permission of instructor. puter applications are included in laboratory experi- An applied extension of the Business program with ments when appropriate. particular emphasis on the student’s career inter- NOTE: T ree hours lecture and two hours labora- ests, goals, and options. T is major internship rec- tory per week. ognizes Mitchell College’s need for practical, career

112 may be repeated with a change of topic. CH112 General College Chemistry II 4 credits (spring) DA: L2 SI CJ170 Introduction to Tribal Legal Studies Prerequisite: CH111 3 credits (fall or as necessary) DA: L1 CCT Emphasizes certain kinds or chemical reactions, A general overview of Federal Indian policy and law including those involving gases, reduction oxida- from 1700 to the present. T is course provides basic tion reactions, precipitation reactions and acid base knowledge of Tribal, State and Federal jurisdiction reactions as an expansion of knowledge gained in in Indian Country and a brief introduction to tribal General Chemistry I. Also covers thermochemistry governance and judiciary. and rates of reaction. Approximately one quarter of the laboratory sessions are devoted to a scheme of CJ199 Special Topics in Criminal Justice qualitative analysis involving a limited group of ions Credit hours by arrangement. DA: N/A including a water analysis of a local pond. Computer (of ered as needed) applications are included in laboratory experiments Prerequisite: junior or senior status and permission when appropriate. of the instructor. NOTE: T ree hours lecture and two hours labora- Allows the department to design a course outside the tory per week. normal of erings. In any given semester, the course content and format is developed for students with CH199 Special Topics in Chemistry special interests and demonstrated abilities. Course Credit hours by arrangement (of ered as needed) may be repeated for credit with a change in topic. Prerequisite: Open only with consent of the instructor. CJ245 Criminology Allows the department to design a course outside the 3 credits (spring) DA: L2 CCT normal of erings. In any given semester, the course Prerequisite: CJ247 or permission of instructor. content and format is developed for students with Introduces the scientif c approach to the study of special interests and demonstrated abilities. Course criminal behavior. T eories of criminal behavior may be repeated with a change of topic. will be explored.

CH301 Biochemistry for Health Science CJ247 Introduction to Criminal Justice 3 credits (spring) DA: L3 APS 3 credits (fall and spring) DA: L1 C Prerequisite: CH111 Provides an overview of the contemporary criminal T is course is designed to be an introductory bio- justice system, with special focus on law enforce- chemistry course suited for students requiring an ment, the judicial process, and corrections. understanding of the chemistry of the human body. T e course begins with a study of the structures, CJ249 Corrections in Society properties, and reactions of organic compounds, fol- 3 Credits DA: L1 C lowed by a study of the structures, properties, and A multidisciplinary approach to contemporary functions of carbohydrates, lipids, proteins, and issues in American Corrections. Emphasis is placed nucleic acids. Topics also include enzyme kinetics upon the historical development, organization and and mechanisms, metabolic pathways, and mecha- practices and the societal context of the American nisms regulating metabolism and gene expression. correctional system.

CH399 Special Topics in Chemistry CJ251 Juvenile Delinquency and the Credit hours by arrangement (of ered as needed) Juvenile Justice System Prerequisite: Open only with consent of the instruc- 3 credits (fall) DA: L1 C tor. Prerequisite: CJ247 or permission of instructor. Allows the department to design a course outside the Investigates the legal and social def nitions of delin- normal of erings. In any given semester, the course quency, while covering changing patterns in types content and format is developed for students with of of enses and standard and innovative treatments, special interests and demonstrated abilities. Course with a view toward long-term improvements of 113 existing methods. CJ305 Comparative Legal Systems (W) (G) 3 credits DA: L2 APS CJ257 Drugs, Law and Society T is course introduces students to the complex 3 credits (spring) DA: L 1 APS issues involved in comparing the various legal sys- Explores family dynamics, cultural issues, causes, tems around the world today. Particular attention medical aspects, and treatment of drug abuse. will be focused on the main legal families in terms of the structure and sources of their various laws CJ261 Substantive Criminal Law (W) and against the historical background in which these 3 credits (fall) DA: L2 APS laws were formed. Prerequisite: CJ247 Examines the history and development of the U.S. CJ306 Correctional Treatment Programs system of criminal law, and includes the def nition of 3 credits DA: L2 SI substantive law, and liability under the law. A comprehensive review of specif c correctional programs and services geared towards client risk reduc- CJ262 Criminal Justice Sophomore tion and enhanced public safety. Special emphasis Field Experience shall be given to the CT and NY DOC models, espe- 3 credits (spring) DA: L2 SI cially with regard to the Management of Security Prerequisite: Students must be fourth semester Crim- Risk Groups (SRGs) and Substance abuse program- inal Justice or Homeland Security majors and receive ming. permission of the instructor. Enrollment is limited. T is is a monitored f eld experience with a selected CJ310 Criminal Justice in Film criminal justice or homeland security agency. 3 credits (spring; winter and summer optional) DA: L2 CCT CJ264 Forensic Psychology Prerequisite: CJ247, CJ245 or recommendation of 3 credits (spring) DA: L2 APS the instructor. Prerequisite: PY105 and PY106 or CJ247 T is course af ords the student an opportunity to T is course will explore the association of crime and explore the theoretical underpinnings and institu- the crime scene to the adaptation, history, and struc- tions of the criminal justice system through f lm. ture of human behavior. Particular emphasis will be T e Crime Film will be examined as a cinematic placed on the relationship of personality and social genre with particular emphasis on lighting, cam- learning to criminal behavior. Historical case stud- era angles and sound. Further, the course uses f lm ies will support all the principles (modus operandi, to explore such issues as the nature of art, meaning, staging, victimology, etc.) presented in the course. truth and justice and the relationship between popular culture and the institutions of the criminal jus- CJ265 Probation and Parole tice system. Emphasis will be placed throughout on 3 credits (spring) DA: L1 C the inf uence of ethnicity, culture and gender in the Prerequisite: CJ247 f lms presented. Probation and Parole will review the application of probation and parole methods in the criminal justice CJ313 Criminal Justice, Crime & Public Policy system. Organization and operation of these systems (D) will be explored. 3 credits (fall) DA: L2 C T is course will examine the nature of the public CJ270 Tribal Legal Process policy process from policy formation through policy 3 credits (spring or as necessary) DA: L1 CCT termination. Specif c areas covered will be public An in-depth look at contemporary criminal and policy and crime, public policy and criminal justice civil jurisdiction in Indian Country. T e course will trends in public policies. T e objective of this course employ the case-study approach with an emphasis will be to give students an opportunity to analyze on the practical application and assessment of crimi- and apply a particular policy to current problems nal justice issues. or issues in criminal justice. Hands-on experience in analysis and implementation will be af orded the 114 student. CJ325 Law in Society (W) 3 credits DA: L2 C CJ314 Victimology An examination of the relationship between law and 3 credits (spring) DA: L2 C society, or the interaction of legal and social vari- Prerequisite: CJ247 or permission of the instructor. ables. T e course will focus on identifying the role of T e role of victims in criminal activity, the impact law in contemporary society, and problems of def n- on the victims by the criminal justice system, and ing and studying law; functions and forms of law, victim assistance programs will be studied. Domes- the critique of law, and the dif erent legal systems; tic violence and victims involved with homicides law in relation to justice and morality; the nature of will have a special focus. legal reasoning and discretion; and jurisprudential and sociological theories of law. Anthropological, CJ315 Foundations of Public Administration(D) historical and contextual perspectives on law will be 3 credits (fall) DA: L2 D considered. T e nature of the legal profession, and Prerequisite: CJ247 or HS115 or GV119; or permis- selective aspects of legal behavior, will also be exam- sion of the instructor. ined. T e course will conclude with some attention T is course will involve the study of administrative to law and social change. theory, the context of bureaucracy, the environment of public service and the role of administrators in CJ326 Legal Issues in Corrections (W) government. T e students will examine theoretical 3 credits DA: L2 C approaches to understanding the administration of A review of the legal and statutory requirements criminal justice and human services agencies. T is involved in contemporary correctional program- course will provide a selective survey of theoretical ming and administration. Areas covered shall formations and empirical studies in public adminis- include Civil Rights (42 USC 1983) Cases, HIPPA tration. and Conf dentiality, Labor Management, and Inmate Programs. T e student shall develop critical think- CJ320 Constitutional Criminal Procedure (W) ing skills relating to best practices in a variety of 3 credits DA: L2 CCT facility and community settings. Formerly Criminal Procedures (CJ320). T is course will provide the student with an understanding of CJ327 Crisis Intervention American constitutional history, the structure of 3 credits (spring) DA: L2 APS American state and federal court systems and the Prerequisite: Permission of the instructor. ongoing development of the Constitutional prin- T is course of ers the opportunity to examine principles that guide the application of the American ciples of crisis intervention across a wide variety of criminal justice system to law violators. Particular situations. Areas and topics covered include: panic emphasis will be given to the 4th, 5th, 6th, 8th, 10th and states, suicide, homicide, physical assault, sexual 14th Amendments to the Constitution. assault, hostage/barricaded situations, drug/alcohol related crises and others. Contemporary theory of CJ322 Policing in a Free Society (W) crisis causation will be presented as well as interven- 3 credits DA: L2 C tion strategies that have proven to be ef cient and Formerly Policing in America (CJ322). T is course productive. Role playing and structured improvisa- examines the role of law enforcement from a vari- tion will be utilized. ety of disciplinary perspectives. Topics include the history of law enforcement, theories of policing and CJ331 Research Methods I the organization of police agencies. Special attention 4 credits (fall jr. year) DA: L2 APS will be given to the concepts of community policing Prerequisite Recommended: MA104/105 and police-community relations, the relationship of Course will provide students with a general review the police to other components of the criminal jus- of quantitative methods in criminal justice appli- tice system and the contemporary policing issues of cations. Topics covered will include the graphical stress, danger, corruption and misuse of force. displays of data, units of analysis, levels of measurement, measures of central tendency and dispersion, 115 probability and hypothesis testing. Statistical tech- Chronic Disciplinary Units, Administrative Segre- niques, including comparison of means and pro- gation Units, Protective Custody and Mental Health portions, correlation and linear regression, will be in corrections. A review of risk factor analysis as a employed to analyze data drawn from the discipline. baseline for measuring ongoing behaviors.

CJ332 Research Methods II CJ440 Senior Research Project in 3 credits (spring) DA: L2 APS Criminal Justice Prerequisite: CJ247 and MA111 or CJ331 6 credits (spring) DA: L2 C An examination of the methodological foundations Prerequisite: Senior Criminal Justice Major and per- of criminal justice and construction of concepts and mission of instructor. hypothesis; research designs including question- Independent research or special project under the naires, interviews, experiments, observation, and supervision of a criminal justice faculty member. research ethics. Topics must be chosen with the approval of the instructor. CJ362 Criminal Justice Junior Field Experience 3 credits (spring) DA: L2 SI CJ441 Senior Seminar in Criminal Justice Prerequisite: Student must be Criminal Justice or 3 credits (fall) DA: L2 APS Homeland Security major and receive permission Prerequisite: Senior Criminal Justice Major. from the instructor. Enrollment is limited. T is is T is capstone course will provide a critical analysis a monitored f eld experience with a select criminal of the major issues in criminal justice. T e topics will justice or homeland security agency. range from corruption, overcrowding in correctional institutions, women in the criminal justice system, CJ370 Tribal Law and Governance to current public issues. 3 credits (fall or as necessary) DA: L2 CCT A practical and applied overview of the structure CJ442 Senior Criminal Justice Field Experience and the laws that govern Indian tribal governments 6 credits (spring) DA: L2 SI and their unique relationship with the Federal gov- Prerequisite: Senior Criminal Justice or Homeland ernment. Security Major and permission of instructor. Enroll- ment is limited. CJ399 Special Topics in Criminal Justice T e Senior Internship is a 6-credit f eld experience 3 credits DA: N/A course af liated with police, courts, corrections or a Designed as an upper-level elective course specif - related criminal justice agency. cally for junior and senior students, when of ered, the academic department introduces a unique and CJ445 Ethical and Philosophical exciting topical course which isn’t part of the tradi- Foundations in Criminal Justice (E) tional curriculum. Special Topic courses are of ered 3 credits (fall) DA: L2 V as needed and as interest arises. Prerequisite: Senior Criminal Justice Major or permission of instructor. CJ420 CJ Assessment and Case Management T e thrust of this course is an inquiry into the rela- 3 credits DA: L2 C tionship between morality and the law. A wide range Application of Case Management theory and meth- of issues, including moral dilemmas within the f eld ods. Includes Objective Classif cation Systems, T e of criminal justice are examined. Topics developed 12 Core Functions, and Security Awareness: Collab- by students and faculty will include sentencing, orative Approaches with Custody Staf . police ethics and the issue of governmental control.

CJ430 CJ Intervention Strategies CJ470 Crime and Victims in Indian Country 3 credits DA: L2 APS 3 credits (spring or as necessary) DA: L2 CCT An in depth review of criminal justice interven- A practical and applied overview of the structures tion strategies which focus on the management and the laws that govern Indian tribal governments of the resistant client. Areas covered shall include and their unique relationship with the Federal gov- 116 ernment. Introduction to Film Study and Appreciation will give students an historical understanding of Ameri- CO101 Introduction to Communication can f lm production and a critical perspective from 3 credits (fall) DA: L1 CCT which to view contemporary f lm. Beginning with CO101 of ers an overview of the discipline and scope the dawn of silent f lm and continuing through the of Communication, including its history, theories developments of the new independent cinema, this and principles, and career options. T e course also course will examine Hollywood cinema as an insti- serves to improve critical thinking, perception and tution: its history, genres, and work as both a cul- communication awareness. tural form and as an industry.

CO103 Ef ective Presentations CO126 Interpersonal Communication (D) 3 credits DA: L 1 C 3 credits (spring) DA: L1 SI T is course is designed to increase your ef ectiveness Communication skills and behaviors essential to as a communicator and presenter by emphasizing ef ective interpersonal relationships; theories rela- critical thinking, careful research, organization, and tive to developing, maintaining, and ending rela- delivery strategies. NOTE: A minimum grade of C- tionships; and exploration of productive and non- is required to meet graduation requirements. productive communication patterns for casual relationships, friendships, families, and intimate and CO105 Introduction to Mass Communication professional relationships. (W) (E) 3 credits (fall) DA: L1 V CO140 Video Production I A broad analysis of the theories, forms, purposes 3 credits (fall) DA: L1 C and major criticisms of mass communication. T e A hands-on approach to video production that of ers course focuses on the organizational structure, man- students an understanding of the principles and agement and unique characteristics of broadcast and practices of video production, including introduc- print media. Current practices, responsibilities, con- tion to basic technical skills and theories relative to sumer rights, ethics and legal issues are addressed. camera operation, shot/framing techniques, editing, vocabulary, procedure, uses, and career opportuni- CO109 Journalism I (WI) ties. 3 credits (fall) DA: L1 C Prerequisite: Enrollment in CW101 and permission CO199 Special Topics in Communication of the instructor. 3 credits (as needed) DA: N/A Explores the fundamentals of journalism and news Allows the department to design a course outside the writing and reporting: how to compile a fair, bal- normal of erings. In any given semester, the course anced and comprehensive news story; news writing content and format is developed for students with style; the art of the news interview; obituary writing; special interests and demonstrated abilities. Course f re and police reporting; the news beat system; and may be repeated for credit with a change in topic. feature story writing. CO202 Communication and Society (W) (D) (E) CO110 Journalism II (WI) (G) 3 credits (spring) DA: L2 C 3 credits (fall) DA: L1 D Prerequisite: CO109 A broad introduction to the role communication plays Continues the study of journalism through in-depth in society. Focus is placed on the theories, concepts, reporting, municipal news reporting, court report- issues, and research models used to explore the inter- ing, investigative reporting, and journalism for elec- play between communication and society. T e nature, tronic media. Includes examination of alternative scope and function of the print, f lm, sound and elec- media and changing trends in the news industry. tronic media will be examined against social forces.

CO115 Film Study I (W) (D) CO204 Introduction to Radio/Audio Production 3 credits (spring and fall) DA: L1 C 3 credits (fall) DA: L1 C 117 An introduction to primary radio/audio production, others. T rough an analysis of the essence of story- including understanding the basic equipment used telling, the f lm’s historical placement and the cin- in proper audio capture, and sof ware used in ele- ematic techniques used to create each f lm, students mental editing and programming. In addition, this will grow to understand the signif cant dif erences, course will examine the introductory theory behind and more importantly, the similarities between the operating and programming a radio station, as well genres. T rough course readings, class discussions as discussing the history and future outlook of the and short essays, students will develop a vocabulary radio industry and career options in the broadcast- and the analytical skills that will allow them to dis- ing f eld. cuss a f lm within those contexts. Practicing analytical skills through writing and talking about f lm will CO210 Advanced Audio and Radio Production help to write about and critique all texts in greater 3 credits (spring) DA: L2 C depth. Overview of the essential building blocks/techniques of audio production and their application in various CO220 Communicating in Groups (D) multimedia formats including, video, f lm and radio 3 credits (spring) DA: L2 SI (broadcast and internet). T is is a hands-on, project- Analysis of small group communication and group based course. interaction; special attention is given to related communication theories involving group dynamics, con- CO211 Creative Writing (WI) f ict management, group development, and decision 3 credits (spring) DA: L1 CCT making processes. Prerequisite: CW102 (C- grade or better), the equivalent or permission of the instructor. CO233 Communication Research (W) For students who have demonstrated a desire and 3 credits (fall) DA: L2 ICT ability to write prof ciently and creatively. T is Prerequisite: CO105, CO126 and CO220 course promotes writers capable of craf ing works of Introduction to methods for the development, inter- literary merit and of giving and accepting construc- pretation, analysis, and implementation of research tive criticism. in a variety of communication careers. Includes Emphasizes f ction, although a variety of literary interpretation and evaluation of existing research, as types is considered. Works in progress as well as f n- well as the creation of an original research project in ished products are shared and discussed in class. the student’s area of interest.

CO212 Scriptwriting CO240 Video Production II 3 credits (fall) DA: L1 C 3 credits (spring) DA: L2 C Prerequisite: CW101, CW102 or permission of the Prerequisite: CO140 instructor. A continuation of the principles of video production T is course is designed to help the student master in the areas of camera operation, shot design, edit- the fundamentals of scriptwriting. It introduces the ing, integration of visual and audio elements, and basic skills and knowledge necessary to write f lm, story/message development. T eories relative to the television, video and media scripts and construct development of technique and style will be intro- quality storytelling. T is foundation will be invalu- duced. able as the student progresses to additional courses in video and other forms of communication. CO245 Persuasion (E) 3 credits (spring) DA: L2 V CO215 Film Study II Utilizing a project approach, students will investi- 3 credits (spring) DA: L1 CCT gate theories, principles, and strategies of persua- Film Study II will give students the opportunity to sion. Emphasis on forms of argument and audience examine multiple genres of f lm. During the course appeals, compliance-gaining strategies, methods of of the semester, students will be exposed to numer- persuasion, deception dynamics, and ethics of social ous kinds of f lms for the purpose of understanding inf uence. why each genre exists and how it compares with the 118 CO283 Communication Internship instructor. (Sophomore) T eoretical and practical examination of interper- 3 credits (fall) DA: L1 SI sonal conf ict and negative relational dynamics. Prerequisite: Permission of Department Chairper- Emphasis on theories and skills aimed at conf ict son. analysis, problem-solving, conf ict management, res- Sophomore level internship to provide the student olution, negotiation, and third-party mediation. with practical skills and career training. Working with a supervising professor, students will complete CO314 Interviewing work experience in a company, corporation or pro- 3 credits (fall) DA: L1 SI fessional setting. A detailed journal and f nal report Prerequisite: CO126 are required. Investigation and application of communication theories, concepts, and skills throughout the interview CO300 Music and Entertainment on the process, including goals, ef ective and inef ective Internet (W) (D) (G) question phasing, and research procedures. Hands- 3 credits (spring) DA: L2 V on experience in designing, preparing, and conduct- Prerequisite: CO107 or permission of the instructor. ing a variety of interviews. An analysis of the convergence of music and entertainment on the Internet. Attention is placed on how CO315 Advanced Public Speaking the Internet is changing the way music, movies, tele- 3 credits (fall and spring) DA: L1 C vision and books are made, marketed, and delivered. Prerequisite: CO103 and CW101 & CW102 Students will learn about key technologies, including Advanced Public Speaking prepares students for digital television, streaming media, and virtual real- competent public speaking presentations in their ity, and will discover how the Web is used in enter- f eld of study as well as ef ective small group par- tainment marketing and electronic commerce. ticipation. Students study and practice listening, non-verbal language, communication ethics, f tting CO304 Advanced Radio Production the message to the audience, timing, interpersonal 3 credits (spring) DA: L2 C and group interaction, using technology, research Prerequisite: CO210 and presentational aids, and speaking in public with An overview of the general operation and function of integrity, knowledge, conf dence, and skill. a radio station and the technical development/production of programming. Specif c areas discussed CO320 Organizational Communication (D) include: organizational structure; various depart- 3 credits (spring) DA: L2 CCT mental and personnel responsibilities; function and Prerequisite: CO220 application of the program log and rate card; and in- Readings provide students with an understanding depth discussions on current trends, station formats, of an organization’s internal and external audiences news and career opportunities in the radio industry. and specif c communication theories that impact the design and f ow of information. Specif c information CO305 Advanced Video Production processes such as message construction, channels of 3 credits (fall) DA: L2 D delivery, training and development, and information Prerequisite: CO240 technology adoption will be covered. T is is a project-based course that requires students to apply the knowledge and skills learned in earlier CO333 Communication, Performance and production courses to produce a high quality video the Media from concept and storyboard to shooting and edit- 3 credits (spring) DA: L2 D ing. Initial emphasis will be placed on video script An introduction to concepts related to performance writing and preproduction elements. and the development of skills attached to language, voice, and movement. Emphasis is placed on the CO307 Conf ict and Communication understanding and application of techniques nec- 3 credits (spring) DA: L2 SI essary to facilitate successful radio, television, and Prerequisite: CO126, CO220 or permission of the video/f lm performances. 119 content and format is developed for students with CO340 Communication Career Seminar special interests and demonstrated abilities. Course 3 credits (fall) DA: L2 CCT may be repeated for credit with a change in topic. Prerequisite: CO101 A practically based course designed to expose the CO425 Culture and Communication (D) (G) career paths available to communication majors. 3 credits (fall) DA: L2 SI Particular emphasis is placed on the self-assessment Prerequisite: CO126 of skills and aspirations, researching careers, net- Investigation and analysis of the relationship and working, resume building, interviewing, and gradu- impact of communication and culture between ate school options. subcultures in the U.S. and intercultural situations worldwide. Methods of barrier reduction will be CO344 Introduction to Af er Ef ects identif ed and reviewed. 3 credits (spring) DA: L2 APS Prerequisite: CO140, GD105 or permission of the CO443 Senior Fieldwork instructor. 3 credits (spring) DA: L2 APS Af er Ef ects is a powerful, versatile motion graph- T is senior level f eldwork experience will provide ics and compositing application. T rough a series the student with practical skills and career training. of classroom lectures, independent exploration and Working with a supervising professor, students will guided video creation, students will be introduced complete a course of service to the college or com- to the tools and functions used to create dynamic munity. Students will design and implement an on- graphics and special ef ects. Weekly assignments campus or community project that addresses their and a f nal project will lead to a basic understanding particular communication interest. Each project will and a foundation for continued exploration. require a detailed journal, report or portfolio.

CO345 Video Post Production CO450 Communication Capstone (W) 3 credits (spring) DA: L2 V 3 credits (spring) DA: L2 APS Prerequisite: CO305 Prerequisite: Senior Communication Major or per- Focuses entirely on the techniques and skills involved mission of instructor. in advanced post-production including ref ned edit- T e capstone project utilizes the knowledge you ing of picture and dialogue, sound design, mixing have gained through the coursework in the degree audio, creating and integrating titles and graphics, program, in a practical way to create a professional color correcting, grading color, and mastering video level piece of work that demonstrates your mastery for distribution. of a topic in communication. It provides students an opportunity to observe themselves, test their skills, CO383 Communication Internship (Junior) and critically evaluate the results and outcome. 3 credits (spring) DA: L1 SI T e capstone course is an interdisciplinary project Prerequisite: Permission of Department Chairper- that involves Communication majors from dif erent son. concentrations. Students will choose a project with Junior level internship to provide the student with approval of the instructor. practical skills and career training. Working with a supervising professor, students will complete work CO483 Senior Communication Internship experience in a company, corporation or profes- 3 credits (fall) DA: L2 SI sional setting. A detailed journal and f nal report are Prerequisite: Senior Communication Major & required. Department Chairperson approval. Senior level internship to provide the student with CO399 Special Topics in Communication practical skills and career training. Students will 3 credits DA: N/A complete work experience in a company, corpora- Prerequisite: junior or senior status. tion or professional setting. A detailed journal and Allows the department to design a course outside the f nal report/portfolio are required. normal of erings. In any given semester, the course 120 Prerequisite: CW102, junior or senior status, or per- CW100 Foundations of College Writing mission of the instructor. 3 credits (fall and spring) Allows the department to design a course outside the CW100 is designed for students who should develop normal of erings. In any given semester, the course better language habits before enrolling in other writ- content and format is developed for students with ing classes. T e course emphasizes the fundamentals special interests and demonstrated abilities. Course of sentence and paragraph construction. Attention may be repeated for credit with a change in topic. is also given to vocabulary development and reading NOTE: Designation as a W or WI course as appro- comprehension. Students may be required to spend priate. time outside of normal class hours. NOTE: Enrollment by placement Pre-level 1 of CW399 Special Topics in Writing Mitchell General Education Communication Ability. Credit hours by arrangement. (of ered as needed) (C- or better grade required to advance to Commu- DA: N/A nication Ability, Level 1 [CW101]) Prerequisite: CW102, junior or senior status, or permission of the instructor. CW101 Introduction to College Writing (WI) Allows the department to design a course outside the 3 credits (fall and spring) DA: L1 C normal of erings. In any given semester, the course T is course introduces students to the writing, read- content and format is developed for students with ing, and thinking skills necessary for success in col- special interests and demonstrated abilities. Course lege as well as in the workplace. Assignments will may be repeated for credit with a change in topic. emphasize composition processes, writing for dif- NOTE: Designation as a W or WI course as appro- ferent purposes, reading and responding critically, priate. and conventions of formal written English. T is is a writing intensive (WI) course, requiring students to EC131 Macroeconomics submit a minimum of 15 pages of revised and edited 3 credits (fall and spring) DA: L2 CCT text in f nished form. T e course includes discussion of the foundation of NOTE: A minimum grade of C- is required to meet macroeconomic analysis including the problems of graduation requirements and to enroll in CW102. unemployment, inf ation, and economic growth in the United States; the impact of taxation, govern- CW102 College Writing and Research (WI) ment expenditures, and the regulation of interest 3 credits (fall and spring) DA: L1 C rates and money; the balance of international pay- Prerequisite: CW101 (C- grade or better), the equiva- ments and the role of the dollar; and the relation- lent, or permission of the instructor. ships between the United States and the developing T is course reinforces the skills taught in CW101 world. while introducing students to the procedures of academic and professional research. Assignments will EC132 Microeconomics emphasize writing to analyze and synthesize ideas, 3 credits (fall and spring) DA: L1 APS information literacy skills for f nding and evaluat- Emphasizes microeconomics and includes discus- ing appropriate sources, and proper documentation sion of the theory of the business f rm, marginal cost of sources. T is is a writing intensive (WI) course, and revenue analysis; agriculture; pure competition, requiring students to submit a minimum of 15 pages monopolistic competition, oligopoly, monopoly; of revised and edited text in f nished form including income distribution; taxation; unions and collective a fully documented research paper. bargaining; international trade and the balance of NOTE: A minimum grade of C- is required to meet payments problem. graduation requirements and to enroll in 200-level or above English courses. EC199 Special Topics in Economics Credit hours by arrangement (of ered as needed) CW199 Special Topics in Writing DA: N/A Credit hours by arrangement. (of ered as needed) Prerequisite: Open only with consent of the instruc- DA: N/A tor. 121 Allows the department to design a course outside the Early childhood students will investigate the inter- normal of erings. In any given semester, the course relationship of math and science, and explore an content and format is developed for students with organized, project approach to creating a develop- special interests and demonstrated abilities. Course mentally appropriate math and science curriculum may be repeated with a change of topic. for preschool children. Students will also be given opportunities to observe and work with typically EC399 Special Topics in Economics and atypically developing young children in a pre- Credit hours by arrangement (of ered as needed) school setting. DA: N/A Prerequisite: Open only with consent of the instruc- ED206 Mathematics, Science & Technology tor. in Early Childhood Education (W) Allows the department to design a course outside the 3 credits (spring) DA: L1 APS normal of erings. In any given semester, the course Pre-Practicum Component: 20-25 hours content and format is developed for students with Prerequisite: ED110, ED222 special interests and demonstrated abilities. Course T is is a course for the early childhood education may be repeated with a change of topic. major in the basic methods used to teach mathematics, science and technology: observing, inferring, ED110 Introduction to Early Childhood predicting, experimenting, and communicating. Education (D) (W) Constructivist theory provides the underpinnings 3 credits (fall and spring) DA: L1 CCT for this course, developing a student’s passion for T is course introduces the history and philosophy mathematics and science through inquiry and dis- of early childhood education as it is viewed in the covery at a very young age. Mathematic and scien- context of the home and family, society, and culture. tif c concepts associated with early childhood edu- Students will consider educational procedures used cation will be reviewed using the National Science in facilitating the development of the young child, Education Standards and the National Teachers of explore the role of the teacher, the ECE environment Mathematics Standards. Students will also be given and appropriate instructional strategies used with opportunities to observe and work with typically young children. T is course is required of all Early and atypically developing young children including Childhood Candidates and may be taken in the f rst the development of a f nal unit project and the Com- semester at Mitchell. mon Core State Standards.

ED199 Special Topics in Education ED222 Methods & Techniques in Early Credit hours by arrangement. DA: N/A Childhood Education (of ered as needed) 3 credits (fall and spring) DA: L1 CCT Allows the department to design a course outside the Prerequisite: ED110 normal of erings. In any given semester, the course Co-requisite: ED110 content and format is developed for students with T e course is designed for those students who have special interests and demonstrated abilities. Course a basic understanding and knowledge of early child- may be repeated for credit with a change in topic. hood education. T e course will review the philosophical, sociological and pedagogical foundations ED205 Math, Science & Technology in Early of education and their applications in early child- Childhood Education (W) hood education settings. T is course will expose stu- 3 credits (fall) DA: L2 C dents to the fundamentals of classroom strategies, Prerequisite: ED110, ED222 ef ective teaching tools, and techniques for children T is is a course includes the basic methods used to ages 0-8. Students will further their understand- teach mathematics, science and technology in early ing of lesson planning and standards, dif erentiated childhood classrooms: observing, inferring, predict- instruction, and classroom management skills. ing, experimenting, and inquiry. T is course reviews Note: Praxis Core must be taken and passed prior to developmental theory and research about science taking a third education course for students seeking and math education in the early childhood years. teacher certif cation. 122 dents will explore such topics as symbol systems, ED261 Including Children with Exceptional abstractions, comprehension, schema development Learning Needs (D)(W) and prior knowledge as they relate to the emerg- DA: L2 C ing sense of literacy. Stories, songs, rhymes, riddles, T is course examines the growth, development, and poetry, short stories, picture books, and the world of characteristics of typical and atypical learners with children’s literature are also included in connection emphasis on newborns through age eight includ- to early childhood education programs and kinder- ing children with disabilities, English language garten settings, family, school and the community. learners, and struggling learners. Among the topics Standards of National Association of Young Chil- included are: developmentally appropriate practice; dren and Common Core State Standards are used. evidence-based classroom and behavior management; use of scientif cally-based instruction; adapta- ED275 Music, Art and Aesthetics for the Young tion of programs for diverse learning needs; strate- Child (G) gies for inclusion; and implementation of social skills 3 credits (spring) DA: L2 CCT instruction and self-regulation strategies. Students Pre-Practicum Component: 20-25 hours in PreK–K will become familiar with Individualized Educa- Prerequisite: ED110, ED222 or permission from the tional Plans, Individual Family Service Plans, T e department chair Americans with Disabilities Act (ADA), Public Laws T is course explores the range of creativity to 94-142, 99-457 and others. Standards from Council enhance learning through the arts and play. Students for Exceptional Children and National Association explore how songs, musical games, rhythm activities, for Young. and involvement with art materials af ect the whole child and promote learning across the curriculum. A ED262 Storytelling for Teachers particular emphasis is placed on the nurturing of the 3 credits DA: L1 D child’s aesthetic capacities, including the teacher’s T is Course is designed to provide early childhood role in stimulating the appreciation of all forms of educators with the basic skills necessary for ef ective creativity and artistic expression through play and storytelling to promote early literacy development. artistic expression (creativity, art, music, movement/ T e students will explore such topics as: the origins dance, puppetry, theatre and dramatic arts). and traditions of storytelling, types of stories, f nding, adapting, and learning age-appropriate stories; ED280 Observation and Practicum (PreK/K) telling stories and using storytelling and its related 3 credits (fall and spring) DA: L2 APS activities to enrich the schema development and Prerequisite: ED110, ED222, ED261, ED274 prior knowledge as they relate to emergent literacy; Co-requisite: ED281 how to integrate the curriculum using the storytell- A directed observation and practicum experience ing model; and how to connect with “whole-brain” in a setting for preschool or kindergarten. Teaching learning fostering the multiple intelligences through assignments within the immediate geographical area the use of storytelling in the early childhood curric- are matched to the interests and capabilities of each ulum. T is course will include both the study of and student. T e placement represents a half-day, three- the practical hands-on experience of telling stories day-a-week applied teaching experience in which the in early childhood programs, Kindergarten, family, student demonstrates mastery of the concepts, prin- school, and community settings. ciples, attitudes, and methodologies necessary for successful teaching of young children. In addition ED274 Literacy Development in Early Child- to teaching placements, weekly seminars provide hood Education (W) an opportunity for students to examine and discuss 3 credits (fall) DA: L2 C Pre-Practicum Component: relevant topics and classroom experiences. Students 20-25 hours in PreK–K taking this course will be in the ECE with Busi- Prerequisite: ED110, ED222 ness Concentration or completing their Associates T is course provides a greater understanding of the Degree in Early Childhood. importance of early childhood education and its relationship to early literacy development. T e stu- ED281 Associate’s Seminar in Early Childhood 123 Education(W) the basic understanding of implementation, and 1 credit (fall and spring) DA: L3 APS collaboration with others. During the practicum Prerequisite: ED110, ED222, ED261, ED274 course, it is important for the student to start to see T is represents a “partner” course attached to the and ref ect on their classroom experiences and gain associate degree course ED280 Observation and knowledge to increase their skill(s). T is is a required Practicum (PreK/K). Students explore various top- of all students working toward an Early Childhood ics and aspects of the practicum experience at the Teaching Credential. T is course is also taken in Associate’s degree level, including such topics as conjunction with ED 285 Practicum I. supervision, lesson planning, unit or learning center teaching, and cooperative teacher and support staf ED302 Social Studies in Early Childhood collaborative relationships, etc. Students are required Education (W) to enroll in this course in conjunction with ED280. 3 credits (fall) DA: L2 D Pre-Practicum Component: 20-25 hours ED285 Early Childhood Studies: Practicum I Non-teacher certif cation students PreK/Kdg place- 3 credits (every semester as needed) DA: L2 APS ment; Teacher Certif cation track Gr. 1-3 Prerequisite: ED110, ED205, ED222, ED274, ED261 Prerequisite: ED110, ED222, ED261, ED274 (concurrent), HD108, HD209, HD110 T is course explores the curriculum area of social Co-requisite: ED286 studies in early childhood education. Emphasis is T is is a 150 hour practicum during the course of a placed on the development and demonstration of semester; 12.5 hours per week/ 3.25 hours per day instructional techniques in these areas. T e students for 4 days, over a 12 week period. T e placement is will be investigating and developing appropriate cur- in a supervised classroom experience at an approved riculum activities designed for heterogeneous groups NAEYC accredited early childhood setting in an of young children, such topics as: social studies for integrated PreK classroom. T is course will provide young children, home and family, neighborhoods high quality experiences to apply fundamental skills and communities, cities, states and regions, coun- of child development theories, teaching pedagogy, tries and cultural diversity, multiculturalism, inter- and observation and assessment skills during the national education, history, economics, government, early childhood years. Students will gain knowl- current events, local, state, regional and national edge in the ability to begin to plan, organize, imple- events, ecology and the social sciences as they relate ment, and evaluate classroom activities. Students to social studies. Students will be required to submit will begin to learn how to provide for dif erentiated lesson plans as part of the assignment. instruction and language and literacy skills that are crucial to improving learning needs of children. T e ED311 Play in Early Childhood: T eory, practicum teacher (student) is under the supervision Research and Practice of mentor teacher(s), and a college supervisor. T is 3 credits DA: L2 CCT is required of all students working toward an Early T is course is designed for Early Childhood Educa- Childhood Teaching Credential. T is course is also tors and students of Early Childhood Education who taken in conjunction with ED 286 Practicum I Semi- are interested in investigating the most important nar. means that young children have in growing (cogni- tively, socially, emotionally, physically, linguistically ED286 Early Childhood Studies: Practicum I and motorically) that is through play. T eories of Seminar play, research on various aspects of play and young 3 credits (every semester as needed) DA: L2 APS children’s development, methods to enhance devel- Prerequisite: ED110, ED205, ED222, ED274, ED261 opment through play, ef ectively approaches to sup- (concurrent), HD108, HD209, HD110 port young children’s play, play as seen in the ele- Co-requisite: ED285 mentary school setting, political perspectives of play, T is course is taken in conjunction with ED285 as well as resources and materials will be explored. Practicum I. Students will learn important skills to incorporate into an early childhood classroom. ED312 Infant and Toddler Curriculum T ese skills will include a more ref ned lesson plan, 3 credits DA: L3 C 124 T is course provides the student in Early Childhood ED381. Education with opportunities to learn more about The reading process and factors infMuencing the the growth, development and approaches to work- development of reading are examined in this course. ing with very young children. T e developmental Prereading and reading skills are identifJed, and domains (social, emotional, cognitive, language and techniques for assessment of skills are presented. motor) of the very young child will be highlighted Methods and materials for teaching primary reading as they relate to the teacher’s approaches and meth- are discussed and illustrated. Th is course also odologies in working ef ectively with the infant and pres-ents a timely and concise summary of many toddler. Students will explore environments, materi- impor-tant issues confronting the teacher and learner als, resources, teaching approaches and methodolo- in the development of mastery in the language arts gies that are found in infant and toddler programs. in the early childhood setting. The focus of the NOTE: Education Professional Elective, of ered as course will be on methodology for kindergarten needed. and primary grades relating to the teaching of listening, speaking, reading and writing using the ED313 Parent and Family Involvement in Early standards of the Inter-national Reading Association, Childhood Programs (D)(W) the National Association for the Education of Young 3 credits (fall) DA: L3 ICT Children, and Common Core State Standards. T is course is designed for Early Childhood Edu- cators and students of Early Childhood Education ED340 Promoting Social Emotional who are interested in exploring the relationships Competence in Young Children that exist between parents and early childhood pro- 3 credits (spring biennial) DA: L2 SI grams. T is course recognizes that parent and fam- Prerequisite: HD209 or permission of department ily involvement is a key element in any high quality chair. early childhood program, such as infant/toddler pro- Th is course will focus on promoting the social and gramming, preschool education programming, day emotional development of young children as a care, Head Start, elementary school or family child- NFBOTPGQSFWFOUJOHDIBMMFOHJOHCFIBWJPST&N care programming. T is course explores what parent QIBTJTXJMMCFQMBDFEPOEFWFMPQJOHQPTJUJWF and family involvement embraces, what can be done SFMBUJPOTIJQXJUIDIJMESFO GBNJMJFT DPMMFBHVFT to foster high quality interaction between the home DSFBUJOHTVQQPSUJWFFOWJSPONFOUT TPDJBMFNPUJPOBM and school settings. UFBDIJOHTUSBUFHJFT BOEJOUFOTJWFJOEJWJEVBMJ[FE JOUFSWFOUJPOT5IJTDPVSTFHJWFTTUVEFOUTFGGFDUJWF ED321 Comprehensive Reading Instruction BOEVTFGVMQFSTQFDUJWFTPOUIFEJGGFSFOUTUBHFTPG 3 credits (fall) DA: L3 APS DIJMESFOTFNPUJPOBMBOETPDJBMEFWFMPQNFOU5IJT Pre-Practicum Component: 20-25 hrs. in Grades 1–3 DPVSTFXJMMGBNJMJBSJ[FTUVEFOUTXJUIBWBSJFUZPGUPPMT Pre-requisites: ED380, ED381 UPBTTFTTDIJMESFOTTPDJBMFNPUJPOBMEFWFMPQNFOUJO Current theory and research to inform planning, PSEFSUPEFWFMPQBQQSPQSJBUFUFBDIJOHTUSBUFHJFT instruction, and assessment of literacy processes in K-3 classrooms will be part of the seminar and learning lab. Topics include handwriting, vocabulary development, spelling, reading and writing con- ED380 Observation, Assessment, and Practicum nections, comprehension strategies, ELL instruction 3 credits (fall or spring) DA: L3 APS and reading assessment. Standards of International Prerequisite: Teacher Certif cation Of cer approval. Reading Association, National Association Young T is practicum placement takes place during the Children, Common Core Standards are used. candidate’s junior year in an integrated PreK or Kin- dergarten classroom. T e placement takes place over ED325 Reading and Language Arts in Early the course of the semester, three mornings a week. Childhood (W) T e focus is on assessing, planning and making pro- 3 credits (spring) DA: L3 APS grammatic changes to curriculum in response to the Pre-Practicum Component: 20-25 hrs. in Grades 1-3 diverse group of children in the classroom. A literacy Prerequisite: Successful completion of ED380 and unit is implemented during the candidate’s placement. 125 programs, school age child care, etc.) Topic areas ED381 Practicum Seminar in ECE include community needs, licensing, program phi- 1 credit DA: L3 APS losophies, staf development, food/nutrition pro- Co-requisite: ED 380 gramming, curriculum, children and their families, Ef ective instructional strategies, including program evaluation, and director development. T e dif erentiated instruction, and evidence based assess- course is presented through lectures, guest presenta- ments are a focus of the seminar to prepare candi- tions, program visitations, small group and individ- dates to support student learning in the classroom. ual work. Students in this course should have at least some background in the foundations of Early Child- ED399 Special Topics in Early Childhood hood Education. T is course supports students who Education are interested in the administrative aspects of Early 3 credits DA: N/A Childhood Education programs. T is course is an advanced level course which provides opportunities for students to explore the diver- ED415 Educational Evaluation and sity of topics in Early Childhood Education (for Assessment (W) example National Accreditation; Leadership in Early 3 credits (fall) DA: L3 APS Childhood: Quality, Compensation and Af ord- Pre-Practicum Component: 20-25 hrs. in Grades 1-3. ability in Child Care). Students meet with a selected Prerequisite: Successful completion of ED380 and Early Childhood Advisor and together create and ED381. develop the topic for study. T is course of ers an appraisal of the various evalu- NOTE: Education Professional Elective, of ered as ation and assessment methods available within the needed. early childhood and elementary education curricula. Research on evaluation and assessment is reviewed, ED400 Integrated Curriculum in Early with a particular emphasis placed on the analysis Childhood Programs(W) of performance measures and their proper use and 3 credits (fall) DA: L3 CCT interpretation. Among the topics included are cur- Pre-Practicum Component: 20-25 hrs. in Grades 1-3. rent assessment issues and controversies, construc- Prerequisite: Successful completion of ED380 and tion of classroom tests, grading strategies, portfolios, ED381 or an Associate in Early Childhood Educa- diagnostic and standardized tests, and the evaluation. tion of age appropriate and culturally relevant units An exploration of the Early Childhood Education of instruction. curriculum components designed to optimize the child’s learning from PreK through third grade. A ED420 Early Childhood Studies: Practicum II particular emphasis is placed on the selection and 3 credits (every semester as needed) DA: L3 APS implementation of a developmentally appropriate Prerequisite: Completion of all courses in the curriculum. Students will be exposed to current cur- planned program for Early Childhood Studies. riculum materials and the manner in which they Co-requisite: ED421 match the developmental needs of young children. T is is a 200 hour practicum for one semester in an integrated PreK classroom; 17 hours per week/4.25 ED414 Administration of Early Childhood hours per day for 4 days, over a 12 week period. T e Programs placement is in a supervised classroom experience 3 credits DA: L3 C at an approved NAEYC accredited early childhood Pre-Practicum Component: 20-25 hrs. in center- setting in an integrated PreK classroom. T is course based NAEYC center is structured to provide skilled competency in writ- T is course is designed for the student of Early ing and implementing LEPs and lesson plans within Childhood Education and for Early Childhood Edu- the identif ed areas of cognition, social and emo- cators who are currently involved in the operations tional development, physical health including nutri- and administration of Early Childhood programs tion, language and literacy, creative arts, math, sci- (infant/toddler programs, nursery school /preschool ence, and social studies. Students will demonstrate programs, child care programs, family child care mastery of the concepts, principles, dispositions and 126 methodologies necessary for successful teaching ing an ef ective philosophy of education. Required of including family and community involvement. T e all seniors in Early Childhood Education. practicum teacher (student) is under the supervision of early childhood teacher(s) and a college supervi- ED435 Observation and Student Teaching sor. T is is a course required for students seeking the (Grades 1, 2, or 3) Early Childhood Teaching Credential. T is course is 9 credits (spring) DA: L3 APS also taken in conjunction with ED421 Practicum II Prerequisite: Completion of all courses in the Seminar. planned program for ECE Teacher Certif cation. Co-requisite: ED432 ED421 Early Childhood Studies: Practicum II A directed observation and student teaching experi- Seminar ence in Grades 1, 2 or 3. T e focus is on assessing, 3 credits (every semester as needed) DA: L3 APS planning and making programmatic changes to Prerequisite: Completion of all courses in the curriculum in response to the diverse group of chil- planned program for Early Childhood Studies. dren in the classroom. T e placement represents a Co-requisite: ED420 full-day, applied teaching experience in which the T is course is taken in conjunction with ED420 student demonstrates mastery of the concepts, prin- Early Childhood Studies: Practicum II. Students will ciples, dispositions, and methodologies necessary for learn to sharpen their skills in an early childhood successful teaching. In addition to teaching place- classroom. T is seminar provides an opportunity ments, weekly Senior Seminars provide an oppor- for self-evaluations, guided discussions, problem tunity for students to examine and discuss relevant solving, and ref ection as it pertains to the student’s topics and classroom experiences. T is full-time stu- practicum experience. T is weekly class time is dent teaching experience is also taken in conjunction designed to support the practicum experience by with ED432 Senior Seminar in Early Childhood. providing a context for relating theory to practice and an opportunity to ref ect upon and share class- EL199 Special Topics in Literature room experiences. Topics will provide additional Credit hours by arrangement. (of ered as needed) instruction in curriculum planning, classroom man- Prerequisite: CW102 agement, teaching strategies and technologies, and Allows the department to design a course outside the assessment. T is is a required course of all students normal of erings. In any given semester, the course working toward an Early childhood Teaching Cre- content and format is developed for students with dential. T is course is also taken in conjunction with special interests and demonstrated abilities. Course ED420 Practicum II. may be repeated for credit with a change in topic. NOTE: Designation as a W or WI course as appro- ED432 Senior Seminar in Early Childhood priate. Education (W) 3 credits (spring) DA: L3 APS EL205 World Literature I (G) (W) Prerequisite: Completion of all courses in the 3 credits (fall - odd year) DA: L2 CCT planned program for ECE Teacher Certif cation. Prerequisite: CW102 (C- grade or better), the equiva- Co-requisite: ED435 lent, or permission of the instructor. T is f nal course in Early Childhood Education is Examines in historical, philosophical, literary, and taken in conjunction with ED435 Student Teach- social context important works from around the ing Grades 1-3. Students explore various topics and world, beginning with the ancient world and con- aspects of the student teaching experience in prepa- tinuing through the 16th century. ration for certif cation in the State of Connecticut. NOTE: Either EL205 or EL206 may be taken f rst. Ef ective instructional strategies, including dif erentiated instruction, and evidence based assessments EL206 World Literature II (G) (W) are a focus of the seminar to prepare candidates to 3 credits (spring - even year) DA: L2 CCT support student learning in the classroom. Students Prerequisite: CW102 (C- grade or better), the equiva- examine current issues and programs in Early Child- lent, or permission of the instructor. hood Education in support of def ning and articulat- Examines in historical, philosophical, literary, and 127 social context important works from around the to gain a better understanding of this literary genre. world, beginning with the 17th century and continu- Specif c elements of f ction - such as plot, point of ing through contemporary times. view, and symbolism - are emphasized. T e course NOTE: Either EL205 or EL206 may be taken f rst. is designed to enhance students’ critical reading abilities while heightening awareness of the integral EL212 Literature for the Young Child role that stories play in our society and in individual 3 credits (spring) DA: L2 CCT lives. Readings ref ect the global perspective of the Introduces students to historical, global, and con- course, with selections chosen to represent both the temporary issues presented in literature that is writ- classic canon as well as lesser-known authors from ten for children. Literature appropriate for Pre-K throughout the world. children through sixth grade, with a focus on the characteristics of children’s literature, particularly EL218 Popular Literature (W) multicultural literature. T e course will not specif - 3 credits (spring - even year) DA: L2 CCT cally address how to teach this literature to young Prerequisite: C- or above in CW102 or permission of children, but it will focus on gaining an understand- the instructor. ing as well as an appreciation for literature created Investigates the conventions, themes, and cultural for children. T is course meets the literature require- assumptions of one type of popular literature, such ment for all. as detective f ction, horror, or science f ction. T e specif c topic of each section of the course will be EL215 American Literature I (D) (W) selected by the instructor. 3 credits (fall - even year) DA: L2 CCT Prerequisite: CW102 (C- grade or better), the equiva- EL219 Botany and the Bard lent, or permission of the instructor. 3 credits (spring - even year) DA: L2 CCT T is course provides an introduction to United Prerequisite: CW102 States poetry, oral narrative, prose, and drama From the gardens of Shakespeare to the gardens of from pre-colonial times to the Civil War. Emphasis today, the course features a study of the properties is placed on situating texts in their cultural, social, and uses of f owers, herbs and plants as presented and historical contexts. Course material will include in selected sonnets and plays of T e Bard, Wil- texts by well known writers, such as Emily Dickin- liam Shakespeare. In-class labs ref ect science of the son and Herman Melville, as well as works by lesser Renaissance Period. known writers. EL221 Introduction to Drama and T eatre (W) EL216 American Literature II (D) (W) 3 credits (fall) DA: L2 CCT 3 credits (spring - odd year) DA: L2 CCT Prerequisite: CW102 (C- grade or better), the equiva- Prerequisite: CW102 (C- grade or better), the equivalent, or permission of the instructor. lent or permission of the instructor. Involves the study of representative playwrights and T is course provides an introduction to United their works from the period of the Greeks to the States poetry, prose, and drama from the Civil War 21st century. Emphasis is placed on the changes in to the present. Emphasis is placed on situating texts the theatre and in production as well as in the struc- in their cultural, social, and historical contexts. ture of the drama - specif cally tragedy and com- Course materials will include texts by well known edy. Attendance at theatrical production is strongly writers, such as Mark Twain and Langston Hughes, encouraged, and students will be required to attend as well as works by lesser known writers. and review two of campus theatre productions of their choice. EL217 T e Short Story (G) (W) 3 credits (fall) DA: L2 C EL222 Literature and the Environment (G) (W) Prerequisite: CW102 (C- grade or better), the equiva- 3 credits DA: L2 CCT lent, or permission of the instructor. Prerequisite: CW102 T is course provides an opportunity for students to Inf uenced by the science of ecology as well as by analyze, interpret, and evaluate short stories in order insights from critical theory and cultural studies, 128 ecocritics explore diverse literary representations century novels and short stories on this topic, we will of the natural world. Using an ecocritical approach also read critical and theoretical commentaries from in “Literature and the Environment,” we will study the f elds of cultural studies, sociology, psychology, texts that consider issues such as the distinction and biology. between nature and culture, the destruction of the environment over the past two centuries, and the EL302 Italian American Literature human psychological response to nature. 3 credits DA: L3 CCT Prerequisite: CW102 EL223 Young Adult Literature (WI) Italian-American writers from the 1930’s to the pres- 3 credits (spring) DA: L2 CCT ent have represented the challenges of integration Prerequisite: CW102 and assimilation as they explore what it means to Novels geared towards readers in middle school and become an American. T rough a close reading of high school have gained extraordinary popularity memoirs and f ctional narratives about immigrants with this age group in recent years. Also, during the from Italy and their more assimilated descendents, past two decades, literary critics and cultural theo- we will examine the cultural construction of Italian- rists have focused more attention on the psychologi- American identity over the past century. Of special cal, social, and political implications of young adult interest are critical responses to stereotypes regard- f ction. In this course, we will read classic and con- ing social class, gender roles, political orientation, temporary works for young adults by writers such as and family relationships in Italian-American cul- C.S. Lewis, J.D. Salinger, S.E. Hinton, Judy Blume, ture. J.K. Rowlings, Suzanne Collins and others. EL303 T e Literature of American Immigrants EL224 T e Graphic Novel (WI) 3 credits DA: L3 CCT 3 credits (fall) DA: L2 CCT Prerequisite: CW102 Prerequisite: CW102 T is course will examine literary responses to the T e graphic novel combines images with text to cre- American immigrant experience from diverse culate a uniquely challenging narrative form. In this tural perspectives that include works by writers of class, we will analyze the conventions of the graphic Chinese, West Indian, Mexican, Indian, Jewish, Pol- novel in order to evaluate the literary and cultural ish, and Italian origin. Of special interest are chal- signif cance of specif c works by writers such as Art lenges that arise when immigrants feel an economic Spiegelman, Alison Bechdel, Marjane Satrapi, Josh need to assimilate into the American mainstream, Newf eld, Gene Young and others. We will enrich but a strong desire to maintain their traditional our analysis by reading recent responses to these cultural values. Besides reading literary works, stu- works by literary and cultural critics. dents in this course will also consider critical theories that explore the cultural construction of white EL301 Dif erence and Disability in American and minority cultures, and the psychosocial ef ects Culture (W)(IN) of assimilation. 3 credits (fall - even year) DA: L3 CCT Prerequisite: CW102 EL304 T e Beat Generation (WI) From the middle of the nineteenth century, Ameri- 3 credits (spring even years) DA: L2 CCT cans have displayed a fascination with bodies and Prerequisite: CW102 minds that deviate from established notions of nor- During the 1950’s and early 1960’s, a group of Amer- mality. While freak shows lasted approximately ican writers known as the “Beats” challenged the between 1840-1940, the American interest in freaks dominant conformist and consumeristic ethos of has not waned, as deviant bodies (and minds) are the postwar era. Before the hippies of the late 1960’s, now frequently exhibited on talk shows and other writers such as Allen Ginsberg, William Burroughs, forms of media. As we examine the social phenom- Diane DiPrima, Jack Kerouac, Amiri Baraka and enon of the freak, we will try to determine why spec- others produced works which defy accepted literary tacles of dif erence and disability continue to fasci- forms and mainstream social norms. Inf uenced by a nate American audiences. Besides reading twentieth jazz idiom and fascinated by Buddhism, they called 129 into question the values of “high” art and Western the academic department introduces a unique and religions. We will read novels, poems, and essays by exciting topical course which isn’t part of the tradi- these writers in order to explore their cultural sig- tional curriculum. Special Topic courses are of ered nif cance. as needed and as interest arises.

EL309 African-American Literature (D) (W) ES101 Introduction to Environmental Studies 3 credits (fall - odd year) DA: L3 CCT (E) Prerequisite: CW102 and junior or senior status or 3 credits (fall) DA: L1 D permission of the instructor. T is course will introduce students to environmen- African-American Literature is an upper-level course tal issues on local, regional, and global levels. Stu- that examines literary works by African-American dents will explore environmental problems and their writers within historical and social contexts. Course solutions with reference to the connectivity among material will include autobiographical narratives, social, political, technological, and personal arenas. essays, f ction, poetry, and drama. T e course pro- Topics covered in the course include: biogeochemical vides an opportunity to critically analyze and exam- cycles; biodiversity of terrestrial and aquatic systems; ine these works as an integral part of American lit- natural resource use and sustainability; human pop- erature and as creative works of art that ref ect the ulation growth and associated problems with food African-American experience and cultural heritage. production, pollution, climate change, waste management, energy ef ciency and renewable energy, EL320 Eugene O’Neill (W) environmental hazards and toxicology, and sustain- 3 credits (fall - odd years) DA: L3 CCT able societies. A primary focus of this course is on Prerequisite: CW102 the unique challenges posed by urban environments, Primarily through f lm, this course will cover the including solid waste disposal, air pollution, sew- life of Eugene O’Neill, the historical era of New Lon- age discharge, noise pollution, human health, land don in the late 1800’s and early 1900’s — the whal- conversion, social disruption, and smart growth. ing years--and the literary genius of O’Neill as seen T e role that new technologies play in the context of through works such as Long Day’s Journey into Night, developing solutions to such challenges on personal, Ah Wilderness (both set in the Monte Cristo Cot- local, regional, and global levels is incorporated into tage), Moon for the Misbegotten (set in Waterford), each course unit. and T e Iceman Cometh. Plays will be viewed and/or read, discussed and analyzed. Visits to Monte Cristo ES150 Environmental Studies Career Seminar Cottage on Pequot Avenue (the O’Neill home) and a 1 credit (spring) DA: L1 CCT tour of O’Neill’s New London will also be included. Prerequisite: Must be Environmental Studies Major. Various environmental professionals from around EL325 Studies in Literature and Society (W) the area will discuss their careers and the academic (IN) preparation required to pursue their careers. Some 3 credits (fall - odd year) DA: L3 CCT speakers will present at Mitchell College; others will Prerequisite: C- or above in CW102 and junior or introduce students to their workplaces. Students will senior standing or permission of instructor. Exam- be expected to complete their own research papers ines literary works within the context of the social and presentations on careers that interest them. issues of their times. T e specif c topic of each section of the course will be selected by the instruc- ES199 Special Topics in Environmental Studies tor but may include themes such as “Literature and Credit hours by arrangement (of ered as needed) Medicine” or “T e Immigrant Experience in Ameri- DA: N/A can Literature” or “Shakespeare and His Times.” Prerequisite: Open only with consent of the instructor. EL399 Special Topics in Literature Allows the department to design a course outside the 3 credits DA: N/A normal of erings. In any given semester, the course Designed as an upper-level elective course specif - content and format is developed for students with cally for junior and senior students, when of ered, special interests and demonstrated abilities. Course 130 may be repeated with a change of topic. economic, psychological, and cultural issues in the management and conservation of biological diversity. ES210 Environmental Analysis & Experimental Design ES315 Environmental Economics 3 credits (spring - alternate years) DA: L2 CCT 3 credits (fall - odd years) DA: L3 D Prerequisite: ES101 Prerequisite: Any of BI105, BI143 or ES101 and EC132 T is course will introduce students to the methods and junior standing or permission of the instructor. and instruments used to measure air, soil and water T is interdisciplinary course explores the applica- quality by performing projects associated with local tion of basic economic principles to help under- habitat. Environmental Protection Agency proce- stand environmental problems and evaluate alterna- dures will be used. tive solutions. Economic principles will be used to analyze fundamental environmental issues such as ES220 Scientif c Writing (WI) property rights, conservation, public good, environ- 3 credits (spring, even years) DA: L2 ICT mental protection, natural resource damage assess- Prerequisite: CW102 ment, pollution control. Connections between eco- T is is a three credit course designed to prepare stu- nomic understanding and improved public policy dents for further written and presentation work in are emphasized. T e impacts of population growth science majors, Environmental Science and Health and economic growth on natural resource depletion Science. Students will demonstrate prof ciency in and various types of environmental pollution will be interpreting and presenting large data sets, will learn explored and alternative environmental policies will to critique scientif c papers, and to ethically obtain be compared. and use appropriate information to analyze scientif c issues. Students will prepare a laboratory report, ES330 Human Health and the Environment a scientif c poster, a research paper and a classroom 3 credits (fall - even years) DA: L3 D presentation. Prerequisite: any one of BI105, BI143, or ES101 and junior standing. ES260 Field Studies in Ecology (SR) T is course will involve the study of human interac- 3 credits (as available) DA: L2 V tion with the environment and potential impacts of Prerequisite: BI105 or BI143 or BI145 or permission environmental agents on human health and safety. of instructor. Hazards from natural sources and human activities Field Studies Ecology is designed for students desir- that contaminate our air, land, water, food, homes, ing an immersion experience in ecological research. neighborhoods, and workplaces will be examine. Top- Emphasis on examination of living material in natural ics to be covered include: emerging viruses, the ef ect habitats and the impact of humans on those habitats. of global warming on species distribution, and how T e course will take place at selected f eld sites, and weather patterns af ect water currents and thus out- will consist of 4 preparatory class meetings to review breaks of various diseases. Problems in assessing and the ecology of the selected region, 1 week at the f eld controlling these impacts, protective legislation, media site and follow-up work on campus. While immers- coverage and various approaches to resolve environ- ing themselves in the ecology of selected regions and mental health problems will also be addressed. working in teams and in pairs, students will participate in f eld work in the selected habitat through a ES340 Science and Public Policy combination of lectures, labs and discovery-oriented 3 credits (spring - even years) DA: L3 D investigative experiences. Topics to be explored Prerequisite: any one of BI143, BI105 or ES101 and include principles of sampling, analytical tools, and GV119 and junior standing or permission of the applied research techniques. A service learning com- instructor. ponent emphasizing human impact on the selected In this interdisciplinary course, students will exam- region will be a central portion of the course. T e sub- ine the role of scientif c knowledge on the formation jects of biodiversity, conservation, and development of policy at the local, state, national and interna- will be discussed in relation to the broad social con- tional levels. Students will analyze health and envi- text surrounding natural resources, including socio- ronmental issues and resulting problems facing the 131 world today, as well as the policy issues involved in ES399 Special Topics in Environmental Studies solving these problems. Topics may include: land Credit hours by arrangement (of ered as needed) use practices and reform, farmland and open space DA: N/A preservation; soil and water conservation; wetlands Prerequisite: Open only with consent of the instruc- protection and rehabilitation; waste management tor. and reduction, recycling and composting; air pollu- Allows the department to design a course outside the tion, global warming and sea level rise; and marine normal of erings. In any given semester, the course wilderness areas. Topics pertaining to health and content and format is developed for students with medicine will also be covered. Behavioral factors special interests and demonstrated abilities. Course inf uencing decisions will be considered. T e course may be repeated with a change of topic. will enhance student abilities to critically evaluate health and environmental management, policy and ES490 Senior Capstone modeling tools. T e inf uential role that scientists 3 credits DA: L3 C exert on local, regional, and national policies will be Prerequisite: Senior Major in Environmental Studies. examined through case studies. Attendance at meet- T is course will require students to complete a ings of local conservation committees or meetings of senior research project, including an internship, that other government agencies discussing environmen- will demonstrate the skills and knowledge they have tal issues may be required in this course. acquired through the Environmental Studies program. Attendance at meetings of local conservation ES360 Environmental Law or government agencies dealing with environmental 3 credits (spring - odd years) DA: L3 D issues may be required. A presentation of completed Prerequisite: GV119 and any one of BI143, BI105 projects to the Life Sciences Department is required. or ES101 and junior standing or permission of the instructor. ES491 Senior Internship T is interdisciplinary course will explore basic issues 3 credits DA: L3 SI of law and policy involved in the consumption, con- Prerequisite: Senior Major in Environmental Studies. servation, and regulation of natural resources. Stu- T is course will require students to complete an dents will examine of the purposes, methodology, internship that will demonstrate the skills and and impacts of the environmental regulatory pro- knowledge they have acquired through the Envi- cess at the local state and national level, including ronmental Studies program. 100 hours of work is such national statutes as the National Environmen- expected. A presentation of completed projects to tal Policy Act, the Clean Air Act, the Clean Water the Life Sciences Department is required. Act, the Endangered Species Act, OSHA regulations, the Toxic Substances Control Act and the Wilder- ES492 Senior Internship ness Act. Students will analyze the relative costs and 6 credits DA: L3 SI benef ts of various forms of environmental regula- Prerequisite: Senior Major in Environmental Studies. tion within the context of the American political, T is course will require students to complete an administrative, and legal systems. While the course internship that will demonstrate the skills and focuses on U.S. environmental law, students will also knowledge they have acquired through the Envi- consider the increasingly important f eld of interna- ronmental Studies program. 200 hours of work is tional environmental law and agreements. expected. A presentation of completed projects to the Life Sciences Department is required. ES391 Junior Internship 3 credits DA: L2 SI FC101 First-Year Seminar Prerequisite: Junior Major in Environmental Stud- 2 credits (fall and spring) DA: L1 SI ies. T is course will require student to complete A special interactive class that helps new students an internship that will demonstrate the skills and engage quickly in the academic life of the college knowledge they have acquired through the Environ- community. By encouraging students to understand mental Studies program. what is expected of them at Mitchell and to develop a clear and positive sense of themselves and their role 132 as learners, First Year Seminar assists students in (W) (IN) adjusting to the intellectual and personal challenges 3 credits (fall) DA: L1 CCT of the college environment. Students taking this T is introductory course of ers an interdisciplin- seminar in their f rst year can forge lasting ties with ary study that explores the search for knowledge their professors and classmates, develop their cul- and meaning as related to various academic dis- tural identity, and form habits of inquiry and expres- ciplines and applied to everyday life. T e course sion that serve them well throughout their academic explores individual, societal and cultural values in careers and beyond. the modern, global and information age. T e con- NOTE: A minimum grade of C- is required to meet tent is designed to assist f rst-year students who are graduation requirements. FC101 must be taken in a undecided about their major to navigate the existing student’s f rst semester at Mitchell and is a require- choices of study available at the College. ment for graduation. FC101 is waived automatically for a student who transfers in 24 or more credits FC120 Information Technology Literacy from an accredited institution of higher education. 3 credits (fall and spring) DA: L1 ICT T is course is designed to introduce students to 21st FC102 Personal Strengths & Service Learning Century technology literacy skills. By leveraging the 1 credit (spring) DA: L1 E and SR knowledge and skills students have in using tech- Prerequisite: FC101 nology, this course, through a collaborative project T is is a service learning and community activism based approach, will focus on developing an aware- course designed to not only give new students the ness and knowledge of how to critically analyze and opportunity to become more civically-minded, but determine the meaningfulness, relevance and appli- to also help them understand their strengths, their cability of acquired information. In addition, this ability to work ef ectively in teams, and their leader- course will help students enhance their technology ship skills they can continue to develop at Mitchell. literacy skills through the use of resources includ- T e semester will begin with the students taking the ing Microsof Of ce Suite, Presentation Sof ware Clif on Strengths Finder talent assessment to dis- and Cloud Technologies/Services, and Advanced cover their own natural talents. We will then dedi- Technologies and Applications. NOTE: A minimum cate the semester to learning what those strengths grade of C- is required to meet graduation require- mean, how we use them to be successful, and how ments. they relate to service learning. Students will make the connection between self-awareness, strengths, FC130 Applied Practices in Information teamwork, leadership, and service. T is course will Technology Services build upon the service learning project students par- 3 credits (fall; spring if needed) DA: L1 ICT ticipated in during FC101; students will participate Prerequisite: Student must be able to demonstrate in monthly volunteer activities with the United Way fundamental Information Technology Literacy skills of Southeastern CT, as well as develop their own ser- through the completion of either FC120 or an alter- vice learning project(s). nate assessment. T e course is designed for students who have an FC103 Recalibrating Your Academic Compass interest in learning about and experimenting with 1 credit (spring) DA: L1 SI advanced, emerging applications and technologies. As an integral part of the FYE Second Opportu- Specif c focus will be on the practical use and appli- nity Semester academic core, this special interac- cability of cloud computing services, open source tive course is designed to empower students to f nd sof ware, hardware/sof ware platforms and statisti- their academic “true north” following a stormy f rst cal and analytic sof ware and services. In addition, semester. Students will be challenged to examine the course will introduce students to the available their lessons learned and chart a new course towards advanced, discipline based technologies. T e course academic recovery and collegiate success. Enroll- will provide for an engaging, collaborative learn- ment is determined by instructor recommendation. ing environment through a “hands on,” project based approach. NOTE: A minimum grade of C- is FC110 Discovering T e Human Adventure required to meet graduation requirements. 133 nology to communicate ideas and information for FC199 Special Topics in First-Year Experience either personal expression or commercial applica- Credit hours by arrangement. (of ered as needed) tion. T is course introduces the student to the prin- DA: N/A ciples and conventions of graphic design, the design Prerequisite: Only open with consent of the depart- process, and technology that can be used to produce ment. it. T rough its practical applications in project-based T is class allows the department to design a course learning, students explore the use of image and type outside the normal of erings. In any given semester, to create communication. Note: a minimum of grade the course content and format is developed for stu- C- is requisite to enroll in GD210. dents with special interests and demonstrated abilities. Course may be repeated for credit with a change GD199 Special Topics in Graphic Design of topic. Credit hours by arrangement. (of ered as needed) NOTE: Designation as a W or WI course as appro- DA: N/A priate. Prerequisite: Only open with consent of the department. GD101 Color Concept and Design (W) (D) (G) T is class allows the department to design a course 3 credits (fall) DA: L1 CCT outside the normal of erings. In any given semester, T is course provides a comprehensive foundation the course content and format is developed for stu- and tools for individual expression through art. dents with special interests and demonstrated abili- Visual perception and artistic vocabulary are devel- ties. Course may be repeated for credit with a change oped, while discovering and analyzing the artist’s of topic. role in making art, history and culture. Visual ele- NOTE: Designation as a W or WI course as appro- ments, design principles and color theory are dis- priate. cussed and utilized in a variety of guided exercises that result in creating representational and abstract GD210 Graphic Design II: Typography, Image work. and Layout 3 credits (fall) DA: L2 V GD105 Computer Graphics I Prerequisite: GD105, GD110 or permission of the (Illustrator, InDesign, Photoshop) instructor. 3 credits (fall) DA: L1 CCT T rough the investigation of the basic elements of Exploring the basic tools of Adobe InDesign, Adobe design (line, shape, value, texture, space) and their Photoshop, and Adobe Illustrator, students develop organization through the principles of design (bal- the skills necessary to use the computer as a tool for ance, unity, repetition, rhythm, etc.) students learn the creation of digital art and design. Skills for using to develop concepts that communicate persuasively the sof ware are acquired in project-based practical and integrate type and image into ef ective state- application, providing students the opportunity to ments. Particular focus is given to fundamentals create digital art for either personal expression, or of typography, its theory, practice, and technology. to use as a tool for communication in print and web Note: a minimum of grade C- is requisite to enroll design. T is class provides a sold foundation and in GD260. direction for further study. NOTE: A minimum of C- is requisite to enroll in GD260 Graphic Design III: Brand Identity GD305. 3 credits (spring) DA: L2 APS Prerequisite: GD105 or permission of the instructor. GD110 Graphic Design I: Visual Literacy T is course focuses on the pragmatic aspects of 3 credits (spring) DA: L1 CCT graphic design with an emphasis on critical think- Examples of graphic design are all around us in our ing, concept development as a process, and utiliz- everyday life. Any visual communication that you ing acquired knowledge and skills. Students create use or see, from the logos on your clothing, to the design solutions that are implemented in a variety book or website you are reading, is a work of graphic of formats. Working in the context of a professional design. It is a creative process that uses art and tech- studio environment, students experience the project 134 from pencil sketch to f nished product. Note: a mini- exciting topical course which isn’t part of the tradi- mum of grade C- is requisite to enroll in GD410. tional curriculum. Special Topic courses are of ered as needed and as interest arises. GD265 Materials and Techniques 3 credits (spring) DA: L2 SI GD410 Advanced Projects: Package and Prerequisite: GD210 or permission of the instructor. Web Design An introduction to the basics involved in print pro- 3 credits (fall) DA: L2 CCT duction for graphic design. Both technical and cre- Prerequisite: GD260 or permission of the instructor. ative projects juxtapose new technology with age- T is course explores the application of graphic old methods and provide and understanding for design theory to 2 specif c formats. Package design the visual interpretation of ideas. T e importance embraces the challenge of translating design con- of precision in f nal mechanical art preparation will cepts across 3-D surfaces. Web design translates be stressed, as well as technical facility in the use of concepts and consideration for graphic design to electronic production, materials, tools and equip- websites. Working in a studio environment, students ment. will respond to a variety of 3-dimensional and web design challenges while employing their knowledge GD283 Graphic Design Internship and understanding of typography, brand identity, 3 credits DA: L2 APS color theory, and conceptually-driven design solu- Prerequisite: GD105, GD210 or permission of tions. Students will be expected to meet design dead- instructor. lines and to prepare professional, client-oriented pre- T e Graphic Design Internship of ers students the sentations. Note: a minimum of grade C- is requisite opportunity to participate in the practical appli- to enroll in GD411. cation of skills fundamental to careers in graphic design. Supervised by an instructor, students work GD411 Portfolio on in-house project(s) chosen from a variety of 3 credits (spring) DA: L3 CCT media, determined by the students particular aca- Prerequisite: GD260 or permission of the instructor. demic needs, goals or interests. T is internship pro- Graphic Design Portfolio is geared specif cally to vides the student with practical career skills experi- students studying graphic design, and serves as the ence and training. capstone for this area. T e portfolio is the culmination of the students’ ability to market their skills and GD305 Computer Graphics II (Photoshop/ showcase their work. T e project focus of this class is Dreamweaver) to develop an individual professional portfolio and 3 credits (spring) DA: L2 ICT resume in both a digital and hard copy formats. Stu- Prerequisite: GD105 or permission of instructor. dents utilize knowledge and skills developed in pre- Dreamweaver and Photoshop are programs used for vious courses, and apply marketing and promotional the creation of web pages. Dreamweaver facilitates criteria to their work. the assembly of graphic, text and other media in a visually friendly environment, while retaining the GD429 Marketing and Design Internship ability to work directly with the HTML code. 3 credits (fall) DA: L2 SI Participants in this course learn to develop a web- Prerequisite: Senior status and/or permission of site with Photoshop and Dreamweaver using objects department chair. and text, organizing f les, importing elements, creat- T e Marketing and Design Internship is an applied ing layouts and editing and linking pages in a variety extension of the Marketing and Design program, of ways. with particular emphasis on the student’s goals, interests, and options. T is senior internship will GD399 Special Topics in Graphic Design provide the student with practical career skills expe- 3 credits DA: N/A rience and training. Working with the classroom Designed as an upper-level elective course specif - professor, students choose an appropriate f eldwork cally for junior and senior students, when of ered, experience, ideally within a company or corporation. the academic department introduces a unique and T is is supported by discussion with the classroom 135 professor as well as input from the on-site internship the evolution of that of ce to date. T e American supervisor. A detailed journal and f nal report are Presidency is a rather unique of ce, one of the few required. unique creations of the Constitutional Convention of 1787, and the men who have held that of ce have GV119 American Government and Politics exercised powers wielded by few executives in demo- (AI)(E)(W) (SR-some semesters) cratic societies. 3 credits (fall and spring) DA: L1 V Prerequisite: CW101 or permission of the instructor. GV350 Political Science Internship (AI) GV119 is a survey course covering the organization 6-15 credits (spring) DA: L3 ICT of national, state, and local governments. Students T is internship provides students from all majors will explore the three branches of government (leg- an opportunity to be involved in the law making islative, executive, and judicial). Students will also process as well as gain a behind-the-scenes look at evaluate themes in Federalism, Civil Liberties, Polit- public service. Students research current bills/write ical Parties, and selected public policy issues. Essen- reports and attend the legislative sessions. T is is a tial questions concerning the role of an informed cit- competitive statewide internship program and stu- izenry in a representative democracy will be stressed. dents must be accepted by the Legislative Internship Active participation in the government processes Committee in Hartford. Students have the option to will be encouraged through special projects. A his- attend extra part- or full-time torical perspective will be taken. GV399 Special Topics in Government GV120 State and Local Government* (AI) (E) Credit hours by arrangement. (of ered as needed) (Jr - some Senior) (some semesters) DA: N/A 3 credits DA: L1 V Allows the department to design a course outside the T is course is concerned with the structures, func- normal of erings. In any given semester, the course tions, and politics of state governments. It highlights content and format is developed for students with the similarities and dif erences that characterize the special interests and demonstrated abilities. Course 50 states. It examines the historical and constitu- may be repeated for credit with a change in topic. tional roles of the states; the role of the states in the NOTE: Designation as a W or WI course as appro- federal system; and variations among the states in priate. regard to economic characteristics, citizen attitudes, voter participation, political parties, and public pol- HD108 Introduction to Human Development icy. 3 credits (fall and spring) DA: L1 C Introduction to Human Development explores the GV199 Special Topics in Government nature of human growth and development from the Credit hours by arrangement. (of ered as needed) very beginnings of life to its culmination. Atten- DA: N/A tion is focused on lifespan developmental issues and Allows the department to design a course outside the themes, research methods, genetics, prenatal devel- normal of erings. In any given semester, the course opment, infancy and childhood, adolescence, adult- content and format is developed for students with hood, and dying and death. T e inter-relatedness of special interests and demonstrated abilities. Course physical, cognitive, personality, and social develop- may be repeated for credit with a change in topic. ments within each life stage is emphasized, as well NOTE: Designation as a W or WI course as appro- as how major theories of human development guide priate. researchers in the f eld today.

GV301 T e American Presidency (W)(AI)(E)(Sr) HD110 Introduction to Race, Ethnicity, 3 credits (fall) DA: L3 ICT and Culture (D)(W) Taking a historical perspective on the development 3 credits (fall and spring) DA: L1 CCT of the whole of ce of the presidency, this course A critical analysis of the relationship between major- focuses on both the man and the of ce. We will look ity and minority groups in the United States, includ- at the evolution and growth of the presidency and ing race, ethnic, class, age, and gender variations. 136 T e course places a particular emphasis on the role HD211 Adult Development that cultural variation exerts on personal and social 3 credits (spring) DA: L2 C relationships. Among the topics include theoretical Prerequisite: HD108 perspectives, historical and social interpretations of T is course explores the early, middle, and later cultural diversity, consequences of social inequality, years of adulthood in contemporary society. Particu- prejudice, discrimination, political, and economic lar emphasis is placed on the biological, personality, dynamics and their relationship to power. Special social, and vocational changes that characterize the attention is focused on the recognition and apprecia- adult years. While exploring the biosocial, cognition of multiculturalism, particularly the nurturance tive, and psychosocial realms overall, the course will of sensitivity and tolerance toward individual dif er- consider such specif c phenomena as adulthood’s ences. developmental tasks, gender roles, marriage and parenthood, the career cycle, issues in gerontology, and HD199 Special Topics in Human Development death as the f nal stage of the life cycle. Credit hours by arrangement (of ered as needed) DA: N/A HD305 Ethics, Character & Moral Development Prerequisite: Open only with consent of the instruc- (E) tor. 3 credits (fall) DA: L2 V Allows the department to design a course outside the Prerequisite: HD108, PY105 and junior status. normal of erings. In any given semester, the course T is course of ers the student an opportunity to content and format is developed for students with study the extent to which thinking and action can be special interests and demonstrated abilities. Course applied to ethical and moral situations. T e course may be repeated with a change of topic. will provide an in-depth examination of ethics and morality, including historical, philosophical, reli- HD209 Child Development gious, legal, sociological, multicultural, psychologi- 3 credits (spring) DA: L1 CCT cal and human developmental perspectives. A par- Prerequisite: HD108 ticular emphasis is placed on the identif cation and Child Development is a broad survey of the develop- application of moral thinking skills designed to bet- ing child from conception through age twelve. Major ter understand and perhaps resolve ethical issues at topics include: physical, cognitive, linguistic, person- the personal, interpersonal and professional levels. ality, emotional and social development. T e course lectures and readings are concerned with the major HD339 Systems and T eories of Family experimental, observational, and theoretical contri- Development butions in the f eld. 3 credits (fall) DA: L3 CCT Prerequisite: HD108 and junior status. HD210 Adolescent Development An in-depth examination of the family as a social 3 credits (fall) DA: L2 C institution and how it shapes the course of human Prerequisite: HD108 development. T e student is exposed to models and T is course of ers students basic theories and princi- systems of family development, the multifaceted ples about adolescent development from psychologi- dynamics of intrafamily relationships, and inter- cal, sociological, and biological perspectives. It of ers actions of the family with various elements of the an integrated exploration of such topics as theoreti- sociocultural environment. Attention is also focused cal viewpoints, research methodologies, physical and on family interaction processes, including commu- cognitive development, personality dynamics, social nication processes, power relationships, open and interactions, family inf uences, sexual attitudes and closed family systems, parent-child relationships, behaviors, achievement and careers, and problems and conf ict resolution processes. and disturbances unique to the adolescent years. A particular emphasis is placed on the establishment HD345 Sibling Relations Across the Lifespan of a conceptual framework so that adolescence is 3 credits (spring, odd years) DA: L3 C understood in relation to the entire life cycle. Prerequisite: HD339 Sibling relations are the longest familial af liations 137 that individuals experience. Children spend more ment and Family Studies; Behavioral Sciences; Liter- time with their siblings than with any other person ature and Fine Arts; Communication) to the subject or relationship. In some cultures, brothers and sisters matter, and is also designed to fulf ll such General have rigidly def ned responsibilities within the fam- Education Requirements as the Humanities, Social ily network, while in others there are no such obliga- and Behavioral Sciences, and Communication. T is tions. Contemporary demographics indicate that the course also supports the College’s concept of writing average American today has two or three siblings. across the curriculum. Many middle-aged baby boomers have at least two full brothers and sisters, while young adults are more HD441 Gender Issues in Human Development & likely to have a mixture of full, half-, and stepsib- Family Studies (D)(W) lings. Despite the largely widespread prevalence of 3 credits (fall) DA: L3 D siblings, their role in human development and fam- Prerequisite: SO103, HD108, and junior status, or ily relations has been largely overlooked. T is course permission of the instructor. addresses this research void and examines the ways An examination of how gender similarities and dif- in which siblings inf uence individual behavior and ferences characterize the lifespan. Topics include family dynamics from a lifespan perspective. gender theories; historical contexts of gender roles; gender roles in the family, social and vocational rela- HD399 Special Topics in Human Development tions; gender stereotypes and inequalities; interper- and Family Studies sonal and intimate relations, and cross-cultural gen- 3 credits (of ered as needed) DA: N/A der comparisons. Additionally, the course examines Prerequisite: junior or senior status and permission the research and controversies in such developmen- of the instructor. tal areas as intelligence, personality, communication, Allows the department to design a course outside the and ability. A particular emphasis is placed on the normal of erings. In any given semester, the course relation of gender to power and inf uence in contem- content and format is developed for students with porary society. special interests and demonstrated abilities. Course may be repeated for credit with a change of topic. HD446 Perspectives on Cross-Cultural Note: W designation as appropriate. Development (D) (G) 3 credits (spring) DA: L3 D HD435 Family Studies T rough Film and Prerequisite: HD108, HD110, SO103 and junior sta- Literature (W) tus; or permission of the instructor. 3 credits (spring, odd years) DA: L3 C T is course studies human development throughout Prerequisite: SO207, HD339; or permission of the the lifespan, with particular emphasis on cross-cul- instructor. tural dif erences and similarities. Major theories and T is course of ers an in-depth study of family research examine cross-cultural continuities and dynamics and processes through literature and f lms. discontinuities as they relate to variations in race, You will be exposed to models, systems, and meta- ethnicity, class, gender, age, and other human dif er- phoric conceptualization of family development; the ences. Among the topics are: international and his- multifaceted dynamics of intrafamilial relationships; torical perspectives, family structures, child rearing family crises; and interactions with various elements strategies, intergenerational relations, educational of the sociocultural environment. Emphasis will be experiences, patterns of employment and aging placed on group discussion and the preparation of experiences. Students are encouraged to explore written assignments geared toward critical and cre- their personal heritage and the impact culture bears ative thinking. Particular attention is to be placed on on their own lives. the development of sensitive and persuasive interpretations of literature and f lm. HD435 is a writing HD451 Families in Crisis course of ering. Course requirements include the 3 credits (spring) DA: L3 V successful completion of one novel, scholarly articles, Prerequisite: HD339 and the viewing of 10-12 f lms. T is course embraces An in-depth examination of theories, research, and a cross-disciplinary approach (e.g., Human Develop- issues focusing on those families encountering stress 138 and crises. Attention is focused on conceptual and Depression, the Cold War era, and the development theoretical models of family stress and crisis. Top- of America’s role in the present world power struc- ics include, but are not limited to, domestic violence, ture. sexual assault, alcoholism and/or chemical abuse, mental illness, physical and other challenging dis- HI115 Development of Western Civilization I (G) abilities, chronic illness, divorce, desertion, inf del- 3 credits (fall and spring) DA: L1 D ity, and suicide. An integral feature of this course is HI115 addresses the extent to which ancient Egyp- placed on intervention strategies, including the pre- tian, Asian, Semitic, and Greco-Roman culture vention, control, rehabilitation, and promotion of shaped the foundation and early development of the individual and family health. Western Heritage. T e course considers the development of the West through an examination of myriad HE450 Internship in Health Sciences historical movements, including the development of 6 credits (fall and spring) DA: L2 SI monotheistic religions, the origin of democracy, the Prerequisite: Major elective for program in Health rise of Rome, the inf uence of the Christian Church, Sciences. the Crusades, revival of trade, learning, technologi- T is course is an introduction to health sciences cal development and urban life, the Italian and north enabling the student to begin the development of European Renaissance movements and the Reforma- practical professional skills. T e student will be tion. However, the course does not treat the rise of supervised by both an individual health sector pro- the West as an isolated phenomenon; HI115 studies fessional and a faculty member. Instructor/Supervi- the intercultural connection between the Islamic sor evaluations, a daily journal, a written report, and world, the Byzantine Civilization, and, where and a PowerPoint presentation will complete the course when appropriate, it makes historical comparisons requirements. to developments taking place in Asia, Africa, and the (Pre-Columbian) Americas. HI105 History of the United States I (AI) (D) (W) 3 credits (fall and spring) DA: L1 D HI116 Development of Western HI105 is an introductory survey course which exam- Civilization II (G) ines the European colonization of North America, 3 credits (fall and spring) DA: L1 D the challenges of the colonial era, including the HI116 addresses the inf uence of the Renaissance American Revolution and development of constitu- and Reformation eras within European society and tionalism, as well as the early national period, the the impact of Chinese and Islamic civilizations upon rise of Jacksonian Democracy, and the hardships the West’s political, cultural, economic, and techno- faced by multiple groups, such as Native American, logical growth. Topics for discussion include dynas- African Americans and immigrants. Race-based tic centralism, the Scientif c Revolution, the rise of slavery in America, western expansionism, the a market based economy, the Enlightenment, the growth of political parties, women’s rights, and the revolutions of the late eighteenth and early nine- causes and consequences of the Civil War will also teenth centuries, the Industrial Revolution, emerg- be examined. ing nationalism and the creation of the modern European power state and its consequences for the HI106 History of the United States II (AI) (D) (W) global community. Examination of the West’s inf u- 3 credits (fall and spring) DA: L1 D ence over the Americas, the East and West Indies, HI106 is an introductory survey course which exam- Asia, and Africa will be explored in tandem with the ines post-Civil War America, including the period West’s global ambitions and its consequences. of Reconstruction, the impact of industrialization on American life, and reform movements of the late HI199 Special Topics in History nineteenth and early twentieth centuries, including Credit hours by arrangement. (of ered as needed) labor activism, women’s rights and civil rights. Spe- DA: N/A cial emphasis is placed on the major sociocultural Courses examine certain issues and questions in changes of the twentieth century, particularly Amer- selected areas of historical study are of ered periodi- ican Imperialism, World War I and II, the Great cally. T e course may be repeated with a change in 139 topic. Prerequisite appropriate to each course will be limited to imperialism, World War I and II, the Cold determined by the instructor and announced when War, and civil rights. course descriptions are available. HI297 “remember the ladies”: Women in U.S. HI245 T e Making of Modern America: U.S. History History since 1893 (AI) (G) (W) (AI)(D) (W)(IN) 3 credits (spring) DA: L2 CCT 3 credits (spring) DA: L2 CCT Prerequisite: CW102 Prerequisite: CW102 HI245 explores U.S. history from 1893 to the pres- HI297 examines major themes and events that have ent through in-depth examination of major politi- af ected women in U.S. history. T is course will heed cal, economic, and sociocultural developments and the advice Abigail Adams gave to her husband, John transformations of the modern era. Domestic and Adams, in 1776 to “remember the ladies” while he international events signif cantly shaped the United and other founders created this nation. Although States and the world during this period, including this recommendation was ignored by the founding imperial activity, urban industrialism, warfare, the generation, women since the creation of the United civil rights movement, the Cold War, and the post- States have contributed in myriad ways that have 9/11 world. T is course will emphasize how the af ected familial, social, economic, and political United States became a global superpower and the transformations since the colonial era. Special atten- consequences of this development. tion will be paid to the distinctive relationship of women to social reform in American culture and the HI246 Rebellions, Revolutions, and Rights: World modern woman’s movement. History since 1900 (G) 3 credits (fall) DA: L2 D HI346 From Isolationism to Interventionism: T e Prerequisite: CW102 History of U.S. Foreign Relations (W) HI246 provides students with an understanding of 3 credits (fall) DA: L3 D the causes and consequences of World Wars I and II Prerequisite: CW102. and the character and historic importance of radi- T is class will examine the development of U.S. for- cal political movements, including Communicsm, eign relations from the late eighteenth century to the Fascism, Nazism, Japanese Imperialism, and Islamic present. We will connect global and domestic events Jihadism. Students will also assess and evaluate the and policies to provide a broad perspective of Amer- forces contributing to the development of the fol- ican diplomacy since the colonial era. By stressing lowing historical movements: the Cold War and the interconnectivity between state and non-state its impact on global politics; the decolonization of actors, students will learn about the dynamic ways Africa, Asia and the Middle East; the collapse of the in which foreign policy emerged and how myriad Soviet Union; the rise of the European Economic factors (political, economic, and sociocultural) ulti- Union; the globalization of economics; and the con- mately inf uenced America’s foreign relations. sequences of modern terrorism around the world. HI399 Special Topics in History HI295 History T rough Film (G) (W) (IN) Credit hours by arrangement. (of ered as needed) 3 credits (spring) DA: L2 CCT DA: N/A Prerequisite: CW101 or permission of the instructor. Prerequisite: junior or senior status and permission HI295 of ers students the opportunity to study his- of the instructor. tory through a variety of visual media, primarily Allows the department to design a course outside the documentaries and cinematic portrayals of selected normal of erings. In any given semester, the course historical events, issues, and personalities. Each content and format is developed for students with semester, the class studies historical topics that have special interests and demonstrated abilities. Course a global dimension: such as war, revolution, and may be repeated for credit with a change in topic. important historical f gures who have instigated social change. Primary emphasis will be placed upon HO101 Introduction to Homeland Security twentieth century movements including, but not 3 Credits DA: L1 C 140 T is introductory course provides students with a may be repeated with a change of topic. comprehensive account of past and current Home- land Security practices, policies and programs in HO410 Terrorism (W)(D) relation to the government restructuring. It also 3 credits DA: L2 V examines the relationship of state, local governments A review of late 20th and early 21st century domestic and the private sector in Homeland Security. Partic- and foreign terrorism impacting the United States, ular emphasis will be placed on the current crises in including an examination of the history, philoso- Homeland Security including their origins and his- phies and tactics of selected groups. torical development. HO440 Independent Study in Homeland Security HO199 Special Topics in Homeland Security 6 credits (fall/spring/summer) DA: L2 C Credit hours by arrangement (of ered as needed) Prerequisite: Homeland Security Major or permis- DA: N/A sion of instructor. Prerequisite: Open only with consent of the instruc- Six-credit independent research or special project tor. carried out under the supervision of a faculty mem- Allows the department to design a course outside the ber. Topics must be approved by the student. normal of erings. In any given semester, the course content and format is developed for students with HO441 Senior Seminar in Homeland Security special interests and demonstrated abilities. Course 3 credits (fall) DA: L2 APS may be repeated with a change of topic. Prerequisite: Senior Homeland Security Major or permission of instructor. HO301 Legal Issues in Homeland Security (W) T is course will constitute a “capstone” for the 3 credits DA: L2 C Homeland Security Major. Topics covered in the Using both the casebook and lecture approach, this course will include, but not be limited to, the legal course will provide an understanding of the statu- framework of the discipline, constitutional and tory and constitutional framework of Homeland ethical limitations on the exercise of governmental Security in the United States. Topics will include: power, cooperation among local, state and federal a) criminal law, civil liberties and national security, authorities and the socio-political environment of b) military law, tribunals, international courts, and global terrorism. c) the role and legal limits of domestic and foreign intelligence in Homeland Security. HO442 Homeland Security Internship 6 credits (fall/spring/summer) DA: L2 SI HO305 Homeland Security Management Prerequisite: Homeland Security Major or permis- 3 credits DA: L2 CCT sion of instructor. T e course will cover interdisciplinary principles of Six-credit f eld experience af liated with police, security management including planning, budget- homeland security and related agencies, public and ing, organizing, staf ng, directing, and controlling. private. T is course will also cover marketing security services to management, risk management, civil and HS115 Introduction to Human Services and criminal liability, and labor relations. Social Welfare 3 credits (fall and spring) DA: L1 CCT HO399 Special Topics in Homeland Security Of ers the opportunity to examine public and pri- Credit hours by arrangement (of ered as needed) vate agencies and institutions in the areas of geron- DA: N/A tology, mental health services, correctional facilities Prerequisite: Open only with consent of the instruc- (institutional/community), abuse programs and pro- tor. grams for the poor. Emphasizes agency philosophies, Allows the department to design a course outside the practices, accomplishments and problems. Seminars normal of erings. In any given semester, the course with guest speakers and visits to community agen- content and format is developed for students with cies are a major part of the course. special interests and demonstrated abilities. Course 141 HT101 Introduction to Hospitality & Tourism ciples utilized in the hospitality industry. T e orga- (G) nization of marketing functions will be examined 3 credits (fall) DA: L1 CCT within a variety of service industry segments and the An overview to the hospitality industry which pro- role of specif c marketing programs and their impact vides details regarding history of the industry, career upon successful organizations. Students will work opportunities, organizational structures, manage- with the Director of Integrative Career Development ment and human resource needs within the indus- to establish a resume used to market themselves to try. Industry segments will be examined in event industry professionals. planning, food service, lodging, and tourism. T is course will also expose the student to sound man- HT210 Food Service Sanitation & Safety agement practices within the industry. 3 credits (fall) DA: L2 ICT T is course introduces students to the important HT110 Introduction to Foodservice role that sanitation and safety have in the food ser- 3 credits (spring) DA: L1 ICT vice industry. T e seven HACCP principles and T is course introduces the student to the food ser- other food industry regulations are examined along vice industry and provides details regarding career with the origins of food-borne illness. Emphasis is opportunities, history of the industry, organizational placed on proper food storage, rotation, preparation, structures, management and human resource needs holding and serving, and environmental conditions. within the industry, as well as basic food service T e relationship between risk reduction and prof t is practices. Industry segments will also be examined stressed. in commercial, industrial and institutional areas of *Students taking this course as a food service con- food service. centration have the opportunity to pass the servsafe sanitation exam recognized by the Conference for HT150 Hospitality Freshman Internship Food Protection. Experience 3 credits (120 hours) HT220 Front Of ce Management T e student has the opportunity to gain practical 3 credits (fall) DA: L2 ICT industry experience through an internship. T e stu- T is course familiarizes students with the lodg- dent will be supervised by both an industry profes- ing industry and specif cally front of ce operations. sional and a faculty member. Industry research and T is course provides details regarding the history of a written report will complete the course require- the lodging industry, organizational structures and ments. NOTE: T is course is used in rare excep- management needs within lodging operations, and tion for under-class students deemed ready by the hospitality technology usage. Additional emphasis is Department Chairperson for practical experience in placed on managing guest services, the four stages of the HT industry. the guest cycle, guest security, guest room accounting, guest room availability, revenue and inventory HT199 Special Topics in Hospitality & Tourism management, reservation processing, guest registra- Credit hours by arrangement (of ered as needed) tion, night audit, and checkout procedures. DA: N/A Prerequisite: Open only with consent of the instruc- HT221 Managing Housekeeping Operations tor. 3 credits (spring) DA: L2 V Allows the department to design a course outside the T is course familiarizes students with the require- normal of erings. In any given semester, the course ments of ensuring cleanliness in guest rooms and content and format is developed for students with all public areas within a hotel. It entails a guest’s special interests and demonstrated abilities. Course requirement for a spotless, tidy, and comfortably may be repeated with a change of topic. arranged room. Additional emphasis is placed on supervising housekeeping, as well as covering the HT201 Services Marketing day-to-day operations including planning, organiz- 3 credits (once per year) DA: L2 D ing, purchasing and budgeting. T is course explores the current marketing prin- 142 HT230 Convention & Trade Show Management 3 credits (spring) DA: L2 CCT HT321 Resort Management (D) T is course provides students an in-depth review of 3 credits (fall or spring) DA: L3 D how conventions and trade shows are managed and T is course provides a detailed overview of the his- marketed. Students will examine the variety of meet- tory of resorts and management trends af ecting the ings and convention purposes and host organiza- industry today. Resort development is introduced tions. Students will analyze property facility feasibil- and environmental and sociological impacts are ity, negotiations, and contract decisions. T e proper analyzed. Resort types are analyzed based on their execution of both conventions and trade shows will marketing and operational management as well as be investigated including f ow, vendor management, their impact on the local culture and ecology. In set-up/design, and convention billing. addition, the activities resorts choose are examined based on their f t and desire amongst guests. HT250 Hospitality Sophomore Internship Experience HT322 Hospitality & Tourism Revenue 3 credits (120 hours) DA: L2 C Management T e student will have the opportunity to gain practi- 3 credits (fall or spring) DA: L2 APS cal industry experience. T e student will be super- T is course provides a detailed look into the role of vised by both an industry professional and a faculty revenue management in today’s hospitality industry member. Industry readings and a written report will and its sub-segments. Students will explore the his- complete the course requirements. tory of revenue management’s and its evolution. In addition, the evolution and impact of the channels HT301 Facilities Management of distribution like e-commerce, agencies, and prop- 3 credits (once per year) DA: L2 APS erty management systems are analyzed. T e ef ect T is course examines the role of the Facilities Man- of supply and demand is explored and strategies for ager within industries that require property man- forecasting are analyzed. agement. Critical elements of facility design and engineering are examined along with overall main- HT330 Event Planning tenance programs, utilities management, outside 3 credits (fall) DA: L1 V contracts, and safety and security procedures. T is course of ers a thorough review and critique of successful event planning strategies, including the HT310 Restaurant Management use of current case analysis. Students will also be 3 credits (spring) DA: L2 CCT required to review a plan and assess a local on/of A detailed exploration of the dining service opera- campus event. Emphasis is placed upon objectives, tion within the hospitality industry from the back goal setting and assessment. of the house to the front of the house. Emphasis will be placed upon staf ng requirements, facility design, HT340 Quality Service (W) menu management and f nancial analysis, including 3 credits (fall) DA: L1 V portion and cost control procedures. An in-depth analysis of the critical relationship that exists between the customer and the organiza- HT311 Beverage Operations Management tion and how that relationship can be cultivated and 3 credits (fall) DA: L2 APS converted to a long term organizational asset. Spe- T is course is designed to introduce students to cif c customer relations programs are explored and both non-alcoholic and alcoholic beverages. Special case studies utilized to impress upon the student the concentration will be placed on understanding the critical need for outstanding quality service manage- relationship beverages play with food. Students will ment within the hospitality industry. also be introduced to the importance of purchasing, inventory control, and portion control. Purveyors HT350 Hotel Internship will provide information and tasting of products as 3 credits (120 hours) DA: L2 C related to the course outline. Marketing concepts spe- All students in the Hotel/Resort Management track cif c to the beverage industry will also be examined. are required to complete the internship at one of 143 the college’s corporate hotel partners T e internship industry both from a design/development and oper- provides students a structured hands-on experience ational standpoint. Various treatments and retail- with the major functional areas of a hotel. Rotations ing are discussed as part of the total product of er- will include front desk, banquets, housekeeping, res- ing. Students are introduced to the complexities of taurants, night audit, etc. Students not in the Hotel/ operations including technologies, utilities usage, Resort track are able to sign up for this course as an and human resources. T e concept of sustainability elective. is discussed in relationship specif cally to the history and development of spas throughout the world. Stu- HT360 Hospitality Human Resources dents will be required to visit at least one local spa to Management (D) understand the industry and their products. In addi- 3 credits (fall or spring) DA: L2 V tion, students will compare and contrast the services, T is course prepares students to make sound deci- technologies, and environmental issues between two sions regarding human resource issues in the hos- or more properties. pitality & tourism industry. Students will analyze and compare human resource laws domestically and HT375 Cruise Line Industry Operations internationally to draw conclusions about the over- 3 credits (fall or spring) DA: L3 D all ef ect on hospitality & tourism. Students will also T is course provides a detailed overview of the examine employee recruitment & selection, train- cruise line industry both from an international and ing & development, performance management & national perspective. T e course looks to identify and appraisal, compensation & benef ts, and employee describe the cruise line market through geographic, health & safety. psycholographics, and demographics. T is course also engages students in the total cruise experience HT370 Casino & Gaming Industry from operations to pre- and post-cruising experi- 3 credits (fall or spring) DA: L2 V ences. Students will learn who the major players in T is course familiarizes students with the gaming the cruise line industry are and their unique cruise industry at large and examines the management of lines, specif cally as it pertains to national advertis- all operations within the casino. T e course intro- ing, pricing, product development, group marketing duces students to career paths, the history of the and incentive marketing. gaming and casinos, common forms of gambling, global gaming destinations, specialized market- HT376 Banquet and Catering ing programs, player markets and behavior, inter- 3 credits (fall or spring) DA: L3 CCT net gaming, gaming regulation and licensing, and T is course provides a detailed overview of the ban- organizational structure. T e course will explore the quet and catering business from both an on-premise gaming industries unique relationship with lodging, and of -premise basis. Students explore the history food and beverage, sporting, and other services. of catering within the food service and events industry. T e landscape of the catering industry is exam- HT371 Private Club Management (W) ined including the styles, management, and owner- 3 credits (fall or spring) DA: L2 ICT ship operations. Students will work hands-on with a T is course examines the private club industry. caterer to develop, plan, and present a complicated Emphasis is placed on the relationship amongst club social function (e.g. wedding). Students will analyze members, the Board of Directors, and management. individual banquet menus as well as complete cater- Students are exposed to types of ownership as well as ing menus. a variety of types of clubs including athletic, beach, city, country, golf, and yacht clubs. T e concept of HT378 Ecotourism (G) dues is explored as well as the relationship of activi- 3 credits (fall or spring) DA: L3 D ties and food and beverage. T is course provides a detailed overview of ecotourism in the world today. T e course introduces HT374 Spa Management the concepts of socio-cultural and environmental 3 credits (fall or spring) DA: L3 D impact though design as well as sustainability. Pro- T is course provides a detailed overview of the spa tected areas throughout the world are discussed in 144 relationship to the governments and world organi- HT451 Hospitality & Tourism Internship II zations that protect them. Ecotourism marketing 6 credits (240 hours) DA: L3 C and trends are analyzed and discussed. T e course T is course is designed to serve as the f nal piece of then relates all content to a variety of case stud- the Hotel and Restaurant Management curriculum. ies throughout the world of both proper and poor As such, the internship will emphasize supervisory ecotourism development and management such as experience, career opportunities and the develop- Costa Rica, Nepal, Africa, Caribbean Islands, Papua ment of a professional portfolio to provide the stu- New Guinea, Indonesia, and more. dent with the tools required to begin the job search process. As with Internship I, each student will have HT399 Special Topics in Hospitality an industry professional and a faculty member guid- & Tourism ing them through the course. A f nal report com- Credit hours by arrangement (of ered as needed) pletes the course requirements. DA: N/A Prerequisite: Open only with consent of the instruc- HT490 Hospitality Strategic Management tor. Capstone Allows the department to design a course outside the 3 credits (once per year) DA: L3 APS normal of erings. In any given semester, the course T is senior capstone seminar utilizes all prior knowl- content and format is developed for students with edge and skills developed through the four year pro- special interests and demonstrated abilities. Course gram to strategically evaluate a variety of manage- may be repeated with a change of topic. ment issues in the hospitality and tourism industry. Students will be exposed to case studies, web based HT405 Business & Hospitality Law (E) (AI) products, industry-based partnerships, and cur- 3 credits (fall) DA: L3 ICT rent management issues and trends. T e student is An exploration of the nature of personal and prop- to exercise independent research skills to develop a erty liability issues that the professional hospitality comprehensive project and presentation. Students manager may encounter within the industry. Histor- will work with Integrative Career Development to ical and current cases will be explored requiring the prepare interview/job seeking skills. student to perform case research and prepare case analyses. HU102 Prof les in Human Excellence (IN) 3 credits (spring even year) DA: L2 C HT430 Special Events Leadership (W) Studies the cultural back grounds, leadership styles, 3 credits (spring) DA: L3 APS value systems and lasting inf uences of the great T e concept event leadership is at the core of this leaders, teachers, innovators, and prophets who con- course. Students will synthesize all knowledge tinue to shape the world. Gives special attention to gained in prior event management courses and lead- those individuals whose lives exemplify the excel- ership strategies found in this course to develop lence of the human spirit and the importance of per- personal management techniques. Special events sonal commitment to society. including cultural, social-life cycle, governmental & political, and hallmark events are examined specif - HU199 Special Topics in Humanities cally regarding ceremonial and protocol issues. 3 credits (summer) DA: N/A T is course examines selected topics or questions related to the Humani- HT450 Hospitality & Tourism Internship I ties. In any given semester, the course content and 6 credits (240 hours) DA: L2 SI format is developed for students with special inter- An introduction to the hospitality industry enabling ests and demonstrated abilities. T is course may be the student to begin the development of practical repeated for credit with a change in topic. Prerequi- professional and industry skills. T e student will be site appropriate to each course will be determined by supervised by both an industry professional and a the instructor and announced when course descrip- faculty member. A written report will complete the tions are available. course requirements.

145 HU201 Survey of T e Human Adventure (IN) Prerequisite: CW101, CW102 or permission of 3 credits (fall) DA: L2 C instructor. Prerequisite: CW101 (C- or better), the equivalent, or Examines the relationship between life writing (auto- permission of the instructor. biographies, biographies, memoirs, diaries, letters) Explores the human quest for self-discovery, expres- and social change. T e course is designed to give sion and growth in such diverse areas as music, students an interdisciplinary perspective on social painting, literature, theatre, philosophy and religion. and historical events, movements, and problems. It Of ers a thematic, interdisciplinary treatment of is also intended to address the relationship between these and other disciplines common to the humani- the experiences of the individual and broader social ties. Gives special attention to the relationships issues. T e course may focus on one kind of life writ- among societal expectations, cultural values and ing, such as “African American Slave Narratives,” or individual belief systems. it may have a thematic focus, such as “Life Writing and War.” HU210 Creating in the Café: Artists of Romanticism (IN) HU305 African Experience Across the World 3 credits (spring) DA: L2 ICT (African Diaspora) Prerequisite: CW101 and CW102 3 credits DA: L3 D T e 19th Century Romantic Period brought together Course level: 300 (D) (E)(IN)(W) artists of all genres to capture the spirit of the time. Prerequisite: CW102 T ey respected individuality and dared to be dif er- Issues throughout the African Diaspora vary from ent. Rising out of the revolutions, they came together country to country and from culture to culture. in cause, these daring men and women, to produce Diverse cultures, family structures, immigration a century of art, music and writing as had never and assimilation are ref ected in the literature that been seen before. From the thunderous sounds of can provide a window to understanding the people Beethoven and Berlioz to the canvas of Delacroix of the African Diaspora. T is course will focus upon and Daumier and into the pages of Hugo and Shaw, the way in which discrimination and oppression Romanticism was born, nurtured and engraved for are experienced as well as seen through the eyes of all time in the hearts of mankind. Class attendance people of African descent. Biases ref ected upon race, at live performances is part of the course require- ethnicity, culture, religion, sex, social and economic ment. status, and political ideology will be the focus of the readings, lectures, videos, and discussions within HU215 World Geography of Tourism this course. 3 credits (fall) DA: L2 D T is course is an introduction to world geography HU310 Holocaust: Its Implications through the lens of tourism destinations and mar- and Contexts (D)(E)(IN) kets. Students explore and gain a functional base 3 credits (spring) DA: L3 V knowledge about physical-environmental, socio-cul- Prerequisite: CW102 (C- or better), the equivalent, or tural, and geopolitical inf uences on the travel and permission of the instructor. tourism industry. Students investigate the funda- An introductory study that confronts the Holo- mental link between international travel and world caust through the work of scholars and the voices geography. Emphasis is place on the strategic loca- of Holocaust perpetrators, victims, bystanders and tion of specif c destinations, characteristics of the witnesses. Students explore literature, documents, tourist markets, and the transportation infrastruc- scholarly essays, f lms and other materials that raise ture and hospitality superstructure found in major questions, explore issues and otherwise bring the destinations. In addition, this course will focus on dimensions of the Holocaust to life and ultimately international travel patterns and trends. shed light on the lessons and implications for our contemporary world. HU250 Life Writing and Social Change (W)(D)(IN) HU315 T e Shaping of New London (W) 3 credits (fall) DA: L2 ICT 3 credits (fall - even years) DA: L3 V 146 Prerequisite: CW102, CO103 such as a journal are also required. T e course is designed as an exploration of the humanities (history, art and architecture, literature, LS451 Liberal Studies Internship II music, etc.) presented through a look at the charac- 3 credits (fall and spring) DA: L2 SI ters and events that shaped New London, Connecti- Prerequisite: LS450, senior status and permission of cut. T e stories of the past set the stage for the city of instructor. today. Students will step where history was made, to Liberal Studies Internship II is an applied extension of connect the past to the present, and to def ne their the Liberal Studies program with particular emphasis own beliefs. Students will need to arrange their own on the student’s interests, goals, and options. This transportation to class meetings at the of campus senior internship recognizes Mitchell College’s need sites. T ere will be a course fee or admission fees that for practical career skills training as part of the edu- are of set by the course not requiring a textbook. cation of all students. Working with the classroom professor, students may choose a feldwork experi- HU399 Special Topics in Humanities ence, such as in a company, corporation, institution, 3 credits (of ered as needed) DA: N/A or educational setting or they may choose to design Allows the department to design a course outside the and implement a project or program that captures normal of erings. In any given semester, the course their liberal studies concentration(s). Te internship content and format is developed for students with or project is supported by discussions with the class- special interests and demonstrated abilities. Course room professor and students, as well as input from may be repeated for credit with a change in topic. one’s Faculty Mentor and on-site practicum supervisor. A detailed journal and fnal report are required. LS350 Liberal Studies Career Seminar 3 credits (fall) DA: L2 SI MA103 Intermediate College Algebra Prerequisite: junior status and permission of the 3 credits (fall and spring) DA: L1 APS instructor; must be an LPS major. Prerequisite: MA102 or by placement. A practically-based course designed to expose the MA103 will include the following topics: solving/ career paths available to liberal studies majors. graphing linear equations and inequalities; using/ Attention is focused on how to maximize opportu- applying formulas (word problems); volume (metric nities to explore a diverse set of vocational possibili- system); polynomials, exponents; factoring. ties. Particular emphasis is placed on the self-assessment of skills and aspirations, researching careers, MA104 Math in Our World networking, resume building, interviewing, and 3 credits (fall and spring) DA: L1 APS graduate school options. Lecture material and read- Math in Our World will provide students with an ing assignments are integrated with classroom guest VOEFSTUBOEJOHPGUIFQSBDUJDBMVTFTPGNBUIFNBUJDT speakers, and workshops. XJUIBOFNQIBTJTPODPOTVNFSNBUIFNBUJDTBOE GJOBODF5IFUPQJDTDPWFSFEJODMVEFQFSDFOU TJNQMF LS450 Liberal Studies Internship I BOEDPNQPVOEJOUFSFTU JOTUBMMNFOUCVZJOHJODMVEJOH 3 credits (fall and spring) DA: L2 SI DSFEJUBOEEFCJU IPNFCVZJOH BOETUPDLTBOECPOET Prerequisite: LS350, senior status and permission of 5IF64TZTUFNPGNFBTVSFNFOUBOEUIFNFUSJD instructor. TZTUFNXJMMCFQSFTFOUFEJOBEEJUJPOUPBOPWFSWJFXPG An applied extension of the Liberal Studies program TUBUJTUJDT QSPCBCJMJUZ HSBQIUIFPSZBOEHFPNFUSZ with particular emphasis on the student’s career interests, goals, and options. T e internship of ers ."$PMMFHF"MHFCSB practical career related skills training and is consid- DSFEJUT GBMMBOETQSJOH %"-"14 ered valuable as part of the education of all Mitch- 1SFSFRVJTJUF."PSCZQMBDFNFOU ell students. T e f eld work experience can be done ."XJMMJODMVEFUIFGPMMPXJOHUPQJDTGVODUJPOT at a company, human service organization, institu- BOEJOWFSTFGVODUJPOTFYQPOFOUJBMGVODUJPOTMPHB tion, or educational setting. A required weekly semi- SJUINTTZTUFNTPGFRVBUJPOTBOERVBESBUJDFRVB nar supports on site activities with discussions and UJPOTJODMVEJOHHSBQIJOH TDJFOUJGJDOPUBUJPO BOE issues in the professional f eld. Written assignments NFUSJDDPOWFSTJPOT 147 MA109 Pre-Calculus special interests and demonstrated abilities. Course 4 credits (fall and spring) DA: L2 APS may be repeated for credit with a change in topic. Prerequisite: MA103 or by placement. Presents the topic in mathematics necessary for a MA217 Calculus III later study of calculus. Stresses graphing of 4 credits DA: L3 APS functions, and covers exponential, logarithmic and Prerequisite: MA115 trigonometric functions, complex numbers, theory Calculus III covers vector functions and their deriv- of equations, binomial theorem, matrices, atives, partial dif erentiation, multiple integration, sequences, series, inverse functions, and topics and elementary dif erential equations. in analytic geometry including conics and vector algebra. MA399 Special Topics in Mathematics Credit hours by arrangement. (of ered as needed) MA111 Introduction to Statistical Analysis DA: N/A 4 credits (fall) DA: L2 APS Allows the department to design a course outside the Prerequisite: MA105 or higher. normal of erings. In any given semester, the course Provides students with a general overview of content and format is developed for students with statistical applications. Discusses measures of special interests and demonstrated abilities. Course location, measures of variation, symmetry, may be repeated for credit with a change in topic. probability and expectation, theoretical distributions, estimates and cconfidence intervals, MK199 Special Topics in Marketing tests of hypotheses, and related subjects. Credit hours by arrangement. (of ered as needed) NOTE: Experience in statistical analysis on the com- DA: N/A puter is an integral part of MA111. A knowledge of Prerequisite: Open only with consent of the instruc- algebra is strongly recommended. tor. Allows the department to design a course outside the MA114 Calculus I normal of erings. In any given semester, the course 4 credits (fall) DA: L3 APS content and format is developed for students with Prerequisite: MA109 or by placement. special interests and demonstrated abilities. Course Includes the theory of limits, the rate of change of a may be repeated with a change of topic. function, derivatives of algebraic and trigonometric functions and their application to related rates and MK201 Consumer Behavior maxima-minima problems, integration and applica- 3 credits (fall) DA: L1 C tions of the definite integral. Prerequisite: BU124 An application of the behavioral sciences to market- MA115 Calculus II ing and consumer decision-making models. Motiva- 4 credits (spring) DA: L3 APS tion, learning theory, perception, attitude theory and Prerequisite: MA114 or by placement. social referents are examined in terms of how they Covers formal methods of integration, plane analytic af ect consumer behavior. Consumer measurement geometry, transcendental functions, polar and strategy assessment are also examined. coordinates, sequences and infi nite series. MK205 Fundamentals of Retailing MA199 Special Topics in Mathematics 3 credits (spring) DA: L2 C Credit hours by arrangement. (offere d as needed) Prerequisite: BU124 DA: N/A Emphasis is placed on the retail mix: site selection Allows the department to design a course outside the and location, layout, organization, merchandise normal off erings. In any given semester, the course selection, pricing, customer services, sales promo- content and format is developed for students with tion and consumer trends. Retail research will be introduced through the examination of target market and demographic analysis.

148 MK301 Supply Chain Management process, the relationship between sales and mar- 3 credits (spring) DA: L2 ICT keting, sales force structure, customer relationship Prerequisite: BU124 management (CRM), use of technology to improve Focuses on managing distribution system design, sales force efectiveness, a nd issues in recruiting, channel management, procurement, and logis- selecting, training, motivating, compensating and tics. We explore order fulf llment strategies and the retaining salespeople. impact of the Internet on distribution and back-end supply chain processes. We also examine strate- MK410 Strategic Marketing Management gies for enterprise integration as well as the impact 3 credits (offered as needed) DA: L3 ICT of recent technology changes on traditional supply Prerequisite: BU124 chains. An integrative course in marketing policy and strategy , employing comprehensive case problems in the MK399 Special Topics in Marketing formulation of marketing action programs and busi- Credit hours by arrangement .(of ered as needed) ness policy. T i s course will cover the development, DA: N/A organization, implementation, and control of strate- Prerequisite: Open only with consent of the instruc- gies in the context of the marketing mix of product, tor. price, promotion and distribution. Case studies are Allows the department to design a course outside the used to apply the concepts. normal of erings. In any given semester, the course content and format is developed for students with MK430 Marketing Internship special interests and demonstrated abilities. Course 3 credits (ofered as needed) DA: L3 SI Prerequisite: may be repeated with a change of topic. junior standing or permission of the instructor. An applied extension of the Business Administra- MK401 Merchandise Management tion—Marketing concentration program with par- 3 credits (fall) DA: L3 CCT ticular emphasis on the student’s career interests, Prerequisite: BU124 goals, and options. This internship recognizes T e course “introduces students to the product man- Mitchell College’s need for practical, career skills agement process and gives insight into the opera- training as part of the education of all students. tions and practices used by retailers to achieve their Working with the course professor, students will product strategy objectives. Blending theoretical develop an experience in a company or corporation. approaches from a number of management perspec- The internship is supported by discussions with the tives, including marketing, purchasing and logistics, course professor, students, as well as input from the course illustrates the breadth of knowledge that one’s on-site intern-ship supervisor. A detailed retail product managers need to undertake this com- journal and fnal report are required. plex managerial task.” Routledge (2008). In addition, introduction of the fundamental strategies and MU110 Contemporary Music: mathematical calculations used in the retail indus- Blues, Jazz and Rock try including f nancial strategy, buying strategy and 3 credits (spring) (D)(W) DA: L1 D pricing strategy. Application of retail planning and Analyzes the popular world of blues, jazz and rock control procedures will be explored with emphasis music. Examines the blues/jazz/rock idioms as on development and evaluation of retail practices unique American creations, closely looking at the including non-store retailing using lectures, experi- diferences among these art forms but emphasizing ential exercises and the case method. the similarities and continuities among the apparent diversity of people, infuences and styles. MK405 Sales & Strategic Partnerships NOTE: MU110 is designed for both the practicing 3 credits (spring) DA: L3 D musician and the student with no formal training in Prerequisite: BU124 music. Examines the elements of an ef ective sales force as a key component to the organization’s total marketing ef ort. Topics will include: understanding the sales 149 .6*OUSPEVDUJPOUP1SBDUJDBM.VTJD MU250 Advanced Practical Music Performance 1FSGPSNBODF 3 credits (spring) DA: L2 SI 3 credits (fall) DA: L1 SI Prerequisite: MU105 preferred Students are introduced to the fundamentals of Students extend the study of practical music per- music performance through class lectures and a formance and continue to develop skills in theory, participatory class chorus. Music notation, theory, sight-reading, four-voice harmony and voice leading, terminology and elementary sight-reading are rein- arranging and, where appropriate, composition. All forced with individual voice instruction leading to a skills are reinforced with individual tutoring ses- fJnal group performance of appropriate repertoire. sions. T e culmination of the course is a group performance of appropriate repertoire. MU199 Special Topics in Music Credit hours by arrangement (offered as needed)DA: MU399 Special Topics in Music N/A Credit hours by arrangement (of ered as needed) Prerequisite: Open only with consent of the DA: N/A instruc-tor. Prerequisite: Open only with consent of the instruc- Allows the department to design a course outside the tor. normal off erings. In any given semester, the course Allows the department to design a course outside the content and format is developed for students with normal of erings. In any given semester, the course special interests and demonstrated abilities. Course content and format is developed for students with may be repeated with a change of topic. special interests and demonstrated abilities. Course may be repeated with a change of topic. MU201 History and Appreciation of Music I (W) 3 NOTE: PE108, 110, 118: Each course covers the his- credits (fall) DA: L2 D tory and development of each sport. Emphasizes Prerequisite: CW101 and CW102 or permission of analysis and teaching techniques. Provides opportu- instructor. nity to achieve a high degree of prof ciency in each History and Appreciation of Music I studies the activity, so that the student may demonstrate the development of Western music through the ages. The activity in a teaching situation. Appropriate attire, course begins with the Gregorian Chant of the as determined by the instructor, is required for these Middle Ages (500) and ends with the early 18th courses. Courses meet each week for half a semester. century Classical music of Haydn, Mozart and Beethoven. Emphasis is on the characteristics of the PE105 Introduction to Sailing style of each period, including the forms of music 3 credits (fall 1st half/spring 2nd half) DA: L1 SI and the composers prominent in each. T is course is designed to build strong foundational sailing skills and is appropriate for beginner and MU202 History and Appreciation of Music II intermediate sailors who want a refresher course. (W) T e program provides a thorough instruction to 3 credits (spring) DA: L2 D sailing terminology, rigging and de-rigging, and Prerequisite: CW101 and CW102 or permission of basic sailing maneuvers. the instructor. History and Appreciation of Music II studies the PE108 Golf development of Western music through the ages. The 1 credit (fall) DA: L1 SI course begins with the late 18th century music of Includes the fundamentals of golf: grip, stance, Beethoven and continues through the 20th century swing, rules, and etiquette. Teaches how to use music of Debussy, Schoenberg, Copland, Gershwin, woods and irons. Golf clubs are supplied. Ives and others, and touches upon the new trends of the 20th century. Emphasis is on the characteristics PE110 Tennis of the style of each period, including the forms of 1 credit (spring) DA: L1 SI music and the composers prominent in each. Teaches game strategy and rules for singles and dou- bles through match play.

150 PE118 Basketball Explores the theories of physical conditioning as 1 credit (spring) DA: L1 SI related to physical education and health f tness. Includes the development of individual fundamental Of ers a combination of lectures and laboratory skills and concepts of team play. Covers analysis of experience in physical f tness. Includes such topics as of ensive and defensive strategies. current techniques of f tness evaluation and assessment, exercise prescription, weight training, aerobic PE119 Introduction to Waterfront Sports exercises, nutrition, and f tness. 3 credits (fall 1st half/spring 2nd half) DA: L1 SI T is course of ers students an introduction to the PE127 Yoga waterfront sports of kayaking and stand-up pad- 1 credit DA: L1 SI dleboarding and allows students to work on their T is course is designed to stretch your mind and strength and balance while fostering a lifelong enjoy- body. Yoga focuses on understanding and control- ment of the water. ling the body, the breath, and the mind through exercises (asanas), breathing (prayanamas) techniques PE120 Nutrition, Health and Safety for and basic meditation training. T e techniques are Teachers of Young Children designed to increase strength, f exibility, endurance, 3 credits (fall) DA: L1 C balance, coordination, and the ability to relax. T ey T is course is designed to explore the role of posi- are also designed to release stress and muscle tension tive nutrition, health and safety practices for teach- and to enhance the ability to concentrate. T e course ers of young children. T e student will participate in is meant to be both interactive and solitary. T e pace the development of age appropriate curriculum and is gentle and the approach is relaxed but there is an activities to encourage healthy habits and nutritional expectation that the content will be taken seriously. practices in pre-school through grade three. T e Honoring the ideas and physical presence of one’s students will have the opportunity to gain practical self and fellow students in essential. experiences working with children in various educational settings including early childhood programs PE135 Health, Fitness and Wellness and elementary schools. Topics will include but not 3 credits (fall and spring) DA: L1 APS limited to such areas as; growth and development, T is course provides an introduction to the concepts importance of exercise and diet as it relates to child of wellness and the importance of an individual’s obesity, recognizing signs of behaviors of abuse, responsibility for his/her own health and physical safety for the young child and the American Red f tness. Topics covered include health related subjects Cross certif cation training in infant and child CPR. of nutrition, stress management, a personal f tness assessment, weight control and diet, basics of exer- PE121 First Aid and Safety cise physiology, cardiovascular disease and cancer 3 credits (fall and spring) DA: L1 C risk management, exercise and f tness. Prerequisite: Open to students whose academic programs require this course. Other students must have PE199 Special Topics in Physical Education permission of the instructor to enroll. Credit hours by arrangement. (of ered as needed) Provides the skill and knowledge needed for the DA: N/A immediate care of injured persons and seeks to cre- Prerequisite: Open only with consent of the instruc- ate a safety consciousness for accident prevention. tor. Upon completion of the course, the student will be Allows the department to design a course outside the certif ed in Community CPR and Responding to normal of erings. In any given semester, the course Emergencies through the American Red Cross. content and format is developed for students with NOTE: A $26.00 fee is charged to process the certi- special interests and demonstrated abilities. Course f cations. may be repeated with a change of topic.

PE125 Conditioning and Fitness PE222 Personal and Community Health 1 credit DA: L1 SI 3 credits (spring) DA: L2 C Prerequisite: CW102; open to students whose aca- 151 demic programs require this course. Other students culoskeletal forces and actions needed to produce must have permission of the instructor to enroll. them. Variations in these patterns that could alter Of ers instruction in both the art and science of performance, contribute to or result from injury are health behavior. Emphasizes a modern point of view also investigated. T is type of critical analysis is the toward health education. Focuses on several major foundation for study in movement-related f elds such topics: personal health, nutrition, education for fam- as education, health and f tness, exercise sciences, ily living, mental health, health hazards, and com- allied health, or similar disciplines. munity health. PE326 Nutrition for Sport & Exercise PE226 Nutrition 3 credits (every other year) DA: L2 CCT 3 credits (spring) DA: L2 ICT Prerequisite: PE222, PE226 or permission of profes- Provides the basic principles and knowledge of diet sor. and nutrition. Emphasizes the relationships between T is course examines relationships among diet, human physiology and nutrients that are important physical activity, health and performance. Nutrient in f elds such as physical education, health/f tness, adequacy and energy balance in physically active recreation, and allied health professions. Dietary individuals are evaluated against dietary recommen- self-assessment projects are a major component of dations across a variety of sports. Projects will dem- this course. onstrate practical applications of theories.

PE228 Principles and Practices of PE399 Special Topics in Physical Education Coaching (D)(E) Credit hours by arrangement (of ered as needed) 3 credits DA: L1 V DA: N/A Prerequisite: SM110 or permission of instructor. Prerequisite: Open only with consent of the instruc- Provides an in-depth look at care and prevention of tor. athletic injuries, coaching philosophy, and athletic Allows the department to design a course outside the liability. Upon completion of this course, the stu- normal of erings. In any given semester, the course dent will be able to apply for their Connecticut State content and format is developed for students with Coaching Certif cation through the State Depart- special interests and demonstrated abilities. Course ment of Education. T e coaching certif cation is may be repeated with a change of topic. required to coach at public schools in the State of Connecticut. PH120 Philosophy of Pop Culture (E) (D) 3 credits (fall) DA: L1 V PE231 Prevention and Care of Athletic Injuries Just as the ancient Greeks analyzed the popular 3 credits (fall) DA: L2 APS culture of their times, our modern culture of ers Provides an in-depth inquiry into the procedures numerous opportunities for philosophical analy- used in the evaluation, immediate care, rehabilita- sis and speculation. We will look at examples from tion and prevention of athletic injuries. Emphasizes television, movies, music and dance to understand the management of specif c injuries, the prevention some of the underlying philosophical themes that of injuries, sports liability, and nutrition. Lab experi- have interested and motivated their creators, and ence includes introduction to specif c wrapping and how those themes have been expressed in dif erent taping techniques, and modalities. media by characters, words, movements, and styles of dress. We will see how these themes themselves PE300 Kinesiology f t into the continuum of a long history of ideas and 3 credits (every other year) DA: L2 CCT def ning historical eras. We will also examine how Prerequisite: BI222 or permission of instructor. popular culture has currently taken on global pro- Kinesiology of ers an introduction to the study of portions, discussing current trends and speculating movement patterns caused by complex actions of the on possible future inf uences. musculoskeletal system. In this course, patterns of movement in sport and in activities of daily living PH199 Special Topics in Philosophy are identif ed and then examined in terms of mus- 3 credits (of ered as needed) DA: N/A 152 Allows the department to design a course outside the PY105 General Psychology I normal of erings. In any given semester, the course 3 credits (fall and spring) DA: L1 ICT content and format is developed for students with Explores the scientif c methods and principles of special interests and demonstrated abilities. Course behavior. Includes areas of physiological psychology, may be repeated for credit with a change in topic. sensation and perception, conditioning and learning, memory, and states of consciousness, motiva- PH223 Comparative World Religions (E) (G) tion and emotion as major topics for lectures and (W) discussions. 3 credits (fall and spring) DA: L2 D NOTE: One section will be designated for majors in Surveys the heritage and theological structure of the the Department of Behavioral Sciences. principal religions of Western and Oriental civilizations, including Judaism, the varieties of Christian- PY106 General Psychology II ity, Islam, Hinduism, Jainism, Buddhism, Confu- 3 credits (fall and spring) DA: L1 V cianism, and Taoism. T rough readings and class Prerequisite: PY105 discussion the course examines representative theo- Explores the nature of language, intelligence, per- logians and philosophers of religion on this question sonality theory, abnormal behavior and therapeutic of the role religion plays in shaping and def ning cul- psychology. Focuses on social psychology, including ture. the development of attitudes and other social processes. PH225 Buddhism (W) 3 credits DA: L2 D PY199 Special Topics in Psychology Buddhism is not a religion as much as it is an exami- 3 credits (of ered as needed) DA: N/A nation of our human condition. Academics now con- Prerequisite: open only with consent of the instruc- sider it a vital force in understanding contemporary tor. ethics. T is course will deal with some of the most Allows the department to design a course outside the complex contemporary issues (death, abortion, capi- normal of erings. In any given semester, the course tal punishment, war, genocide, right to life, etc.) and content and format is developed for students with will approach them from an eastern perspective. No special interests and demonstrated abilities. Course prior knowledge or experience in eastern philosophy may be repeated for credit with a change of topic. is required for this course. Note: W designation as appropriate.

PH304 Issues in Ethics (E) (W) PY215 Educational Psychology 3 credits (spring) DA: L3 V 3 credits (spring) DA: L2 CCT Prerequisite: EL101 or permission of the instructor. Prerequisite: PY105 T is course of ers the student an opportunity Emphasizes the application of principles and theo- to study the philosophical foundations of ethi- ries of learning to various educational situations, cal thought and action through an examination of covering topics that include motivation, learning, ancient, modern, and post-modern ethical theories maturation, discipline, measurement, intelligence, and the extent to which they may be applicable to and counseling. contemporary problems. PY217 Psychology of Women (SR) PH399 Special Topics in Philosophy 3 credits (spring) DA: L2 SI 3 credits (of ered as needed) DA: N/A Prerequisite: PY105 Allows the department to design a course outside the Examines a variety of topics related to feminine normal of erings. In any given semester, the course psychology and the psychology of women. Stu- content and format is developed for students with dents will explore gender as a social system as they special interests and demonstrated abilities. Course consider gender in the social context, gender and may be repeated for credit with a change in topic. development, gendered life paths, and gender and well-being. Specif c topics include gender, status

153 and power, images of women, gendered identitites, port, and the treatment of the deceased from a mothering, and work and achievement. Readings, historical standpoint. lectures, class discussion, writing assignments and facilitation of a self-esteem workshop for young girls PY320 T eories of Personality and their adult female mentors will enable students 3 credits (fall) DA: L2 APS to master these topics. Prerequisite: PY105, PY106 and junior status. Critically surveys the major theories of personality, PY270 Psychology of Learning and Memory the organization of personality and its development, 3 credits (fall, odd years) DA: L2 C measurement, and assessment. Emphasizes normal Prerequisite: PY105 personality development. Studies the processes and principles of learning theory and examines the memory processes, including PY332 Abnormal Psychology cognitive, human information processing, and phys- 3 credits (spring, odd years) DA: L3 V iological models based on recent research. Prerequisite: PY320 Systematically studies the development and assess- PY300 Brain and Behavior ment of behavior pathology. Covers etiology, treat- 3 credits (fall) DA: L2 CCT ment, prognosis, and preventive intervention of Prerequisite: PY105, BI105 and junior status; or per- major psychological disorders. mission of the instructor. T is course examines the relationship between PY355 Psychology of Creativity behavior and the structure and function of the ner- 3 credits (spring, even years) DA: L2 CCT vous system. Emphasis is placed on the physiological Prerequisite: PY105, PY106 and junior status. basis of such areas as motor activity, sensation and T e creative process will be critically examined from perception, motivation and emotion, and learning. numerous perspectives, including the roles of imag- Consideration is also given to physiological explana- ery, playfulness, af ect, divergent thinking, intel- tions of various psychological abnormalities. ligence, and other paradigms. T ere will be a focus on factors that supposedly inf uence the creative PY303 Social Psychology process. Students will participate in activities that 3 credits (spring, odd years) DA: L2 APS encourage creativity. Prerequisite: PY105, PY106 and junior status Of ers an examination of theory and research in PY375 History and Systems of Psychology social psychology as it relates to the broader context 3 credits (spring, even years) DA: L2 ICT of psychology. T e impact of group membership on Prerequisite: PY105 and junior status. individual behavior receives particular attention. T is course focuses on the historical development of Among the topics explored are af liation, values, psychology with a major emphasis on the emergence attitudes, interpersonal attraction, stereotyping and of systematic thought in American Psychology. T e prejudice, leadership, conformity, aggression, coop- psychological concepts and theories of leaders in eration and competition. Attention is given to the the f eld are examined along with the philosophical, analysis of research methodologies used in social social and scientif c forces shaping the evolution of settings. the discipline. T is course is required of all psychology majors. PY313 Death and Dying 3 credits (spring, even years) DA: L2 V PY392 Counseling T eory Prerequisite: HD305 3 credits (spring, odd years) DA: L2 APS Death and dying of ers a multidisciplinary approach Prerequisite: HD305, PY320 to the study of thanatology. Topics include psycho- Aims to help beginning counselors gain a realization logical states of the dying process, attitudes toward of their capabilities and limitations in the helping death, the physiology of death, counseling the termi- relationship. Emphasizes the fundamental theories nally ill, the Hospice concept, widowhood, bereave- of counseling and the role of therapeutic psychology ment and mourning, suicide, funerals, family sup- in contemporary society. 154 SF230 Activity Leadership PY395 Psychology of Drugs and Behavior 3 credits DA: L2 SI 3 credits (spring, even years) DA: L2 APS Prerequisite: SM110 Prerequisite: PY106, PY300 T is course will introduce students to leadership An overview of the use and abuse of drugs in the styles and their role in sport and ftness program- United States today. T eoretical perspectives on drug ming. Emphasis is on experiential learning of efec- use and abuse are explored as well as current classif - tive personal leadership techniques facilitating a cations of major drugs. Other topics include history positive participant experience. Direct leadership of drugs, drug research, physiological mechanisms of opportunities will be provided for all students. drug action, models of addiction, therapeutic ef ects of drugs, recreational drugs, development and evalu- SF232 Recreation for Seniors ation of drug treatment and prevention programs. 3 credits DA: L2 CCT Prerequisite: SM110 PY399 Special Topics in Psychology T i s course will ntroduci e students to recreation 3 credits (of ered as needed) DA: N/A activity programming for Senior Citizens. Histori- Prerequisite: junior status and permission of the cal and current research on topic s related to activ- instructor. ity planning for individuals over age 60 will be Allows the department to design a course outside the presented. Activity choice and adaptations/ normal of erings. In any given semester, the course modifications will be a primary focus. content and format is developed for students with special interests and demonstrated abilities. Course SF233 Outdoor Recreation may be repeated for credit with a change of topic. 3 credits DA: L2 CCT NOTE: W designation as appropriate. Prerequisite: SM110 Students develop skills in selected outdoor activities PY445 Health Issues in Behavioral Science and are exposed to a range of outdoor recreational 3 credits (spring - even years) DA: L3 APS pursuits. Included are Outward Bound/Adventure- Prerequisite: HD108 or PY105 and junior status. type activities. Health issues in behavioral science is an exciting, interdisciplinary f eld that examines the contribu- SF301 Motor Learning tion of biological, psychological, and sociological fac- 3 credits (every other year) DA: L2 APS tors in maintaining health and avoiding illness. T is Prerequisite: BI222 or permission of instructor. course aims to introduce you to the wide variety of This course is designed to acquaint students with the topics that are the focus of research within the f eld theoretical foundations of motor learning and cor- of health psychology. Additionally, the course aims responding practical applications to the teaching of to demonstrate the relevance of health psychology movement skills. Emphasis will be placed on changes concepts to everyday life in order for you to access in motor learning and development across the these concepts and, consequently, enhance your per- lifespan and other factors infuencing l those changes. sonal health. SF310 Introduction to Exercise Science SF199 Special Topics in Sport & Fitness 3 credits (every other year) DA: L2 CCT Credit hours by arrangement (of ered as needed) Prerequisite: BI222 or permission of instructor. DA: N/A T is h course will examine the biological factors that Prerequisite: Open only with consent of the instruc- afect f human performance in health, ft ness and tor. athletic activities. Major body systems, Allows the department to design a course outside the cardiovascular, respiratory and muscular, will be normal of erings. In any given semester, the course addressed as they pertain to physical exertion and content and format is developed for students with performance. Tere h will be a lab fee associated with special interests and demonstrated abilities. Course this course. may be repeated with a change of topic. SF320 Teaching Team Activities 155 3 credits DA: L2 SI T is course focuses on teaching team activities and SF399 Special Topics in Sport & Fitness sports that would be involved in educational and Credit hours by arrangement (of ered as needed) recreational settings. Team sport activities would DA: N/A include major team sports, team building activities, Prerequisite: Open only with consent of the instructor. leadership and skill development. Areas of concen- Allows the department to design a course outside the tration will include pedagogy of teaching individual normal of erings. In any given semester, the course skills, ethics and fair play, group dynamics, organi- content and format is developed for students with zation and management of team play, and safety/risk special interests and demonstrated abilities. Course management of physical activities. may be repeated with a change of topic.

SF321 Teaching Individual Activities SF405 Organization & Management of Physical 3 credits DA: L2 SI Education & Recreation Programs T is course focuses on teaching individual activi- 3 credits (spring) DA: L2 APS ties and sport that would be involved in educational Prerequisite: SM110 or permission of instructor. and recreational settings. Individual sport activities T eoretical considerations and practical applications would include competitive sports (i.e. golf, tennis, of organization, administration, policies, budget, etc…), movement and f tness activities (i.e. dance, f nance, legal aspects, staf , physical plant, publicity, aerobics, etc…) and stress reduction (i.e. yoga). Areas public relations, scheduling for Physical Education of concentration will include skill development, ped- and recreation programs. T e role of management in agogy of teaching individual skills, spatial and body planning, development, evaluation and leadership of awareness, f tness components and safety/risk man- activity based programs will be emphasized. agement concerns. SM110 Introduction to Sport Management SF322 Aerobic & Sport Fitness 3 credits (fall) DA: L1 CCT 3 credits DA: L2 APS Explores the f eld of sport management and its role Prerequisite: SM110 or permission of instructor. in our society. Covers the management of a variety T is course will introduce students a variety of f t- of sport organizations. ness techniques designed to improve aerobic and overall f tness. Emphasis will be place on the devel- SM199 Special Topics in Sport Management opment of appropriate f tness programs to improve Credit hours by arrangement. (of ered as needed) cardiovascular health while recognizing the impact DA: N/A of age, skill levels, prior experience, and socio-cul- Allows the department to design a course outside the tural expectations on performance. May include, but normal of erings. In any given semester, the course limited to, step, spinning, circuit training, and car- content and format is developed for students with dio-kickboxing. special interests and demonstrated abilities. Course may be repeated for credit with a change of topic. SF324 Adaptive Sport & Physical Education NOTE: W designation as appropriate. 3 credits (spring) DA: L2 D Prerequisite: junior or senior status; SM110 or per- SM201 Sport in Society (W) mission of instructor. 3 credits (spring) DA: L1 D T is course will examine skills and knowledge T is course begins with a history of sports and f t- necessary to work with and assist individuals with ness from classical to modern times. Topics include physical, emotional, or mental challenges. Students the relationship between sports and society, social will learn appropriate design, implementation, and demographics of sports and athletics, psychological evaluation of Physical Education, Sport and Fitness factors of competition, motivation, aggression, and programs. Legal liabilities, risk management and stress, and contemporary sports trends and issues. Federal-mandates will be addressed in this lecture and experientially-based course. SM207 Sport Marketing 3 credits (fall) DA: L2 C

156 Prerequisite: SM110 or permission of the instructor. the professional, collegiate and community levels. It T is course provides a detailed examination of mar- includes a review of the judicial opinions governing keting techniques in the sport consumer and sport professional and organized amateur athletics. T e product businesses. Topics will include consumer course uses detailed case studies to examine consti- behavior, measuring media ef ectiveness, market tutional law; collective bargaining; arbitration; anti- segmentation, marketing strategies and trends, and trust laws; civil liability, including safety issues; and the dif erences between sport product and sport criminal law in the sport f eld. service marketing. Students will develop both their interpersonal and small group communication skills SM309 Sport Promotion and Media thru class projects. 3 credits (every other year) DA: L2 ICT Prerequisite: SM207 or permission of instructor. SM209 Athletic Administration T is course provides a detailed examination of the 3 credits DA: L2 APS 5th “P” in the sport marketing mix – promotion. Prerequisite: SM110 or permission of instructor. T is course will explore sport promotion and all the T is course is designed to introduce the student to products of ered as tools to promote the sport prod- the management issues faced by administrators uct. Areas covered include promotional merchandis- within collegiate and high school athletics depart- ing products, promotional events, the media, spon- ments. Students will develop an understanding of sorship and endorsement. A detailed examination of issues such as governance, scheduling, NCAA and the relationship between media and sport - includ- conference compliance, gender equity and Title IX, ing print media and electronic media mediums. conference membership issues, departmental structure, and organizational goals in athletics, legal SM310 Athletic Event Management (SR) issues, and operating procedures. 3 credits (every other year) DA: L2 SI Prerequisite: SM110 or permission of instructor. SM210 Sport Management Practicum T is course of ers a theoretical and practicum 3 credits DA: L1 SI based approach that focuses on Athletic Event Prerequisite: SM110 and permission of instructor planning and implementation. Students will required. work in conjunction with the Mitchell College Of ers opportunity to gain practical experience Athletic Department to organize and supervise under supervision in sport settings. Emphasizes home Athletic Events. Areas of focus will include involvement with the operations of teams and facili- but are not limited to scheduling of matches, site ties. supervision, security concerns, athletic training, and opposing teams’ accommodations. One third of the SM302 Sport Facilities course meeting times will be done in the classroom 3 credits (fall) DA: L2 CCT setting and two thirds of the meeting times will be Prerequisite: SM110 and junior or senior status or in a lab setting. permission of the instructor. T is course investigates the functions of manage- SM325 Sports Psychology ment in terms of planning, building, operating, and 3 credits (every other yeasr) DA: L2 SI f nancing public assembly facilities and special sport Prerequisite: SM110 or permission of instructor. event venue management, including public and pri- T is course examines psychological theories and vate arenas, stadiums, and multi-purpose campus research related to sport and exercise behavior. T e sport facilities. course is designed to introduce you to the f eld of sport and exercise psychology by providing a broad SM303 Legal Issues in Sport overview of the major topics in the area. T e class 3 credits (fall) DA: L2 V is designed to be interactive, with a special emphasis Prerequisite: SM110, junior or senior status or per- placed on group work and application of techniques mission of the instructor. to not only in sports settings, but in corporate, recre- T is course examines the legal issues that af ect ational, and school settings as well. sport businesses, organizations, and facilities on 157 SM399 Special Topics in Sports Management dent learners and producers. With the aid of a fac- 3 credits DA: N/A ulty adviser, seniors identify a signif cant area of Designed as an upper-level elective course specif - investigation with in the f eld of sport management; cally for junior and senior students, when of ered, research its parameters; clarify their relationship to the academic department introduces a unique and that area; and create a f nal product in the form of a exciting topical course which isn’t part of the tradi- paper, lecture, proposal, plan, etc. tional curriculum. Special Topic courses are of ered as needed and as interest arises. SM450 Sport Management Internship 6 credits (spring and fall) DA: L3 SI SM401 Ethics in Sport (E) Prerequisite: Sport & Fitness Management majors 3 credits (fall) DA: L3 V only and permission of instructor. Prerequisite: junior or senior status or permission of Traditional Internship (6 credits): T e traditional the instructor. internship is a part-time work experience in the T is course provides a detailed examination of the sport industry and is of en performed in proxim- f eld of ethics in sport. T e course will analyze how ity to the college. Students will observe and assist a morals and ethics inf uence decisions thru the world professional within the f eld of sport management. of sports. Students will begin the course by exploring Students are evaluated by an on-site supervisor and the basic principles and theories of ethics followed a qualif ed faculty member. A detailed journal and by an examination of personal and professional eth- f nal report must be submitted for evaluation in ics. Finally, the nature of ethics is examined in the addition to a separate evaluation submitted by the area of sport management. Students will learn the f eld supervisor. Hours required: 200 hours. basic tools so they can enter into ethical dilemmas intelligently. Case studies and moral dilemmas will SM451 Sport Management Internship be utilized to apply theories and form conclusions. 12 credits DA: L3 SI Prerequisite: Sport & Fitness Management majors SM403 Sport Business and Finance only and permission of instructor. 3 credits (spring) DA: L3 APS T e internship is a part-time work experience in the Prerequisite: AC103 or permission of the instructor. sport industry and is of en performed in proxim- T is course will examine the business of sport and ity to the college. Students will observe and assist a how the industry of sport inf uences the national professional within the f eld of sport management. and world economies. Students will explore the Students are evaluated by an on-site supervisor and economic growth of the sport industry in the 20th a qualif ed faculty member. A detailed journal and century and gain an understanding of the economic f nal report must be submitted for evaluation in principles. In addition students will understand why addition to a separate evaluation submitted by the budget and f nance is unique and critical aspect of f eld supervisor. Hours required: 400 hours. the sports industry. Students will gain knowledge in basic accounting principles, f nancial statements, SM452 Sport Management Senior Research sources of revenue, principles of budgeting and bud- Project get development. 6 credits DA: L3 CCT Students complete a signif cant independent research SM430 Senior Seminar in Sport Management or specialized project under the supervision of the 3 credits (fall) DA: L3 C SFM faculty. Topics must be pre-approved with the Prerequisite: senior standing in SFM. Department Chair before the f rst day of classes for T is senior seminar is designed to represent the f nal the term in which the student enrolls. course in the Bachelor of Science degree in SFM. T e focus of this course is the senior project. Over SO103 Introduction to Sociology the past four years students’ have acquired a wealth 3 credits (fall and spring) DA: L1 D of skills and knowledge and this project serves to Emphasizes the study of United States society within demonstrate that knowledge. T e goal of the senior the context of the global spectrum. Deals with social project is the transition of a student to indepen- institutions such as marriage, gender roles, urban- 158 ism, variations in family life, theoretical paradigms Prerequisite: SO103 stratif cation, population, and ecology. Contemporary social issues will be explored and analyzed through the lens of Media Satire. Selected SO104 Social Issues social issues will include: stratif cation, inequality 3 credits (spring) DA: L1 V within society, politics, environmentalism, terror- Prerequisite: SO103 ism, technology as an agent of socialization, gender Studies social problems on a global level in relation roles, race relations, health and disease, and ageism. to the society of the United States and the Western T ese and other social issues will be critically exam- world. Concentrates on the problem areas of popu- ined through various forms of media satire applied lation growth, consumerism, environmental issues, within contemporary popular culture. racial and ethnic groups, and other selected current topics from a sociological perspective. SO310 Leadership and Group Processes (SR) 3 credits (fall and spring) DA: L2 SI SO199 Selected Topics in Sociology Prerequisite: junior status or permission of the 3 credits (offered as needed) DA: N/A instructor. Prerequisite: open only with consent of the instructor. An analysis of leadership against the backdrop of Courses are offered periodically within the discipline group dynamics and processes. Content of the course that examine issues and problems in selected areas. includes history, theory, and experiential oppor- Course may be repeated with a change in subject tunities to explore the meaning of the leader’s role, matter. Prerequisite appropriate to each course will be qualities of ef ective leadership, the development of announced when the course descriptions are leadership skills, types of group interactions, inter- distributed. personal communication skills, and group conf ict and cooperation. Students are encouraged to explore SO207 Marriage and Family their own leadership potential while cultivating 3 credits (fall - even years) DA: L2 C those skills and capabilities necessary for ef ective Prerequisite: SO103 group management. Provides a broad survey of marriage as a social institution. Emphasizes topics such as theoretical SO399 Special Topics in Sociology perspectives and research methodologies, 3 credits (of ered as needed) DA: N/A historical trends, relationship dynamics, gender Prerequisite: junior status and permission of the roles, sexuality, legal considerations, marital instructor. adjustments and transitions, parenthood, family Designed as an upper-level elective course specif - st ress, and crises. cally for junior and senior students, when of ered, the academic department introduces a unique and SO227 Human Sexuality exciting topical course which isn’t part of the tradi- 3 credits (fall - odd years) DA: L2 V tional curriculum. Special Topic courses are of ered Prerequisite: SO103 as needed and as interest arises. Ofers f an in-depth analysis of human sexuality from sociological, psychological, cultural, and biological TH110 Stagecraf and Play Production I (SR) perspectives. Focuses on such topics as sexual mat- 3 credits (fall) DA: L1 C uration and reproduction, sexual identities, sexual T is hands-on course provides the student with drives and response cycles, relationship dynam- practical knowledge of processes involved in putting ics, sexual lifestyles, sexual health and disease, and on a theatrical production. Areas covered include sexual dysfunctions. Emphasizes the nurturance of acting, directing, lighting, sound, costume, makeup, more knowledgeable, tolerant, sensitive, and respon- scenery construction/painting, and backstage crew sible sexual attitudes and behaviors. assignments that allow students to experience theater f rsthand. SO230 Selected Social Issues Through the Lens of Media Satire TH130 Introduction to Acting I 3 credits (ofered as needed) DA: L1 CCT 3 credits (fall) DA: L1 C 159 T is is a practical course, dealing with the basic DA: L3 C skills of the actor. Exercises and discussion of the Prerequisite: Open only with consent of the instruc- techniques of emotion, memory, imagination, exten- tor. sion, concentration, scene analysis, and the use of Allows the department to design a course outside the the voice and body are employed. Various theories of normal of erings. In any given semester, the course acting are discussed, and frequent performances and content and format is developed for students with critiques are a part of the content. special interests and demonstrated abilities. Course may be repeated with a change of topic. TH150 Stage Makeup 3 credits (spring) DA: L1 APS WL110 Beginning Spanish I (G) A hands-on course devoted to understanding, 3 credits (fall) DA: L1 C developing and applying the skills and principles of Prerequisite: T is course is open only to students makeup and adapting designs to f t dif erent facial with no prior ability in the Spanish language. Stu- structures. dents may be required to interview or take a placement test. TH199 Special Topics in T eater Acquaints students with fundamentals of elementary Credit hours by arrangement (of ered as needed) Spanish, using only the present, future, and preterit DA: L1 C tense. Emphasizes essential grammar instruction Prerequisite: Open only with consent of the instructor. and practice in basic writing, reading, and conversa- Allows the department to design a course outside the tion. normal of erings. In any given semester, the course content and format is developed for students with WL111 Beginning Spanish II (G) special interests and demonstrated abilities. Course 3 credits (spring) DA: L1 C may be repeated with a change of topic. Prerequisite: Successful completion of WL110 or the equivalent. Students may be required to interview or TH210 Stagecraf and Play Production II (SR) take a placement test. 3 credits (spring) DA: L2 APS Gives students who are familiar with the basics an Prerequisite: TH110 opportunity to improve further their ability to use T is course explores methods, techniques and the- the Spanish language. Emphasizes reading, writ- ories based on the principles and practical conven- ing, and conversation. Studies Spanish grammar in tions of set construction, draf ing interpretation for detail. Students monitor current events in the Span- prop and scenery design and scenic painting. ish speaking world as they familiarize themselves with Hispanic culture. TH230 Introduction to Acting II 3 credits (spring) DA: L2 APS WL120 Beginning French I (G) Prerequisite: TH130 3 credits (fall) DA: L1 C A continuation of the emphases of Acting I. Addi- Prerequisite: T is course is open to students with no tionally, Acting II focuses on dramatic processes as prior ability in the French language. Students may be they formalize into theatrical performances. Scene required to interview or take a placement test. study, improvisation and one-act play presentation Introduces students to a basic foundation in French will constitute the majority of class work. grammar through a structured, active oral approach. Aims to provide basic prof ciency incorporating per- TH270 Advanced Acting sonal expression, cultural insights, and a specialized 3 credits (fall) DA: L2 C vocabulary for practical application in professional T is course will build upon TH130 for those stu- and job-related situations. Stresses understanding dents wishing to pursue a greater understanding of modern conversational French, reading and writing the craf . skills, and speaking ability, while emphasizing the extent of the francophone world. TH399 Special Topics in T eater Credit hours by arrangement (of ered as needed) 160 conversation. T is course will also provide a more WL121 Beginning French II (G) advanced connection to other disciplines through 3 credits (spring) DA: L1 C the study of Arabic culture and art. Prerequisite: Successful completion of WL120 or the equivalent. Students may be required to interview or WL199 Special Topics in World Language take a placement test. Credit hours by arrangement (of ered as needed) Continues the introduction to French, with empha- DA: N/A sis on listening and speaking skills. Increases Prerequisite: Open only with consent of the instruc- vocabulary through textual presentation and use in tor. conversations, reading, and writing. Reviews basic Allows the department to design a course outside the grammatical structures, introduces intermediate normal of erings. In any given semester, the course grammar, highlights cultural topics, and current content and format is developed for students with events in the French-speaking world. Designed to special interests and demonstrated abilities. Course lead to a conscious control of the language. may be repeated with a change of topic.

WL130 Beginning Italian I WL210 Intermediate Spanish I (G) 3 credits DA: L1 C 3 credits (fall) DA: L1 C WL130 will be an introductory course to the lan- Prerequisite: Successful completion of WL110, more guage, art and culture of the Italian people. T is will than two years of high school study, or the equiva- be a cross-cultural communication course that will lent. Students may be required to interview or take a focus on reading, writing, listening, and speaking placement test. Italian. It will also assist the student in understand- Focuses on conversation and reviews of grammar. ing Italian culture and art. Also the reading of short stories, poems and articles gives students who are in command of the essentials WL131 Beginning Italian II of Spanish a chance to further improve their f uency 3 credits DA: L1 C in the language. Gives an opportunity to learn more Prerequisite: Successful completion of WL130. about Hispanic culture by reading and discussing Using the prof ciency of Italian I, the student will current events. engage in conversations using the language to express opinions, emotions and share information WL211 Intermediate Spanish II (G) with the instructor and with other students. T is 3 credits (spring) DA: L1 C course will also provide students with the ability to Prerequisite: Successful completion of WL210 or the develop oral presentation skills on a culture-related equivalent. Students may be required to interview or subject using multimedia technology in Italian. take a placement test. Stresses improved f uency through conversation WL140 Beginning Arabic I and reading with special attention given to writing 3 credits DA: L1 C papers and discussing novels. Specif c content may T is course prepares students for a cross-cultural vary, however, depending on the needs and interests communication exercise through the study of the of individual students. Arabic language. It includes reading, writing, listening, speaking and culture. It provides connections WL220 Intermediate French I (G) to other disciplines through the study of Arabic and 3 credits (fall) DA: L1 C develops awareness of Arabic culture and art. Prerequisite: Successful completion of WL121 or the equivalent. Students may be required to interview or WL141 Beginning Arabic II take a placement test. 3 credits DA: L1 C Synthesizes the essential elements of the language Prerequisite: Successful completion of WL140. through study of advanced grammatical structures T is course is based upon prof ciency in WL140. Stu- with particular emphasis on improving written and dents will continue their cross-cultural communica- conversational prof ciency. Students are expected tion exercises through the study of language through to manipulate language structures in order to gain 161 skills in surviving situations using French. Readings focus on French culture and current events. Assignments and class work focus upon creative conversation skills, specially selected films, and basic readings exploring French culture and civilization. NOTE: WL220 is useful for those who wish to develop their French as a marketable skill.

WL221 Intermediate French II (G) 3 Credits (spring) DA: L1 C Prerequisite: Successful completion of WL220 or the equivalent. Students may be required to interview or take a placement test. Continues the thorough and accelerated study of French grammar and vocabulary, and insists upon participation and self-expression by students. Prepares students for the literary and practical applications of the language in subsequent courses and life applications. Class work and assignments focus on increasing conversational ability and listening comprehension through discussion of practical situations and contemporary French culture and business practice. Materials taken from a variety of sources including French periodicals, videos, cartoons, tapes and an introductory business text. NOTE: WL221 is especially useful for students planning future study or work in a French-speaking country.

WL339 Special Topics in World Language Credit hours by arrangement (offered as needed) DA:N/A Prerequisite: Open only with consent of the instructor. Allows the department to design a course outside the normal offerings. In any given semester, the course content and format is developed for students with special interests and demonstrated abilities. Course may be repeated with a change of topic.

162 BOARD OF TRUSTEES 2017-2018

OFFICERS

Kevin R. Hennessy, J.D. David G. Sandberg P’11 Board Chair Vice Chair

Bridget Baird, Ph.D. D. Scott Gibson Secretary Treasurer

MEMBERS OF THE BOARD

Matthew Moneypenny .BSL#VSLF Robert K. Musil, Ph.D., M.P.H. H’09 3JDIBSE$BSMTPO Barbara E. Pratt & Charles A Pratt P’17 1BUSJDL$BVMGJFME 115 Tom Ruf ng & Kim Rugging, Ph.D. P’17 /BODZ%PMBO Mark Shoemaker, AIA 1FHHZ'MPPE &E%1 Janet L. Steinmayer, J.D. 4BNBOE+BOF'MPPE John P. Tymitz, Ph.D. -VDZA. -FTLF1

163 FACULTY DIRECTORY

Vice President for Academic Affairs/ Paul L. Brindamour, M.B.A. Dean of the College Assistant Professor Department of Business Administration Catherine E. Wright, Ph.D. B.A., University of Rhode Island B.S., Ball State University M.B.A., Boston University M.A., Ball State University Ph.D., University of Connecticut Tara L. Broccoli, Ph.D. Associate Professor and Chair Full Time Faculty Department of Behavioral Sciences B.A., Connecticut College Kimberly J. Blake, Ph.D. M.S., Rutgers University Professor and Chair Ph.D., Rutgers University Department of Life Sciences B.A., Mount Holyoke College Robert O. Forcier, M.B.A. M.A., Fairf eld University Associate Professor Ph.D., University of Connecticut Department of Hospitality & Tourism B.S., University of Massachusetts Nancy M. Bombaci, Ph.D. M.B.A., Johnson and Wales University Associate Professor Department of Humanities Marc H. Goldsmith, M.A. B.A., Trinity College Associate Professor and Chair M.A., Trinity College Department of Communication Arts Ph.D., Fordham University B.A., Bucknell University M.A., Bucknell University David J. Brailey, Ed.D. Assistant Professor and Chair Daniel Kresge, Ph.D. Department of Education Associate Professor B.S., Southern Connecticut State University Department of Sport & Fitness Management M.S., Southern Connecticut State University B.S., Hobart College Ed.D., St. John’s University M.S., University of New Haven Ph.D., University of Rhode Island Denise A. Braley, Ed.D. Associate Professor Kimberly Mansfield, M.A. T. Department of Hospitality & Tourism Assistant Professor B.S., Albertus Magnus College Department of Education M.S., Rensselaer Polytechnic Institute B.S., Eastern Connecticut State University Ed.D., NOVA Southeastern University M.A.T., Sacred Heart University

164 Jennifer Mauro M.S. Dean A. Roberts, M.S. Assistant Professor Assistant Professor and Chair Department of Behavioral Sciences Department of Sport & Fitness Management A.A., Mitchell College B.S., Trenton State College B.S., Mitchell College M.S., Springf eld College M.S., University of New Haven Luke Walden, M.F.A. Jennifer M. O’Donnell, M.A. Assistant Professor Associate Professor and Chair Department of Communication Arts Department of Humanities B.A., Brown University B.A., College Misericordia M.F.A., Rhode Island School of Design M.A., University of Connecticut Karen Ward, M.A.L.S. Jef rey O’Leary, Ph.D. Associate Professor Assistant Professor Department of Communication Arts Department of Humanities B.S., Southern Connecticut State University B.A., T iel College M.L.S., Wesleyan University M.L.I.S., University of Pittsburgh M.A., Kent State University George K. Wezner, M.S. Ph.D., Kent State University Assistant Professor and Chair Department of Law & Justice Policy Studies Linda M. Perry, Ph.D. B.S., University of New Haven Assistant Professor M.S., Rensselaer Polytechnic Institute Department of Behavioral Sciences B.S., University of Rhode Island M.A., University of Connecticut Ph.D., University of Connecticut

Patricia Phillips, Ph.D. Associate Professor/Teacher Certif cation Of cer Department of Education B.A., Fairleigh Dickinson University M.S., Southern Connecticut State University Ph.D., University of Connecticut

Christine Ramsay, Ph.D. Assistant Professor Department of Life Sciences B.S., Providence College M.S., University of Rhode Island Ph.D., Northeastern University

165 ACCREDITATION STATEMENT

Mitchell College is accredited by the New England Accreditation by the New England Association is Association of Schools and Colleges, Inc., a non- not partial but applies to the institution as a whole. governmental, nationally recognized organization As such, it is not a guarantee of the quality of every whose af liated institutions include elementary course or program of ered or the competence of schools through collegiate institutions of ering post- individual graduates. Rather, it provides reasonable graduate instruction. assurance about the quality of opportunities available to students who attend the institution. Accreditation of an institution by the New England Association indicates that it meets or exceeds criteria Inquiries regarding the status of an institution’s for the assessment of institutional quality periodi- accreditation by the New England Association cally applied through a peer group review process. should be directed to the administrative staf of the An accredited school or college is one which has school or college. Individuals may also contact the available the necessary resources to achieve its stated Association: purposes through appropriate educational programs, is substantially doing so, and gives reasonable New England Association of Schools and Colleges evidence that it will continue to do so in the foresee- 3 Burlington Woods Drive, Suite 100 able future. Institutional integrity is also addressed Burlington, MA 01803-4514 through accreditation. 1-855-886-3272 781-425-7785

166 800-443-2811 mitchell.edu 437 Pequot Avenue New London, CT 06320