1

Antioch University Midwest

2012-2013 Catalog

900 Dayton Street Yellow Springs, Ohio 45387 937-769-1800 http://midwest.antioch.edu

2 2012-2013 Catalog Ellen W. Hall, Ph.D., Interim President The Student Services Division publishes the Antioch University Antioch University Midwest Catalog. We make every effort to provide accurate and up-to-date Midwest information; however AUM reserves the right to change, without notice, statements in the catalog Welcome to Antioch concerning policies, fees, curricula, course University Midwest offerings and other matters. (AUM), a University especially for adult As a matter of policy, and in accordance with the learners like you who Civil Rights Act of 1964, Title IX of the Education wish to satisfy a dream, Amendment of 1972 and other state and federal position yourselves for a laws, Antioch University Midwest does not better opportunity, or discriminate on the basis of race, color, sex, advance in your national origin, religion, handicap, age, sexual profession. Perhaps you have goals in all of these preference or marital status in recruiting and areas. You may complete a baccalaureate degree admitting students, awarding financial aid, already begun. Or perhaps you have completed your recruiting and hiring faculty and staff, or undergraduate degree, and wish to begin a master’s operating any of its programs and activities. (AU program in Teacher Education, Conflict Analysis, or Affirmative Action and Equal Opportunity policy Management and Leading Change. You may also 4.005) design your own master’s degree through our Antioch University Midwest is an integral part of Individualized Master’s Program. Many options are Antioch University, which is accredited by the available to suit your needs. Commission on Institutions of Higher Education At AUM, we think of ourselves as an innovative of the North Central Association (NCA) of intellectual center which educates individuals and Colleges and Schools, 30 North LaSalle Street, organizations who face change, seek lives of Suite 2400, Chicago, Illinois, 60602-2502, meaning, and value personal and professional 312-263-0456, excellence. You may attend classes on the AUM www.nchahigherlearningcomission.org. campus, or take them on line supported by on- Additionally, Antioch University Midwest’s School campus residencies. of Education licensure programs for teachers and principals are approved by the Ohio State Antioch University Midwest in Yellow Springs is the Department of Education and have received Ohio campus of Antioch University, a national accreditation by NCATE: National Council for university with five campuses. Campuses include Accreditation of Teacher Education. NCATE Antioch New England in Keene, NH; California accreditation is a mark of distinction, and campuses in Los Angeles and Santa Barbara; and provides recognition that the college of education Antioch University Seattle in the Northwest. Antioch has met national professional standards for the University provides learner-centered education to preparation of teachers and other educators. empower students with the knowledge and skills to lead meaningful lives and to advance social, Antioch University’s credentials also include economic, and environmental justice. federal government recognition of eligibility for various forms of federal assistance, grants, and At Antioch Midwest we believe in our students’ contracts, including the eligibility of Antioch potential and in the principles of social justice and students for federal financial aid and veteran’s inclusion that define an excellent university. We are benefits. The University is in compliance with committed to working with you so you can succeed in appropriate federal laws and regulations the ways you choose. concerning civil rights, affirmative action, tax exemption, and eligibility for foundation support. All the best to you, If you have questions or comments regarding this publication, please direct them to Antioch University Midwest, Student Services Division, Ellen Hall 900 Dayton Street, Yellow Springs, Ohio 45387, Interim President 937-769-1818 or [email protected].

3 HISTORY OF ANTIOCH UNIVERSITY Semester Conversion at AUM MIDWEST Starting with this year’s fall term, Antioch In 1988, the School of Adult and Experiential University Midwest changed from a quarter- Learning became known to our region as a place based academic calendar to a semester- where working adults could pursue a classic, liberal based academic calendar. This change was arts education toward the completion of an made in light of the decision by the State of undergraduate degree on the campus of Antioch Ohio to have all public higher education College in the heart of Yellow Springs. institutions to be on a semester calendar by the start of Fall 2012. While Antioch University The School became quite populated throughout the Midwest is a private institution and was not years and in the early 1990’s began offering required to make this change, we decided to Master’s programs. The Master’s degree in convert to make the process of transferring Management is one of the most popular degrees from one institution to another as easy and ever sought through our school and was originally seamless as possible. modeled around The Human Side of Enterprise, which was written by Douglas McGregor. If you are a new student, this change will not McGregor was one of Antioch’s most revered affect you, since all of your Antioch work will Presidents from 1948-1954 and it was his name be on a semester basis. If you are a which took the school to its next phase as The continuing student, you will see some changes McGregor School of Antioch University in 1994. As in the calendar, in some academic and the Antioch University system continued to align its administrative policies, and in some degree brand, the name evolved to Antioch University requirements. Our watchword in making this McGregor in 2001. This name change offered transition has been to ensure that our consistency through the university system, as all conversion to semesters has no negative campus names began with “Antioch University.” impact on you. In 2010, it was noted that all Antioch University If you have questions or concerns, please talk campuses also celebrated a regional influence. with your advisor, with the staff in your The campuses in Santa Barbara, Los Angeles, academic program office, or with anyone in Seattle and New England all declare their place on the Student Administrative Services area. the map. At that time, it was determined our campus should do the same and decided to boldly Student Administrative Services claim, not the city of Yellow Springs, not the state Division of Ohio, but the entire Midwest as its region of greatest service and influence. And so we stand, Mon-Fri 8:30 am – 5:30 pm after 25 years of advancing lives, Antioch Sat. 7:30 am – 3:00 pm University Midwest. We are better prepared to Other hours available by appointment serve our students and community than ever and look forward to celebrating another 25 years! Admissions Phone: (937) 769-1818

Email: [email protected]

Financial Aid

Phone (937) 769-1841

Registrar Phone (937) 769-1665 Email: [email protected]

Student Accounts Phone (937) 769-1038

Development and Alumni Services Phone (937) 769-1842

4 Use of this Catalog 2012-2013 ACADEMIC CALENDAR The contents of this catalog have been written and published for the purpose of providing an overview of the Summer Quarter 2012 programs and policies at Antioch University Midwest. May 19 Open registration begins The information contained is as current and complete as June 16 Late registration begins publication deadlines permit. Students are strongly ($50 late fee) encouraged to make note of changes that may modify June 23 Summer quarter begins or update the content of this catalog. Once prospective July 4 No Classes: Independence Day students have identified the programs that interest them, Holiday they are encouraged to contact the Student Services July 15 2012 Annual Commencement Division to request more and detailed information about Ceremony admission to a program. August 11 Summer quarter ends As part of Antioch University, policies and procedures of Antioch University Midwest must adhere to comparable policies at the University level. University policies are CONVERSION TO SEMESTERS BEGINS! available for view at www.antioch/policies. Throughout this Fall Semester 2012 catalog, individual University policies are referenced by number, and may be accessed from this site. Aug 3 Open registration begins Aug 18 Late registration begins The fees, programs, and policies contained in this catalog ($50 late fee) are effective with the Fall 2012 semester. Antioch Aug 25 Fall semester begins University Midwest reserves the right to make changes Sept 1-3 No classes: Labor Day Break without prior notice in policy, regulations, tuition and fees Nov 21-25 No classes: Thanksgiving Holiday subsequent to the publication of this catalog. It is the Dec 15 Fall semester ends student's responsibility to know and follow current Dec 24-Jan 1 AUM closed: Winter Break requirements and procedures at the program and school levels. Information in this catalog does not constitute an agreement between Antioch University Spring Semester 2013 Midwest and the student. Full descriptions of policies, Nov. 26 Open registration begins procedures and program requirements may be found in Dec 22 Late registration begins the Student Services Division. ($50 late fee) Jan 5 Spring semester begins Jan 21 No classes: Martin Luther King Day Feb 18 No classes: Presidents’ Day April 18 Spring semester ends

Summer Term 2013 Note: Contact your academic program about start and end- dates for specific courses.

Mar 8 Open registration begins April 13 Late registration begins ($50 late fee) April 26 Summer term begins May 19 2013 Annual Commencement Ceremony May 25-27 No classes: Memorial Day Holiday July 4 No classes: Independence Day Antioch University Midwest (AUM) is a Holiday recognized national leader in adult learning. Aug 1 Summer term ends AUM provides undergraduate bachelor’s degree completion and master’s programs.

5 CONTENTS Accreditation 3 MISSION OF ANTIOCH UNIVERSITY Academic Calendar 5 Antioch University provides learner-centered Mission, Purpose and Vision of education to empower students with the Antioch University Midwest 6 knowledge and skills to lead meaningful lives Undergraduate Studies Program (B.A.) 7 and to advance social, economic, and Undergraduate Majors 10 environmental justice. Undergraduate Course Descriptions 18 Graduate Programs 32 Conflict Analysis and Engagement (M.A) 32 VISION OF ANTIOCH UNIVERSITY Healthcare Consumer Advocacy Certificate 37 Antioch aspires to be a leading university Individualized Masters of Arts (M.A.) 38 offering learners and communities Management & Leading Change (M.A.) 42 transformative education in a global context that fosters innovation and inspires social Teacher Licensure Programs (M.Ed.) 46 action. Adolescent & Young Adult Education 47 Early Childhood Education 48 Early Childhood Generalist Endorsement 48 DIRECTION FOR ANTIOCH Middle Childhood Education 48 UNIVERSITY MIDWEST Middle Childhood Generalist Endorsement 49 Reading Licensure Endorsement 49 Antioch University Midwest educates adults Special Ed: Mild to Moderate 49 and organizations who face change, seek lives of meaning and value personal and Special Ed: Second License Option 49 professional excellence. Educational Leadership (M.Ed.) 50 Graduate Course Descriptions 52 Student and Administrative Services 78 Admissions 78 Disabled Student Services 81 Registration 81 General Academic Policies 84 General Administrative Policies 94 Financial Aid 102 Student Accounts 103 Development and Alumni Services 104 AUM Faculty and Staff 106 Antioch University Administration 108 Antioch University Midwest Board of Trustees 109 Antioch University Board of Governors 109

6 UNDERGRADUATE STUDIES both better understand our complex and PROGRAM changing world and to function as effective leaders in a diverse society. Program Objective These courses are designed to provide a The undergraduate program has four principal foundation for more specialized study in the curricular goals. We are committed to ensuring majors and strengthen the student’s ability in that our students develop analytical writing skills, analysis, research, writing, and group integrate diverse perspectives, master the content discussion. in an academic discipline, and demonstrate group interaction skills. Degree Requirements Program Design Requirements for a Bachelor of Arts degree As a degree completion program, the Under- at AUM include a minimum of 120 semester graduate Studies Program is not designed to credit hours. Of the 120 credits, a minimum provide a full four years of college. There is no of 45 must be completed at AUM. attempt to replicate the variety of courses found at the lower levels. Other policies which affect the degree requirements: At Antioch University Midwest (AUM), analytical No credits, regardless of their writing and oral presentations take precedence • source, may be applied toward more over testing. Emphasis is on individual progress than one degree, either within or in relation to personal abilities and goals instead outside of AUM. The only exception of competition with other students for traditional to this rule is that credits earned as letter grades. Faculty write individualized part of a regionally accredited narrative evaluations for each course a student associate’s degree may be applied takes. toward the B.A. to the extent that Letter grade equivalents are provided to students they do not conflict with any other whose employer or other funding agency that limitations. require a letter grade to reimburse a student. • A student portfolio is required. This These unofficial letter grades will not appear on culminating project is a final (2-3 your official AUM transcript and their sole purpose page) reflective paper addressing is for student reimbursement. For more the student’s growth and progress information, see the Undergraduate Studies during matriculation. It includes program office. examples of previously completed papers that illustrate achievements Most required classes are taught on Saturdays to in areas being assessed. fit the lifestyles of adults who work during the week. There are a few exceptions to this. During • The final 9 semester credits applied the summer term, only three courses are offered toward the B.A. must be earned in on Saturdays. If a student wishes to take a full- undergraduate classes at AUM. time load of 9 semester credits, there are online and evening classes offered. Articulation Agreements with The valuable knowledge that adult learners have Community Colleges gained through life experiences may be converted to college credit when students compile portfolios The Undergraduate Studies Program has to document that college-level learning has articulation agreements with area community occurred. WKS356A Experiential Learning colleges and with Ivy Bridge whereby all credits Seminar guides the student through this process.. required for their Associate’s degrees will be accepted, assuming the credits meet the The Undergraduate Studies Program at AUM guidelines for transfer credit. offers an integrated series of general education courses which explore an essential range of personal, cultural, technological, and Transfer Credit ecological issues designed to help students Transfer credit for courses taken at other

7 institutions is based on analysis of official accepted by articulation agreement with another transcripts from those institutions. See the college or university: institutional policy section for additional details Communication (e.g., English, composition, regarding transfer credit guidelines (pp. 93-94). public speaking, journalism, foreign In the undergraduate program, transfer credit is languages, media) applied in the first semester of enrollment. (e.g. Subsequent to enrollment, approval from the Natural Sciences and Technology Faculty Advisor is required for any course to be biology, chemistry, physics, earth science, taken at another institution for which the student engineering, mathematics, statistics) wants credit applied toward the AUM degree. Arts and Humanities (e.g., art, music, Upon completion of the work, official transcripts dance, political science, theater, philosophy, must be forwarded to the Registrar’s Office. history, literature, theology) All undergraduate students transfer credits into the Social Sciences (e.g., sociology, program, therefore the following regulations apply anthropology, psychology, gerontology, to transfer credits (see also AU Prior Learning human services, education) Policy 5.613): Management Science (e.g., marketing, A. Grade of “C-” or better (or the equivalent) accounting, finance, economics, human must have been earned resources) B. Of the 120 semester credits required for In addition to transcript-based transfer graduation, at least 45 credits must be credits, a maximum of 30 credits (the completed at AUM (our residency equivalent of one year) may be granted for requirement) non-classroom learning of all kinds (CLEP or C. A maximum of 75 approved transfer credits DANTES exams, evaluated experiential may be applied to the AUM degree. These learning, etc.) CLEP and DANTES will be must be from regionally accredited evaluated from original documentation only. institutions. D. Of the 75 approved transfer credits, no Experience-Based Learning Credit more than 60 lower-division credits (usually Because AUM was established primarily to numbered “100” or “200” range) may be serve the needs of adult learners, we value approved for transfer. Note: exception for the range and depth of experience that our students with associate’s degrees from the students bring to their educational area’s regionally-accredited community experience. To that end, we offer colleges. opportunities to earn academic credit for E. Approved upper-division credits (“300” and experience-based learning. “400” level) may be accepted in transfer and applied toward the degree as long as This learning experience may be from: the total number of transfer credits does not employment or volunteer work experience, exceed 75. job-related seminars or other training, non- credit course work or conferences, informal study groups, hobbies or recreational Because each major has a specific credit activities, participation in groups or requirement, the number of credits required for organizations at work or in the community, graduation may occasionally exceed 120, if the and travel or other foreign experience. student’s transfer credits approach the maximum Portfolio Option: WKS356A and if the major requires more than 45 credits. Experiential Learning Seminar: This option aids the student in obtaining To insure breadth and balance in the liberal arts college credit for specific skills, degree, the 60 lower-division credits must be information or concepts learned distributed within the five areas described below. through life experience, which could No more than 40 transfer credits may be accepted also be learned in college courses. in any one of the following areas unless otherwise

8 Pursuing credit through this option involves taking on a report of scores sent by the a workshop that guides students to prepare a testing agency. detailed document called a portfolio. • Credit for Educational The course should be taken as soon as possible Experiences in the Armed after the completion of GNED-3310 Literary Services: Credit may be granted Analysis and Argument. This course requires the toward the degree for experiences instructor’s approval for registration. in the Armed Services that are The portfolio presents documentation of the applicable to the degree student’s experience-based knowledge in one requirements. AUM follows the particular subject matter area for which credit guidelines published by the does not appear elsewhere on the transcript. In American Council on Education order to document the knowledge, the student (ACE) for evaluating education in prepares a written narrative and provides the military. additional documentary evidence. • Credit for Training Programs: The written narrative includes the learning Credit may be granted for business, outcomes that have resulted from the life industry, union, or government training experience, and a discussion of the major programs that have been evaluated by theories, concepts or models related to the the American Council on Education subject matter area. The documentary evidence (ACE) or the New York Regents consists of items that demonstrate what the National Program on Non-Collegiate student knows, such as work products, training Sponsored Instruction (PONSI) for certificates, letters written by supervisors, or other courses applicable to the AUM degree. documents. Credit is based on the report issued by A faculty assessor reviews the portfolio and the sponsoring organization to AUM’s determines the final number of credits to be Registrar. awarded. Students with extensive experience- In addition, the faculty, based on the based knowledge may prepare more than one recommendation of the Registrar, may portfolio but this type of credit cannot exceed the accept some emergency medical maximum of 30 semester credits non-classroom technician and paramedic training, as learning. Portfolios may be submitted to the end of the semester following the initial workshop and well as some law enforcement training. before the beginning of the semester preceding • Credit for hospital-based nursing graduation. and other allied health programs: Experience-based prior learning credit is not Hospital-based nursing and other allied recommended for all students. The portfolio health programs often provide an preparation option requires self-discipline in excellent education in social science addition to strong writing, self-reflection, and and basic science, for which some analytical thinking skills. The Undergraduate credit may directly transfer. The Studies Program faculty and staff can assist passing of the nursing licensure exam interested students in deciding whether they further indicates mastery of scientific can benefit by pursuing this options. study. B. Other types of prior learning credit Upon review by the Registrar, up to 60 semester credits earned in a nursing or Credit by examination: Credit • other allied health program from a diploma may be granted for CLEP and program approved by the National League DANTES examinations if of Nursing (NLN) may be accepted if the adequate scores are achieved, the subject material is not student holds the RN license (a copy must duplicated by credits from other be provided to the Registrar). Allied health sources, and the subject is students may also develop prior applicable to the degree experiential learning portfolios for activities requirements. The credit is based not covered by an academic transcript.

9 Majors in Undergraduate Studies disease. Graduates will be prepared to be Program educators and advocates in the health and wellness field. Courses are provided that All majors share goals in common. Students may support the development of one’s own major in more than one field or take courses in business. any major as electives, provided the student meets the prerequisites. This degree examines how we define good health and the ways that governments, institutions, and traditional and alternative Early Childhood Education medical practitioners can interact with Through the Early Childhood Education major, individuals to support good health across the students complete an undergraduate degree and lifespan. Students who pursue this degree earn an initial two-year provisional teaching find careers in healthcare administration, license to work with students pre-school through public health, wellness programs in business grade three, ages three through eight. Students and industry, complementary and alternative who pursue this degree may find employment as medicine, and care for the aging. preschool teachers, Head Start teachers, Students complete 21 credits in general kindergarten through third-grade teachers in education and 33 credits for the major. public schools, or preschool directors. Our general education courses provide a foundation in the liberal arts, social sciences, Human Services Administration natural sciences, and writing for students in all Students majoring in Human Services majors. These courses enhance the student’s Administration receive a combination of self-awareness, ability to think critically, provide knowledge and skills in both management multicultural perspectives on modern society, and and human development, thus providing a develop an understanding of international and strong foundation for administrative and/or global issues. managerial roles in human service and non- This major includes coursework combined with profit organizations. Graduates from this PK-3 classroom field experience. We prepare program have a breadth of understanding of early childhood teachers to recognize and the work place that allows them to excel in value the partnership between families, administration because of their communities and schools in promoting each understanding of people. Students who child’s development. Our students understand pursue this degree can enter a variety of the role that teachers play in creating human service, business, government, and environments that are healthy, respectful, nonprofit careers. supportive, and challenging. In addition, our graduates accept personal responsibility as Students complete 21 credits in general teachers, understand the needs of each education and 27 credits for the major. individual child, and foster access to meaningful learning environments for all children. Humanities Students transfer or complete 60 lower- Careful study of the great works of literature and division semester credits prior to declaring a philosophy of ancient, classic, and modern major in early childhood education. Upon civilizations helps AUM Humanities students acceptance into the BA-ECE major, students discover how people over time have fathomed the then complete 24 required general education cosmos, organized their communities, defined and 46 required major credits to complete their their identities and developed relationships with degree. others beyond their borders.

Health and Wellness Students also study patterns of daily life, the work of women as well as men, the role of This major was created to address the leadership and authority, the clash of cultures, current need for societal understanding that the development of global trade, the unending health is much more than the absence of

10 wars over religions and resources and the examine the craft of other writers (both birth of our modern intellectual movements. historical and contemporary), looking at formal elements of the work, including the Close reading and intense class discussion elements of language, character, story, deepens students’ understanding of the vast theme, rhythm, and tone. Exposure to diversity of humanity and provokes new different styles and content often expands a insights concerning issues that continue to writer’s own sense of voice, style, and perplex nations and individuals. creative interests. Identifying literary models among historical and contemporary writers Prior to registering for classes, students must can also help students begin to understand meet with their advisor in order to work out a the work within a context of time, place, and course sequence that best aligns with their culture. personal and career interests. 3. Analyze writers’ roles in local and Students complete 18 credits in general global contexts education, and 36 credits for the major. This objective calls upon students to consider the impact that creative writing has Liberal Arts: Literature and Creative in our world. Students are encouraged to Writing Track consider the importance of writers in community, society, and culture—to move The world of today is text saturated. From smart toward a contextual understanding of one's phones to the Internet to “old school” forms of own voice in a continuum of writers. In doing communication like magazines, newspapers and so, students may consider political issues books, the written word permeates our lives. To that affect writers, such as censorship, the accurately express thoughts, motivations, ideas role of activist literature, independent vs. and dreams in writing is one of the foundational corporate publishing and bookselling, and skills in a variety of practical and creative fields. the inclusion of previously marginalized While the aspiring fiction or non-fiction author will voices in the canonization of literature. benefit from this program, individuals thinking of Students are also called to consider personal careers in marketing, strategic communications, responsibilities in their work, such as education, or development may also realize questions of representation, identification of dividends. Where grants and reporting are part of self in society, agency, and considerations of the culture, the writer still has a place. The liberal truth in writing. arts concentration in literature and creative writing 4. Apply foundational skills of a creative prepares aspiring writers through four main writer objectives: These skills include the ability to comment on 1. Develop the craft of writing in multiple the work of other writers, participate in a genres writing community, and apply best practices of This objective encourages students to editing and grammar. These abilities help explore literary expression in order to establish the foundation for professional achieve greater proficiency in their own craft effectiveness and continued academic study. as writers. The practice of writing in multiple Students complete 18 credits in general genres introduces students to different forms education and 42 credits for the major. of creative writing, including (but not limited to) fiction, creative non-fiction, poetry, playwriting, and the blurring of genres often Management (General and Project found in more experimental forms of creative Management Tracks) writing. The Management major develops leaders who 2. Demonstrate the ability to do a close bring outstanding management skills and reading of literature understanding to the critical problem of This objective cultivates students’ ability to coordinating organizational activities in rapidly

11 changing business environments. Students who stress, sea levels rise, and natural resources pursue this degree are well-qualified for careers in become more scarce. corporate and non-profit organizations as Our graduates will enter the workforce, as well as managers, supervisors, entrepreneurs and the world at large, as full participants in the administrators. ensuing dialogue, and offer fresh voices and ideas The degree provides both theoretical knowledge that are desperately needed, placing them on the and opportunity for application of theory in the frontlines of a series of global debates. In basic academic areas expected of managers. response to the intensifying environmental These areas include management science, problems and social inequities facing humanity today, the B.A. in Sustainability will prepare accounting, budgeting, and economics, as well as informed and disciplined researchers, scholars, law, marketing and decision making. Emphasis is community leaders, and activists who will placed on the development of logical reasoning advocate for equitable social and environmental and critical thinking skills. change, and who will be skilled in hands-on As an alternative to the general management problem solving. track, students may choose a project Students complete 15 credits in general management track. Project management is a skill education and 39 credits for the major. enabling managers to better meet deadlines, estimate effective control budgets, and achieve results. The effective management of people to accomplish tasks is central to success. More and more organizations value the expertise of trained Academic Components of the project managers. National certification exams Curriculum exist for those interested in pursuing this field The curriculum consists of diverse modes of even further. study; a balanced distribution of credits, an In the tradition of Douglas McGregor, past integrated set of course offerings, and topical President of Antioch College whose philosophies electives. informed the development of Antioch University The basic modes of study are as follows: Midwest, students of management consider techniques to implement McGregor’s concept that Courses (3 credits each): Classes meet for 15 the management process can indeed be a human semester weeks. and humane enterprise. Independent Study (1-3 credits each): Self- Students complete 21 credits in general education directed study approved by the faculty advisor and 30 credits for the general management track, and organized by the advanced student and a or 21 credits in general education and 33 credits faculty member. Independent studies are for the project management track. designed primarily to give students the option of in-depth study of special topics not offered in the Sustainability regular curriculum. The Sustainability curriculum is comprised of a cohort-based sequence of courses in the natural sciences, social sciences, and humanities, including six courses that have an applied, Degree Requirements experiential learning component. Students can also take advantage of study abroad opportunities through Antioch Education Abroad as part of the EARLY CHILDHOOD EDUCATION Sustainability major. The interdisciplinary MAJOR curriculum allows opportunities for exploring the dimensions of various approaches to complex General Education Requirements (24 cr) problems the coming generation will confront as GNED-3210 Experience and Expression (3) populations expand, food sources become more GNED-3250 Modes and Methods of Learning insecure, natural systems come under severe (3)

12 GNED-3310 Literary Analysis and Family (3) Argumentation (3) HWL-4040 Gender and Multicultural Issues in GNED-3350 Culture, Conflict, and Social Health Care (3) Research (3) HWL-4050 Exercise and Fitness Across the GNED-3450 Foundations of Civilization (3) Lifespan (3) GNED-3510 Ecology, Technology, and HWL-4060 Health Behaviors in Society (3) Society (3) HSA-4200 Human Services Systems and GNED-3550 Leadership (3) Grants (3) HIS-3000 Ohio History (3) MGT-3680 Accounting and Budgeting (3) PRO-4970 Senior Project (3) Major Requirements (47 cr) One elective: ECE-3000 Introduction to the Profession (2) HDV-4190 Dying as a Stage of Life (3) ECE-3100 Foundations of Education (3) HDV-3900 Caring for the Aging (3) ECE-3200 Whole Child Development and HDV-4140 Behavioral Physiology (3) Learning (4)) HDV-4150 Psychology of Women (3) ECE-3300 Planning and Assessment for MGT-4880 Strategic Marketing for Non- Student Learning (6) Profits (3) ECE-3400 Learning Environments and Social SOS-4220 Environmental Health (3) Interactions (4) ECE-3500 Integrated Content Area Methods (4) HUMAN SERVICES ADMINISTRATION ECE-3800 Clinical I: Internship (2) MAJOR RLE-5151 Foundations for Reading Instruction (3) General Education Requirements (21 cr) RLE-5251 Phonics (3) GNED-3210 Experience and Expression (3) RLE-5351 Reading Assessment (3) GNED-3250 Modes and Methods of Learning RLE-5451 Content Literacy (3) (3) ECE-4000 Clinical II: Student Teaching (10) GNED-3310 Literary Analysis and Argumentation (3) Please note: Degree requirements for the GNED-3350 Culture, Conflict, and Social Master’s of Education degree in Early Research (3) Childhood Education appear in the Graduate GNED-3450 Foundations of Civilization (3) Studies section on p. 48. GNED-3510 Ecology, Technology, and Society (3) HEALTH AND WELLNESS MAJOR GNED-3550 Leadership (3) PRO-4970 Senior Project (3) General Education Requirements (21 cr) GNED-3210 Experience and Expression (3) Major Requirements (27 cr) GNED-3250 Modes and Methods of Learning (3) MGT-3680 Accounting and Budgeting (3) GNED-3310 Literary Analysis and MGT-3900 Human Resource Management (3) Argumentation (3) MGT-4880 Strategic Marketing for Non- Profit GNED-3350 Culture, Conflict, and Social Organizations (3) Research (3) MGT-4960 Organizational Behavior (3) GNED-3450 Foundations of Civilization (3) HDV-4020 Child and Adolescent Development GNED-3510 Ecology, Technology, and (3) Society (3) HDV-4030 Adult Development (3) GNED-3550 Leadership (3) HSA-4200 Human Services Systems and Grants (3) Major Requirements (33 cr) HWL-4000 Economics, Politics & Access in One elective Healthcare (3) HWL-4000 Economics of Health Care (3) HWL-4010 Integration of Healthcare HWL-4010 Integration of Health Care (3) Modalities (3) HWL-4020 History of Health Care and HWL-4020 History of Healthcare and Medical Medical Ethics (3) Ethics (3) HWL-4030 Health and Nutrition Within the

13 HWL-4030 Nutrition and Fitness Within LIBERAL ARTS MAJOR: LITERATURE the Family (3) AND CREATIVE WRITING TRACK HWL-4040 Gender and Multicultural Issues in Health Care (3) General Education (18 cr) HDV-4140 Behavioral Physiology (3) GNED-3210 Experience and Expression (3) HDV-4150 Psychology of Women (3) GNED-3250 Modes and Methods of Learning HDV-4190 Dying as a Stage of Life (3) (3) GNED-3350 Culture, Conflict, and Social Research (3) HUMANITIES MAJOR GNED-3450 Foundations of Civilization (3) General Education Requirements (18 cr) GNED-3510 Ecology, Technology, and Society (3) GNED-3210 Experience and Expression (3) GNED-3550 Leadership (3) GNED-3250 Modes and Methods of Learning

(3) NOTE: GNED-3310 Literary Analysis and GNED-3310 Literary Analysis and Argumentation is optional; students are Argumentation (3) encouraged to take this as elective. GNED-3350 Culture, Conflict, and Social

Research (3) GNED-3510 Ecology, Technology, and Language Arts Concentration (18 cr) Society (3) COM-3900 Diversification & Acquisition of GNED-3550 Leadership (3) Language (3) LIT-4500 Contemporary Theory & Criticism (3) Major Requirements (36 cr) LIT-4620 English Literature (3) Classics Curriculum (5 courses = 30 cr) LIT-4650 Shakespeare (3) HUM-3011 Ancient Civilizations: Africa to Asia Choose one of the following 2 courses: (6) LIT-3630 Mixed-Race Women’s Literature HUM-3021 Greek and Roman Civilization (6) (3) OR HUM-3031 Jewish, Christian and Islamic LIT-4420 African American Literature (3) Heritage (6) Choose one of the following 2 courses: HUM-3041 Medieval Europe and the LIT-4320 Literature of the Americas (3) Renaissance (6) OR HUM-3051 Colonialism, Capitalism & the LIT-4520 American Literature (3) Modern World (6) Writing Genre Concentration (21 cr) One elective (3 cr) COM-3580 Playwriting and Performance (3) COM-3570 Short Story Writing (3) COM-3570 Short Story Writing (3) COM-3580 Playwriting and Performance COM-3650 Multi-Genre Writing (3) (3) COM-4220 Poetry Writing (3) COM-3650 Multi-Genre Writing (3) COM-4320 Social Media and Social Change COM-3700 Professional Writing (3) (3) HIS-3500 US History (3) COM-4700 Antioch Writers’ Workshop (3) HIS-3000 Ohio History (3) Choose one of the following 2 courses: LIT-4320 Literature of the Americas (3) COM-3700 Professional Writing (3) LIT-4500 Contemporary Theory & OR Criticism (3) COM-4540 Creative Nonfiction (3) LIT-4520 American Literature (3) LIT-4620 English Literature (3) LIT-4650 Shakespeare (3) Senior Project (3) PRO-4970 Senior Project (3) Senior Project (3 cr) PRO-4970 Senior Project (3)

14 MANAGEMENT MAJOR (General GNED-3550 Leadership (3) Track) General Education (21 cr) Major Requirements (33 cr) MGT-3720 Business Law (3) GNED-3210 Experience and Expression (3) MGT-3830 Project Mgmt Essentials (3) GNED-3250 Modes and Methods of Learning MGT-3850 Quality Management (3) (3) MGT-3880 Contracting & Purchasing (3) GNED-3310 Literary Analysis and MGT-3900 Human Resource Mgmt (3) Argumentation (3) MGT-3910 Risk Management (3) GNED-3350 Culture, Conflict, and Social MGT-4960 Organizational Behavior (3) Research (3)

GNED-3450 Foundations of Civilization (3) GNED-3510 Ecology, Technology, and Three electives (9 cr) MGT-3680 Accounting/Budgeting (3) Society (3) MGT-4410 Economics-Macro and Micro (3) GNED-3550 Leadership (3) MGT-4780 Strategic Marketing (3) Major Requirements (30 cr) MGT-4840 Ethical Issues in Management (3) MGT-3680 Accounting/Budgeting (3) MGT-4500 Resolution of Org Conflict (3) MGT-3720 Business Law (3) MGT-4790 Entrepreneurship (3) MGT-4410 Economics-Macro and Micro (3) MGT-4810 International Business (3) MGT-4780 Strategic Marketing (3) MGT-4850 Corporate Strategy (3) MGT-4840 Ethical Issues in Management (3) MGT-4870 Personal Investment Strategies (3) MGT-4960 Organizational Behavior (3) MGT-4880 Strategic Mktg for Non-Profits (3) MGT-4950 Career Development (3) Three electives (9 cr) MGT3830 Project Mgmt Essentials (3) PRO-4970 Senior Project (3) MGT3850 Quality Management (3) MGT3880 Contracting & Purchasing (3) MGT3900 Human Resource Mgmt (3) MGT3910 Risk Management (3) SUSTAINABILITY MAJOR MGT4500 Resolution of Org Conflict (3) General Education (15 cr) MGT4790 Entrepreneurship (3) GNED-3210 Experience and Expression (3) MGT4810 International Business (3) GNED-3250 Modes and Methods of Learning MGT4850 Corporate Strategy (3) (3) MGT4870 Personal Investment Strategies (3) GNED-3310 Literary Analysis and MGT4880 Strategic Mktg for Non-Profits (3) Argumentation (3) MGT4950 Career Development (3) GNED-3350 Culture, Conflict, and Social Research (3) PRO-4970 Senior Project (3) GNED-3550 Leadership (3)

Major Requirements (39 cr) MANAGEMENT MAJOR (Project Humanities Component: Take 3 of the Management Track) following 4 courses (9 cr) PHIL-4120 Environmental Ethics (3) General Education (21 cr) SST-3500 Thinking in Systems (3) GNED-3210 Experience and Expression (3) SST-3600 Population Growth & Global GNED-3250 Modes and Methods of Learning Poverty (3) (3) SST-3700 Culture and Ecology (3) GNED-3310 Literary Analysis and Argumentation (3) Social Sciences Component: Take 3 of the GNED-3350 Culture, Conflict, and Social following 4 courses (9 cr) Research (3) PLS-4250 Energy and Environmental Policy GNED-3450 Foundations of Civilization (3) (3) GNED-3510 Ecology, Technology, and SOS-4200 Environmental Economics (3) Society (3) SOS-4220 Environmental Health (3)

15 SST-4400 Resource Scarcity and Conflict (3) circumstances that necessitate the absences. If so, the instructor will then take into account: (1) Science Component: Take 3 of the following 4 the nature of the material covered during class courses (9 cr) meetings; (2) the extent to which the module SCI-3150 Environmental Science (3) design relies upon the student’s presence and SCI-3250 Physical Science (3) participation in order to demonstrate competency SCI-3350 Biological / Ecological Systems (3) in the area of focus during the period of absence; SST-4300 Conservation (3) and (3) the effect of the absence(s) on the progress toward competency of other students. Applied Learning Component: Take 3 of the The instructor may also consult with the following 4 courses (9 cr) appropriate Program Chair. SST-4100 Housing and Energy (3) SST-4200 Transportation and Energy (3) Tardiness SST-4500 Green Entrepreneurship (3) All students are expected to be on time for all SST-4600 Sustainable Agriculture (3) sessions. Significantly late arrival or early departure from class must be regarded as time PRO-4970 Senior Project (3) absent from class. For example, a student in a fifteen-week class who has missed three classes and a significant portion of another class has exceeded the four-absence limit and cannot GENERAL PROGRAM POLICIES receive credit. See pp. 84-102 for information on academic Independent Study and administrative policies relating to all Students may register for independent study only AUM programs. The following policies are if they provide a completed independent study specific to the Undergraduate Studies contract and course syllabus at the time of program: registration. Students have until the second Attendance Policy Saturday of the semester to add an independent study. Students who register are liable for all Because each student’s class attendance and tuition and fees incurred for that term, and participation are essential to the learning independent study courses are subject to all process, both for the student and for others in standard add/drop and refund policies. the class, students are expected to attend every class meeting. Faculty will keep Length of Program attendance records. All absences must be The length of time it will take a student to discussed with the faculty member. Make-up complete a degree depends upon (1) the number work will be assigned. It is presumed that of credits transferred into the program and (2) the students will miss class only for urgent number of credit hours taken each term. To reasons, such as illness, family emergencies, estimate the length of time to complete the hazardous driving conditions, unavoidable program, students may wish to subtract the work assignments, or vital family obligations. number of credits they will transfer from the 120 It is the student’s responsibility to assess the urgency of each situation. Insufficient credits required for graduation. attendance may result in the forfeit of credit. The student should then divide the number of Three absences are allowed in a course credits remaining to be completed by the number lasting fifteen weeks. Faculty will assign work of credits s/he may take per semester. The result to make up for lost class time. Four absences is a rough estimate of the number of semesters in a fifteen week course will automatically required to complete the program. Students are result in no credit given unless the student encouraged to move through the program at a initiates a conversation with the instructor comfortable rate taking into consideration requesting special consideration, and the personal and professional obligations as well as instructor decides that an exception to policy is educational goals. warranted. Assessment In making the decision, the instructor will first The assessment plan for the Undergraduate consider whether there are extenuating

16 Studies Program is based on the mission statement of AUM and thus reflects values embraced by the University. The focus of this plan is on student outcomes.

STUDENT OUTCOME GOALS The assessment plan is focused on: • Development of analytical writing skills • Awareness and integration of diverse perspectives • Mastery of content material within an academic discipline • Development of group interaction skills within a diverse environment Data Sources and Methods The major component of the assessment plan is the review and maintenance of the student portfolio. Each student entering the Undergraduate Studies Program should create a portfolio folder, which will organize their work over the course of their educational experience at AUM. Students will have opportunities to meet with their advisors on a regular basis to discuss their progress toward collecting evidence of meeting their outcome goals.

17 THE UNDERGRADUATE themselves, to share their memories and recollections with others, or to preserve CURRICULUM family memories. The goal is to learn to think * All undergraduate courses carry 3 more objectively about the relationship between personal experience and semester credits unless otherwise expression. indicated. COM-3650 Multi-Genre Writing

This course is an introduction to the basic Communication (COM) processes that underlie most creative writing, regardless of genre. It serves as a first COM-1200 English Composition experience for those who have never tried to This course is to enable students to acquire write a poem, fiction, or play, and as a vital correct, basic English skills including reminder of the primal bases of the grammar, spelling, diction, sentence structure experience for those who have written. and paragraph construction. This training will Students will develop their competencies in prepare students for entry into GNED-3210 several different genres of writing, and will Experience and Expression. also learn how to mix genres to enhance whatever they are working on. COM-3000 Public Speaking This course aims to improve public speaking COM-3700 Professional Writing as a mode of communication. Students will This course will help prepare students for learn to select relevant subjects, gather writing as a profession. Students will do information, organize, present, and evaluate hands-on editing work, and will work with speeches. All students will participate in publishers and academics to refine their speech making exercises. writings.

COM-3570 Short Story Writing COM-3900 Diversification & Acquisition of Through this course, students will gain Language appreciation for the short story form through This course comprises two areas of study. writing their own stories as well as through First, it traces out the broad evolution and analyzing short story literature. Students will diversification of human language from the be expected to create a well-crafted short earliest history to the present age with a story by doing multiple drafts, which will particular emphasis on English. Second, it provide experience in developing story ideas, covers the psycholinguistic processes of characters, plot, setting, theme and dialogue language acquisition both of native as well as in story writing techniques such as languages and of second languages. pace, voice, tension, and description that can Attention will also be paid to nonverbal be applied to creating fiction of any length. communication as used in relation to speech, bilingualism, and the acquisition of sign COM-3580 Playwriting & Performance language. Students will develop their understanding of the basic principles of play construction and COM-4220 Poetry Writing acting. They will do so by acting out Students will examine some of the monologues and dialogues written by fundamental aspects of contemporary lyrical, published playwrights, and by acting out their narrative, and conversational works of poetry. own written materials. By the end of the They will explore how to develop line, stanza, course, the class should have written and voice, meter, rhythm, and scheme in order to performed at least one play for an invited deepen and broaden their ranges of poetic audience. expression.

COM-3600 Personal Writing COM-4320 Social Media & Social Change Students in this course will recount stories of Students will hone their abilities to interface their personal lives, and of those in their with the public through such media as families. Students may pursue writing about Twitter, Facebook, blogging, and other social their own experience to better understand media, as well as through audio-visual

18 media. In addition, students will develop their CRE 3200 Interpersonal Conflict ability to use conventional public media This course involves the analysis of conflicts outlets, such as local newspapers, television between individuals, inside of families, and stations, and radio stations. This course will within small groups and organizations due to differ from traditional media courses in that relational dynamics between individuals. It students will develop these social media also involves researching the social and skills in relation to vital social issues within a psychological dimensions of how conflicts social justice framework, with the goal of between individuals emerge. changing the world. CRE 3300 Intercultural Conflict COM-4540 Creative Nonfiction The course examines conflicts between Students will explore ways of writing factual linguistic, ethnic, racial, religious, information while exploring methods of geographical and bio-regional groups. It also expression that usually are attributed to entails a critical examination of what forms fictional works; thus the course involves the basis of a cultural group, and whether detailed attention to stylistics. Samples of those bases are central or peripheral to creative non-fiction in such fields as sports conflicts between and among cultural groups. writing, biography, food writing, travel writing, etc., will be explored as well as various CRE 3400 Sex, Gender and Conflict means to develop the craft of writing in this This course examines the dynamics within, genre. between and among groups from different sexual or gendered orientations. It looks into COM-4700 Antioch Writers Workshop the history of sex and gender and their Students will develop and hone their craft relation to thought, work, family and social through participation in the Antioch Writers' structure, and human conflict. It also involves Workshop summer program. Students focus ways of conceptualizing sex and gender their work in one of the following genres: dynamics from constructivist and structural poetry, short fiction, creative nonfiction or approaches. memoir. After the AWW workshop, students refine their writing based on feedback from CRE 3500 Identity and Conflict Analysis faculty and peers. This course begins with an examination of the psychological and cultural dimensions of COM 4800 IS Writing Independent Study identity formation. It also analyzes different The course allows students to pursue an conceptions of human development and the area of writing that they would like to explore development of consciousness of self in in greater detail, working one-on-one with a relation to others. Finally, it investigates the faculty member who has expertise in that manner in which identity plays a pivotal role area of writing in the formation of conflicts, providing ways to examine how to engage conflict in relation to identity formation. Conflict Resolution and CRE 3600 Conflict Inside Organizations Engagement (CRE) This course entails both a structural and developmental analysis of the complexity of CRE 3100 Understanding Conflict in human organizations such as businesses, Changing World schools, universities and legal and This course serves as an introduction to the administrative institutions. We will learn how field of conflict studies. It will emphasize the bottom up and top down cultural and varieties of factors that contribute to the administrative factors evolve inside emergence of conflicts, including social, organizations and often lead to conflict. This political, economic, cultural, international, course also analyzes the important roles that ecological, and global stresses and leadership and communication play in challenges. It also introduces methodologies harnessing and engaging in conflict in for viewing conflicts as opportunities for positive and constructive ways. social and individual change and growth.

19 CRE 4100 Environmental Conflict environmental resources; political conflicts This course investigates the dynamic role between proponents of socialist and capitalist that struggles over scarce resources plays ideologies; differences in legal interpretation and likely will play in the immediate future in between postmodern and modern a world of expanding population, depletion of conceptions of rights; religious conflicts natural capital, changing climate, and between Christian and Islamic declining energy reserves. We also examine fundamentalists; etc. the cultural, political, economic and sociological fallout from the destruction of CRE 4600 Technology, Skills & Engagement natural systems, and the probabilities for the of Conflict escalation of conflicts when multiple factors This course emphasizes the hands-on skills that lead to conflicts are combined. necessary to analyze, mediate, and negotiate conflicts involving two or more parties. CRE 4200 Emerging Cases in Conflict Though this course involves practical Analysis engagement, it will also serve as a The course will introduce a careful analysis of foundational course for thinking through the a current or unfolding situation that involves a abstract, theoretical components of conflicts, serious conflict or continuing unresolved and how one can work toward engaging or conflict such as the Arab-Israeli dispute, resolving them. conflicts between indigenous people and the US and/or Canadian governments, conflicts between natives and immigrants. It will also address solutions or attempts at engaging Early Childhood Education (ECE) the conflict in a positive, constructive way. (see Graduate Curriculum pp. 61-62 for graduate-level ECE courses) CRE 4300 Politics, Power and Conflict This course examines class dynamics and ECE-3000 Introduction to the Profession (2 their relation to international politics, global cr) trade, inequality or imbalances in distribution This course introduces candidates to the of resources or opportunities. It also involves teaching profession with particular emphasis an examination of symmetrical and non- on the use of inquiry in the classroom, the symmetrical, military, political, and economic teacher performance assessment, and interventions, and looks at what a just use of professional codes of conduct. (Standard 7) politics and power in bringing about positive change might look like. ECE-3100 Foundations of Education (3 cr) Candidates begin to formulate their own CRE 4400 Theoretical Approach to Conflict ideas on historical and contemporary issues This course examines conflict conceptually, of education, including the purpose of by looking at broad theoretical approaches to schooling; equity in the curriculum; teaching understanding, analyzing, engaging in, and standards; and the definition of student perhaps resolving conflicts including learning and knowledge. Candidates develop dialectical approaches, staged approaches, an understanding of the variety of meanings and integral approaches. It also involves ascribed to the term curriculum and the role looking into how conflicts are modeled, how teachers play as curriculum planners in the different perspectives are taken into account, creation of democratic schools. (Standard 7) and what potential outcomes of a conflict might look like through the lenses of different ECE-3200 Whole Child Development and approaches. Learning (3 cr) This course examines the major theories and CRE 4500 Conflict and Ideology research findings in all areas of human This course analyzes a recent or development and learning for typical and contemporary conflict that stems from atypical children with an emphasis on diametrically opposed worldviews, such as cognitive, psychosocial, and physical the following: environmental conflicts development. (Standard 1) between deep ecologists and utilitarians over conceptions of development and treatment of

20 ECE-3300 Planning and Assessment (6 cr) Student teaching is the culminating Candidates begin their development as experience and an integral part of the teacher reflective practitioners through the study of education program at Midwest. Student the art and science of teaching. Topics teaching occurs in public schools with include: examination of curriculum models, collaborative learning environments focusing implementation and differentiation on young children, ages 3-8, and that provide instructional strategies, lesson and unit practical learning experiences, actual design and delivery, the integration of teaching conditions, and professional technology, the role of local, state, and guidance. The student teaching experience is federal guidelines. Candidates become challenging, intellectually demanding, and familiar with a variety of types of formative instrumental in preparing our candidates for and summative assessments from classroom the real world of teaching. based, teacher-created tests, and state- mandated and high stakes standardized tests. Candidates examine in depth types of General Education (GNED) assessments, characteristics of assessments, uses of assessments, in GNED-3210 Experience and Expression addition to having a clear understanding of Students discover the uniqueness of each measurement theory, assessment-related human life by reading, comparing and issues and interpreting and communicating comparing life stories about transformative results of assessments. experiences. They learn to write in their own voice from their own life experience ECE-3400 Learning Environment (4 cr) employing rhetorical modes such as Candidates are provided multiple narration, description, example, comparison opportunities to explore methods that can be and contrast, process analysis, classification, used to create learning environments that are cause and effect, and argument and healthy, respectful, supportive, and persuasion. Students develop a new view of challenging. Emphasis is on building a the world, of themselves, and of their collaborative approach to promote content interconnectedness to others. area learning and student engagement. (Standard 5) GNED-3250 Modes & Methods of Learning This course shows ways to identify and apply ECE-3500 Integrated Methods (4 cr) diverse modes of learning to achieve ends This course is designed to help candidates such as acquiring knowledge of self and develop skill in selecting, integrating and world, solving problems, producing works of translating knowledge and methodology from art, or engaging in public speaking. Students multiple content areas into appropriate learn to distinguish facts from values, intuition instruction and assessment. Candidates from logic, imagination from objective examine, design, and practice integration of representation, beliefs from arguments, content in relationship to academic standards synthesis from analysis, and qualitative from and real life experiences. (Standard 3) quantitative reasoning. They practice self- awareness and employ evidence and logic as ECE-3800 Clinical I: Internship (2 cr) foundations of inquiry. Clinical I experience is an internship conducted in the same classroom where GNED-3310 Literary Analysis & Argument teacher candidates will complete their Students travel the world in literature to student teaching. During Clinical I, teacher explore ideas, passions, and the lives of candidates are expected to build rapport with people in other times and places. students, develop a professional, mentor- Discussions focus on viewpoints and aims of mentee relationship with their cooperating characters, narrative techniques, cultural teacher, and begin to assimilate into the contexts, and intentionality in reading and culture of the school. writing. Students refine their ability to read closely and critically and to analyze literary texts using a variety of academic ECE-4000 Clinical II: Student Teaching approaches. They learn both how to (10 cr)

21 construct analytical arguments about literary the cultivation and exercise of leadership themes and how this skill can be transferred skills. They learn how to employ creative to other professional situations. Prerequisite: means to achieve constructive ends and GNED-3210. how, in the process, to serve with integrity as they draw upon the capacities of diverse GNED-3350 Culture, Conflict & Social human resources and deploy the skills of Research community building. Introduces students to the historic and cultural origins of contemporary conflicts and the attitudes and institutions that perpetuate them. They learn methods of research that Health and Wellness (HWL) can effectively address the issues and questions that arise in conflict situations. Students learn how to pose productive HWL-4000 Economics, Politics and Access in questions, formulate hypotheses, design Healthcare logical and effective research strategies, This course investigates the tripartite address issues of reliability and validity, and relationship between Medicine, Government observe ethical protocols. They each conduct and Business. Topics for investigation and compose a modest research project and include the privatization of health care make an oral presentation according to delivery, HMOs and government regulation of professional standards. Prerequisite: GNED- health care financing and delivery, employer 3250. and employee funded health care, publicly funded health care initiatives such as GNED-3450 Foundations of Civilization Medicare, Medicaid, and indigent care, and This course focuses on understanding the political economy of nationalized health differences between cultures and care system. civilizations, including how both evolve from specific environmental conditions, and are HWL-4010 Integration of Healthcare shaped to address local challenges. This This course introduces students to emerging course examines the religious, economic, methods of holistic medicine, and and political systems in such foundational combinations of health and wellness zones as ancient Egypt and Mesopotamia, practices. This course will investigate ways in India and China, and Greece and Rome. which 'alternative' treatments and natural therapies such as massage therapy, yoga, GNED-3510 Ecology, Technology & Society reflexology, meditation, homeopathic This course explores the interdependency of medicines, herbal remedies, etc. can work in natural and social systems, the factors that conjunction with, or in place of, traditional contribute to the evolution and Western medical treatments. This course disappearance of species, and the human also includes ways of rethinking health care impact on natural environments by factors professions and relationships between such as overpopulation, pollution, war, and various treatment providers and treatment excess consumption. It also examines more recipients. sustainable initiatives in waste management, and agricultural production, the use of HWL-4020 History of Healthcare and Ethics alternative energies and technologies, and This course introduces students to healing policy efforts to both conserve natural practices that have endured from ancient to resources and ecosystems and build more modern times in both the Eastern and sustainable communities. Western traditions. The course surveys ancient beginnings of institutionalized GNED-3550 Leadership medical practice, important historical The course explores the concept of divisions of medicine and resulting models of Leadership as science, as art, and as ethical reasoning in response to moral service. In the process of studying cases of dilemmas in medical practices today. It successful and failed leadership the course involves such topics as: patient rights, end of requires students to reflect on how to make life decisions, uses of genetic screening and their lives meaningful and productive through

22 the availability and distribution of health institutions and governments work to services. influence those choices. The course will look at health behaviors such as smoking, alcohol HWL-4030 Health and Nutrition Within the use, drug use, obesity, sexual activity, Family recreational practices, and others, and at This course examines human growth and programs designed to promote healthy development through the life cycle, from choices. prenatal nutrition through old age within the family system. It involves the study of the History (HIS) interrelationship between eating habits and lifestyle and their implications for long term health and wellness. Among the issues HIS-3000 Ohio History covered will be: preventative care; infant and This course traces the early geographical elder care; cardiovascular health; stress; history of Ohio, the settlement by various substance abuse; and eating and behavioral Native American tribes, the economic, social disorders. In addition, this course will explore and political life of these tribes. Students current trends in processing and marketing study the impact of European migration, the foods and other important socioeconomic, impact of abolitionism and the Civil War, and cultural and life cycle factors that affect developments in both agriculture and human growth and development. industry.

HWL-4040 Gender and Multicultural Issues HIS-3500 U.S. History This course will examine ways in which This course covers the history of contact gender and culture affect healthcare and between European immigrants and Native approaches to medicine. In particular we will Americans, the rise of the institution of explore gender role expectations, the rise of slavery and its opposition, the American the “women’s health” movement, ethno- Revolution, and the Civil War. It also includes medicine, and the psychology of health. The the period of Reconstruction, the impact of course also explores various ways in which the Industrial Revolution, the perennial individuals, households, larger groups of conflicts of class and ethnicity, and epic people and various medical systems and movements for greater civil rights and practitioners attempt to define, interpret and personal freedom. create health, as well as problems that arise from perceptions of difference. Human Development (HDV) HWL-4050 Exercise and Fitness Across the Lifespan HDV-3900 Caring for the Aging This course is designed to familiarize Scientific and technological extension of the students with the benefits of regular exercise human life span becomes a factor impacting and with the specific exercise and fitness many lives. With the human experience as needs of children, adolescents, adults, central focus this class will explore the seniors, and the disabled. Students will study medical, sociological, spiritual, psychological some basic concepts of Exercise Physiology and financial perspective of this significant as well as gaining a general understanding of phenomenon. Students also explore other the role of exercise and fitness in preventing cultures' care of their elders. disease and physical issues throughout all stages of human development. They will also HDV-4020 Child and Adolescent participate in a range of exercise experiences Development and create an original exercise regiment for a This course examines the major theories and target population. research findings in human development from conception and infancy through HWL-4060 Health Behaviors in Society adolescence with an emphasis on physical, This course is designed to familiarize cognitive, and psychosocial development. students with lifestyle choices that affect The impact of contextual variables on the health and wellness, the way those choices developmental process will be an ongoing affect others in society, and the way that focus of discussion.

23 This course explores the broad range of HDV-4030 Adult Development human services available in most large This course covers the development of the communities and the social policy context in individual from young adulthood through old which these services are delivered and age in the context of contemporary society. funded. Topics include the ways in which Physical, psychological, and social changes services are delivered, the interconnections are examined as they relate to individual and among the various agencies and family functioning. organizations providing services and how to access these services including the writing of HDV-4140 Behavioral Physiology grants. Students have the opportunity to This course reviews major anatomical investigate services that are of particular structures and physiological systems interest to them as well as develop a affecting human behavior cognition and philanthropy project. In this course, the emotion. Emphasis is on normal and student develops skills useful in conducting abnormal functioning of the brain. Topics library research on and writing about topics in such as left/right hemisphere differences, the human development and human services physiology of chemical dependency and and writing about topics in these fields. It brain disorders are examined in depth. emphasizes the preparation of grant applications in human services settings. HDV-4150 Psychology of Women This course covers women's psychological development, moral development, and Humanities (HUM) feminist critique of adult development theories. HUM-3011 Ancient Civilization: Africa to Asia (6 cr) HDV-4190 Dying As a Stage of Life An exploration of the daily lives of people of This course explores personal death antiquity, their worldviews and methods of awareness and acceptance, looks at the social and political organization, their issues facing dying persons and their discoveries, inventions and creations in families, evaluates the potential for growth at literature, science, and spiritual practice, and this ending phase of life, examines death ways in which we can derive inspiration from through a number of cultural and religious their cultures and histories. understandings, studies the dynamics of grief, and practices skills for caring for the HUM-3021 Greek & Roman Civilizations (6 grieving. cr) This course explores the historical and HDV 4700 Practicum in Human Services cultural evolution of classical Greece and This course provides an opportunity for the Rome through the epics, dramas, histories student to gain practical experience in a and philosophies that both reflected and human services setting under agency shaped the minds and events from the supervision. Experience includes exposure to Classical world. Students consider how direct service and issues of administration, reason and observation came to challenge and opportunities. Permission of the Human Greek mythological thinking and how the Development Chair is required in order to Roman Empire rose to dominance register for this course. When not offered as throughout the Mediterranean world. The a classroom course, it may be taken as an golden age of Greece is compared with the independent study. achievement of the Romans and students learn of the influence of both on the founding fathers and philosophies of the American Human Service Administration Republic. (HSA) HUM-3031 Jewish, Christian & Islamic HSA-4200 Human Service Systems and Heritage (6 cr) Grants In addition to learning about the main themes of the sacred scriptures, students explore the

24 diverse ways scholars have interpreted the nineteenth century to the present as source Hebrew Scriptures, the New Testament, and material. Drawing from elements of cultural the Qurâan. They explore how Judaism and studies, African American studies, American Christianity took institutional shape and studies and women's studies, students will diversified over time. They view the Islamic construct critical and historical contexts for world from the inside, examine its self-identity and perceptions of that identity in contributions to European civilization during women of interracial descent. the early Renaissance, and assess contemporary tensions and prejudices LIT-4320 Literature of the Americas between the Muslim peoples and the West. This course is a study of representative works of fiction from Canada, the United HUM-3041 Medieval Europe & Renaissance States, and Latin America, including the (6 cr) Caribbean. The novel as a literary form and Study daily life, literature and philosophy of as a means of presenting cultural history and Europe from the medieval period through the national identity are primary focuses. Fiction Renaissance, Reformation and of the 20th century is emphasized, and Enlightenment. Themes include the rise of novels of literary quality are highlighted. chivalry, cult of Mary, the Crusades, Students learn to analyze novels from a formation of trading cities, emergence of new number of perspectives. merchant class, the Inquisition, religious wars, tension between faith and reason, the LIT-4420 African-American Literature rebirth of the scientific spirit, and the initial This course explores the location of Black encounters with the new world. Students writers in literature. Oral traditions, folklore, study selections of the great literature and and literature as definition for culture and as philosophy that expressed the dynamic documentation and validation are stressed. changes taking place during this period and Concentration is on 20th century writers. left its lasting legacy. LIT-4500 Contemporary Theory Criticism HUM-3051 Colonialism, Capitalism & Modern This course introduces some of the most World (6 cr) penetrating and challenging contemporary Students explore the impact of colonial theories which are currently applied to the contacts between Europe, the Americas, analysis of literary texts: e.g., Marxism, Africa and Asia, the rise of revolutionary psychoanalytic theories, structuralism, modes of thinking which challenged all forms phenomenology, feminism, deconstructionist, of inherited dogma, oppression and and post-colonial cultural studies. Emphasis exploitation. Exploration of major classics of will be placed on how these theories can literature, philosophy and history reveals the open up complementary ways of expanding power of the human mind, a new understanding and interpreting texts. freedom of expression, questions of justice (in relation to conquest, slavery and LIT-4520 American Literature industrialization), the gradual emancipation The literature in this course spans both the women, and the emergence of democracy, history of the U.S. and the cultural diversity of socialism, evolutionism, utilitarianism, writers, both male & female. Within this broad fascism, relativism, existentialism, and the frame, students read works which embody many independence movements from African characteristic American themes such as to Asia. conflicts over race, the struggle for equality, the pursuit of individual freedom, the questions of truth and destiny, the role of Literature (LIT) religious belief in a secular world, and the emergence of a multi-ethnic society. LIT-3630 Mixed Race Women's Memoirs Students will discuss the distinctiveness of This course is designed as a multidisciplinary American contributions to world literature. exploration of race, gender and identity utilizing oral and written narratives of Black- LIT-4620 English Literature white mixed race women from the mid- This course surveys the literature of the British Isles from the late eighteenth century

25 to the modern day. It explores trends such as Management, Quality Management, Human Romanticism, Imagism and Formalism, while Resource Management, Communications addressing such themes as individual Management, Risk Management and freedom, alienation, industrialism, the Procurement Management. Students will changing role of the family, and the impact of learn how to initiate, plan, control, execute Imperialism. This course includes the study and close a project. This course will cover of poetry, short stories, short novels, and three aspects of project management in essays from a representative sample of detail: cost management, time management important modern British authors. and scope management. Students will learn how to define the needs and requirements of LIT-4650 Shakespeare a project, develop and implement a This course will examine Shakespeare's comprehensive project schedule, and major writings, including his important plays estimate project costs. Managing changes to and sonnets. It will also include some these three areas during the course of the biographical information, including some of project will also be covered. his personal correspondences, so that students gain insight into the relationship MGT-3850 Quality Management between his personal life and his authorship. This course is an in-depth study of the Besides reading Shakespeare's works, theories and methods used to achieve quality students will also engage in critical research in various types of organizations. Through on his writings. exercises and case analysis, students will learn to apply quality control tools to problems and organizations. The focus is on Management (MGT) quality across a broad range of industries, and services rather than simply from a MGT-3680 Accounting and Budgeting manufacturing perspective. This course introduces the students to fundamental principles underlying the MGT-3880 Contracting and Purchasing accounting function as it relates to the This course covers the skills needed to management of organizations. Students acquire the goods and services necessary for develop an accounting model, starting with successful projects, including contract law simple concepts, and build toward a system and administration, elements of supplier overview by taking a practical approach to relationship management and purchasing. the subject. This course also examines the basic concepts and issues underlying budget MGT-3900 Human Resource Management planning as well as the relationships of This course introduces students to a critical budgeting, planning, accounting, and examination of theoretical and practical information systems to organizational goals, issues of human resource management and program objectives, and performance strengthens their decision-making skills in measures. personnel cases. It is designed to benefit all students of management. MGT-3720 Business Law This is a comprehensive survey of the courts MGT-3910 Risk Management and laws affecting business, with particular This course defines what risk is, how it can emphasis on torts, contracts, agency, be identified, measured and transferred, the partnerships, corporations, Uniform qualitative and quantitative methods available Commercial Code, antitrust, employment, to analyze risk, and the significance of risk real and personal property, insurance, wills, planning to the management of organizations and trusts. and projects.

MGT-3830 Project Management Essentials MGT-4410 Economics (Micro and Macro) This course will cover the nine knowledge This course provides an understanding of areas in the area of Project Management; methods, theories and concepts of Project Integration Management, Scope microeconomic analysis and their application Management, Time Management, Cost to basic management decisions pertaining to production, marketing, finance, and

26 investment. Emphasis is placed on including capitalism and the free market theoretical and practical rationales underlying system. This includes an inquiry into the economic decisions. This course also studies ethical nature and role of business the aggregate economy focusing on the organizations within this broad economic major macroeconomic problems of income, context, as well as an examination of employment and prices. Major theories of particular ethical issues, which arise in the macroeconomic instability are presented course of this activity. along with resulting policy options. MGT-4850 Corporate Strategy International economics, international finance This course reviews the political and and economic growth are also studied. behavioral rationalities of the organization environment and the organization's MGT-4500 Resolution of Organizational formalities, mission, strategy, and policy by Conflict considering the firm's environment, the This course is an examination of conflict available internal and external resources, the resolution theory as it impacts the manager assigned responsibilities and the implicit and within an organization. Practical skill is the explicit managerial values. focus of this course. Practical skill applications of management of workplace MGT-4870 Personal Investment Strategies conflict are emphasized. This course focuses on investing as part of a personal financial management plan. The MGT-4780 Strategic Marketing need for setting of personal financial goals, This course examines marketing as the assessment of risk tolerance, portfolio business function that identifies current development and the strategies, tactics and unfulfilled needs and wants, defines and techniques involved in managing investment measures their magnitude, determines what accounts will be discussed. target markets the organization can best serve, and decides on appropriate products, MGT-4880 Strategic Marketing for Non-Profit services, and programs to serve these Organizations markets. Marketing is the business function which links a society's needs and its pattern of MGT-4790 Entrepreneurship organizational response, has become This course provides an exploration of critically important to not-for-profit entrepreneurship in small manufacturing, organizations seeking to survive and prosper retail, and professional service businesses. in increasingly competitive environments. Topics include operating, marketing, Students learn the principles of strategic financing and managing a business with marketing, including marketing research, fewer than 25 employees; preparing a segmentation, targeting, and positioning, and management plan for a start-up business and how to apply these principles. making the transition from entrepreneurship to professional management through MGT-4950 Career Development controlled growth. This course explores the current research and literature on careers and career MGT-4810 International Business development with a view toward student This course examines the relationships understanding of past career choices and the between businesses within the domestic and development of career plans and options international contexts. It introduces and within this context. It also provides students elaborates upon factors responsible for U.S. with the opportunity to examine personal corporate movement abroad and for foreign values and career aspirations in relation to trade and investment in the U.S. It examines professional goal setting. why and how governments intervene in the economic processes in order to effect MGT-4960 Organizational Behavior administrative policies. Organizations are complex social systems with external environments and internal MGT-4840 Ethical Issues in Management goals. Organization behavior includes the This course provides an ethical investigation processes of determining how organization of the context of American business, resources shall be employed (toward the

27 goals) and under what rules. Decisions may as the grapho-phonemic, syntactic, and be made through rational or political semantic cueing systems. This information processes or through observation, analysis, will be understood as it relates to the age discussion, and experimentation. This course appropriate language processes of reading, examines personal and organizational writing, talking, and viewing/listening. behaviors employed in achieving personal Candidates will gain an historical perspective and organizational goals. on the teaching of phonics through an overview of learning and reading theory. The Philosophy (PHIL) role of language acquisition, language deficiencies/delays, culture, and dialect differences as they relate to phonics will be PHIL-4120 Environmental Ethics studied, as well as the role of phonics in Students are introduced to how philosophical spelling, word recognition, and decoding. assumptions and worldviews permeate our Candidates will learn the terminology of orientations to the natural world. We also language structures and develop an examines our duties to preserve natural understanding of language elements and resources, conserve biodiversity, and expand skills (listening, speaking, writing, and our conceptions of rights to include those of reading). Candidates will view phonics as future generations, other species, and one kind of aid in identifying words. Diverse terrestrial and aquatic habitats. methods for teaching sound/symbol relationships, word recognition, vocabulary, syntax, and comprehension will be taught to Political Science (PLS) and practiced.

PLS-4250 Energy & US Environmental Policy RLE-5351 Reading Assessment This course will examine the history of The principles of assessment and instruction environmental policies, regulations and of struggling readers is introduced in this regulatory bodies in the United States. It will course, as well as formal and informal focus on the relationship between methods used to identify reading strengths environmental decision-making, risk- and weaknesses of students. All components assessment, and natural resource policy in of the reading process will be assessed, relation to energy use, development and including decoding, comprehension, word security. recognition, and fluency. The main emphasis is diagnosis of reading problems, administration of assessments, Reading (RLE) evaluation/analysis/interpretation of results, (see Graduate Curriculum pp. 75-76 for and planning instructional interventions to graduate-level RLE courses) remediate reading difficulties.

RLE-5151 Foundations for Reading RLE-5451 Content Literacy Instruction This course is designed to provide This course will focus on major theories and candidates of all subject areas with the empirical research that describe the knowledge and skills to integrate the cognitive, linguistic, motivational, and socio- language processes, especially reading and cultural foundations of reading and writing writing, into their instruction. The goal of this development, processes, and components, course is to promote candidates including word recognition, language understanding of the strategies that can be comprehension, strategic knowledge, and utilized to facilitate a learner’s content within reading-writing connections in grades K-12. a specific course using both narrative and expository text. Candidates will explore the RLE-5251 Phonics influences on student’s content area reading The focus in this course is on the use of the development, and the effective assessment essentials of phonics in the context of of content area reading for gauging student reading, spelling, and linguistics: Phonemic progress and informing instruction. and morphemic systems of language as well

28 our understanding of the health and Professional Development (PRO) ecological benefits that diverse ecosystems provide, and for finding ways to internalize these values inside of market mechanisms. PRO-4970 Senior Project In this seminar, each student develops and SOS-4220 Environmental Health carries out a project relevant to professional This course focuses on understanding public goals. The project generally involves health in relation to environmental factors background study or research, planning, such as air pollution, water pollution, and implementation, evaluation, and preparation solid and hazardous waste disposal. It also of a written report. Instructor permission addresses public health concerns raised by required. risks due to food supplies in a global marketplace, the spread of infectious Science (SCI) diseases, and the apparatuses necessary to deliver health care services to poor and SCI-3150 Environmental Science under-serviced populations. This course is designed to introduce students to emerging trends in the natural sciences concerning the environment. Several issues Spanish (SPA) will be addressed, including: biomes; biological communities; species interactions; SPA-1010 Spanish I biodiversity; environmental health and This course is designed for those students toxicology; land use; water, air and solid who have no knowledge of Spanish or who waste; energy conservation; climate; natural have had previous exposure to the language preservation; resource depletion and but need to review what they forgot, and want management; human population growth; to immerse in the language intensively during food; urbanization; scarcity; and the term. This course will be taught entirely in sustainability. Spanish using the oral proficiency approach, and will stimulate students to interact and SCI-3250 Physical Science communicate orally and effectively with the Physical Science is an introductory course instructor. This course will also help students that theoretically explores the areas of forces, to improve accurately their pronunciation, energy, kinetic theory, work, simple articulation, enunciation, and diction, and will machines, electricity and magnetism, wave engage them in role playing using authentic theory (light and sound), geology, astronomy situations and practical vocabulary. Finally, and meteorology. Theory, application and this course will expose them to the unique technology will be addressed. Various cultural traditions of the Hispanic world. teaching / learning strategies will be explored and used throughout the class. SPA-1020 Spanish II This course is designed for those students SCI-3350 Biological/Ecological Systems who have completed successfully Spanish I This course examines the biodiversity of the and want to continue developing acquisition planet, including the structure and functioning of language skills and vocabulary at the of diverse organisms and their co-evolution intermediate level. This course will pursue with the environment. more emphasis in oral communication, will aim to stimulate students to interact effectively with the instructor, will aid them to Social Science (SOS) improve accurately their pronunciation: articulation, enunciation, and diction, will SOS-4200 Environmental Economics engage them in oral practice and role playing This course focuses on understanding of authentic situations using practical macroeconomic theories and the reliance vocabulary, and will expose them to the that market mechanisms have historically unique cultural traditions of the Hispanic had on cheap resource availability and cheap world. Audiovisual materials like Destinos will energy. The course additionally addresses supplement and support language learning.

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SPA 4800 Special Topics in Spanish SST-3700 Culture and Ecology This course is an independent study course This course introduces students to a variety for students wishing to continue developing of cultures from around the world, and Spanish language skills beyond the focuses on how each developed in relation to intermediate level through reading, its natural environment. The course also composition, conversation, cultural or literary examines historical and economic changes studies. Permission of the chair required. that have resulted from environmental changes, population and demographic shifts, Sustainability (SST) and interactions between cultural groups.

SST-4100 Housing and Energy SST 3250 Climate Change: This course analyzes the relationship Causes/Consequences between housing and energy consumption, This course will critically investigate the with an emphasis on understanding how to scientific basis for the claims that have been design energy- efficient housing, and how to made to the effect that the earth's mean retrofit existing housing in affordable ways. temperatures are rising, and that these rising This course will include a minimum of 15 temperatures have led to climatic changes hours of field-based learning. globally. We will also investigate the causal links that have been drawn between the SST-4200 Transportation and Energy increases in greenhouse gases, mainly This course analyzes urban transportation, attributable to the burning of fossil fuels, and mass transit, and public and private climatic changes. Finally, we will examine the investment in transportation networks both likely consequences that purported climatic inside the United States and globally. The changes will bring--in particular by focusing emphasis will be on developing community- on glacial melting, rising sea levels and based transportation networks that are less catastrophic weather events. dependent on fossil fuels. This course will

include a minimum of 15 hours of field-based SST-3500 Thinking in Systems learning. This course introduces students to how organic and natural systems function, how SST-4300 Conservation such systems are structured, and how their This course examines methods for structure is related to their behavior. It preserving and protecting endangered plant introduces students to how systems maintain and animal species and habitats by focusing steady flows of inputs and outputs, and how on the critical factors that affect the survival various factors can destabilize the dynamics of species in various biomes. We will look at of a system. It also introduces students to important areas demanding public protection, ways in which feedback loops inside of including marine habitats, wetlands, prairies systems can provide ways of understanding and forests. This course will include a how and when to intervene to regain the minimum of 15 hours of field-based learning. structural integrity of dynamic systems. SST-4400 Resource Scarcity & Conflict SST-3600 Population Growth & Global This course addresses the problems that Poverty result from growing demand for scarce This course will focus on factors that have led natural resources including water, petroleum, to the alarming rate of growth in the world's coal and natural gas, brought about by population. It will focus on the demographics increasing consumption, population growth, of population growth and disparities in wealth and dwindling supplies of fossil fuels. The distribution. It will also examine methods of course will also examine models of curbing global population growth, some of understanding how conflicts over scarce which use laws and public policies, some of resources develop, and how we can begin to which use market mechanisms, and some of analyze and manage such conflicts. This which use the development and health and course will include a minimum of 15 hours of educational networks. field-based learning.

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SST-4500 Green Entrepreneurship This course covers the process of bringing new innovations and ideas to fruition. By emphasizing where sources of funding (grants, governmental programs and incentives, universities and school systems, philanthropic organizations) can be combined with markets and organizations to take ideas from the research and development phases to being market-ready, this course combines theoretical approaches to market innovation with hands-on experience and practice. This course will include a minimum of 15 hours of field-based learning.

SST-4600 Sustainable Agriculture This course begins by addressing changes in agriculture brought about during the Green Revolution, when farming methods became intricately linked to fossil fuel-based energy and petrochemical soil management. It will look at problems that have arisen such as soil erosion and water pollution. It will emphasize less energy-intensive soil management principles and alternative forms of agriculture including permaculture, agroforestry, and organic farming. It will also emphasize agriculture methods that can be applied in multiple climates. This course will include a minimum of 15 hours of field-based learning.

31 GRADUATE PROGRAMS managers, attorneys, state/federal government agency personnel, social service CONFLICT ANALYSIS AND ENGAGEMENT personnel, private mediators and facilitators, (CAE) therapists, activists, corrections personnel, Program Objectives community service organizations personnel, educators, and diplomats. The Master of Arts in Conflict Analysis and Engagement Program maintains the following By using internet technologies to facilitate objectives for their graduates: continuous discussion and communication among students and faculty, the student • Breadth of knowledge of the academic and experiences learning that is firmly sustained professional field by the student’s own evolving learning • Skills as mediators, negotiators, and third community. Students emerge from the party interveners program with a solid theoretical grounding in • Ability to build capacity for collaboration the literature of the discipline and a strong skill and consensus base of the very best practices in the field. • Active engagement in leading interventions toward peace A critical component of this program lies in its cohort model, allowing students of varying • Professional practice guided by sound leadership principles backgrounds and interests in the field to • Commitment to sustaining and contributing converge as a community of learners with a to the learning communities in the field broad base of knowledge and experience. This learning community is further enhanced Program Design by the on-line coursework, which uses The Graduate Program in Conflict Analysis threaded conversations and chat-room and Engagement at Antioch University discussions, allowing for thoughtful exchange provides a unique academic experience that of dialogue relating to the theoretical integrates alternative modes of learning such framework and practical application of the as short residential sessions, at home on-line discipline. The result is a quality multi-faceted learning and practicum. This challenging experience that enhances the students’ own learning experience is designed to address the knowledge and skill base in a challenging and personal and professional needs of adult supportive environment. students. The academic program addresses a broad The degree requires the completion of 36 range of theories and applications in the fields semester credits (or 39 credits if students of conflict resolution and conflict management. choose the 6-credit thesis option) in six Students with strong academic backgrounds semesters at full-time enrollment. A graduate build practitioner skills and enrich their certificate is also available which requires 3 theoretical and research understanding. courses at 3 credits each, and 90 hours of Experienced practitioners strengthen practitioner training. The certificate is theoretical foundations and research designed to engage the whole person with knowledge as well as enhance their learning strategies that support the growth of applications of skills and strategies. Students consciousness, contemplative practices, integrate knowledge gained in an academic authentic conversation skills, social setting with learning acquired through work competencies, and emotional intelligence. and personal experience. Students in Conflict Analysis and Engagement The strength of the Conflict Analysis and are generally mid-career professional people Engagement curriculum design is forged from who want to go new directions in their careers the union of the Antiochian ideals of study, and add skills in a variety of collaborative work, and community; a strong academic decision-making processes, planning and program; the opportunity to apply learning in a visioning processes, negotiation, conflict practicum, the development of relationships assessment, dispute resolution processes, with peers, educators and professionals; and and dispute resolution system design. Our an emphasis on social values. students include corporate executives and

32 Master’s Degree Requirements Healthcare; Organizational Models, Systems, Cultures and Conflict, or an Individualized specialization. Students in the Master of Arts Program in Conflict Analysis and Engagement must successfully complete Students precede their specialization by taking the 7 the following for a minimum of 33 semester credits (36 required core courses listed above. Upon completion credits if the thesis option is selected): of the core, students complete the following requirements to fulfill their selection of one of the • 3-day residencies at the beginning of each specializations available, as follows. semester • Online courses (30 cr.) International Mediation Specialization (5 courses in addition to core curriculum: 15 cr. or 18 cr. if thesis • Practicum (3 cr.) option is selected) • Professional seminar (3 cr.) or Master’s Thesis (6 cr.) 6 core courses (18 cr) • 90 hours of training in negotiation, action CAE-6050 Introduction to International Relations inquiry and facilitation skill development (3 cr.) Core Curriculum (6 core classes: 18 cr.): CAE-6060 Peacemaking at the International CAE-5200 Social Research Methods (3 cr) Level (3 cr) CAE-5300 Crucial Communication (3 cr) CAE-6070 Mediating for a Durable Peace (3 cr) CAE-5400 Action Inquiry (3 cr) CAE-5600 Integral Conflict – Integral Practicum Options: Organization (3 cr) Choose 1 3-credit offering or 3 1-credit offerings: CAE-5700 Negotiation & Mediation Theory (3 cr) CAE-6600 Practicum (3 cr) OR CAE-5800 Identity and Conflict (3 cr) CAE-6610 Practicum Proposal (1 cr) AND CAE-6620 Practicum Experience (1 cr) AND General Track (5 courses in addition to core CAE-6630 Practicum Experience & Essay (1 cr) curriculum: 15 cr. or 18 cr. if thesis option is selected)

CAE-6100 Consensus & Facilitation Theory (3 Capstone Options: cr) Choose Professional Seminar or Thesis CAE-6150 Structures and Systems of Conflict (3 CAE-6950 Professional Seminar (3 cr) cr) OR both thesis course sections: CAE-6200 Culture and Conflict (3 cr) CAE-6910 CAE Thesis A (3 cr) and CAE-6920 CAE Thesis B (3 cr) Practicum Options: Choose 1 3-credit offering or 3 1-credit offerings: 90 hours of training in negotiation, action inquiry CAE-6600 Practicum (3 cr) OR and facilitation skill development CAE-6610 Practicum Proposal (1 cr) AND Adult Development and Conflict Specialization (5 CAE-6620 Practicum Experience (1 cr) AND courses in addition to core curriculum: 15 cr. or 18 CAE-6630 Practicum Experience & Essay (1 cr) cr. if thesis option is selected)

Capstone Options: • 6 core courses (18 cr) Choose Professional Seminar or Thesis CAE-6160 History & Evolution of Developmental CAE-6950 Professional Seminar (3 cr) Psychology (3 cr) OR both thesis course sections: CAE-6170 The Self in Conflict: Constructive CAE-6910 CAE Thesis A (3 cr) and Developmental Theory (3 cr) CAE-6920 CAE Thesis B (3 cr) CAE-6180 Evolution of Immunity to Change (3 cr)

90 hours of training in negotiation, action inquiry Practicum Options: and facilitation skill development Choose 1 3-credit offering or 3 1-credit offerings:

CAE-6600 Practicum (3 cr) OR Specialization Options: CAE-6610 Practicum Proposal (1 cr) AND CAE-6620 Practicum Experience (1 cr) AND M.A. students interested in pursuing a specialization CAE-6630 Practicum Experience & Essay (1 cr) instead of the general track may do so in the following areas: International Mediation, Conflict and Change; Capstone Options: Civic Development and Systemic Transformation; Choose Professional Seminar or Thesis Environmental Conflict Analysis and Engagement;

33 CAE-6950 Professional Seminar (3 cr) OR both thesis course sections: Capstone Options: CAE-6910 CAE Thesis A (3 cr) and Choose Professional Seminar or Thesis CAE-6920 CAE Thesis B (3 cr) CAE-6950 Professional Seminar (3 cr) OR both thesis course sections: 90 hours of training in negotiation, action inquiry CAE-6910 CAE Thesis A (3 cr) and and facilitation skill development CAE-6920 CAE Thesis B (3 cr)

Civic Development Specialization (5 courses in 90 hours of training in negotiation, action inquiry addition to core curriculum: 15 cr. or 18 cr. if thesis and facilitation skill development option is selected)

6 core courses (18 cr) Healthcare Specialization CAE-6250 Social Design and Systemic (5 courses in addition to core curriculum: 15 cr. or 18 Transformation (3 cr) cr. if thesis option is selected) CAE-6260 Civic Development and Complexity (3 6 core courses (18 cr) cr) CAE-6270 Designing Planned Processes of CAE-6450 The Healthcare Sector as a Complex Social Intervention (3 cr) System (3 cr) CAE-6460 Healthcare as Intersection of Conflicting Practicum Options: Professional Cultures (3 cr) Choose 1 3-credit offering or 3 1-credit offerings: CAE-6470 Healthcare Sector Culture in Conflict with CAE-6600 Practicum (3 cr) OR Broader Community Culture (3 cr) CAE-6610 Practicum Proposal (1 cr) AND CAE-6620 Practicum Experience (1 cr) AND Practicum Options: CAE-6630 Practicum Experience & Essay (1 cr) Choose 1 3-credit offering or 3 1-credit offerings: CAE-6600 Practicum (3 cr) OR Capstone Options: CAE-6610 Practicum Proposal (1 cr) AND Choose Professional Seminar or Thesis CAE-6620 Practicum Experience (1 cr) AND CAE-6950 Professional Seminar (3 cr) CAE-6630 Practicum Experience & Essay (1 cr) OR both thesis course sections: CAE-6910 CAE Thesis A (3 cr) and Capstone Options: CAE-6920 CAE Thesis B (3 cr) Choose Professional Seminar or Thesis CAE-6950 Professional Seminar (3 cr) 90 hours of training in negotiation, action inquiry OR both thesis course sections: and facilitation skill development CAE-6910 CAE Thesis A (3 cr) and CAE-6920 CAE Thesis B (3 cr)

Environmental Specialization (5 courses in addition to 90 hours of training in negotiation, action inquiry core curriculum: 15 cr. or 18 cr. if thesis option is and facilitation skill development selected) Organizational Models Specialization 6 core courses (18 cr) (5 courses in addition to core curriculum: 15 cr. or 18 CAE-6350 Introduction to Environmental Conflicts cr. if thesis option is selected) and Collaborative Problem Solving (3 cr) 6 core courses (18 cr) CAE-6360 Managing Scientific and Technical Information in Environmental Conflicts (3 CAE-6550 Organizational Models, Systems, cr) Cultures and Conflict (3 cr) CAE-6100 Consensus Building and Facilitation CAE-6560 Leading, Managing and Enabling Change Theory (3 cr) in a Complex Environment (3 cr) CAE-6570 Organizational Communication, Practicum Options: Collaboration and Team Development (3 Choose 1 3-credit offering or 3 1-credit offerings: cr) CAE-6600 Practicum (3 cr) OR CAE-6610 Practicum Proposal (1 cr) AND Practicum Options: CAE-6620 Practicum Experience (1 cr) AND Choose 1 3-credit offering or 3 1-credit offerings: CAE-6630 Practicum Experience & Essay (1 cr) CAE-6600 Practicum (3 cr) OR

34 CAE-6610 Practicum Proposal (1 cr) AND 90 hours of training in negotiation, action CAE-6620 Practicum Experience (1 cr) AND inquiry and facilitation skill CAE-6630 Practicum Experience & Essay (1 cr) development

Adult Development and Conflict Graduate Capstone Options: Certificate: Choose Professional Seminar or Thesis CAE-6950 Professional Seminar (3 cr) CAE-6160 History & Evolution of OR both thesis course sections: Developmental Psychology (3 cr) CAE-6910 CAE Thesis A (3 cr) and CAE-6170 The Self in Conflict: Constructive CAE-6920 CAE Thesis B (3 cr) Developmental Theory (3 cr) CAE-6180 Evolution of Immunity to Change (3 90 hours of training in negotiation, action inquiry cr) and facilitation skill development 90 hours of training in negotiation, action inquiry and facilitation skill development Individualized Specialization (5 courses in addition to core curriculum: 15 cr. or 18 cr. if Civic Development Graduate Certificate: thesis option is selected) CAE-6250 Social Design and Systemic 7 core courses (21 credits) Transformation (3 cr) CAE-6260 Civic Development and Complexity (3 cr) CAE-6020 CAE Individualized Course I (3 cr) CAE-6270 Designing Planned Processes of Social CAE-6030 CAE Individualized Course II (3 cr) Intervention (3 cr) CAE-6040 CAE Individualized Course III (3 cr) 90 hours of training in negotiation, action inquiry and

facilitation skill development Practicum Options: Choose 1 3-credit offering or 3 1-credit offerings: Environmental Graduate Certificate: CAE-6600 Practicum (3 cr) OR CAE-6350 Introduction to Environmental Conflicts CAE-6610 Practicum Proposal (1 cr) AND and Collaborative Problem Solving (3 cr) CAE-6620 Practicum Experience (1 cr) AND CAE-6360 Managing Scientific and Technical CAE-6630 Practicum Experience & Essay (1 cr) Information in Environmental Conflicts (3

Capstone Options: cr) Choose Professional Seminar or Thesis CAE-6100 Consensus Building and Facilitation Theory (3 cr) CAE-6950 Professional Seminar (3 cr) 90 hours of training in negotiation, action inquiry and OR both thesis course sections: facilitation skill development CAE-6910 CAE Thesis A (3 cr) and CAE-6920 CAE Thesis B (3 cr) Healthcare Graduate Certificate:

90 hours of training in negotiation, action inquiry CAE-6450 The Healthcare Sector as a Complex and facilitation skill development System (3 cr) CAE-6460 Healthcare as Intersection of Conflicting Professional Cultures (3 cr) Graduate Certificate Options: CAE-6470 Healthcare Sector Culture in Conflict with Broader Community Culture (3 cr) Students interested in doing any of the 90 hours of training in negotiation, action inquiry and specialized specialization areas as either a facilitation skill development graduate certificate or as a non-credit professional certificate may do so by Organizational Models Graduate Certificate: completing an abbreviated sequence of CAE-6550 Organizational Models, Systems, Cultures courses in that area. and Conflict (3 cr) International Mediation Graduate Certificate: CAE-6560 Leading, Managing and Enabling Change in a Complex Environment (3 cr) CAE-6050 Introduction to International CAE-6570 Organizational Communication, Relations (3 cr) Collaboration and Team Development (3 CAE-6060 Peacemaking at the International cr) Level (3 cr) 90 hours of training in negotiation, action inquiry and CAE-6070 Mediating for a Durable Peace (3 cr) facilitation skill development

35 Individualized Graduate Certificate: • CAE-6020 CAE Individualized Course I (3 cr) • CAE-6030 CAE Individualized Course II (3 cr) • CAE-6040 CAE Individualized Course III (3 cr) • 90 hours of training in negotiation, action inquiry and facilitation skill development

Institute for Leading Change (ILC) Students wishing to complete their 90 hours of training in negotiation, action inquiry and facilitation skill development through Antioch University Midwest may do so by registering for a series of non-credit ILC courses taught between terms and tied to residencies. More information regarding these course offerings is available through the program office and on the website. See pp. 84 - 102 for information on academic and administrative policies relating to all AUM programs. The following policies are specific to the Conflict Analysis and Engagement program: Prior Learning Credits A student should decide prior to enrollment in the program whether or not to seek “transcripted” prior learning as a substitute for one or more of the online courses, or experiential prior learning as a portion of the practicum requirement. A maximum of six credits of prior learning may be used as credit toward the Master of Arts degree in Conflict Analysis and Engagement. Maximum Enrollment Students in the Conflict Analysis and Engagement program have a maximum of five years from the original term of entry to complete the program. This includes leaves of absence and periods of withdrawal.

36 HEALTH CARE CONSUMER ADVOCACY While the Certificate is not offered for degree PROFESSIONAL CERTIFICATE credit, students interested in applying the certificate to a graduate degree are eligible to The Healthcare Consumer Advocacy apply up to 9 semester credits to the Professional Certificate prepares students to Individualized Masters of Arts (IMA) program help patients and their families navigate the at Antioch University Midwest. Admission to public and private healthcare system. the IMA program is not automatic, and must be pursued separately from the Certificate The program’s goals are to provide students program. (See pp. 38-41 for more details with the research and decision-making tools to about the IMA program.) guide others in maneuvering through the complexities of present day health care systems. Empowering a patient with the ability to make educated, realistic and value-based CURRICULUM decisions is what good patient care is all The following courses are required to complete the about. Healthcare Consumer Advocacy Professional Upon completion of the program, students will Certificate: have knowledge and research skills in areas HCA-5100 Intro to Healthcare Advocacy / Patient such as ethics, economics of healthcare, Navigation (1 cr) conflict resolution, family dynamics, working HCA-5110 Healthcare Systems and Medical with medical teams, spiritual issues, Information (1 cr) physiology and disease and end of life HCA-5120 Mediating Conflict/Crisis in decisions. As professionals in this field, Healthcare (1 cr) students are of benefit to hospitals, private HCA-5130 Advocacy: The Profession (1 cr) and public healthcare agencies, families and HCA-5140 Interpersonal Communications (1 cr) individuals. HCA-5150 Advocacy in Action: Assessment - The program is open to those individuals with Planning (1 cr) previous healthcare knowledge and HCA-5160 Patient Rights and Advocacy(1 cr) experience. Applicants must have completed a HCA-5170 Medical Terminology and Major bachelor’s degree and pass a background Diseases (1 cr) check before beginning the program. HCA-5180 Integration of Healthcare Modalities (1 cr) HCA-5190 Health Insurance and Reimbursement COMPETENCIES AND CAREER (1 cr) POSSIBILITIES With this certificate, students are qualified to:

. Assess medical situations and facilitate open dialogue. . Navigate complex situations and help patients make informed decisions. . Research databases with up-to-date healthcare information. . Work in hospitals, with public and private healthcare providers, as well as with families and individuals. PROGRAM DESIGN The HCA Professional Certificate is designed to be earned in 12 months. Students complete three blocks of classes, during which they attend class once a week for the first three weeks of each month, while also completing an applied component of the program.

37 INDIVIDUALIZED MASTERS OF ARTS Throughout the program, in both their required (IMA) and individualized courses, students will develop competence and hone their mastery Program Overview of these program outcomes. For more than 30 years, students at Antioch Degree Completion University have been individualizing their graduate study in many liberal arts or social science fields, In order to graduate, students must complete while continuing to live and work in their home the following: communities. The Individualized Master of Arts . Attendance and participation in 2 (IMA) offers qualified students a unique opportunity residency sessions to pursue graduate education through an . 36 semester credits of academic work, individualized, limited-residency program. comprised of 18 credits of foundations Our IMA program is designed for the reflective self- coursework and either 12 or 15 credits directed learner who seeks to effect social, of individualized learning organizational, or personal change. Students . Either 3 credits professional seminar or pursue their study through two intensive on-campus 6 credits of thesis learning residencies and a combination of required on-line . E-portfolio, demonstrating graduate- and individualized courses, making it possible to level achievement of the program combine graduate education with professional, outcomes personal, and community commitments. Students work closely with their Faculty Program Design Advisors, Concentration Mentors, and Thesis Readers to assure that they will meet all The IMA offers a graduate program with the graduation requirements. Upon a student’s following features: completion of the above, the Faculty Advisor • Two short-term residencies in Yellow will recommend the student for graduation. Springs, Ohio. Academic Concentrations • Study with Antioch faculty • Flexible schedule to fit your lifestyle Students in the IMA develop an individualized • Learning that is self-directed curriculum that meets the academic and • Integration of theory and practice professional standards for graduate education • Online coursework in the students' discipline or field of study. The • Online learning communities with individualized curriculum is developed in a faculty and students collaborative partnership among the student, the Faculty Advisor, the Concentration Mentor, • 36 semester-credit Master of Art degree and the instructors. Together they are responsible for certifying that the curriculum Program Outcomes: complies with graduate-level learning requirements and the professional criteria in The IMA Program Outcomes represent the the field of study. knowledge, skills, and dispositions that all graduates of the IMA are expected to attain and demonstrate: The IMA program offers the following . A commitment to social responsibility within degree concentrations: one's discipline or field Social Sciences . Mastery of the integration of theory and practice in one's discipline or field Focus in Applied Psychology. Examples: . Adoption of a inter-disciplinary understanding . Eco-Psychology of one's discipline or field . Psychology and Spirituality . Proficiency in collaborative practice one's . Contemplative Psychology discipline or field . Integrative Studies in Psychology . Content area proficiency (first year) and mastery (complete degree) within Focus in Health and Human Development. one's discipline or field Examples: . Rural Leadership Development

38 . Community Development Creative Writing . Organizational Development . Healthcare Consumer Advocacy All students pursuing an IMA in Creative Writing complete 36 credits with the following sequence Focus in Integral Studies. Example: of courses (all courses are 3 credits) . Integral Knowledge Systems CRW-5560 Foundations of Form CRW-5590 The Writer’s Process Focus in Systems and Organizations. Examples: CRW-5670 Politics of Creative Writing . Organizational Leadership CRW-5710 Studies of Craft . Management Studies CRW-5830 Genre Studies (Applied Theory) CRW-5890 Professional Writer II Focus in Education Studies. Example: CRW-6100 Elective Individualized Course I . Adult Education CRW-6200 Elective Individualized Course II Creative Writing CRW-6300 Elective Individualized Course III Focus in Fiction CRW-6400 Elective Individualized Course Focus in Creative Non-Fiction IV Humanities CRW-6910 Creative Writing Thesis A and Focus in Philosophy COM-6920 Creative Writing Thesis B (6 cr. total) Students earn a Master of Arts degree (M.A.) with a concentration in their selected area. Students in Philosophy this program do not earn an M.B.A., M.S.W., M.Ed., All students pursuing an IMA in Philosophy or M.F.A. degree. complete 36 credits with the following sequence of courses (all courses are 3 credits): Course sequences: PHIL-5200 Topics in Metaphysics and Social Sciences Epistemology All students pursuing an IMA in the Social Sciences PHIL-5300 Topics in Logic and Philosophy of complete 36 credits with the following sequence of Language courses (all courses are 3 credits): PHIL-5400 Topics in Values and Ethics PHIL-5500 Topics in the History of SSC-5530 Foundations of the Field Philosophy COM-5420 Academic Writing and Research NOTE: Students complete 2 SSC-5660 Transformative Learning: Theory courses in PHIL-5500 for 6 and Practice credits) RSH-5720 Ways of Knowing: Systemic Inquiry PHIL-5600 Topics in Social and Political SSC-5780 Theories and Research of the Field Philosophy SSC-5840 Systems Thinking for a Changing PHIL-6100 Elective Individualized Course I World PHIL-6200 Elective Individualized Course II SSC-6100 Elective Individualized Course I PHIL-6300 Elective Individualized Course III SSC-6200 Elective Individualized Course II PHIL-6400 Elective Individualized Course IV SSC-6300 Elective Individualized Course III PHIL-6900 Philosophy Thesis (6 cr) SSC-6400 Elective Individualized Course IV OR SSC-6500 Elective Individualized Course V PHIL-6910 Philosophy Thesis A and PHIL- SSC-6950 Professional Seminar 6920 Philosophy Thesis B (6 cr. OR total) SSC-6910 Social Science Thesis A and SSC- 6920 Social Science Thesis B (6 cr. total). Note: Students must receive Healthcare Consumer Advocacy mentor and advisor approval to choose thesis option. If thesis Certification – Option in Health and Human option is approved, students Development complete one less Elective Students interested in pursuing a Master of Arts Individualized Course. in Health Care Consumer Advocacy may do so through the Individualized Master of Arts (IMA)

39 program offered at Antioch University Midwest. learned, recognize and acknowledge the knowledge Those individuals who complete the that they have gained, and identify how they could professional certificate may be eligible to earn improve upon their learning. Thus, in the IMA up to 9 semester graduate-level credits based program, both students and instructors have the on their coursework for the certificate towards responsibility to reflect upon and evaluate student the IMA program. No credit will be awarded for learning. partial completion. The Instructor Narrative and the Student Course Students must meet admissions requirements Evaluations provide information to enable the for both programs. student to build on strengths and to address areas of improvement. All evaluations should address the See p. 37 for detailed information on the learning achieved and should specifically address Healthcare Consumer Advocacy Professional the learning objectives stated in the course syllabus. Certificate.

Demonstration of Program Learning General Program Policies Outcomes: The E-Portfolio See pp. 84-102 for information on policies relating All IMA students are expected to achieve specific to all AUM programs. The following policies are learning outcomes, as outlined above. To specific to the Individualized Masters of Arts demonstrate their learning achievements, and to program: complete their final graduation requirements, Prior Learning students submit an electronic portfolio of their work to their Faculty Advisors. Prior learning must be relevant to the student’s field of study and must represent graduate-level learning This portfolio contains students’ learning acquired after the student obtained a bachelor’s products or artifacts that serve as evidence that degree and prior to enrollment into the IMA students have attained the program outcomes. Program. Prior learning credit may be earned from Students write a self-assessment of how their successfully completing graduate courses with a B- progress toward achieving the program learning or better from regionally accredited schools, from outcomes. This self-assessment gives students experiential learning that took place outside a formal the opportunity to reflect on their coursework and educational setting but that is comparable to capstone learning with respect to how and to graduate-level course work, or from a combination what extent they have accomplished the program of the two. A maximum of 6 semester credits of outcomes. prior learning may be applied toward the degree. Thus while the capstone learning represents the All transcripts must be submitted upon application application and illustration of the competencies for admission; however, determination of prior acquired, the paper represents a reflection and learning will not occur until after the student is assessment about how, where, when and why enrolled in the program and the student’s the learning has taken place. The E-Portfolio individualized curriculum is developed. The faculty Self-Assessment of Program Learning Outcomes advisor (or designee) evaluates all prior learning is an additional tool to ensure students have documentation before the individualized curriculum developed master level competencies in their can be approved in final form. Credit is awarded at field. the time of approval of the student’s individualized Updated Resume curriculum. An updated resume is also part of the students’ Evaluation e-portfolio. Students are encouraged to consider Antioch University is committed to a narrative not only recent changes in their professional evaluation process for assessing student learning. experience, but also how participation in their In other words, Antioch University does not reduce graduate program assisted them will developing the description of a student’s learning to a letter concrete, marketable knowledge, skills, and grade (A, B, C, etc.) perspectives that can be documented in a resume. In addition, the IMA Program takes the evaluation process it one step further, using it as an Maximum Enrollment Time opportunity for students to reflect upon what they’ve The typical amount of time for completion of the

40 master's degree is 2 years (4 academic semesters) for full-time students, and 4 years (8 academic semesters) for half-time students. For all students the maximum enrollment time is 5 years. The predicted enrollment limits do not include leave of absence and withdrawal terms. Financial aid is only available at full- and half- time enrollment status.

41 MANAGEMENT AND LEADING CHANGE obligations to family, work and (MLC) community. . Faculty who are academic and The educational mission of the Master of Arts in professional leaders in the field. Management and Leading Change (MLC) program . Option to attend full-time (6 credits each at Antioch University Midwest is to offer distinctive semester) or part-time (3 credits each graduate education that prepares students at any semester). stage in their professional development to be . Option to complete an applied or the principled managers and leaders in their respective theoretical capstone. fields of practice. Degree Requirements The curriculum is designed to promote the integral thinking required to understand, manage, and lead The Master of Arts degree in Management and change in a constantly shifting, globally oriented Leading Change is a 33 or 36 semester credit world. The program is trans-disciplinary and program depending on whether students accepts professionals from a wide range of fields complete the professional seminar (33 credits) and in a variety of positions engaged in private, or thesis (36 credits) option. The program public, and entrepreneurial work. consists of six (6) core courses, and either a general track in the theory and practice of The program exposes participants to all elements management and leading change, or a choice of management and leading change, including of specializations: theoretical perspectives, conflict, ethics, decision- making, resilience, policy issues, and Core Curriculum (6 core classes: 18 cr.): sustainability. MGT-5200 Social Research Methods (3 cr) MGT-5300 Crucial Communication (3 cr) There are three unique hallmarks to our program MGT-5400 Action Inquiry (3 cr) design: MGT-5650 Financial & Managerial . An integral approach to understanding Accounting (3 cr) organizing and leadership development - the MGT5750 Strategic Marketing integration of individual, cultural, and social Management (3 cr) system perspectives as an essential part of MGT-5850 Organizational Behavior managing and leading change. & Leadership (3 cr)

. Transformational action inquiry. The creation of new forms of thinking to allow new General Track (5 courses in addition to core discoveries to emerge and to challenge curriculum: 15 cr. or 18 cr. if thesis option is learners to expand the limits of their current selected) meaning making. CAE-5600 Integral Conflict & Organization (3 cr) . A developmental curriculum. An environment MGT-6035 Leadership, Identity & that supports and challenges the learners’ Development (3 cr) current level of understanding, resulting in a MGT-6045 Team Development & journey of change to a new place in their Collaboration (3 cr) lives. Practicum Options: Choose 1 3-credit offering or 3 1-credit offerings: The program offers a Master of Arts degree, MGT-6600 Practicum (3 cr) OR specializations, and graduate certificates. MGT-6610 Practicum Proposal (1 cr) AND Designed for the adult learner and lifestyle, the MGT-6620 Practicum Experience (1 cr) AND program includes: MGT-6630 Practicum Experience & Essay (1 . A 3-day residency at the beginning of each cr) semester, with online study in between. . Supportive and collaborative learning Capstone Options: Choose Professional Seminar communities of students and faculty. or Thesis . Ability to participate from home or anywhere MGT-6950 Professional Seminar (3 cr) in the world with Internet access. OR both thesis course sections: . Opportunity to complete a graduate MGT-6910 MGT Thesis A (3 cr) and program while continuing to meet MGT-6920 MGT Thesis B (3 cr)

42 Capstone Options: Choose Professional Seminar 90 hours of training in negotiation, action or Thesis inquiry and facilitation skill development MGT6950 Professional Seminar (3 cr) OR both thesis course sections: Specialization Tracks: MGT-6910 MGT Thesis A (3 cr) and Each specialization is comprised of 15-18 MGT-6920 MGT Thesis B (3 cr) credits in addition to the core curriculum: 3 specialized courses, a practicum, and either the 90 hours of training in negotiation, action inquiry professional seminar (3) or the thesis (6). and facilitation skill development

Human Resource Specialization. All core courses Civic Development & Systemic Transformation (18 credits), the following 15-18 credits and 90 Specialization. All core courses (18 credits), the hours of training: following 15-18 credits and 90 hours of training: MGT-6055 Human Resources Foundations (3 CAE-6250 Social Design and Systemic cr) Transformation (3 cr) MGT-6065 Leading Change in Human CAE-6260 Civic Development and Complexity (3 Resources (3 cr) cr) MGT-6075 Advanced Practices in Human CAE-6270 Designing Planned Processes of Resources (3 cr) Social Intervention (3 cr)

Practicum Options: Choose 1 3-credit offering or Practicum Options: Choose 1 3-credit offering or 3 1-credit offerings: 3 1-credit offerings: MGT-6600 Practicum (3 cr) OR MGT-6600 Practicum (3 cr) OR MGT-6610 Practicum Proposal (1 cr) AND MGT-6610 Practicum Proposal (1 cr) AND MGT-6620 Practicum Experience (1 cr) AND MGT-6620 Practicum Experience (1 cr) AND MGT-6630 Practicum Experience & Essay (1 MGT-6630 Practicum Experience & Essay (1 cr) cr) Capstone Options: Choose Professional Seminar Capstone Options: Choose Professional Seminar or Thesis or Thesis MGT6950 Professional Seminar (3 cr) MGT6950 Professional Seminar (3 cr) OR both thesis course sections: OR both thesis course sections: MGT-6910 MGT Thesis A (3 cr) and MGT-6910 MGT Thesis A (3 cr) and MGT-6920 MGT Thesis B (3 cr) MGT-6920 MGT Thesis B (3 cr)

90 hours of training in negotiation, action inquiry 90 hours of training in negotiation, action inquiry and facilitation skill development and facilitation skill development

Adult Development & Leadership Specialization. All Organizational Leadership Specialization. All core core courses (18 credits), the following 15-18 courses (18 credits), the following 15-18 credits and crCAEedits and 90 hours of training: 90 hours of training: CAE-6160 History & Evolution of Developmental CAE-6550 Organizational Models, Systems, Psychology (3 cr) Cultures and Conflict (3 cr) CAE-6170 The Self in Conflict: Constructive CAE-6560 Leading, Managing and Enabling Developmental Theory (3 cr) Change in Complex Environment (3 CAE-6180 Evolution of Immunity to Change (3 cr) cr) CAE-6570 Organizational Communication, Practicum Options: Choose 1 3-credit offering or Collaboration and Team 3 1-credit offerings: Development (3 cr) MGT-6600 Practicum (3 cr) OR Practicum Options: Choose 1 3-credit offering or MGT-6610 Practicum Proposal (1 cr) AND 3 1-credit offerings: MGT-6620 Practicum Experience (1 cr) AND MGT-6600 Practicum (3 cr) OR MGT-6630 Practicum Experience & Essay (1 MGT-6610 Practicum Proposal (1 cr) AND cr) MGT-6620 Practicum Experience (1 cr) AND

43 MGT-6630 Practicum Experience & Essay (1 MGT-6630 Practicum Experience & Essay (1 cr) cr) Capstone Options: Choose Professional Seminar Capstone Options: Choose Professional Seminar or Thesis or Thesis MGT6950 Professional Seminar (3 cr) MGT6950 Professional Seminar (3 cr) OR both thesis course sections: OR both thesis course sections: MGT-6910 MGT Thesis A (3 cr) and MGT-6910 MGT Thesis A (3 cr) and MGT-6920 MGT Thesis B (3 cr) MGT-6920 MGT Thesis B (3 cr)

90 hours of training in negotiation, action inquiry 90 hours of training in negotiation, action inquiry and facilitation skill development and facilitation skill development

Healthcare Leadership Specialization. All core TRAINING courses (18 credits), the following 15-18 In addition to earning graduate academic credits and 90 hours of training: credits, all students must complete 90 hours of CAE-6450 The Healthcare Sector as a training in negotiation, facilitation and action Complex System (3 cr) inquiry skill development. Students may CAE-6460 Healthcare as Intersection of undertake this training either in their own Conflicting Professional community or on campus through AUM’s Cultures (3 cr) Institute of Leading Change (ILC) CAE-6470 Healthcare Sector Culture in • Introduction to Negotiation Conflict with Broader • Introduction to Action Inquiry Community Culture (3 cr) • Group Facilitation Skills

Practicum Options: Choose 1 3-credit offering or More information regarding these course 3 1-credit offerings: offerings is available through the program MGT-6600 Practicum (3 cr) OR office and on the website. MGT-6610 Practicum Proposal (1 cr) AND MGT-6620 Practicum Experience (1 cr) AND MGT-6630 Practicum Experience & Essay (1 RESIDENCY DESIGN cr) Capstone Options: Choose Professional Seminar Master of Arts students must complete a or Thesis three-day residency at the beginning of each MGT6950 Professional Seminar (3 cr) semester in which they are enrolled. OR both thesis course sections: Each residency requires Friday 5pm arrival and MGT-6910 MGT Thesis A (3 cr) and daily academic sessions from 9 a.m.– 5 p.m. MGT-6920 MGT Thesis B (3 cr) Saturday through Monday. Evenings offer less- structured social activities and time for students to 90 hours of training in negotiation, action relax with one another or have down time on their inquiry and facilitation skill development own. First-year students are given special attention and time to bond and acclimate to the program by Individualized Specialization. All core courses starting their residency a few days before the other (90 credits), the following 15-18 credits and 90 cohorts. hours of training: Daily academic sessions consist of course sessions MGT-6020 MGT Individualized Course I (3 cr) with faculty, workshop type sessions with experts in MGT-6030 MGT Individualized Course II (3 cr) the field, mediation, negotiation, and facilitation role- MGT-6040 MGT Individualized Course III (3 playing, and academic advising. Students also cr) participate in technology training, library training, and administrative sessions pertaining to Practicum Options: Choose 1 3-credit offering or registration, financial aid, and general program 3 1-credit offerings: information sessions. MGT-6600 Practicum (3 cr) OR MGT-6610 Practicum Proposal (1 cr) AND MGT-6620 Practicum Experience (1 cr) AND

44 GENERAL PROGRAM POLICIES See pp. 84 - 102 for information on policies relating to all AUM programs. The following policies are specific to the Management and Leading Change program: Prior Learning Credits A student should decide prior to enrollment in the program whether or not to seek “transcript ted” prior learning as a substitute for one or more of the online courses, or experiential prior learning as a portion of the practicum requirement. A maximum of six credits of prior learning may be used as credit toward the Master of Arts degree in Management and Leading Change. Maximum Enrollment Students in the Management and Leading Change Masters of Arts program have a maximum of five years from the original term of entry to complete the program. This includes leaves of absence and periods of withdrawal.

45 PROFESSIONAL PREPARATION FOR In order to attain that goal, Antioch University TEACHER LICENSURE & M.ED. Midwest relies heavily on the integration of experience and theory. Through a focus on Mission learning, teaching, curriculum, and assessment from a student-centered perspective, Antioch The mission of the School of Education at Antioch University Midwest students are prepared to guide University Midwest is to prepare competent their future students in the development of the skills teachers and administrators who will use knowledge and knowledge needed in our rapidly changing to act as change agents in the service of all children world. When students complete the program they in a constantly changing social and educational should be highly skilled teachers able to integrate environment. In order to meet this challenge, theory and practice in today’s diverse classroom. education candidates at Antioch University Midwest are encouraged to be critical thinkers, using Program Design knowledge from their past experience and studies and the pedagogical content knowledge gained at • Cohort group model: Students enter as Antioch to become competent decision makers members of a cohort group and progress within their school environments. through the program together. This structure provides for ongoing support and unique Education candidates at Antioch University Midwest exchange of the learning experience. learn how to transfer knowledge of theory to practice in the process of their professional • Integrated curriculum: Consistent with best preparation. Candidates are encouraged throughout practices in education, students learn through the program to strengthen this skill both in classes conducted in a seminar format. performance-based exercises in class and in their Courses integrate varied learning styles and on-site classroom performance. It is our belief that multiple intelligences. best practice is associated with competent teachers • Team approach to teaching and learning: and school leaders who have the dispositions to Because of Antioch’s commitment to reflect on their practice in order to ensure continuing collaborative learning, students are required professional growth. to work in teams. Given that belief, Antioch University Midwest is • Student-centered, non-graded evaluation: committed to supporting education candidates in Progress is evaluated based on their efforts to become reflective practitioners. predetermined competencies that must be Finally, we assume that effective preparation for met to receive course credit. Students candidates includes being prepared to serve as produce portfolios that promote self-reflection advocates for individuals of every cultural and serve as valuable ongoing resources as background. they enter the teaching profession. Program Objectives • Computer technology oriented to the The Professional Preparation for Teacher Licensure educator: Students use Internet technology to program is designed for students with a bachelor’s learn, teach, and facilitate networking and degree who now want to teach. Designed for adults communication with their cohort members and with busy schedules, this graduate professional faculty. program provides students with the coursework and Experienced faculty: Faculty have extensive preparation required for an Ohio initial teaching • experience in teaching and administration. license to teach in public schools. These experiences make the faculty uniquely Consistent with Antioch’s philosophy of the qualified to combine theory with the reality of development of the whole person, the primary practice. objective of the program is to develop students’ Program Requirements intellectual, social, emotional and ethical potentials, thus preparing them for the rigors of teaching in All students in the Professional Preparation for today’s schools. Antioch University Midwest Teacher Licensure programs, regardless of the level believes that all teachers who complete the Teacher or area of concentration they wish to teach, must Licensure programs must be able to connect with meet the following requirements in order to be diverse classrooms, and be creative, competent, recommended for an Ohio initial teaching license: and compassionate leaders in the twenty-first century.

46 • Complete the required hours of field based offer the following levels and concentrations for observation and participation. teacher licensure: • Complete 12 weeks of full-time student teaching in an Antioch-approved school. Adolescent & Young Adult/M.Ed. (AYA) • Undergo Bureau of Criminal Identification and Grades 7-12 Investigation (BCI) and the Federal Bureau of To qualify for the adolescent and young adult Investigation (FBI) mandatory fingerprinting provisional teaching license, candidates must have (must have a clear record and be current for met the general education requirements and have field experiences and license submission. completed enough coursework to fulfill Ohio content Reports are valid for one year). requirement for one content area from the following: • Pass Praxis II required tests at or above the • Integrated Language Arts minimum level established by the Ohio • Integrated Mathematics Department of Education (ODE). • Integrated Social Studies • Successfully complete the Antioch University • Life Sciences Midwest’s Professional Preparation for • Life/Chemistry Science Teacher Licensure Program coursework. • Earth/Chemistry Science • Chemistry Successfully complete courses that fulfill the • Physics State of Ohio content requirements for • general education and/or specified teaching • Earth Sciences concentration(s). In addition, candidates must complete 46 • Pay all financial debts to Antioch University. semester-credits in the professional program as listed below: General Education Requirements AYA5000 Introduction to the Teaching All candidates, regardless of license being sought, Profession (2 cr) must meet the general education requirements. AYA5100 Foundations of Education Typically, general education requirements will have (3 cr) been completed as a part of an undergraduate AYA5200 Child Development and degree program. Learning (4 cr) While much of the requirement for content is AYA5250 Analysis of Content completed within the undergraduate degree, Knowledge Structures (3 cr) candidates may need to complete additional AYA5300 Planning and Assessment for undergraduate course work if they do not meet this Student Learning (6 cr) requirement. This need is determined through the AYA5325 Methods I: Differentiation & faculty’s review of transcripts of all previously Exceptionalities (3 cr) completed academic work. AYA5375 Current Issues in Secondary Education (3 cr) Applicants to the program submit copies of all AYA5400 Learning Environments (4 cr) transcripts for evaluation. Candidates may also be AYA5600 Content Knowledge Analysis required to submit catalogs, course descriptions, or II (2 cr) syllabi to provide evidence of having met the AYA5800 Clinical I - Internship (1 cr) content requirement. When the evaluation is AYA6000 Clinical II – Student Teaching complete, candidates may be informed that (10 cr) additional undergraduate coursework is required. RLE5450 Content Literacy (3 cr) This coursework may be obtained by taking classes at Antioch University Midwest, or at any regionally Take one (1) of the following four methods accredited institution of higher education. courses: AYA5510 Language Arts Teaching LICENSURE PROGRAM OPTIONS Methods for Secondary Education (2 cr) Antioch University Midwest has been approved by AYA5520 Math Teaching Methods for the State of Ohio and The National Council on the Secondary Education (2 cr) Accreditation of Teacher Education (NCATE) to

47 AYA5530 Social Studies Teaching ECE6310 Development and Learning Methods for Secondary Grades 4-5 (3 cr) Education (2 cr) ECE6520 Science-Math Methods AYA5540 Science Teaching Methods Grades 4-5 (3 cr) for Secondary Education (2 ECE6540 Language Arts-Social Studies cr) Methods Grades 4-5 (3 cr)

Middle Childhood Education/M.Ed. (MCE)

Grades 4-9 Early Childhood Education/M.Ed. (ECE) Grades PK-3 To qualify for the middle childhood education provisional teaching license, candidates must have To qualify for the early childhood education met the general education requirements and have provisional teaching license, candidates must completed enough coursework to fulfill Ohio content have met the general education requirements requirements for two concentrations from the and have earned 46 semester-credits in the following list: professional program as follows (includes the Ohio professional license reading courses): • Reading and Language Arts • Mathematics ECE5000 Introduction to the Teaching • Science Profession (2 cr) • Social Studies ECE5100 Foundations of Education (3 cr) In addition, candidates will complete the following 46 ECE5200 Whole Child Development semester-credits in the professional program as and Learning (4 cr) listed below (includes the Ohio professional license ECE5300 Planning and Assessment for reading courses): Student Learning (6 cr) MCE5000 Introduction to the Teaching ECE5400 Learning Environments (4 cr) Profession (2 cr) ECE5500 Integrated Methods (4 cr) MCE5100 Foundations of Education (3 cr) ECE5800 Clinical I - Internship (1 cr) MCE5200 Whole Child Development and ECE6000 Clinical II – Student Teaching Learning (4 cr) (10 cr) MCE5300 Planning and Assessment for RLE5150 Foundations for Reading Student Learning (6 cr) Instruction (3 cr) MCE5400 Learning Environments (4 cr) RLE5250 Phonics (3 cr) MCE5800 Clinical I - Internship RLE5350 Reading Assessment (3 cr) (1 cr) RLE5450 Content Literacy (3 cr) MCE6000 Clinical II – Student Teaching (10 cr) Please note: Degree requirements for the RLE5150 Foundations for Reading Instruction Bachelor’s of Arts degree in Early Childhood (3 cr) Education appear in the Undergraduate RLE5250 Phonics (3 cr) Studies section on pp.12-13. RLE5350 Reading Assessment (3 cr) RLE5450 Content Literacy (3 cr)

Early Childhood Generalist Endorsement Take two (2) of the following four methods courses: (ECG) Grades 4-5 MCE5510 Language Arts Teaching Methods for Middle Childhood To qualify for the Generalist Endorsement to the Education (2 cr) Early Childhood license, candidates must hold a MCE5520 Math Teaching Methods for teaching license in Early Childhood Education from Middle Childhood Education Antioch University Midwest and have completed their (2 cr) bachelor’s degree from a regionally accredited MCE5530 Social Studies Teaching institution. Content areas are a prerequisite. In Methods for Middle Childhood addition, candidates must complete 9 semester Education (2 cr) credits as listed below: MCE5540 Science Teaching Methods for Middle Childhood Education (2 cr)

48 Middle Childhood Education Generalist RLE5850 Developing and Promoting Literacy (3 cr) The MCE Endorsement is ONLY available to RLE5950 Reading Clinical (3 cr) candidates that AUM has recommended for a Middle Childhood License. Special Education (EDS): Mild to The Middle Childhood Generalist Endorsement allows the teaching candidate with two licensure areas to Moderate Intervention Specialist / M.Ed. add two more content areas specifically for teaching in Grades PK-12 a self-contained 4th, 5th, or 6th grade classroom. To qualify for the mild to moderate intervention This endorsement is not valid for holders of any specialist provisional teaching license, candidates license other than Ohio Middle Childhood Education. must have met the general education requirements To have the Middle Childhood Generalist endorsement and 46 semester-credits in the professional program added to the Middle Childhood License: as follows (includes the Ohio professional license (1) The candidate must have previously completed a reading courses): Middle Childhood Education program in two content EDS5000 Introduction to the Teaching areas and hold a valid Ohio Middle Childhood Profession (2 cr) Education License. EDS5100 Foundations of Education (3 cr) (2) In addition to successfully completing the Middle EDS5200 Context of Special Education and Childhood Generalist Endorsement course work in Developmental Learning Theory (4 either one or two additional areas, the candidate must cr) also successfully complete the required Praxis II EDS5300 Planning and Assessment for test(s). The candidate must pass either: Student Learning (6 cr) EDS5400 Learning Environments and Social (a) the Elementary Education Content Interactions (4 cr) Knowledge (0014); OR EDS5500 Integrated Methods for Special (b) the content area test for each content Education (4 cr) area added to the Middle Childhood EDS5800 Clinical I - Internship (1 cr) Education License, chosen from the EDS6000 Clinical II – Student Teaching following: (10 cr) RLE5150 Foundations for Reading • Middle School English/Language Instruction (3 cr) Arts (0049) RLE5250 Phonics (3 cr) Middle School Mathematics (0069) • RLE5350 Reading Assessment (3 cr) • Middle School Social Studies (0089) RLE5450 Content Literacy (3 cr) • Middle School Science (0439) Please note: Candidates can complete the entire Candidates who wish to add the Middle Childhood EDS program and then add the EDS/Moderate to Generalist Endorsement should contact the Intensive as a second teaching field by taking 9 Program Chair. additional credits.

EDS Second License Only in Reading License Endorsement (RLE) Intervention Specialist Grades PK-12

To qualify for the reading license endorsement This program is designed to provide currently program, candidates must hold a teaching license or licensed Ohio teachers the necessary certificate and have a bachelor’s degree from a knowledge and skills required to obtain a regionally accredited institution. In addition, Second License in Special Education: Mild to candidates must complete 18 semester-credits as Moderate Intervention Specialist (K-12). This listed below: program will allow licensed teachers to expand their previous classroom experience to work RLE5150 Foundations for Reading Instruction with students who have specialized needs in (3 cr) mild to moderate disability categories, such as RLE5250 Phonics (3 cr) Specific Learning Disabilities, Intellectual RLE5350 Reading Assessment (3 cr) Disabilities, Asperger Syndrome, and RLE5450 Content Literacy (3 cr)

49 Emotional or Behavioral Disorders. Coursework will be tailored for licensed * Additional Reading Courses may be required teachers to expand their current planning, RLE5150 Foundations for Reading teaching, and managing skills to special Instruction (3 cr) education settings that are inclusive, pull-out, RLE5250 Phonics (3 cr) or self-contained. RLE5350 Reading Assessment (3 cr) RLE5450 Content Literacy (3 cr) Program features:

• 1 year – 2 semesters – for program completion (for candidates who meet Ohio Reading Core requirements) EDUCATIONAL LEADERSHIP & OHIO • No additional student teaching PRINCIPAL LICENSURE required. Candidates will complete focused field observations connected Antioch University Midwest is proud to offer to coursework and a practicum experienced education professionals a Masters of experience. Education in Educational Leadership, as well as the • Classes held in the evenings, twice a coursework to qualify for an Ohio Principal’s week, so teachers can continue to License. This program prepares educational work in their current classrooms administrators and teachers who are capable of • Cohort model with currently licensed dynamic leadership and innovative change in teachers only today’s fast paced school climate. Antioch University Midwest provides its students a Entrance requirements: classroom-based, experiential approach to Candidates for admission into the EDS leadership that emphasizes understanding reasons Second License Only Program must hold a behind actions. This approach, combined with current and valid Ohio License (2 year practical organizational and management skills, provisional, 4 year resident, or 5 year makes this a program that fully equips PreK-12 professional). Candidates must also take the educators to manage diverse educational Skills Assessment. Preference will be given to environments that foster lifelong learning. candidates who have met the required Ohio Reading Core coursework as part of their Program Features: initial license. However, candidates who lack The M.Ed. in Leadership at Antioch University the required reading coursework will be able to Midwest is a course-based program aimed at take necessary reading courses during the meeting the needs of currently employed teachers, summer term either immediately before or administrators and other school personnel after the EDS courses are completed. interested in building their leadership skills. It is designed for students with an earned baccalaureate Course requirements: or professional degree from an accredited institute 8 courses – 24 credits * of higher education and a valid Ohio 5-year EDS5010 Foundations of Special professional teaching license, or other education Education (3 cr) professional as defined by the State of Ohio. EDS5020 Development of Exceptional Learners (3 cr) 1. 36 semester credits EDS5110 Ethics and Legal Issues in 2. Cohort model Special Education (3 cr) EDS5120 Learning Environments and Program Requirements: Social Interaction (3 cr) EDS5210 Assessment and Placement in . Must have a minimum of 2 years Special Education (3 cr) teaching experience. EDS5270 Augmentative and Alternative . Must hold a current Ohio 5-year Communication (3 cr) professional teaching license. EDS5440 Integrated Instructional Methods . Earned bachelor’s degree from (3 cr) accredited institution. EDU6500 Second License Practicum (3 . Minimum 2.5 GPA for bachelor’s cr) degree.

50 . Minimum 3.0 for any graduate-level GENERAL SCHOOL OF EDUCATION coursework. INFORMATION & POLICIES . Completion of skills assessment test proctored at Antioch University See pp. 84 - 102 for information on policies relating Midwest. to all AUM programs. The following policies are specific to all School of Education programs: Required Courses Statement of Assurance of Good Moral EDL6100 Organizational Structures Character (3 cr) EDL6250 Research for School The Ohio Department of Education (ODE) is Improvement (3 cr) committed to ensuring that all P-12 students receive EDL6350 Ethical Issues in Educational instruction from educators who can provide a safe, Administration (3 cr) supportive, and healthy school environment. By EDL6470 Curriculum (3 cr) Ohio statute, those persons who have EDL6540 Visionary School demonstrated “unbecoming conduct” may not be Restructuring (3 cr) licensed to teach in Ohio’s schools. The Office of EDL6620 Supervision and Staff Professional Conduct at the Ohio Department of Development (3 cr) Education is responsible for raising awareness EDL6720 Principal as Instructional among pre-service educators for what unbecoming Leader (3 cr) conduct is for educators. Antioch’s School of EDL6810 School and Community Education supports this statute and all candidates Relations (3 cr) are required to sign the statement prior to beginning EDL6830 School Finance (3 cr) the program. EDL6850 School Law (3 cr) EDL6920 Internship – Initial (3 cr) EDL6960 Internship - Final (3 cr)

Note: Candidates have seven years from the date of initial entry to complete the program. Note: The above processes are still subject to final approval of the student as a candidate for principal licensure and do not automatically result in a recommendation. Licensure Recommendation

All principal licensure candidates who wish to be recommended for an Ohio Principal’s License by the School of Education of Antioch University Midwest must follow the processes outlined below: Principal licensure program participants must complete an exit Interview with program staff. This interview will include verification of adequate teaching experience and current Ohio teaching certificate/license; a copy of Praxis II results at, or above, the State of Ohio pass rate; review of a faculty recommendation stating that the candidate is ready to accept the challenges of school administration at the level of principal and verification of completed program coursework. The classes must be taken at Antioch University Midwest, unless a faculty member allows substitution of prior coursework at the time of program entry.

51 THE GRADUATE CURRICULUM implementation of instruction in high school settings. They study a variety of formative and Course Descriptions summative assessments, including teacher- created tests and state-mandated and high stakes standardized tests, and they develop a ADOLESCENT AND YOUNG ADULT clear understanding of principles of EDUCATION (AYA) educational assessment and of applications of assessment in teaching. AYA5000 Intro. to the Teaching Profession (2 cr) This course introduces candidates to the teaching AYA5325 Methods I: Differentiation and profession with particular emphasis on the use of Exceptionalities (3 cr) inquiry in the classroom, the Teacher Performance This course serves as an opportunity for students Assessment (TPA), professional codes of conduct, to explore strategies of instruction that meet the and the role of professional associations in teachers' needs of diverse learners. The course builds on the professional development and practice. (Standard 7, knowledge base that has been acquired in the Ohio Standards for the Teaching Profession) coursework completed in Planning for Instruction. AYA5100 Foundations of Education (3 cr) AYA5375 Current Issues in Secondary Education Candidates formulate understandings of (3 cr) historical and contemporary roles of American A uniquely designed advanced topics course that education. Topics include the changing crosses the academic disciplines. This course is purposes of schooling, equity, teaching designed for the exploration of specific topics that standards, and the nature of knowledge. are not covered in the regularly scheduled program sequence of course work. Course topics include, AYA5200 Child Development & Learning (4 cr) but are not limited to, Teacher Evaluation; School This course examines the major Law; School Finance; Grant Writing; Interviewing developmental, learning, and motivational Skills; Unions and Professional Organizations; theories from middle childhood through Substance Abuse; Use of Technology; and Praxis adolescence and young adulthood. Emphasis III. Topics will be explored and presented by is on cognitive, psychosocial and physical drawing from readings (especially ASCD material) development and the significance of such in current educational and various other development to learning theory and learning professional publications and journals. processes. Candidates examine the theoretical foundations about how learning AYA5400 Learning Environments (4 cr) occurs; how students construct knowledge Candidates explore methods of creating learning and acquire skills that are applicable to the environments that are healthy, respectful, secondary classroom. supportive, and challenging. Emphasis is on building collaborative approaches to learning and AYA5250 Analysis of Content Knowledge positive communication in classrooms and schools. Structures (3 cr) Candidates develop an understanding of the This course serves as an opportunity to dynamics of conflict and the procedures for diagnostically assess the depth and breadth of effective intervention with students as well as content knowledge in a standards driven adults. Focus is on using guidance and problem- format. solving techniques to encourage positive social AYA5300 Planning and Assessment for interactions and success in learning. Student Learning (6 cr) AYA5510 Language Arts Teaching Methods Candidates begin their development as for Secondary Education (2 cr) reflective practitioners through the study of the Candidates examine, design and practice art and science of teaching. Topics include: instructional strategies that are the foundation examination of curriculum models, for reflective and effective language arts implementation and differentiation instructional classroom teaching and learning. Emphasis is strategies, lesson and unit design and on learning to implement the language arts delivery, the integration of technology, the role curriculum based on the Ohio Model and its of local, state, and federal guidelines. In this four strands (reading, writing, listening/visual course candidates also develop an literacy, and oral communication) and upon understanding of how assessment and the candidates’ interests, modalities and evaluation guide the development and styles. The focus is on discussions emanating

52 from readings, demonstrations, and activities. activities, candidates gain experience and Through these activities, candidates gain understanding about teaching methods. experience and understanding about effective AYA5600 Content Knowledge Analysis II (2 cr) teaching methods. This course serves as an opportunity to apply AYA5520 Math Teaching Methods for the depth and breadth of content knowledge Secondary Education (2 cr) identified for remediation in Content Candidates examine, design and practice Knowledge Analysis I through effective instructional strategies that are the foundation planning, assessment, and demonstration of for reflective and effective mathematics instructional strategies. classroom teaching and learning. Emphasis is AYA5800 Clinical I - Internship (1 cr) on learning to implement the mathematics Clinical I experience is an internship conducted in curriculum based on the Ohio Model and upon the same classroom where teacher candidates will the students’ interests, modalities and styles. complete their student teaching. During Clinical I, Candidates will gain an understanding of the teacher candidates are expected to build rapport historical perspective of teaching mathematics with students, develop a professional, mentor- and the changes in recent years in mentee relationship with their cooperating teacher, mathematics instruction and how these and begin to actively assimilate into the culture of changes will inform their teaching. The focus the school. is on discussions emanating from readings, demonstrations, and activities. Through these AYA6000 Clinical II – Student Teaching (10 cr) activities, candidates gain experience and Clinical II: Student Teaching is the culminating understanding about effective teaching teaching experience for teacher candidates. methods. Student teaching occurs in collaborative public school classrooms with children and/or young adults AYA5530 Social Studies Teaching Methods with exceptionalities (grades K-12). Student for Secondary Education (2 cr) teaching provides practical learning experiences for Candidates examine, design and practice candidates in actual teaching conditions with instructional strategies that are the foundation professional guidance from a mentor teacher. for reflective and effective social studies classroom teaching and learning. Emphasis is on learning to implement the social studies COMMUNICATION (COM) curriculum based on the Ohio Model and upon the students’ interests, modalities and styles. COM5420 Academic Writing & Research The focus is on discussions emanating from (3 cr) readings, demonstrations, and activities. In this course, students will practice academic Through these activities, candidates gain writing and research using the method of experience and understanding about effective reflective autoethnography. Students will teaching methods. relate their professional and personal AYA5540 Science Teaching Methods for experiences to relevant scholarship, their own Secondary Education (2 cr) values, personal and professional Candidates examine, design and practice development, and social responsibility. instructional strategies that are the foundation Through assigned readings and writing for reflective and effective science classroom exercises students reflect on the personal teaching and learning. This course focuses on meanings of past and present roles in family, the scientific method of inquiry and how organizations, community, and other relevant scientific knowledge is gained. Science settings, place their experiences of self in the process, inquiry skills, and constructivist context of culture, connect this story within the methods are examined and demonstrated. context of significant and relevant scholarship The goal of integrating scientific theory into the and finally draw lessons that inform their broad fabric of personal and social experience socially responsible future professional is demonstrated through classifying, practice. The final paper will be APA formatted observing, measuring, inferring, and is expected to build upon the student's communication and experimenting. professional experience and current learning. Discussions will emanate from readings, demonstrations and activities. Through these

53 CONFLICT ANALYSIS AND organizations, and in the process, conflict in ENGAGEMENT (CAE) organizations. In this cutting edge course we use the term “integral” to mean an inclusive, balanced CAE5200 Social Research Methods (3 cr) and comprehensive perspective, one that provides This course is designed to introduce students a useful and comprehensive map for understanding to the basic research methods used in the internal and external environments in which planning and evaluating social interventions. conflict occurs and in which an organization and its Topics include problem formulation, design, people operate. An integral approach provides a measurement, analysis, and the application of thorough and comprehensive way to investigate the findings to theory and practice. We will interconnectedness of people and cultures in our examine the role of theory, and hypothesis, as personal life and in our work lives. It is a trans- well as asking the right questions. We will disciplinary approach that acknowledges and cover research design potential data sources, integrates the ideas from a wide variety of sources data-gathering techniques; effective to explain and guide us in our perspective-taking presentation, analysis and data interpretation, and our analysis of the most complex of problems, along with report writing and research ethics. such as conflict and organizational development, the twin subjects of this course. This approach will CAE5300 Crucial Communication (3 cr) also provide students with a vehicle for identifying This course explores how communication both the unique contributions and the points of shapes our relationships, personal and overlap across the array of literature on the topic of professional effectiveness, and understanding conflict and on the topic of organization of our social settings. It introduces development. communication theory with an emphasis on its practical application. Students begin to CAE5700 Negotiation & Mediation Theory identify and develop their existing (3 cr) communication styles and skills in use, and This course presents a critical examination of describe areas for continued growth. Students contemporary approaches to negotiation and also begin to develop assessment skills mediation. Theoretical and empirical aspects of related to group dynamics and group strategies and processes of negotiation and communications. This course provides a mediation are explored, along with cases of both foundation on which students will continue to successful and unsuccessful negotiations and build throughout the program. mediations. Roles, capacities and motivations of parties are discussed. Ethical issues and concerns CAE5400 Action Inquiry (3 cr) in the practice of negotiation and mediation are This course is an introduction to the approach analyzed. of Action Inquiry developed by Donald Schoen, Chris Argyris and William Torbert. CAE6050 Intro to International Relations (3 cr) Action inquiry is an approach that enables Located within an integral framework, this course professionals to understand how they use their introduces students to the general context or knowledge in practical situations and how they "playing field" in which international conflict and its combine action and learning in a more management occurs. International armed conflicts, effective way. Through greater awareness while sharing some similarities with conflicts at and reflection, students will be able to identify other levels, are unique in their own ways and the the knowledge that is embedded in the similarities and differences between different armed experience of their work so that they can conflicts need to be identified prior to planning any improve their actions in a timely way, and peacemaking intervention. Students will become achieve greater flexibility and conceptual familiar with the unique factors at this level such as innovation. The objective of the course is to international law, arms flows, and population introduce students to the approach and movements which affect the trajectory of these methods of action inquiry by raising their armed conflicts. awareness between intention, strategy and outcomes in their practice. CAE6060 Peacemaking at the International Level (3 cr) CAE5600 Integral Conflict – Integral Organization This course builds upon the previous course by (3 cr) offering a more in-depth and focused examination This course is designed to serve as an introduction of the specific challenges of peacemaking at the to taking an integral perspective on conflict and on international level. It covers three main topics: 1)

54 intervention design, 2) intervention implementation, staff needs attainment, access to resources and and 3) intervention monitoring and evaluation. The inclusion in decision making. The course begins by specific skills and knowledge associated with this introducing various theoretical contributions to our course include the Fundamentals of Basic understanding of structures and systems, how and Intervention Design, Writing a Project Proposal, where conflict is built into the structures and systems, The Role of Culture/Working Under Fire, Basic and various methods for diagnosing these issues. Project Management, Leadership & Teambuilding, CAE6160 History & Evolution of Developmental Managing Media Relations, Different Psychology (3 cr) Tools/Approaches for Project Monitoring and This course will trace the evolution of thought and Evaluation, and lastly how to Design Formative and knowledge-construction within the field of Summative Project Evaluations. Developmental Psychology, particularly as it attends CAE6070 Mediating for a Durable Peace (3 cr) to the development of human meaning-making - All too often peacemaking processes become what Kegan calls "the essential motion of human stalled, go off track, or breakdown completely, thus being" - and the "what you do with what happens to greatly reducing the chances that a lasting and you." The origins of this field can be found in the durable peace can be created by these processes. works of James Mark Baldwin, John Dewey, This course examines the question of how George Herbert Meade, and most centrally, Jean mediators can improve the prospects that durable Piaget. We will look at the work of all of these peace will follow from a mediation process. theorists, along with many others in the lineage, as Agreement design, spoiler management, and we follow the development of the thinkers and their managing the parties' power dynamics at and away thoughts through this field of making sense of our from the table are topics of special emphasis in this human experience. course as they are of primary concern to ensuring We will also look at present-day knowledge that an agreement will endure and durable peace construction through the lens of our Integral will flourish. An original model for durable peace is perspective, to explore the continuing evolution of presented plus numerous practical tactics for the field and where it might lead us, and how it can designing good agreements, managing spoilers, help illuminate and clarify our understanding of the and channeling the parties' power struggle into meaning and evolution of conflict engagement and nonviolent mechanisms and processes. Moreover, analysis. the issue of rejuvenating stalled peace processes and accords will be also be addressed. CAE6170 The Self in Conflict: Constructive Developmental Theory (3 cr) CAE6100 Consensus Building & Facilitation Theory This course explores the evolutionary trajectory of (3 cr) meaning-making in adulthood and the ways that we In this course, students will be introduced to understand, experience, and engage the conflicts, consensus building decision processes, group from the banal to the profound, that inevitably show process theories, and the skills needed to facilitate up along our journey. Conflicts and the meaning groups of all sizes in a wide variety of settings. they hold for us have a powerful impact on our Characteristics of consensus decision making and sense of identity, membership in our communities, effective groups will be identified, and the role and and our constructions of our world. Without conflict, function of a group facilitator will be defined. we do not grow. With too much conflict, we wither Consensus building processes, group development and retreat. and formation will be examined, as will several group task and maintenance functions. Throughout This course will take an in-depth look at the this course there will be an emphasis on applying evolution of the self and its meaning-making across collaborative conflict management theory, the lifespan, focusing primarily on the journey strategies and processes. through adulthood. We explore this time called "adulthood" not as a single, last phase of human CAE6150 Structures & Systems of Conflict development, but as part of an evolutionary journey (3 cr) involving significantly different eras and This course has two distinct foci: an examination of transformations. Within the context of conflict how the organization of social and political analysis and engagement, we will use conceptual institutions (structures) may create a system of and literary readings, group discussions via winners and losers in which people become trapped conference calls, self-reflective practice, and online in a particular social situation, and how dialogue to plumb the depths of the evolution of organizational systems exercise power in support of meaning-making in adulthood. The complexity of

55 one’s meaning-making holds significant implications its relationship to systemic transformation. for the ways in which individuals understand, relate Professionally, it develops student abilities to act as to, and experience conflict. In this course students consultant, practitioner, official, informed consumer will attend to understanding their own meaning- and/or citizen in the planning of public participation making around conflict while also attending to the processes, especially in the early stages. Potential meaning-making of conflict of their clients, benefits, challenges, and risks of public processes colleagues, family and friends. are considered together with criteria for tailoring such processes to the demands of particular CAE6180 Evolution of Immunity to Change situations. (3 cr) This course will apply the theory and methodology CAE6260 Civic Development & Complexity of constructive-developmental psychology to (3 cr) leadership and mediation practice. We will focus on This course introduces students to a developmental the methodologies of Kegan & Lahey's Immunity to pattern of increasing complexity evident in four Change, Torbert's Action Inquiry, Goodman's dimensions: (a) civic development, (b) cognitive Developmental Coaching, and engage in 1st, 2nd, development, (c) decision making, and (d) how and 3rd person investigations of the theoretical and attempts to address complex issues are conceptual foundations for each methodology as approached. Drawing from an interdisciplinary well as the administration and practical application literature including complexity science, adult and of each. cognitive development, information processing, and anthropology, students will examine characteristics Students will be expected to engage with these of this pattern in individual and collective actions methodologies in their own reflective practice and systems, including public issue "talk" and throughout the course, and to keep a reflective implications for policy development. practice journal. At the beginning of the course, students will, in consultation with the instructor, CAE6270 Designing Planned Processes of Social create their own individual learning goals for the Intervention (3 cr) course and develop an individualized trajectory and In this final course of the specialization, students strategies and to enhance and support their own propose, justify and evaluate designs for strategic evolutionary journey. These goals and strategies social interventions in a series of increasingly will be based on each student's own current complex cases. To do so, they apply the framework complexity of meaning-making as assessed by an and design tools introduced in the first course and initial Subject-Object Interview and an Immunity to the developmental model and introduction to issue Change Map. analysis from the second. Building on the ability to specify design requirements developed in those CAE6200 Culture & Conflict (3 cr) courses, and drawing upon the methodologies and This course examines the psychosocial techniques inventoried there, students are now development of culture, governed by a designing and improving designs for processes that developmental logic and generally showing could meet those requirements. increasing differentiation, increasing complexity of organization, and qualitatively different modes of CAE6300 Identity & Conflict (3 cr) adaptation. For the practitioner this means being A developmental approach to understanding conflict able to navigate among the culturally informed and "negotiating contested meanings" suggests that identities, meanings and ever-changing perceptions there are qualitatively different ways of constructing that influence the experience of conflict. Within this meaning in a conflict, and therefore, qualitatively framework students will develop fluency with ways different ways of responding, mediating, and of naming, framing and supporting cross-cultural resolving a conflict. In this course we will examine a conflict transformation. diverse selection of adult developmental researchers and the models they have developed, CAE6250 Social Design & Systemic Transformation seeking the linkages between the structures of adult (3 cr) development and the phenomenology of conflict. This course introduces the field of civic The individual's identification, meaning-making, and engagement. It connects the specialization to the response to conflict are related to his/her prior learning and anticipated career needs of developmental "center of gravity." students and establishes the basis for the theoretical and practical work of the remaining CAE6350 Introduction to Environmental Conflicts & courses. Students learn new applications and skills Collaborative Problem Solving (3 cr) for critical thinking about social process design and

56 Conflict over environmental and natural resource CAE6460 Healthcare as Intersection of Conflicting management issues can be severe and volatile; Professional Cultures (3 cr) environmental conflicts pose powerful challenges to This course focuses on the internal aspects of the civil societies. More often than not they are complex healthcare sector to explore how the structural and and hard fought affairs that present urgent and internal cultural dynamics of the sector intersect. practical problems to be solved. Citizens and The emergence of the "healthcare manager" as well decision makers are hungry for ways to improve as the growing roles of other healthcare professions environmental discussions. As an introduction to will be explored. Particular attention will be paid to environmental conflicts, this course lays the the training regime and culture exhibited by each of foundation for the environmental specialization. the professions as a means to expose students to Beginning with the first environmental mediation in the many value and perspective differences that 1973 in Washington State, students will be exist amongst the professions. The course will also introduced to the history of this practice area; they expose the student to intra-professional dynamics, will study the evolution of a field of practice that is such as "horizontal violence," that can encourage moving to center stage as communities and states conflict to emerge. Students will consider how wrestle with the impact of climate change and the institutional or organizational and professional challenges of sharing limited resources. cultures in healthcare contribute to various healthcare-setting tensions and conflicts. CAE6360 Managing Scientific & Technical Information in Environmental Conflicts (3 cr) CAE6470 Healthcare Sector Culture in Conflict with Scientific and technical complexity and uncertainty Broader Community Culture (3 cr) is probably the most significant factor that This course shifts focus from the internal dynamics distinguishes environmental disputes from other of the sector to exploring how the prevailing kinds of conflicts. When specific controversies arise culture(s) in the healthcare sector align and in environmental conflicts, facilitators and mediators compete with other values and cultures found in the look to science and technical experts to support broader community. The perspectives of ethnicity, decision-making. Scientific data and knowledge age, and gender, particularly as they relate to form the building blocks necessary to ground issues such as life, death, interacting with authority consensus-seeking deliberations. In this course and accessing/using information will be key aspects students will learn about the kind of science-based of this course. Particular attention will be paid to information that is available and how to use it in how broader community values related to safety, helping the parties affected by the decision gain healthy living, community development and confidence in the process and outcomes. Students individual growth and responsibility find expression will learn how to assess informational needs as well in the healthcare context or may give rise to conflict. how best to present information to reach the widest Issues related to the aging population and the possible audience of stakeholders. increasing mobility of family members and how these factors influence interactions with healthcare CAE6450 The Healthcare Sector as a Complex providers will also be explored. System (3 cr) This course provides the foundation for the CAE6550 Organizational Models, Systems, healthcare specialization and explores the various Cultures & Conflict (3 cr) components of the sector with a focus on the Change and conflict are natural aspects of interaction of the numerous sub-systems that exist organizations. When addressing organizational within our healthcare sector. The course will provide conflict, it is important to understand how a brief overview of the historical development of the organizations are both "institutional entities" with sector. Legislative and financial structures that histories, positions, and rules, and complex support the healthcare sector will also be explored. "emerging social systems" with cultures, diverse Particular attention will be paid to the various care employee populations, and dynamic working delivery agencies, including the mega-hospitals, relationships. Rooted in systems thinking, this university/research-based providers, faith-based course critically explores the nature of organizations providers and the array of smaller agencies. and the dynamics of organizational conflict through Students will develop systemic understandings of 5 inter-related lenses: organizational culture, the complexity of healthcare so they can understand organizational structure, human resources, and address the relationships and structures that organizational communication, and organizational generate conflict in the healthcare sector. power and politics. This course's instructional process also enables students to develop their own

57 organizational model and understanding of CAE6610 Practicum Proposal (1 cr) organizational conflict. Practicum constitutes the students field placement or internship within one or more professional CAE6560 Leading, Managing and Enabling Change communities. Students are expected to deepen their in a Complex Environment (3 cr) understanding of theory and its applications to With adult development and social and emotional actual practice. Students are also expected to gain intelligence principles as a backdrop, and shared new skills in conflict analysis, prevention and leadership, resonant leadership and discursive intervention. Field placements may include leadership concepts as a foundation, this course mediation, as well as a combination of other types critically explores the strengths and limitations, as of intervention, such as facilitation, negotiation, well as the appropriate use of 7 approaches to conciliation, training design, dispute resolution leadership: commanding, affiliative, democratic, systems design or program implementation and team, servant, mentoring, and visionary. While assessment. In this course, students follow outlining ways to empower others, this exploration guidelines for developing and submitting a proposal includes analyzing the power that comes with for their intended practicum experience, discuss it leadership, discussing the ethical use of power by with practicum faculty and revise as necessary, leaders when managing employees, making identify suitable sites for field placement, and obtain complex decisions, delegating responsibilities, agreement of a site supervisor and final approval of creating organizational alliances, and making practicum faculty. changes. This course’s instructional process also enables students to identify their own professional CAE6620 Practicum Experience (1 cr) leadership style, and their ability to lead and foster Practicum constitutes the student’s field placement change, as well as address the conflict it creates. or internship within one or more professional communities. Students are expected to deepen their CAE6570 Organizational Communication, understanding of theory and its applications to Collaboration & Team Development (3 cr) actual practice. Students are also expected to gain Focusing on developing participatory and team- new skills in conflict analysis and engagement, oriented work environments, this course uses management, organizational change and leadership various communication and organizing theories as development. Field placements may include analytical lenses to a) discern how to develop an mediation, as well as a combination of other types organizational culture that fosters dialogue and of intervention, such as facilitation, negotiation, collaboration, b) establish a cohesive, motivated conciliation, training design, dispute resolution "organizational community," and c) develop effective systems design or program implementation, organizational communication and collaboration in a assessment, organizational change initiatives, multicultural workplace. This course's instructional management and leadership development process enables students to develop their own opportunities. In this course, students are active in organizational communication perspective and team their field placements and in at least weekly development process, as well as methods for constructive contact with their field supervisors. addressing organizational conflict related to Students maintain reflective journals on learnings disharmony, inadequate networking, and challenges and discuss their linkages of theory miscommunication, and dysfunctional teams. and practice with practicum faculty on a regular CAE6600 Practicum (3 cr) agreed schedule. This is a practicum in the intervention process. It CAE6630 Practicum Experience & Essay (1 cr) examines the range of strategic choices available Practicum constitutes the students field placement for managing conflict, including techniques that or internship within one or more professional have proven most constructive in the field of conflict communities. Students are expected to deepen their management and resolution: consensus-based understanding of theory and its applications to processes. In this practicum students are actual practice. Students are also expected to gain introduced to differing approaches to managing and new skills in conflict analysis and engagement, resolving conflict, how various intervention management, organizational change and leadership processes works and variety of contexts in which development. Field placements may include they are likely to be used with success. Students mediation, as well as a combination of other types prepare a learning contract with their supervisors of intervention, such as facilitation, negotiation, and the Program Chair in order to determine their conciliation, training design, dispute resolution learning goals, resources and means of evaluation. systems design or program implementation, assessment, organizational change initiatives,

58 management and leadership development writer crafts the work. When possible, opportunities. In this course, students complete the interviews and essays by the writers in requisite hours of field practice with regular contact question are included. Students will focus on with field supervisor and practicum faculty. texts by established and emerging writers. Following guidelines provided by practicum faculty, Students might sample from other genres, so students write an essay that integrates their that fiction, creative nonfiction, and poetry are practicum experiences and learnings with theory all considered. This course orients students to and practice in the field. the literary traditions they are joining. As well, students focus on finding their place in the CAE6910 Thesis A (3 cr) world of writing. Students generate drafts, and This course is the first of two courses through which give and take feedback on creative work. students complete a master's thesis. A master's thesis is social science inquiry, a culminating and CRW5590 The Writer’s Process (3 cr) integrating effort for masters' students. Students This course explores part of the student’s produce a written product that documents a trajectory toward becoming a professional synthesis of the appropriate literature in the area, writer, focusing on the internal and creative the methodology used, their research findings, and process. Students will examine the question, analysis and discussion of those findings. The “Why I write” toward writing a Manifesto, thesis requires students to (a) develop and/or refine thinking, among other things, about what our a wide knowledge base in a focused area; (b) responsibilities as writers might be. Students design, conduct and/or report on systematic inquiry; will focus on several texts in depth. Topics (c) synthesize significant thought in a focused area include the art of literature, establishing a of study and situate it in a larger social or a more writing practice. Students will consider some complex context; (d) critically analyze literature fundamentals of how to engage in the literary and/or collected data to contribute knowledge useful world, building communities of writers for in the student's field; (e) assert cogent arguments oneself, using social networking and computer within the discourse of the focused area of study, technology, and current issues in writing and and; (f) produce scholarly writing for the thesis publishing. The work of this course will according to accepted master's standards. include a range within each learning activity CAE6920 Thesis B (3 cr) based upon the writer’s developmental stage. This course is the second of two courses through Based on the student’s interests and goals, which students complete a master's thesis. students might plan the individualized curriculum. CAE6950 Professional Seminar (3 cr)

This capstone professional seminar is designed to CRW5670 Politics of Creative Writing (3 cr) promote the integration of the core curriculum and People write for many different reasons, practicum experience of the Master's degree in among them: to enlighten, to entertain, to Conflict Analysis and Engagement. Active instigate, to make change in the world. All participation in the course helps students prepare writers have the common experience of for the transition to a professional position following choosing what to make in and of their writing. completion of the degree. In this course, students These choices are informed by the act of will 1) assess their skill development up to this reading, experiencing, and imagining. This point; 2) write a professional narrative that explores course will delve into various reasons for interests and motivations, and 3) design a tentative writing, and will examine, among other plan for launching and/or developing a professional questions, how any text (and the act of writing career. itself) might be seen as political. Even if unconsciously, writers make choices, and this course will give students the opportunity to Creative Writing (CRW) examine those choices, by reading others' published work and thinking about their own work. Reading texts that address the question CRW5560 Foundations of Form (3 cr) of social responsibility, students will move Surveying a constellation of fiction or creative toward an understanding of the implicit and nonfiction, we approach reading as writers: explicit politics of the act of writing. As well, beyond simply enjoying the reading ethical issues around translation, copyright, experience, the goal is to understand how the and the responsibilities inherent in entering the

59 literary world may be discussed. Students will the querying process, writing cover letters, write an extended (approximately 20 page) synopsis, and/or book proposals. As well, well-researched Critical Paper in MLA style on students will refine and publish Manifestos (on some literary topic or text of interest. blogs or elsewhere), publicly articulating how they envision their place and purpose as CRW5710 Studies of Craft (3 cr) writers. The work of this course will include a In addition to reading creative texts, students range within each learning activity based upon will examine books on the craft of writing and the writer’s developmental stage. discuss important issues of craft. Among other topics, students will focus on the many types CRW6100 Elective Individ. Course I (3 cr) of research that can (and should) be done for CRW6200 Elective Individ. Course II (3 cr) creative writing projects. Students will take CRW6300 Elective Individ. Course III (3 cr) turns leading discussions of readings. CRW6400 Elective Individ. Course IV (3 cr) Students will generate drafts, and will get and In each individualized course, the student will give feedback on creative manuscripts. focus on practices, issues, and texts relevant to the course of study. This might include CRW5830 Genre Studies-Applied Theory study of areas of craft, genre studies, (3 cr) particular writer/s, influences, or trends in Students will read several texts in the form writing. Guided by the instructor (a they are writing (novel, short story, memoir, or professional writer) the student will focus on essay). Through close reading and attention reading and writing, producing original work as to form, students will seek to understand well as examining published texts of other deeply how the chosen writers created the writers. texts. This course will allow students to read from individualized lists in addition to the texts CRW6700 Antioch Writers Workshop (3 cr) the class will read and discuss together. This In this course, students will develop and hone may include reading essays written by and their craft through participation in the Antioch about, and interviews with writers. Students Writers Workshop (AWW) summer program. may take turns leading discussions of Students focus their work in one of the readings. Students will commence (or following genres: poetry, fiction, creative continue) to keep the Annotated Bibliography. nonfiction, or memoir. After the AWW Part of the semester may be devoted to workshop, students continue in an online working on creative drafts. workshop to refine their writing based on feedback from faculty and peers. May CRW5890 Sustaining the Writing Life (3 cr) substitute for one Elective Individualized This course explores part of the student’s Course. trajectory toward becoming a professional writer, focusing on the external issues and CRW6910 Creative Writing Thesis A (3 cr) possibilities. Building a foundation as a This course is the first of two courses through professional writer, this course will allow which students complete a master's thesis. students to plan for the transition from Students will draft, polish, and prepare their academic to professional work, with focus on creative work toward submission of the thesis. sustaining the life of the writer during and after Generally, the thesis will be a completed work graduate school. Toward becoming a lifelong of fiction (novel or story collection), creative writer, beyond the question of how to get nonfiction (memoir or essay collection). This published, students will consider what it work will be based upon writing the student means to be a writer for life. This includes has been doing in the preceding course work. setting individual goals; beginning or Working with the mentor, the student will draft continuing a serious writing habit and and edit the manuscript as needed until it is schedule; thinking in a holistic way about what acceptable as a thesis. This work will place it means to participate in a community of heavy emphasis on the twin arts of revision writers, such as peer-editing and feedback. and generating new material. (Note: Students Students will commence or continue to keep should keep in mind that the thesis is an writerly blogs. Students will investigate, evolving document, that is: the thesis, when prepare, and fortify strategies toward submitted for binding, might not be ready for publication, building audience, approaching external publication, but it should be complete,

60 polished, and strong. After graduation, ECE5200 Whole Child Development and students will almost always need to revise and Learning (4 cr) edit manuscripts, sometimes significantly, This course examines the major theories and toward seeking publication.) research findings in all areas of human development and learning for typical and atypical CRW6920 Creative Writing Thesis B (3 cr) children with an emphasis on cognitive, This course is the second of two courses psychosocial, and physical development. through which students complete a master's (Standard 1) thesis. Students will draft, polish, and prepare ECE5300 Planning and Assessment for Student their creative work toward submission of the Learning (6 cr) thesis. Generally, the thesis will be a Candidates begin their development as reflective completed work of fiction (novel or story practitioners through the study of the art and collection), creative nonfiction (memoir or science of teaching. Topics include: examination of essay collection). This work will be based curriculum models, implementation and upon writing the student has been doing in the differentiation instructional strategies, lesson and preceding course work. Working with the unit design and delivery, the integration of mentor, the student will draft and edit the technology, the role of local, state, and federal manuscript as needed until it is acceptable as guidelines. Candidates become familiar with a a thesis. This work will place heavy emphasis variety of types of formative and summative on the twin arts of revision and generating new assessments from classroom based, teacher- material. (Note: Students should keep in mind created tests, and state-mandated and high stakes that the thesis is an evolving document, that standardized tests. Candidates examine in depth is: the thesis, when submitted for binding, types of assessments, characteristics of might not be ready for external publication, but assessments, uses of assessments, in addition to it should be complete, polished, and strong. having a clear understanding of measurement After graduation, students will almost always theory, assessment-related issues and interpreting need to revise and edit manuscripts, and communicating results of assessments. sometimes significantly, toward seeking publication.) ECE5400 Learning Environments (4 cr) Candidates are provided multiple opportunities to explore methods that can be used to create EARLY CHILDHOOD EDUCATION (ECE) learning environments that are healthy, respectful, (see Undergraduate Curriculum pp. 20-21 for supportive, and challenging. Emphasis is on undergraduate Early Childhood course listings) building a collaborative approach to promote ECE5000 Introduction to the Teaching Profession content area learning and student engagement. (2 cr) (Standard 5) This course introduces candidates to the teaching ECE5500 Integrated Methods (4 cr) profession with particular emphasis on the use of This course is designed to help candidates develop inquiry in the classroom, the teacher performance skill in selecting, integrating and translating assessment, and professional codes of conduct. knowledge and methodology from multiple content (Standard 7) areas into appropriate instruction and assessment. Candidates examine, design, and practice ECE5100 Foundations of Education integration of content in relationship to academic (3 cr) standards and real life experiences. (Standard 3) Candidates begin to formulate their own ideas on historical and contemporary issues of education, ECE5710 Intro to the Reggio-Emilia Approach-A including the purpose of schooling; equity in the (3 cr) curriculum; teaching standards; and the definition of This introductory course focuses on the theories, student learning and knowledge. Candidates research and practical application of the Reggio develop an understanding of the variety of Emilia Approach within the context of early learning meanings ascribed to the term curriculum and the and care settings in the U.S. Key concepts role teachers play as curriculum planners in the discussed include: historical context of the REA, the creation of democratic schools. (Standard 7) image of the child, relationships, the role of teacher, parents, and community in the learning environment, reflection on and documentation of learning.

61 ECE6520 Science-Math Methods Grades 4-5 (3 cr.) ECE5720 Intro to the Reggio-Emilia Approach-B Candidates will gain knowledge and skills to (3 cr) implement a variety of instructional strategies to This course is part B of an introductory course that teach integrated science and mathematics content focuses on the theories, research and practical to meet the needs of all students in grades 4 and 5. application of the Reggio Emilia Approach within the Candidates will learn to integrate different context of early learning and care settings in the viewpoints, theories, and processes to guide their U.S. Key concepts discussed include: historical instruction and assessment in ways to meet the context of the REA, the image of the child, differentiated needs of all learners. Focus will be on relationships, the role of the teacher, family, and providing cross-curricular, inquiry based, learner- community in the learning environment, reflection centered instruction that promotes active learning. on and documentation of learning. ECE6540 Language Arts-Social Studies Grades 4-5

(3 cr.) ECE5730 Reggio-Emilia Study Tour (3 cr) Candidates will examine, design, and practice Students enrolled in this course travel to Reggio instructional strategies that are the foundation for a Emilia, Italy and participate in a study tour for a reflective and effective integrated classroom. The week. Students participate in seminars, small group candidate will use knowledge of child development discussions, visit schools, and engage in reflection as a foundation for designing language-based about how what they see in Italy can be translated multidisciplinary instruction and assessment with an into practice in the United States. emphasis on Ohio Language Arts and Social ECE5800 Clinical I - Internship (1 cr) Studies Academic Content Standards. Experiences Clinical I experience is an internship conducted in during this course emphasize: (1) development and the same classroom where teacher candidates will organization of curriculum that stresses application complete their student teaching. During Clinical I, on concepts and comprehension, (2) development teacher candidates are expected to build rapport and implementation of instruction and assessment with students, develop a professional, mentor- methods that integrate within the social studies mentee relationship with their cooperating teacher, disciplines and language arts, (3) qualitative and and begin to assimilate into the culture of the quantitative methods to assess student learning, school. and (4) strategies for assessment of candidate's own demonstration of effective integrated instruction ECE6000 Clinical II – Student Teaching (10 cr) in Language Arts and Social Studies with students Student teaching is the culminating experience and in the 4/5 classroom. an integral part of the teacher education program at Midwest. Student teaching occurs in public schools with collaborative learning environments focusing EDUCATIONAL LEADERSHIP AND on young children, ages 3-8, and that provide OHIO PRINCIPAL LICENSURE practical learning experiences, actual teaching conditions, and professional guidance. The student (EDL/OPL) teaching experience is challenging, intellectually EDL6100 Organizational Structures demanding, and instrumental in preparing our (3 cr) candidates for the real world of teaching. This course emphasizes the various theories ECE6310 Development & Learning Grades of organizational behavior and how these 4-5 (3 cr) perspectives apply to organizational school Candidates will demonstrate knowledge of theories issues. The course focuses on the linkages and research regarding age-appropriate behaviors, between organizational culture and the development, etc. of typical and atypical students, change process. Particular attention will be ages eight to twelve. Candidates will gain an given to the impact of technology on policy understanding of the bio-psycho-social factors and and organizational decisions. their impact on classroom management, instruction EDL6250 Research for School Improvement and assessment. They will also explore (3 cr) opportunities, responsibilities and challenges Both qualitative and quantitative research encountered when working with pre-adolescent methodologies will be explored in relation to students, i.e. integrated learning approaches, improving educational programming. Particular impact of home environment, peer relationships, emphasis will be placed on developing skills in etc. on learning. applying research to educational decision-making,

62 including conducting needs assessment and development plan focusing on teacher analyzing, interpreting and communicating reflection and inquiry. educational data. EDL6720 Principal as Instructional Leader (3 cr) EDL6350 Ethical Issues in Educational Focus is on both effective and collaborative daily Administration (3 cr) school administration of school operations as well as The course provides in-depth study of ethical issues on leading the curriculum and the instructional in school administration. Candidates will be required program within a learning environment with the to develop a personal framework that demonstrates principal acting as master teacher. Alternative his/her ability to: respect institutional regulations and patterns of curriculum organization and assessment, community values, respect all issues of diversity, act including both traditional and performance-based in an honest and impartial manner, articulate a models, will be explored. Candidates develop skills respect for the rights of students and parents, foster that enable them to make curricular decisions based a climate of ethical behavior, and demonstrate on research, applied theory, informed practice, the compassion and concern for these relationships. The recommendations of learned societies, and state and candidate will also learn how these skills can federal policies. Topics include personnel issues, positively interact with the instructional program by extra-curricular activities, parent-community promoting and maintaining a safe and respectful relationships, budgeting, and managing support school climate. services. Particular emphasis is given to the principal’s role in coordinating IDEA services. EDL6470 Curriculum (3 cr) Emphasis is on curriculum theory and practice. EDL6801 School & Community Relations (3 cr) Candidates will develop an understanding of the Emphasizes the understanding of the diverse nature philosophical and historical background of of communities necessary for building effective curriculum. Focus is on how to critically analyze the school-community relationships. Focus will be on impact of social forces on curriculum trends. forming linkages to communities including strategies Discussion will include analysis of changing views for establishing access for understanding changing of the role of assessment in student learning. demographics, conditions and needs. Candidates will learn how to communicate effectively with a variety of EDL6540 Visionary School Restructuring stakeholders and groups within the community. (3 cr) Emphasis during this course will be on school EDL6830 School Finance (3 cr) restructuring including identifying the vision and Emphasis is on fiscal management and allocation of exploring organizational models such as alternative, resources within school settings. Students develop experimental and redesigned schools, especially skills in evaluating factors that affect the cost and those within urban settings. Candidates will delivery of quality educational services. The goal of examine the interrelationship between the the course is to prepare school leaders with the organization and the theories and skills of effective knowledge and ability to use fiscal resources both school leadership. efficiently and equitably. EDL6620 Supervision and Staff Development (3 cr) EDL6850 School Law (3 cr) Candidates will develop strategies in Candidates will investigate public policy and political supervisory practice including analysis and systems within the context of state and federal law. evaluation. Emphasis is on applying Topics to be covered will be: the powers, duties, and supervision theory to instructional procedures of federal, state, and local boards of improvement and staff development; systemic education, acquisition and use of property, personnel and comprehensive staff development in the issues, i.e., negotiations, contracts, staff rights, professional growth of an educational leader. employment, working conditions, etc., the Focus will include strategies for fostering a relationship between internal and external political culture of inquiry and teacher reflectiveness. systems within schools, the process in which policies Candidates develop an understanding of the are formulated, enacted and evaluated, and their nature of adult learners, processes for impact upon future policy development moral issues motivating life-long learning, and strategies for and ethics in school policy and political strategies the development and dissemination working with governing boards and agencies within throughout school structures of coherent plans the community faculty and student issues; equality focused on student learning. As part of a of educational opportunity, curricular rules, conduct professional portfolio project compiled over rules, punishments, due process for students, time, candidates will create a staff negligence, defamation, confidentiality, etc. Issues

63 covered by the Ohio Revised Code will be explored transformation of schools. Candidates will within the broader context of the laws governing investigate current issues and trends in special schools, students and employees. education and examine the variety of social, structural, functional, and curricular EDL6920 Internship - Initial) (3 cr) perspectives. Topics will include parent, The internship experience of the Masters in teacher, student rights and responsibilities, Education: Educational Leadership Program confidentiality, and state/federal regulations. balances intensive field experience in diverse settings-schools, social service, private and EDS5020 Developmt of Exceptional Learners (3 cr) community organizations-with clinical study. The major theoretical approaches bearing on Candidates demonstrate their ability to put theory developmental processes across ages of 2.5- into practice by designing and carrying-out an 22 years old will be surveyed. The course will organizational, instructional, or community analysis investigate human development with an related to a specific school site. A key question to emphasis on cognitive, psychosocial, and be answered is: how and to what extent did the physical development. Candidates will study candidate demonstrate understanding and similarities and differences among students application of the learning objectives as evidenced with exceptional needs. The course will by the candidate’s written work, verbal investigate characteristics of typically and contributions, and teamwork skills. In addition, the atypically developing individuals. candidate is required to submit a professional EDS5100 Foundations of Education (3 cr) administrative portfolio. Candidates begin to formulate their own ideas on EDL6960 Internship - Final (3 cr) historical and contemporary issues of education, The internship experience of the Masters in including the purpose of schooling; equity in the Education: Educational Leadership Program curriculum; teaching standards; and the definition of balances intensive field experience in diverse student learning and knowledge. Candidates settings-schools, social service, private and develop an understanding of the variety of community organizations-with clinical study. meanings ascribed to the term curriculum and the Candidates demonstrate their ability to put role teachers play as curriculum planners in the theory into practice by designing and carrying- creation of democratic schools. out an organizational, instructional, or EDS5110 Ethics and Legal Issues in Special community analysis related to a specific Education (3 cr) school site. A key question to be answered is: This course will familiarize the student with the how and to what extent did the candidate ethical responsibilities required of special demonstrate understanding and application of educators as set forth by the Council for the learning objectives as evidenced by the Exceptional Children (1997). Additionally, candidate’s written work, verbal contributions, candidates will investigate public policy and and teamwork skills? In addition, the political systems within the context of state candidate is required to submit a professional and federal law. Ethical topics to be covered administrative portfolio. include: informed consent, protection of confidentiality, and selection of least intrusive, SPECIAL EDUCATION (EDS) least restrictive behavior change procedures. EDS5000 Introduction to the Teaching Legal topics to be covered will be: the powers, Profession (2 cr) duties, and procedures of federal, state, and This course introduces candidates to the teaching local boards of education, personnel issues profession with particular emphasis on the use of (e.g., contracts, job descriptions, staff rights, inquiry in the classroom, the teacher performance etc.), student issues (e.g., equality, due assessment, and professional codes of conduct. process, student rights, confidentiality, etc.), and the process by which policies are EDS5010 Foundations of Special Education (3 cr) formulated, enacted, and evaluated, including This is a foundations course designed the impact of such policies upon all specifically for candidates seeking to be stakeholders relevant to special education. intervention specialists. The course covers Court cases related to special education law instructional leadership from a philosophical, and case studies examining relevant ethical political, historical and social context. The considerations will be explored and analyzed course covers conflict, power, and the throughout the course.

64 EDS5120 Learning Environments and Social communication techniques, such as facial Interaction (3 cr) expressions, gestures, and writing, as part of The course will examine the different views of our daily lives. However, people with severe learning, including information processing, speech or language problems must rely quite behaviorism, multiple intelligences and social heavily on these standard techniques as well learning theories. Candidates will investigate as on special augmentative techniques that and demonstrate an understanding of have been specifically developed for them. instructional management, time management, This course will examine standard, low-tech behavior management, and appropriate AAC (e.g., gestures, sign language, Picture environmental management skills. Exchange Systems) as well as high-tech AAC Topics will include conflict resolution, problem (e.g., communication boards or devices, solving, assertive technologies, and mediating switches, computer software). Candidates will group processes, especially those related to become familiar with selection of appropriate issues of culture and race. AAC techniques or devices through assessment and evaluation of persons with EDS5200 Context of Special Education and deficits in the area of speech and language. Developmental Learning Theory (4 cr) Candidates will also learn how to access This course examines the major theories and countless resources related to AAC, thereby research findings in all areas of human becoming a source of support and guidance development and learning for typical and atypical for relevant stakeholders. This course will children with an emphasis on cognitive, emphasize the positive effects of increases in psychosocial, and physical development. In communication, including increased social addition, candidates will explore issues related to interaction, greater success in academic definition and identification of individuals with performance, greater feelings of self-esteem, exceptional learning needs, etiology and diagnosis, and better long-term job/career opportunities. and effects exceptional conditions can have on an individual’s life. EDS5300 Planning and Assessment for Student Learning (6 cr) EDS-5210 Assessment and Placement in Special Candidates begin their development as reflective Education (3 cr) practitioners through the study of the art and The purpose of this class is to develop an science of teaching. Topics include: examination of understanding of how assessment and curriculum models, implementation and evaluation guide the development and differentiation instructional strategies, lesson and implementation of instruction for students with unit design and delivery, the integration of special needs. This course will emphasize the technology, the role of local, state, and federal following areas: screening and evaluation guidelines. Candidates become familiar with a techniques; analysis and use of assessment variety of types of formative and summative and evaluation in identification and teaching; assessments from classroom based, teacher- collaborative development of academic, social, created tests, to state-mandated and high stakes behavioral, vocational, and other goals as standardized tests. Candidates examine in depth appropriate for individual students; creating types of assessments, characteristics of intervention plans; and understanding and assessments, uses of assessments, in addition to applying appropriate terminology for both, having a clear understanding of measurement formal and informal, assessment practices. In theory, assessment-related issues and interpreting sum, candidates will become familiar with and communicating results of assessments. In various assessments and evaluations addition, candidates will discuss the role of germane in creating and implementing assessment in eligibility, program, and placement effective teaching strategies aimed at decisions for individuals with exceptional needs. increasing both academic and social behavior in the special education classroom. EDS5400 Learning Environments & Social Interactions (4 cr) EDS5270 Augmentative and Alternative Candidates are provided multiple opportunities to Communication (3 cr) explore methods that can be used to create Augmentative and alternative communication learning environments that are healthy, respectful, (AAC) refers to ways (other than speech) that supportive, and challenging. Emphasis is on are used to send a message from one person building a collaborative approach to promote to another. We all use augmentative content area learning and student engagement.

65 EDS5440 Integrated Instructional Methods (3 cr) curricula designed for students with intensive needs Candidates will learn how to develop skills in and assistive technologies that can assist with individualizing instruction for individuals with special increasing student achievement. In addition, needs from ages 2.5 to 22. Topics will include candidates will explore opportunities to instruct in curriculum modification, instructional material vocational settings and in the community to selection, how to make instructional decisions increase functional life-skills for their students with based on best practice models identified in current specialized needs. Candidates will demonstrate research, and promoting positive results in the how to use reflective practice to study the art and special education curricula. Candidates will science of their own teaching experience. demonstrate how to use reflective practice to study Additional topics will include the role of state, local the art and science of their own teaching and federal agencies on curriculum and experiences. Additional topics will include the role instructional issues, including statewide of state, local, and federal agencies on curriculum assessments (testing, HQT, NCLB). and instructional issues, including state-wide EDS5630 Moderate to Intensive Behavior assessments (testing, HQT, NCLB). Management (3 cr) EDS5500 Integrated Methods for Special Education The course will examine the different views of (4 cr) learning, including processing, behaviorism, This course is designed to help candidates develop multiple intelligences and social learning theories, skill in selecting, integrating and translating as they pertain to students with moderate to knowledge and methodology from multiple content intensive learning needs. Candidates will areas into appropriate instruction and assessment. investigate and demonstrate an understanding of Candidates examine, design, and practice the unique characteristics of the classroom integration of content in relationship to academic environment for students with moderate to severe standards and real life experiences. disabilities. Candidates will investigate the behavioral challenges that can occur with students EDS5610 Moderate to Intensive Alternative who exhibit intensive behaviors, including Assessment (3 cr) insubordination, physical aggression, self-injurious The purpose of this class is to develop an behavior, off-task behaviors, tantrums, and understanding of how assessment and evaluation echolalia. Other topics will include how to teach guide the development and implementation of social, problem-solving, and self-advocacy skills, instruction for students with moderate to intensive and how to manage instructional aides and para- needs. This course will emphasize the following professionals in the moderate to intensive areas: screening and evaluation techniques; classroom. analysis and use of assessment and evaluation in identification and teaching; collaborative EDS5800 Clinical I - Internship (1 cr) development of academic, social, behavioral, Clinical I experience is an internship conducted in vocational, and other goals as appropriate for the same classroom where teacher candidates will students with intensive needs; creating behavioral complete their student teaching. During Clinical I, intervention plans; and understanding and applying teacher candidates are expected to build rapport appropriate terminology for both formal and with students, develop a professional, mentor- informal assessment practices. In addition, mentee relationship with their cooperating teacher, candidates will investigate how to conduct and begin to actively assimilate into the culture of alternative assessments and functional behavior the school. assessments. EDS6000 Clinical II – Student Teaching (10 cr) EDS5620 Moderate to Intensive Instructional Clinical II: Student Teaching is the culminating Methods (3 cr) teaching experience for teacher candidates. Candidates will learn how to develop skills in Student teaching occurs in collaborative public individualizing instruction for individuals with school classrooms with children and/or young adults moderate to intensive special needs from ages 2.5 with exceptionalities (grades K-12). Student to 22. Topics will include life-skills curriculum, teaching provides practical learning experiences for instructional material selection, how to make candidates in actual teaching conditions with instructional decisions based on best practice professional guidance from a mentor teacher. methods identified in current research, and promoting positive results in the special education curricula. Candidates will investigate programmed

66 EDUCATION (EDU) and would benefit from knowing to be effective professional practitioners. Candidates will investigate and demonstrate an understanding EDU6500 Second License Practicum (3 cr) of the foundations of inclusion, creating an This practicum course is designed to allow inclusive environment that supports learning currently licensed teachers to expand their for all students, differentiating instruction for all skills to a new license area. This course students, and, evaluating individual and requires candidates to demonstrate the ability programmatic progress. Topics will include to design an action research project, collect laws affecting Special Education, Special data, and disseminate findings in a formal Education disability categories, the IEP research paper/portfolio and presentation. The process, medication monitoring, diversity, candidates will identify an instructional unit for fostering collaborative relationships, a class (or classes). During the instructional differentiating instruction, evaluating student unit, candidates will be asked to develop and and program effectiveness and more. implement a unit plan, collect data for progress monitoring, use evidence-based EDUA6530 Conflict Engagement for Effective instructional strategies, and use data to inform Learning (3 cr) instruction. Candidates will be encouraged to In this course students will develop an understanding use qualitative and quantitative research of the basic theories and dynamics of conflict and methods to design their projects and how they intersect with the field of education. disseminate their findings. Candidates will be Students will learn ways to engage conflict in mentored by the instructor as they complete situations with students, professional colleagues and the requirements of this practicum course. parents in order to facilitate a safe, supportive, and effective learning community in the classroom and school building. ALTERNATIVE EDUCATION (EDUA) EDUA6570 Adolescent Development (3 cr) EDUA6320 Action Research for Teachers This course is an examination of the period in the (3 cr) sequence of development known as adolescence, Action research methods are studied and with emphasis on cognitive, physical, psychological, practiced through a field-based pilot study. social, and emotional development and their effects This course will focus on the acquisition of on the adolescent, especially in school settings. research skills and application of those skills EDUA6650 Classroom Assessment (3 cr) to classroom situations. This course focuses on how assessment principles EDUA6450 Instructional Strategies and practices apply to the full range of teacher (3 cr) decision making, including assessment for organizing Selected teaching strategies are described, a class at the start of the school year, planning and developed and practiced. Emphasis is placed conducting instruction, grading, constructing formal on expanding the repertoire of teaching assessments, and interpreting standardized and strategies. Teachers study a variety of state-mandated tests. teaching strategies called "models of EDUA6720 Instructional Methods Using Multiple teaching." The underlying theory of each of Intelligence (3 cr) the models is discussed, the research that has This course is designed to promote the candidate’s tested them is examined, and their uses are understanding of instructional methods using Howard illustrated and applied to selected classroom Gardner's Multiple Intelligences. The goal of the situations and teaching fields. Each model course is to provide the candidate with fundamental addresses specified goals and describes knowledge needed to know the development and processes by which students in grades 7-12 background of the diverse learner, instructional learn teaching field content. Teachers strategies, informal / authentic, diagnostic and practice selected processes as applied to intervention assessments, materials and learning specific teaching fields. environments. EDUA6480 Inclusive Teaching (3 cr) EDUA6810 Secondary Teaching Methods The course will examine general information (3 cr) about the field of Special Education, educating This course will emphasize the application of the exceptional student that General effective teaching skills in realistic classroom Education classroom teachers should know

67 situations. Learning theory principles will be used to This course will help students understand support the rationale for different teaching strategies. Healthcare Consumer Advocacy/Patient A second focus will be the prevention of classroom Navigation as a profession and to identify the behavior problems. Lastly, supervised field kind of work they would like to do in the field. experience will need to be documented. The course will then assist them in preparing professional materials and job search strategies to successfully pursue their HEALTHCARE CONSUMER ADVOCACY professional goals. (HCA) HCA5140 Interpersonal Communications HCA5100 Intro to Healthcare Advocacy / (1 non-degree credit) Patient Navigation (1 non-degree credit) This course prepares the advocate to transmit This course prepares students to begin the and receive information about patient-focused study of Healthcare Consumer Advocacy and issues with clarity and skill. It teaches skills in Patient Navigation through understanding the developing appropriate rapport with patients, broad range of services Advocates/Navigators families and healthcare providers for the can offer to their clients. This will include an benefit of the healthcare consumer. Topics to introduction to such areas as client needs be covered include communication of patient- assessments, research on treatment options focused issues with clarity and skill; facilitation and preventative practices, identifying and of the involvement of interested parties; accessing social services, communications development of a professional rapport with and conflict resolution, billing and patients, families, and all healthcare providers; reimbursement advice, patient rights working with the medical team; and family advocacy, and more. dynamics.

HCA5110 Healthcare Systems & Medical HCA5150 Advocacy in Action: Assessment & Information (1 non-degree credit) Planning (1 non-degree credit) This course will help the advocate/navigator This course prepares the Healthcare understand the structure and financing of Consumer Advocate/Patient Navigator to healthcare institutions such as hospitals, begin professional work with clients. Students clinics, specialist practices, and others, and will conduct client assessments, engage with the impact such structures have on healthcare client scenarios, and plan strategies for delivery and decisions. It will also examine solving client issues. This will also involve medical records and problems that arise for considering their choices regarding their advocates and clients when working with current state of health, in light of their personal multiple institutions. This will be presented philosophies of life, their religious/spiritual within the context of the evolving economics of beliefs and cultural expectations. healthcare in the U.S. HCA5160 Patient Rights (1 non-degree credit) HCA5120 Mediating Conflict / Crisis in This course prepares Healthcare Consumer Healthcare (1 non-degree credit) Advocates/Patient Navigators to be aware of This course gives the advocate the skills to the philosophical issues and principles intervene in conflicting relationships involving surrounding medical practices and to be the interests of patients and others in the involved in ethical decision making. Students healthcare environment and to promote will develop knowledge in legal issues relative reconciliation, compromise or settlement. to advance directives, the Patient Bill of Topics include intervening in relationships of Rights, organ donation, research, and conflict; stabilizing the crisis event; focusing on advance directives. the well- being of the patient/family; involvement of interested parties (family, staff, HCA5170 Medical Terminology & Major physician and others); and means of Diseases (1 non-degree credit) promoting reconciliation, compromise or This course will focus on medical terminology settlement. and disease states of the major systems of the human body, providing Healthcare Consumer HCA5130 Advocacy / Navigation: The Advocacy/Patient Navigation students with the Profession (1 non-degree credit) language skills to communicate effectively with

68 healthcare practitioners and assist clients in This course provides students with the understanding health information. knowledge and skills necessary to market services and organize work practices. They HCA5180 Integration of Healthcare Modalities will also learn how to intervene in conflicting (1 non-degree credit) relationships involving the interests of patients In this course the students will be introduced and others in the healthcare environment. In to emerging modalities of holistic medicine the process, they will learn how to involve the and their integration into traditional medical patient in internal decision-making in light of approaches. Alternative treatments and their personal value system. natural therapies such as massage, yoga, healing touch, homeopathic medicines, herbal remedies, etc. will be considered in relation to current scientific paradigms alongside MIDDLE CHILDHOOD EDUCATION (MCE) Western medical treatment. MCE5000 Introduction to the Teaching Profession (2 cr) HCA5190 Health Insurance and This course introduces candidates to the teaching Reimbursement (1 non-degree credit) profession with particular emphasis on the use of This course will introduce Healthcare inquiry in the classroom, the Teacher Performance Consumer Advocacy/Patient Navigation Assessment (TPA), professional codes of conduct, students to major healthcare insurers and and the role of professional associations in teachers’ issues arising from payments and professional development and practice. (Standard 7, reimbursement for healthcare procedures. Ohio Standards for the Teaching Profession) This will include Medicare, Medicaid, and private insurance (HMOs, PPOs, and others) MCE5100 Foundations of Education (3 cr) and the influence they have on medical Candidates formulate understandings of historical practices and decisions. It will also include and contemporary roles of American education. practice reading and interpreting insurance Topics include the changing purposes of schooling, reimbursement documents. equity, teaching standards, and the nature of knowledge. HCA6150 Healthcare Consumer Advocacy I MCE5200 Whole Child Development and (3 cr) Learning (4 cr) The student will learn in this class how to This course examines the major communicate with healthcare personnel, developmental, learning, and motivational family and their client regarding the patient's theories from middle childhood through physical condition. Students will develop the adolescence and young adulthood. Emphasis vocabulary and basic understanding of the is on cognitive, psychosocial and physical disease process within the body. This development and the significance of such communication will involve the shared concern development to learning theory and learning of providers, the patient and significant others. processes. Candidates examine the In the process, the patient's rights will be a theoretical foundations about how learning major priority. occurs; how students construct knowledge and acquire skills that are applicable to the HCA6250 Healthcare Consumer Advocacy II secondary classroom. (3 cr) This course prepares the Healthcare MCE5300 Planning and Assessment for Consumer Advocate to assist clients with Student Learning (6 cr) developing knowledge and skills necessary to Candidates begin their development as understand their health issues and their reflective practitioners through the study of healthcare coverage, and to develop the art and science of teaching. Topics strategies to address their needs. The include: examination of curriculum models, strategies will include the breadth of implementation and differentiation possibilities within the integrated healthcare instructional strategies, lesson and unit system. design and delivery, the integration of technology, the role of local, state, and federal HCA6350 Healthcare Consumer Advocacy III guidelines. In this course candidates also (3 cr) develop an understanding of how assessment

69 and evaluation guide the development and activities, candidates gain experience and implementation of instruction in high school understanding about effective teaching settings. They study a variety of formative and methods. summative assessments, including teacher- MCE5530 Social Studies Teaching Methods created tests and state-mandated and high for Middle Childhood Education (2 cr) stakes standardized tests, and they develop a Candidates examine, design and practice clear understanding of principles of instructional strategies that are the foundation educational assessment and of applications for reflective and effective social studies of assessment in teaching. classroom teaching and learning. Emphasis is MCE5400 Learning Environments on learning to implement the social studies (4 cr) curriculum based on the Ohio Model and upon Candidates explore methods of creating learning the students’ interests, modalities and styles. environments that are healthy, respectful, The focus is on discussions emanating from supportive, and challenging. Emphasis is on readings, demonstrations, and activities. building collaborative approaches to learning and Through these activities, candidates gain positive communication in classrooms and schools. experience and understanding about effective Candidates develop an understanding of the teaching methods. dynamics of conflict and the procedures for effective MCE5540 Science Teaching Methods for intervention with students as well as adults. Focus Middle Childhood Education (2 cr) is on using guidance and problem-solving Candidates examine, design and practice techniques to encourage positive social interactions instructional strategies that are the foundation and success in learning. for reflective and effective science classroom MCE5510 Language Arts Teaching Methods teaching and learning. This course focuses on for Middle Childhood Education (2 cr) the scientific method of inquiry and how Candidates examine, design and practice scientific knowledge is gained. Science instructional strategies that are the foundation process, inquiry skills, and constructivist for reflective and effective language arts methods are examined and demonstrated. classroom teaching and learning. Emphasis is The goal of integrating scientific theory into the on learning to implement the language arts broad fabric of personal and social experience curriculum based on the Ohio Model and its is demonstrated through classifying, four strands (reading, writing, listening/visual observing, measuring, inferring, literacy, and oral communication) and upon communication and experimenting. the candidates’ interests, modalities and Discussions will emanate from readings, styles. The focus is on discussions emanating demonstrations and activities. Through these from readings, demonstrations, and activities. activities, candidates gain experience and Through these activities, candidates gain understanding about teaching methods. experience and understanding about effective MCE5800 Clinical I - Internship (1 cr) teaching methods. Clinical I experience is an internship conducted in MC5520 Math Teaching Methods for Middle the same classroom where teacher candidates will Childhood Education (2 cr) complete their student teaching. During Clinical I, Candidates examine, design and practice teacher candidates are expected to build rapport instructional strategies that are the foundation with students, develop a professional, mentor- for reflective and effective mathematics mentee relationship with their cooperating teacher, classroom teaching and learning. Emphasis is and begin to actively assimilate into the culture of on learning to implement the mathematics the school. curriculum based on the Ohio Model and upon MCE6000 Clinical II – Student Teaching (10 cr) the students’ interests, modalities and styles. Clinical II: Student Teaching is the culminating Candidates will gain an understanding of the teaching experience for teacher candidates. historical perspective of teaching mathematics Student teaching occurs in collaborative public and the changes in recent years in school classrooms with children and/or young mathematics instruction and how these adults with exceptionalities (grades K-12). changes will inform their teaching. The focus Student teaching provides practical learning is on discussions emanating from readings, experiences for candidates in actual teaching demonstrations, and activities. Through these

70 conditions with professional guidance from a timely way, and achieve greater flexibility and mentor teacher. conceptual innovation. The objective of the course is to introduce students to the approach and MANAGEMENT (MGT) methods of action inquiry by raising their awareness between intention, strategy and outcomes in their MGT5200 Social Research Methods (3 cr) practice. This course is designed to introduce students to the basic research methods used in MGT5650 Financial & Managerial Accounting planning and evaluating social interventions. (3 cr) Topics include problem formulation, design, This course is a study of financial and managerial measurement, analysis, and the application of accounting from a context of tactical and strategic findings to theory and practice. We will decision making and organizational performance examine the role of theory, and hypothesis, as evaluation. Financial accounting concepts, well as asking the right questions. We will processes and transactions are applied to the cover research design potential data sources, Income Statement, Balance Sheet and Cash Flow data-gathering techniques; effective Statement with an emphasis on financial statement presentation, analysis and data interpretation, analysis. The application of managerial accounting along with report writing and research ethics. information for planning, decision-making, organizational evaluation and operational financial MGT5300 Crucial Communication (3 cr) This course explores how communication risk assessment is emphasized. Linkages between shapes our relationships, personal and organizational culture, business ethics, and financial professional effectiveness, and understanding and managerial accounting system designs are of our social settings. It introduces studied. communication theory with an emphasis on its MGT5750 Strategic Marketing Management (3 cr) practical application. Students begin to Presents current theories, practices, and identify and develop their existing cases in strategic marketing management. communication styles and skills in use, and The module is designed to provide a thorough describe areas for continued growth. Students grounding in the application of modern also begin to develop assessment skills marketing analysis to corporate and not-for- related to group dynamics and group profit organizations. communications. This course provides a foundation on which students will continue to MGT5850 Organizational Behavior & Leadership (3 build throughout the program. cr) MGT5400 Action Inquiry (3 cr) This course provides students with the social Effective intervention in today's complex science tools needed to solve organizational environments requires of interveners heightened problems and influence the actions of individuals, capacities for integration, collaboration, and groups and organizations. It prepares managers to creativity. In working with difficult and intractable understand how to best organize and motivate the situations we believe that interveners are leaders, human capital of the firm, manage social networks both formal and informal, and they must have and alliances, and execute strategic change. This is advanced capacities of perspective-taking in order accomplished through knowledge of competitive to navigate the multifaceted challenges these real- decision-making, reward system design, team life situations present. building, strategic negotiation, political dynamics, corporate culture and strategic organizational This course is an introduction to the approach of design. Action Inquiry developed by Donald Schön, Chris Argyris and William Torbert. Action inquiry is an MGT6035 Leadership, Identity & Development approach that enables professionals to understand (3 cr) how they use their knowledge in practical situations The development of the self is, at its deepest and how they combine action and learning in a level, a transformational journey. Conflict is an more effective way. Through greater awareness and inherent, essential, and inextricable part of the reflection, professionals are able to identify the journey. Without conflict, without choices to be knowledge that is embedded in the experience of made between competing options, on their work so that they can improve their actions in a whatever level of banality or profundity, we would not grow.

71 Understanding the transformational journey of between systems theory and human resources an individual's construction and experience of practices. self sheds a powerful new light on the MGT6075 Advanced Practices in Human understanding of conflict. In this course, we Resources (3 cr) will look at the development of the self from Examines more sophisticated and complex human the outside, as observers, and we will look at resources constructs including ethics, policy issues, the development of the self from the inside, field experiences, consultation, HR benchmarking the sense of identity, as experiencers. We will and metrics, handling HR issues as if they were look at how conflict shapes ones identity as research questions, international human resources, much as one's identity shapes the meaning leading the HR function, advanced conflict and experience of conflict. resolution and negotiations, crisis and emergency We will draw on Constructive-Developmental planning, organizational resilience, and handling Psychology, Psychoanalytic Theory, Jungian sensitive employee investigations. This course Theory, and Conflict Theory to guide our encourages the integral thinking required to address understanding. high-level change management. MGT6045 Team Development and Collaboration MGT6560 Leading Change in a Complex (3 cr) Workplace (3 cr) This course introduces the conceptual framework of Critical to organizational success are leader- a team development model that focuses on managers who can inspire confidence, evoke individual and team attributes, the effects of stress loyalty, empower, motivate, and use resources on behavior, and the strategies for optimizing effectively and efficiently, as well as be agents individual and team productivity. The course then of change in spite of the conflict it may cause. continues the study and application of the principles Organizational effectiveness is grounded in of team development and maintenance. Students professionals who have vision, continuously focus on understanding and managing team learn, courageously take risks, are decisive behavior and team member interaction through the and ethical, understand and care about their use of individual and team profiles. coworkers, and address conflict while using it MGT6055 Human Resources Foundations to foster organizational transformation and (3 cr) innovation when possible. They are Provides an orientation, overview, and framework professionals who enable workforce creativity for the human resources function in organizations. by empowering employees to take ownership This is the first building block for newcomers to the of their jobs, value diversity, build profession, and a solid refresher for seasoned HR relationships, and embrace new ideas and professionals. Course content includes practices. employment law, recruitment and staffing, total With adult development and social and emotional rewards (benefits and compensation), employee intelligence principles as a backdrop, and shared and labor relations, ethics in human resources, leadership, resonant leadership and discursive workplace diversity, training and professional/career leadership concepts as a foundation, this course development, performance management, safety/risk critically explores the strengths and limitations, as management, and workforce planning. well as the appropriate use of 7 approaches to MGT6065 Managing and Leading Change in leadership: commanding, affiliative, democratic, Human Resources (3 cr) team, servant, mentoring, and visionary. Identifies and explores the intersections between While outlining ways to empower others, this key leadership/change theories and human exploration includes analyzing the power that resources application with the goal of more closely comes with leadership, discussing the ethical use of aligning scientific research with HR practice. power by leaders when managing employees, Course content includes HR tools for change making complex decisions, delegating management, HR technology solutions, mentoring responsibilities, creating organizational alliances, and coaching for sustainable change, identifying and making changes. This course's instructional and developing leaders, facilitating the change process also enables students to identify their own process as an HR professional, motivation theories, professional leadership style, and their ability to decision-making models, and the relationship

72 lead and foster change, as well as address the and challenges and discuss their linkages of theory conflict it creates. and practice with practicum faculty on a regular agreed schedule. MGT6600 Practicum (3 cr) This is a practicum in the intervention process. It MGT6630 Practicum Experience & Essay (1 cr) examines the range of strategic choices available Practicum constitutes the student’s field placement for managing conflict, including techniques that or internship within one or more professional have proven most constructive in the field of conflict communities. Students are expected to deepen their management and resolution: consensus-based understanding of theory and its applications to processes. In this practicum students are actual practice. Students are also expected to gain introduced to differing approaches to managing and new skills in conflict analysis and engagement, resolving conflict, how various intervention management, organizational change and leadership processes works and variety of contexts in which development. Field placements may include they are likely to be used with success. Students mediation, as well as a combination of other types prepare a learning contract with their supervisors of intervention, such as facilitation, negotiation, and the Program Chair in order to determine their conciliation, training design, dispute resolution learning goals, resources and means of evaluation. systems design or program implementation, assessment, organizational change initiatives, MGT6610 Practicum Proposal (1 cr) management and leadership development Practicum constitutes the students field placement opportunities. In this course, students complete the or internship within one or more professional requisite hours of field practice with regular contact communities. Students are expected to deepen their with field supervisor and practicum faculty. understanding of theory and its applications to Following guidelines provided by practicum faculty, actual practice. Students are also expected to gain students write an essay that integrates their new skills in conflict analysis, prevention and practicum experiences and learnings with theory intervention. Field placements may include and practice in the field. mediation, as well as a combination of other types of intervention, such as facilitation, negotiation, MGT6910 Thesis A (3 cr) conciliation, training design, dispute resolution This course is the first of two courses through which systems design or program implementation and students complete a master's thesis. A master's assessment. In this course, students follow thesis is social science inquiry, a culminating and guidelines for developing and submitting a proposal integrating effort for masters' students. Students for their intended practicum experience, discuss it produce a written product that documents a with practicum faculty and revise as necessary, synthesis of the appropriate literature in the area, identify suitable sites for field placement, and obtain the methodology used, their research findings, and agreement of a site supervisor and final approval of analysis and discussion of those findings. The practicum faculty. thesis requires students to (a) develop and/or refine a wide knowledge base in a focused area; (b) MGT6620 Practicum Experience (1 cr) design, conduct and/or report on systematic inquiry; Practicum constitutes the student’s field placement (c) synthesize significant thought in a focused area or internship within one or more professional of study and situate it in a larger social or a more communities. Students are expected to deepen their complex context; (d) critically analyze literature understanding of theory and its applications to and/or collected data to contribute knowledge useful actual practice. Students are also expected to gain in the student's field; (e) assert cogent arguments new skills in conflict analysis and engagement, within the discourse of the focused area of study, management, organizational change and leadership and; (f) produce scholarly writing for the thesis development. Field placements may include according to accepted master's standards. mediation, as well as a combination of other types of intervention, such as facilitation, negotiation, MGT6920 Thesis B (3 cr) conciliation, training design, dispute resolution This course is the second of two courses through systems design or program implementation, which students complete a master's thesis. assessment, organizational change initiatives, MGT6950 Professional Seminar (3 cr) management and leadership development This capstone professional seminar is designed to opportunities. In this course, students are active in promote the integration of the core curriculum and their field placements and in at least weekly practicum experience of the Master's degree in constructive contact with their field supervisors. Conflict Analysis and Engagement. Active Students maintain reflective journals on learnings participation in the course helps students prepare

73 for the transition to a professional position following courses in these areas include the following: completion of the degree. In this course, students Ancient Mediterranean Philosophy; Ancient will 1) assess their skill development up to this Chinese Philosophy; Medieval Europe and the point; 2) write a professional narrative that explores Renaissance; and Enlightenment interests and motivations, and 3) design a tentative Philosophers. plan for launching and/or developing a professional career. PHIL5600 Topics in Social & Political Philosophy (3 cr) Courses in this area will examine the origin PHILOSOPHY (PHIL) and development of various theories PHIL5200 Topics in Metaphysics and concerning the nature of human societies and Epistemology (3 cr) their growth and development, plus competing Courses in this area will explore questions political theories and ideologies that emerge in pertaining to the nature of being and various social contexts. Some sample courses nothingness, the nature of causality, the in this area include the following: Marx, nature and reality of time, and the nature of Nietzsche and Foucault; Bureaucracy and knowledge. Some sample courses include the Democracy; Bio-Politics; and The Clash of following: Philosophy of Mind; Theories of Civilizations. Knowledge; Knowledge and Reality; and Philosophy of Nature. PHIL6100 Elective Individ. Course I (3 cr) PHIL6200 Elective Individ. Course II (3 cr) PHIL5300 Topics in Logic & Philosophy of PHIL6300 Elective Individ. Course III (3 cr) Language (3 cr) PHIL6400 Elective Individ. Course IV (3 cr) Courses in this area will explore questions Elective Individualized Courses are selected pertaining to how we think and express from relevant existing courses, and courses ourselves in natural and artificial languages. created specifically for individual students, to We will explore whether artificial symbolic coincide with each student's agreed-upon systems can adequately represent natural degree plan. Specific course title will be linguistic expression, and we will explore transcripted upon registration. Requires prior questions pertaining to the nature of consultation with the student's mentor, and a communication, language acquisition and signature from the student's advisor. evolution, and how contexts in which knowledge is assumed can be created through PHIL6900 Philosophy Thesis (6 cr) symbolic or linguistic exchanges. Some The thesis is the culminating and integrating sample courses include the following: effort for Masters' students. It involves the Philosophy of Language; Symbolic Logic; original investigation of a problem of limited Informal Logic; and Pragmatics and scope and contributes to the body of Presuppositions. knowledge in the student's field. Through the thesis process, students become more expert PHIL5400 Topics in Values & Ethics (3 cr) in a focused field of inquiry. Students produce Courses in this area will explore how values a written product that documents a synthesis are created and assumed, and how systems of the appropriate literature in the field, the of values are encapsulated in rules and methodology used, their research findings, procedures of conduct. Some sample courses and an analysis and discussion of those in this area include the following: Theories of findings. Ethics; Value Theory; Applied Ethics; Aesthetics; and Contemporary Literary PHIL6910 Philosophy Thesis A (3 cr) Criticism. This is the first of two courses through which students complete their Master's thesis in PHIL5500 Topics in History of Philosophy Philosophy. The thesis is the culminating and (3 cr) integrating effort for Masters' students. It Courses in this area will cover the dispersion involves the original investigation of a problem of major theories, theorists, and systems of of limited scope and contributes to the body of philosophy, and principal philosophical knowledge in the student's field. Through the differences from various time periods both in thesis process, students become more expert the East and in the West. Some sample in a focused field of inquiry. Students produce

74 a written product that documents a synthesis identifying words. Diverse methods for teaching of the appropriate literature in the field, the sound/symbol relationships, word recognition, methodology used, their research findings, vocabulary, syntax, and comprehension will be and an analysis and discussion of those taught and practiced. findings. RLE5350 Reading Assessment (3 cr)

The principles of assessment and instruction PHIL6920 Philosophy Thesis B (3 cr) of struggling readers is introduced in this This is the second of two courses through course, as well as formal and informal which students complete their Master's thesis methods used to identify reading strengths in Philosophy. The thesis is the culminating and weaknesses of students. All components and integrating effort for Masters' students. It of the reading process will be assessed, involves the original investigation of a problem including decoding, comprehension, word of limited scope and contributes to the body of recognition, and fluency. The main emphasis knowledge in the student's field. Through the is diagnosis of reading problems, thesis process, students become more expert administration of assessments, evaluation/ in a focused field of inquiry. Students produce analysis/interpretation of results, and planning a written product that documents a synthesis instructional interventions to remediate of the appropriate literature in the field, the reading difficulties. methodology used, their research findings, and an analysis and discussion of those RLE5450 Content Literacy (3 cr) findings. This course is designed to provide candidates of all subject areas with the knowledge and skills to integrate the language processes, READING COURSES (RLE) especially reading and writing, into their (see Undergraduate Curriculum p. 28 for instruction. The goal of this course is to undergraduate-level RLE courses) promote candidates understanding of the RLE5150 Foundations for Reading Instruction (3 cr) strategies that can be utilized to facilitate a This course will focus on major theories and learner’s content within a specific course using empirical research that describe the cognitive, both narrative and expository text. Candidates linguistic, motivational, and sociocultural will explore the influences on student’s content foundations of reading and writing development, area reading development, and the effective processes, and components, including word assessment of content area reading for recognition, language comprehension, strategic gauging student progress and informing knowledge, and reading and writing connections in instruction. grades K-12. RLE5850 Developing and Promoting Literacy RLE5250 Phonics (3 cr) (3 cr) The focus in this course is on the use of the This course is designed to promote essentials of phonics in the context of reading, candidates’ understanding of the development spelling, and linguistics: Phonemic and morphemic of literacy. The goal of the course is to provide systems of language as well as the the candidate with fundamental knowledge graphophonemic, syntactic, and semantic cueing needed to know the development and systems. This information will be understood as it background of the diverse K-12 learner, the relates to the age appropriate language processes reading and writing processes, planning of reading, writing, talking, and viewing/listening. effective instructional strategies, informal/ Candidates will gain an historical perspective on the authentic, diagnostic and intervention teaching of phonics through an overview of learning assessments, materials, and diverse learning and reading theory. The role of language environments in K-12. acquisition, language deficiencies/delays, culture, RLE5950 Reading Clinical (3 cr) and dialect differences as they relate to phonics will This is the culminating course for licensed be studied, as well as the role of phonics in spelling, educators who wish to earn an Ohio Reading word recognition, and decoding. Candidates will Endorsement. Candidates will collaborate with learn the terminology of language structures and reading specialists, educators, and parents to develop an understanding of language elements be responsive to the needs of students who and skills (listening, speaking, writing, and reading). are struggling with literacy (listening, reading, Candidates will view phonics as one kind of aid in writing, and spelling). This course provides a

75 focused on-site experience for candidates to ready for their theses or capstone projects. May effectively collect/analyze/interpret substitute for RSH5720. assessment data, plan effective intervention and instructional strategies to support student achievement, and document student progress. SOCIAL SCIENCES (SSC) Prerequisite: RLE-5850 and instructor SSC5530 Foundations of the Field (3 cr) permission required. In this course, students will develop an understanding of the foundations in their primary fields of study and their trans- RESEARCH (RSH) disciplinary nature: historical trajectories, RSH5720 Ways of Knowing: Systemic Inquiry paradigmatic shifts, past and current (3 cr) developments in theory and practice, and In this trans-disciplinary course students will important ethical and contemporary issues. investigate the different genres of research and the They will become familiar with who is who in various issues in designing research studies. They their fields, significant publications and will become familiar with the ontological, journals, and begin to develop an academic epistemological and methodological assumptions and professional network by attending within both qualitative and quantitative paradigms. conferences or conducting interviews with Emphasis will be given to qualitative and academics and practitioners. transpersonal methodologies, with an aim to help them select an appropriate methodology for their SSC5660 Transformative Learning (3 cr) particular application project. Students will also In this course, students learn about theories of conduct practical fieldwork with the goal of personal, organizational and social understanding some of the real-world challenges transformation, and will be given opportunities that are presented to researchers. for designing projects to put their chosen theories into practice. In the process, students RSH5750 Women’s Ways of Knowing (3 cr) will develop the capability for inquiry into In this course we will examine the ways in which personal, interpersonal and systemic learning. gender, gender roles, and gender identity influence They will learn about the benefits of reflection the construction of knowledge and the for focused inquiry and the benefits of representation of objectivity. Feminist researchers contemplative practices for open, spacious, have used traditional methods in innovative ways creative awareness. We will also address the and have developed new ways of arriving at their shadow sides of self-directed learning (such findings. Feminists have also been particularly as procrastination, loneliness, insecurity) and mindful, in many cases, of the uses to which their explore strategies to transcend them work can be put, implying a special connection between social research and social change. In this SSC5780 Theories & Research in the Field course, we will address important questions (3 cr) including, what makes a research feminist; are there In this course student will conduct research on methods that are uniquely feminist; and what do how to design a self-directed graduate feminist researchers have in common. Special program. They will learn about the important emphasis will be given to investigation of these foundational theories that undergird their field, questions - what is the relationship between the develop an individualized reflective statement researcher and the researched; what is the on educational and professional goals for their connection between research and social change; self-designed program, and learn about the and what is the connection between the “self” and principles of curriculum and syllabus design. the “other”? The primary focus of this graduate Students will develop an understanding of the course will be to engage us in a discussion of the relationship between learning outcomes, political and philosophical choices that researchers activities and ways to evaluate learning. make and, more importantly, the ethical and Standard components of graduate degree epistemological questions of feminist research programs, such as foundational courses, (methodology). At the same time, we will also theory courses, electives, research, and discuss the mechanics of conducting research as capstone courses, are covered. Students will learners work on their own mini-research projects also develop a plan for expanding their (method). This merging of theory and practice will academic network of resources in their fields lay substantial groundwork for learners getting of study.

76 documents a synthesis of the appropriate SSC5840 Systems Thinking-Changing World literature in the field, the methodology used, (3 cr) their research findings, and an analysis and Develop conceptual frameworks and discussion of those findings. integrative and analytic skills for understanding complex, dynamic patterns in SSC6950 Professional Seminar (3 cr) human and natural systems. Students gain an This capstone professional seminar is designed understanding of the relationships between to promote the integration of the core curriculum world views (and mental models) and actions and practicum experience of the Individualized (including thoughts, behaviors, policies, social Master's of Arts degree. Active participation in structures, etc.). Particular attention will be the course helps students prepare for the given to the influences of dualism, transition to a professional position following reductionism and wholism. completion of the degree. In this course, students will 1) assess their skill development up SSC6100 Elective Individ. Course I (3 cr) to this point; 2) write a professional narrative that SSC6200 Elective Individ. Course II (3 cr) explores interests and motivations, and 3) design SSC6300 Elective Individ. Course III (3 cr) a tentative plan for launching and/or developing SSC6400 Elective Individ. Course IV (3 cr) a professional career. SSC6500 Elective Individ.Course V (3 cr) In each individualized course, the student will Note: Course offerings are subject to change. focus on practices, issues, and texts relevant to the course of study. This might include study of history of the field, theories, practices, contemporary issues, and future developments. Guided by the academic advisor, external mentor and instructor the student will study different aspects of knowledge in his/her field.

SSC6910 Social Science Thesis A (3 cr) This is the first of two courses through which students complete their Master's thesis in the Social Sciences. The thesis is the culminating and integrating effort for Masters' students. It involves the original investigation of a problem of limited scope and contributes to the body of knowledge in the student's field. Through the thesis process, students become more expert in a focused field of inquiry. Students produce a written product that documents a synthesis of the appropriate literature in the field, the methodology used, their research findings, and an analysis and discussion of those findings.

SSC6920 Social Science Thesis B (3 cr) This is the second of two courses through which students complete their Master's thesis in the Social Sciences. The thesis is the culminating and integrating effort for Masters' students. It involves the original investigation of a problem of limited scope and contributes to the body of knowledge in the student's field. Through the thesis process, students become more expert in a focused field of inquiry. Students produce a written product that

77 STUDENT AND ADMINISTRATIVE sent to the Admissions Office will be attached to the application when received. SERVICES DIVISION Applicants must arrange for official transcripts ADMISSIONS to be sent from all institutions previously attended. Upon receipt, these documents Antioch University Midwest’s Admissions Office become the property of the University. It is the facilitates all recruitment and admission functions responsibility of the applicant to ensure that for AUM. Inquiries about admission to Antioch the application, with all supporting documents University Midwest should be directed to the and fees, be complete and in order. The Admissions Office. Application to the programs completed application is reviewed and a should be filed as early as possible, to assure faculty interview may be scheduled if adequate processing and preparation time for the necessary. Admission is based on the desired term of entry. Admission information can discretion of the Admissions Committee. also be found on the web at: midwest.antioch.edu. Also see Antioch University Admissions Policy 5.607 at http://aura.antioch.edu/policies_500_6x/7/. UNDERGRADUATE Admissions Policy Bachelor of Arts applicants must provide a Antioch University Midwest maintains a non- transcript(s) from the accredited institution(s) discriminatory admissions policy for persons previously attended. If the institution is not regardless of race, color, creed, sex, national accredited, supporting documentation such as origin, age, or disability. Application for catalogs, course syllabi, and, in some cases, admission is made through the Admissions previous academic work may be required in Office within the Student and Alumni order to determine eligibility for transfer credit. Services Division. Undergraduate documentation required: International Student Admission • A completed application form and Antioch University Midwest accepts applications application fee. from international students for the M.A. in the • Educational goals statement Individualized Liberal and Professional Studies, • Official transcripts from each institution Conflict Analysis and Engagement programs, and previously attended. the Managing and Leading Change programs. • Two completed reference forms and These programs are designed for working accompanying letters of recommendation professionals, to be completed from where they live (may be waived under certain conditions; and work. Therefore, we do not issue the I-20 contact the Undergraduate Studies document necessary for the student visa. Enrollment Manager for more information) Students in these programs must be able to travel The Undergraduate Studies Program to the short residencies required without needing a requirements: student visa. A TOEFL score is not a requirement for admission purposes; however, all academic • Undergraduate documentation. work must be submitted in English. Written and • Twenty-four or more transferable spoken English language ability will be assessed in semester credit hours. the admission process. • Prior satisfactory academic achievement (GPA 2.0). Admissions Process • Evidence of professional and personal Admission to Antioch University Midwest degree responsibility. programs is by written application and interview, • Internet access (or utilization of campus where required. All Licensure and Masters computer labs) programs in the School of Education require an • Admissions and/or faculty interview, if interview. The application must be completed required. according to instructions contained on the Note: Students are accepted into the program application form provided, and submitted by the each term. applicable deadline. The application fee is non- refundable. The essays, transcripts, letters of recommendation, and other required documentation

78 GRADUATE 2.5 • Internet access (or use campus computer A bachelor’s degree from a regionally accredited labs) institution of higher learning (or its equivalent, for • Interview with the School of Education those credentials earned outside of the United • Informal or formal experience with the age States) is required as a basis for admission to a group desiring to teach (needs to be graduate level program. documented experiences in narrative form All graduate programs have the following or by other means such as certificates or requirements: letters from employers). • MAPP test (an assessment of math, Graduate documentation required: reading, critical thinking, and literacy skills, • Completed application form and application administered by AUM School of Education) fee. • BCI and FBI background check (must have • Educational goals statement. a clean record; reports must be updated annually). Background checks MUST be • Resumé administered by AUM. Copies of • Official transcripts from all institutions of higher learning previously attended. background checks carried out by other agencies or school districts are not • Admissions and/or faculty interview permissible. Note: The Graduate Record Examination (GRE) is M.Ed. in Educational Leadership AND Ohio not required. Principal Licensure prerequisites: Master of Arts in Conflict Analysis and • Graduate documentation. Engagement prerequisites: • A minimum of 2.5 cumulative GPA in all • Graduate documentation. previous undergraduate work and 3.0 in all previous relevant graduate work. • Internet access and familiarity with internet communications • A valid Ohio 5-year professional license • Two years’ teaching experience Master of Arts in Management and Leading • Must meet state requirements for licensure Change prerequisites: • Internet access (or use campus computer labs) • Graduate documentation. Endorsement prerequisites: • Internet access and familiarity with internet communications • Graduate documentation Individualized Masters of Arts prerequisites: • Must hold a valid and current teaching license • Graduate documentation. • Internet access (or use campus computer • A clear sense of educational direction. labs). • Preparation and skills appropriate to the proposed field of study. Provisional Enrollment • Two completed reference forms and accompanying letters of recommendation Under special circumstances, individuals may be provisionally enrolled in a program. Provisions are • Internet access and familiarity with internet defined in the letter of acceptance. Students who communications. do not meet the requirements of the provision by Teacher Licensure / M.Ed. prerequisites: the time stipulated may be denied further enrollment. • Graduate documentation. • General education, area of concentration • Administrative Provisional: Acceptance into a and content requirements completed program may be pending receipt of missing outside of program. documentation. Statement and documentation of • • Academic Provisional: Granted to monitor competence in the basic literacies: progress and assure success in the academic speaking, writing, reading, math. program. • Minimum overall undergraduate GPA of

79 Provisional enrollment is not intended as a commit the University to a course of action. negative or punitive status; rather, it allows for a Transfer credits are not official until they are higher level of monitoring and/or mentoring as one evaluated by the registrar (in consultation with the way to ensure that the high standards remain at chair of the student’s academic program as needed) the forefront of an Antioch education. and entered into the student’s academic record. The Admissions Office will notify candidates who Change of Degree Program meet the conditions of provisional admittance in their acceptance letter. Provisional status will not Graduate students who wish to change from one be reflected on their academic record. degree program to another must apply for admission to the new program, fulfilling all Transfer Credit admissions requirements for that program. Previous coursework is not automatically Transfer credit for courses taken at other transferable into the new program. Undergraduate institutions is based on official transcripts issued students may complete a “change of status” form to directly to Antioch University Midwest from the change from one major to another. registrars of those institutions. Institutions must be regionally accredited by one of Refusal/Rejection the regional associations recognized by the The Admissions Committee reserves the right to Council on Postsecondary Accreditation: Middle refuse admittance to an applicant who is unlikely to States, New England, North Central, Northwest, conform to the standards and ideals which the Southern, and Western Associations. If an University seeks to maintain. The applicant will institution is not accredited by one of the regional receive written notification of his/her status. The associations listed above at the time of the Admissions Committee and all members of the student’s attendance, but subsequently becomes institution are not permitted to provide the applicant regionally accredited, the registrar may re-evaluate with the rationale for rejection. Only those students the transcript for consideration of transfer credits, who have received formal notification of acceptance upon a student’s request. should expect to begin their programs with the University. In addition, some institutions are not accredited by one of the regional associations named above but Deferred Enrollment have obtained accreditation from one of the national institutional accrediting associations recognized by Applicants who wish to postpone their entrance the Council on Postsecondary Accreditation: must submit written notification to the Admissions American Association of Bible Colleges, Association Office of his/her intention before the last day of of Independent Colleges and Schools, Association registration. If a student has already registered for of Theological Schools in the U.S. and Canada, courses prior to deferring, a drop form must also be National Association of Trade and Technical completed. An application will be retained and Schools, National Home Study Council. The considered valid for a period of one year from the registrar may present a transcript from an institution original date of application. After one year, the thus accredited to the faculty for consideration of Enrollment Manager will stipulate the elements of transfer credits. the application which must be updated. Credits are accepted as semester hours. They are Alternative Admission Process translated from quarter hours according to nationally At Antioch University Midwest, students may qualify accepted formulae, based on the definition of the for graduate study through a combination of other college’s credit unit as stated on the transcript undergraduate study and learning acquired through or in the institution’s catalog. Credits from schools sustained professional work. In exceptional cases, also using the semester system transfer 1 to 1; we admit adults who have not completed their credits from schools on a quarter system translate undergraduate degrees. It is highly recommended as follows: 1 quarter credit = .667 semester credit. that applicants have the equivalent of a minimum of To be accepted for transfer credit, students must two years of transcripted college work plus have earned a minimum of a C for undergraduate significant educational and professional training. credit, and a minimum of a B for graduate credit. Applicants must demonstrate that they have the skills, knowledge, and experience to do graduate- Prior assurances given verbally by faculty members level work. or staff at Antioch University Midwest must be regarded as estimates or opinions. They do not Potential candidates for alternative admissions must

80 demonstrate that they meet the following criteria Registration, transcription of academic work, loan and have acquired the knowledge and skills needed deferrals, transcript requests and institutional to successfully pursue graduate-level work: recognition of students’ status is conducted by this branch of the Student and Alumni Services Division. • A minimum of two years of undergraduate credit (60 semester- credit hours) from an accredited Registration institution or the equivalent. Students register for classes each term during the • Approximately five years of sustained open registration period. Registration periods professional experience in areas (specified below) are included on the academic closely related to the applicant's field calendar located on the AUM website as well as in of proposed graduate study. each program’s Sakai sites. Students registering • Knowledge of the professional field of late are charged a $50 late fee. Failure to register proposed graduate study will result in the inability to access and participate in • The ability to think critically courses. • Effective oral and written All students register using the online registration communication skills process available via myAntioch, which may be • Research skills and the ability to use accessed from the AUM website. Accounts for appropriate learning resources myAntioch as well as training are provided at • Breadth and depth of knowledge in orientation, first residency, or during the first term of the humanities, social sciences, and enrollment. myAntioch also allows students to natural sciences outside the access their academic progress and academic applicant's professional field schedule, pay on their student account, view their For additional information, please contact financial aid award letter, and access other Enrollment Services at 937/ 769-1818. electronic services. Registration assistance is also available through the Registrar’s office. DISABLED STUDENT SERVICES 2012-2013 Registration periods Fall ’12: 8/3/12—8/24/12 In accordance with Section 504 of the Spring ’13: 11/26/12—1/4/13 Rehabilitation Act of 1973 and the Americans Summer ’13: 3/8/13—4/19/13 with Disabilities Act, Antioch University Midwest does not exclude or discriminate Add/Drop against otherwise qualified students with Classes may be added at any time during disabilities. th registration up to the seventh (7 ) day of the term Students with documented disabilities, with no restrictions. diagnosed by a qualified professional, and Classes may be dropped during the first month of disclosed to the coordinator for student the term with no transcript record. Classes dropped disability services, may request and be after the first month of the term will remain on the accorded reasonable accommodations that transcript with a notation of “W”. Classes may not will allow them to participate in the institution’s be dropped after the end of the second month of the programs and services. term. Tuition refunds for dropped classes (if any) For more information, please contact Maureen are determined by the refund schedule associated Heacock, Registrar and Coordinator of with the term dates and not the specific meeting Student Disability Services, at 937/ 769-1846 dates of a given course (see the Academic or by email at [email protected]. See Calendar on p. 5 and the refund schedule on p. also Antioch University Disability Support 104). Services Policy 6.101 at http://aura.antioch.edu/policies_600_1x/1/. Special Registration Conditions Non-matriculant Students Non-matriculants are individuals who are not REGISTRATION enrolled in a degree-seeking or licensure program, who seek registration in Antioch The Registrar’s Office serves as the school’s University Midwest courses for academic repository for official academic records. credit. Non-matriculants may also be those

81 students who are enrolled in one of our transfer credit). The Registrar may be helpful programs who are requesting registration in a in facilitating details of transfer from one course administered in an academic Antioch campus to another. See Antioch department other than that for which they are University Intra-University Registration Policy, matriculated. 5.621 at Non-matriculant status is not available for http://aura.antioch.edu/policies_500_6x/5/. individuals who have been withdrawn by Audit status Antioch University Midwest or any other Members of the community may request to Antioch location for not maintaining audit any course offered by Antioch University satisfactory academic progress, non-payment Midwest. Audit status is subject to approval of account and/or violation of the school’s by the chair of the program in which the behavioral policies. course is offered, and will not be finalized until Non-matriculants pay the regular tuition rate of the first day of the term. A course taken on an any course for which they are registered. audit basis is not eligible for credit under any circumstances. Courses taken on an audit Non-matriculants who are accepted in another basis will be billed at 50% of the regular Antioch University program are eligible for course tuition. See Antioch University Course financial aid for the expenses of the additional Audit Policy, 5.619 at learning provided they have notified the http://aura.antioch.edu/policies_500_6x/4/. Financial Aid office of their intention prior to having their student loan packaged. All other Life-Long Learning Tuition Discount non-matriculants are not eligible for financial Any student with a bachelor’s degree from any aid. accredited institution is eligible to register for undergraduate classes at Antioch Midwest for Intra-University Registration a 50% tuition discount. Students registering in In addition to our campus in Yellow Springs, this way may not apply these courses to a Ohio, Antioch University has campuses in Los credential, and will be classified as non- Angeles, Santa Barbara, Seattle, and Keene, matriculant students, ineligible for financial aid. New Hampshire, as well as an Antioch Education Abroad program and a Ph.D. in Name or Address Changes Leadership and Change. Students enrolled at To make a name change on academic records, a Antioch Midwest may wish to enroll in student must provide the Registrar’s Office with a academic courses offered at another Antioch copy of either driver’s license, social security card, campus or the Antioch Education Abroad or marriage/divorce decree indicating that the program. change is official. Address/telephone number changes are acceptable by mail, in person or via the Any student interested in registering for student’s Antioch email account. All must be courses at another Antioch campus or Antioch submitted to the Registrar’s Office. Education Abroad must complete the Intra- Antioch University Midwest is not responsible for University Registration Petition form and correspondence (including transcripts and receive approval from all indicated diplomas) that is not received due to a student’s departments. moving, unless the change in address was provided as indicated above. IMA students are also The Antioch University Midwest Registrar’s responsible for providing current address Office will process the registration and verify information for their evaluators and degree enrollment. The Registrar of the host campus committee members. These changes must be sent will forward the records of learning once the to the IMA program office. course(s) are complete. Verification of Enrollment and Student Loan Students who begin a degree at Antioch Deferment Midwest and wish to transfer to another Antioch University submits monthly enrollment data Antioch campus to complete the degree are to the National Student Clearinghouse. This is subject to transfer policies and degree where 90% of lenders find information regarding requirements at the host campus as detailed student enrollment status in order to maintain the earlier in this chapter (although all Antioch deferred status for student loans. Requests for credit is considered institutional and not enrollment verification should be directed to this

82 organization via their website: Student Responsibility www.studentclearinghouse.org. Please contact the Registrar’s Office for clarification of this process. Students are responsible for knowing their own standing scholastically in reference to the Reports of enrollment or completed coursework are published regulations and standards of the based upon documentation on file with the University and of their academic program. Registrar. Only official registrations or official This includes satisfactory academic progress notification of credit earned that is issued by the policies and procedures. academic program office will be reflected in this reporting. Enrollment verification cannot be projected beyond the student’s current or most ENROLLMENT STATUS recent term of enrollment, and is based upon completed registration and financial clearance. Leave of Absence Students are strongly advised to become aware of A student may register for a leave of absence (LOA) the policies and procedures of their lender(s). It is for the duration of one semester. The registration for common for many lenders to allow a six-month LOA must be received by the Registrar’s Office grace period before repayment. The grace period before the last day of the semester of the student’s determined by the lender, is usually based on current registration. A copy should also be sent to enrollment status (in most instances, six the student’s faculty advisor. Students may request consecutive months at less than half time status) a leave in person, via Antioch email, or by mail. and/or tuition payment, and is not necessarily based Students will not be permitted to re-enter their upon the graduation date. It is possible to enter this program after an LOA if they have a past-due grace period while actively enrolled at lower than balance on their account. Graduate students are half time enrollment status. permitted one LOA during their entire program and a fee of $30 will be placed on the student’s account. A student may not earn academic credit during a CREDITS AND COURSE leave of absence. NUMBERING SYSTEM Withdrawal Antioch University Midwest uses a semester- hour credit system. The following course It is the student’s responsibility to initiate notification numbering system is used for the academic of withdrawal. Students are subject to the tuition programs at Antioch University Midwest: refund schedule based upon the date the Registrar’s Office receives written notification of the 1xxx - lower level, freshman student’s intent to withdraw. It is recommended that 2xxx - lower level, sophomore notice of intent to withdraw be sent by certified mail. 3xxx - upper level, junior The student is not officially withdrawn until Antioch 4xxx - upper level, senior University Midwest confirms official withdrawal 5xxx – 6xxx - graduate level status. The School reserves the right to withdraw any student who fails to make satisfactory academic ACADEMIC LOAD progress, fails to meet financial obligations, or violates the policy on standards of conduct. A See Antioch University Academic Load Policy, withdrawn student is entitled to a transcript only 5.617 at when his or her financial account is paid in full. http://aura.antioch.edu/policies_500_6x/9/ Withdrawn students retain the right of appeal of the decision. Undergraduate program: Re-enrollment Full-time: 12 or more credit hours 3/4 time: 9-11 credit hours A student who does not register for the next Half-time: 6-8 credit hours semester will have a hold placed on his or her Part-time: 1-5 credit hours record, and will need advisor approval before being allowed to register (summer term is not considered Graduate programs: in this policy). A student who has not registered for Full-time: 6 or more credit hours two consecutive semesters will be withdrawn from Half-time: 3-5 credit hours his or her academic program. Part-time: 1-2 credit hours After being withdrawn, a student wishing to return

83 must petition for re-enrollment in writing to the Appeals must be in writing and must be received by Registrar, who will verify eligibility to return in the registrar no later than two weeks after the date reference to Financial Aid, Student Accounts and of the meeting with the instructor or the letter satisfactory academic standing. A $50 re- notifying the student of withdrawal. Upon receipt of enrollment fee must accompany the request. If a written appeal, the registrar will convene a eligible to return, the request is forwarded to the meeting of an appeals committee consisting of the program chair for review. The student is subject to registrar, the student’s advisor (or the chair of the any program or school policy changes that have program if necessary to avoid duplication of roles) taken place since the original date of enrollment. A and the executive dean of the student’s program. student who has been inactive for over five years Prior to this meeting, the registrar will research the must re-apply for admission through the regular student’s institutional record. This meeting will take admissions process. place no later than one week from the date the appeal is received. Re-enrollment is not automatic, nor is it a student right. Programs reserve the right to use The appeals committee will consider the student’s professional discretion regarding approval of re- written appeal and academic record. A decision to enrollment. Relevant factors in this decision include overturn or to uphold the assignment of No Credit or student loan default, tuition payment history, withdrawal will be reached based upon the written satisfactory academic progress, satisfactory statement, unless the committee feels that critical compliance with published behavioral standards, information that the student would be able to and the faculty’s judgment of the student’s present in person is lacking from the written appeal. reasonable chance for successful program In such cases, the registrar will schedule a meeting completion. between the committee and the student. A decision reached by the committee, based either on the Re-admission written statement or on the meeting with the If a student has been withdrawn from a student, is final and may not be further appealed. program for more than five years from the The student may pursue a grievance through the original date of application, re-admission will grievance process only if he or she believes that be necessary in order to continue a program procedural irregularities exist. See Antioch of study. The Academic Program Office will University Academic Appeal Policy 6.111 at review the student’s file in order to determine http://aura.antioch.edu/policies_600_1x/4/. what is required in this process (beyond the required application and fee) based upon the length of absence. In addition to Academic Evaluation and Letter Grade administrative requirements being met, it is at Equivalency Policy the program faculty’s discretion to accept or The awarding of academic credit at Antioch deny re-admittance to Antioch University University Midwest is based upon evaluation by a Midwest. Re-admitted students are required faculty member competent in the matter being to comply with policies and procedures, as certified and in a position to have adequate well as degree requirements in effect at the evidence that the learning, achievement, time of re-admission. competence, or other matter certified has been met. To support the awarding or denial of credit, the GENERAL ACADEMIC POLICIES instructor shall submit a written narrative evaluation of the quality and characteristics of the student’s Academic Appeals Policy performance in the learning event. The instructor is Students have the right to appeal an expected to complete an evaluation for each assignment of No Credit and a student in every credit-bearing course or learning recommendation for withdrawal. A student activity. who wishes to challenge an assignment of No Narrative evaluations are part of a student’s Credit must begin with a conversation with the permanent academic record and may be requested instructor within two weeks of receipt of the by the student to accompany the transcript. The narrative evaluation. If no resolution emerges student may request that any, all, or none of the from that conversation, the student may begin narrative evaluations accompany the transcript; no the appeal process. evaluations will be released unless requested by the student or alumnus.

84 Categories of credit assessment: Letter Grade Equivalents: Students may receive the following evaluative designations to reflect their performance in courses While Antioch University Midwest is committed to for which they’ve registered: the pedagogical importance of employing narrative evaluation as its method for the appraisal of student 1. CR (credit). As a minimum standard, academic work and progress, we acknowledge that academic credit may be awarded letter grade equivalents may be required of a toward a degree only if the student’s student to receive financial assistance with their performance is at least “satisfactory.” education (for employee reimbursement, certain Antioch University defines “satisfactory” kinds of federal funding, etc.). These unofficial letter to mean the following: grades will not appear on a student’s official AUM 2. For undergraduate credit, the student transcript. has performed at a level that would be Students in need of letter grade equivalents must considered at least a “C” or better in a request them through their academic program office graded system. by the second class session during the first term in 3. For graduate credit, the student has which the student needs the letter grade equivalent. performed at a level that would be Documentation from the funding source must considered “B” or better in a graded specify that letter grade equivalents are required. system. Letter grade equivalents will not be assigned retroactively. 4. INC (incomplete). Students may request an incomplete if they have The academic program office processes the performed satisfactorily in a course but requests for letter grade equivalencies and provides have some portion of the course to the documentation directly to the funding source. No complete after the end of the term. An “unofficial grade point average” may be calculated instructor may award an incomplete at or inferred based on the unofficial letter grade his or her discretion. Incompletes must equivalents. be successfully completed no later than Please note: the policy on issuing credit rather than the end of the drop deadline of the grades is a policy of Antioch University, and may following term or they convert to No not be altered by any of its individual campuses. Credit. Except under the specific circumstances described 5. IP (in progress). IP grades may be above, Antioch University Midwest is prohibited issued for courses that span more than from issuing letter grades or grade point averages one term. Students making acceptable now or in the future. Please be aware that this may progress during the term in which they have implications for your future educational goals, registered for the course receive an IP, and plan accordingly. and receive credit upon completion of The following characterizations are offered for the the course. Courses associated with IP purposes of providing a basic explanation of letter grades include internships, practica, grade. The designation of an: capstones and theses. Students may take a maximum of two additional “A” grade equivalent is based upon the meeting terms to complete a course with a and exceeding of all basic course requirements and grade of IP. If not completed in this guidelines. Such work includes well-articulated, time frame, the IP designation will consistently thorough and thoughtful contributions in convert to No Credit. relation to course learning activities and assignments. Original and creative engagement of 6. NC (no credit). This designation is course topics and subject matter is demonstrated. based upon not fulfilling minimum Mastery and grasp of course concepts is likewise course requirements. NC will be given demonstrated in thought-provoking manner through in graduate courses for work not appropriate and well-crafted written and verbal meeting the equivalent of a “B” or communications. better. NC will be given in undergraduate courses for work not “B” grade equivalent is based upon the meeting the equivalent of a “C” or meeting of all basic course requirements and better. guidelines. Such work includes well-articulated and thoughtful contributions on many course

85 issues and in relation to most learning Midwest. Separate policies deal with plagiarism, activities and assignments. Course concepts sexual harassment and sexual offenses. are clearly understood and employed in The following conduct may be grounds for thorough and in some instances creative probation, suspension, or dismissal from AUM: manner, although some opportunities to fully develop and explore available opportunities • Disruptive, abusive, or otherwise inappropriate remain missed. behavior. “C” grade equivalent (undergraduate) is • Unauthorized consumption of alcoholic based upon the acceptable meeting of all beverages on campus. course requirements and guidelines but little • Bearing of firearms or other weaponry. or nothing more. A basic understanding of key • Behavior that poses a threat to the well-being of course concepts is demonstrated although fellow students, faculty, or staff. frequently with room remaining for additional • Conviction of a serious crime that may pose a elaboration or better-crafted engagement or threat to the public. application. • Other conduct determined by the behavioral standards committee to be disruptive to the No Credit is based upon not meeting or educational process or to the well-being of the fulfilling minimum course requirements. Antioch University Midwest community. Contributions are either incomplete or prepared with undue haste. The student’s Committee make-up: mastery of course concepts remains uncertain The behavioral standards committee is a standing due to grossly inaccurate, superficial or vague committee consisting of the following members: a representations or poorly crafted or ill- faculty member from the School of Education, a considered contributions to course learning faculty member from the School of Liberal and activities. Professional Studies, and the Registrar. When an See Antioch University Grade Equivalency incident arises involving a student, the student’s Policy, 5.229 at advisor will join the committee as a non-voting http://aura.antioch.edu/policies_500_2x/1/. member for the duration of that incident’s investigation. AUM Honor Code Procedure: In the tradition of Douglas McGregor, students The following procedure will be followed in and faculty pledge to apply a high degree of situations where a student may be deemed in intellect and academic skills in a search for violation of this policy: knowledge and understanding, predicated • Anyone who becomes aware of a situation that upon a foundation of accountability, potentially poses an immediate threat to participative leadership, and social students, faculty, staff, or the public should responsibility. We believe a learning follow the procedures outlined in the Emergency community accomplishes its purpose by Response Plan. working toward the shared goal of academic excellence through honesty, integrity, critical • Anyone who becomes aware of student self-reflection, and pride in academic behavior that may be in violation of this policy achievement. The relationships among faculty should inform a member of the student and students who engage fully in the behavioral standards committee or any other academic enterprise ensure the integrity of the AUM employee, who will forward the concern to learning process and affirm the core tenets of a member of the committee. Such notification the Antioch University Midwest Academic should take place as quickly as possible, but no Honor Code. later than two weeks from the date of the alleged incident. Behavioral Standards of Conduct • A member of the committee will meet with the witness and consult other appropriate Students are expected to conduct themselves in a individuals in order to gather information about manner that is conducive to the educational the incident. The committee will determine process. This policy pertains to the violation of whether there are sufficient grounds for the student behavioral standards of Antioch University

86 committee to consider further investigation. period of time. Student is eligible to resume his The incident may be dismissed at this time or her studies upon expiration of the with no further notification. The witness will suspension period. receive notification from the committee regarding the committee’s decision to pursue • Dismissal: Student is administratively withdrawn from his or her studies without the issue or to dismiss it. eligibility to resume his or her studies. • If the committee finds sufficient grounds to A decision reached by the behavioral standards investigate further, the student potentially in committee is final and may not be appealed. If a violation of the policy will be notified in writing student who is sanctioned feels that the above of the committee’s decision to proceed and will process was not followed, he or she may challenge be scheduled to meet with the committee. This this process through the student grievance policy. communication will outline the nature of the A grievance must be filed within 30 calendar days alleged incident, and will specify any of the committee’s decision. information being requested by the committee. The purpose of such a meeting, which is restricted to the student and members of the If the campus leadership agrees that a student who student behavioral standards committee, is for is believed to be in violation of this policy poses an the student to learn of the facts of the case as immediate threat, he or she may, without a understood by the committee and to present committee review, suspend a student for a period his or her perspective, and for the committee of up to twenty days. Such action must be to gather additional information regarding the reviewed by the student behavioral standards incident. Reasonable efforts will be made to committee prior to the expiration of twenty days. hold a meeting at a time or in a manner that The student behavioral standards committee will will enable student participation. If a student follow the procedure described above if sufficient chooses not to participate in this meeting, the grounds are found for formal action by the committee may proceed with its deliberations committee. in the student’s absence. This process does not follow a judicial model • The committee will reach a decision within one but instead is established to assure fair and week from the date of the meeting as to equitable treatment within an academic whether any disciplinary action will be taken or setting. Standards for behavioral conduct are whether the allegation is dismissed. This in no way intended to abridge or constrain the decision will be communicated in writing to the free speech and inquiry to which the school is student, and a copy will be retained in confidential files in the Registrar’s office. dedicated. See Antioch University Student Conduct Potential Disciplinary Actions Related to this Policy 6.103 at Policy: http://aura.antioch.edu/policies_600_1x/2/. Students whose conduct is determined by the behavioral standards committee to be Course Repeat Policy unacceptably disruptive to the educational process Students may pay for and repeat any course will be sanctioned. The following actions may be previously taken for which the student applied: received a No Credit evaluation. Students will work with their faculty advisors to identify the • Behavioral probation: Student is allowed to appropriate academic term for the student to remain enrolled but limitations may be imposed register for the repeated course. Both courses on current or future registration. Student is will remain on the student’s transcript. warned that any additional violation of the Repeating a course may extend the student’s behavioral standards policy will result in time for degree or certificate. suspension or dismissal. This status will remain in place until the student graduates or Failure to complete a repeated course on the withdraws from the university. second attempt may result in the student being placed on academic probation or Suspension: Student is administratively • withdrawal, based on faculty recommendation. withdrawn from his or her studies for a set Failure to successfully complete a repeated

87 course on the third attempt may result in all courses or learning components, all required automatic withdrawal from the program. documentation, and if required, thesis approved for binding), the student’s academic file will be audited While undergraduate students may normally by the Registrar’s Office to make certain that the repeat once any course previously taken, they permanent record is complete. Only then can a final may petition for a third attempt to satisfy transcript and diploma be generated. certificate or degree requirements. Students must document the measures that they have The student must declare his/her intention to taken to ensure success on the third round. A complete his/her program as s/he enters what is third attempt must be recommended by the anticipated to be their second to last term. This is program chair, and approved by the Director accomplished on the Graduation Application form, of the School of Liberal Studies. If a third which is available in the Registrar’s Office or online. attempt is approved, the student signs a If required by the student’s graduate program, s/he learning contract indicating understanding of must have attained candidacy status and/or expect and agreement with what is required for their thesis to be approved for binding. continued enrollment in the program. It should be reasonable to anticipate completing all The above course repeat policy does not academic work during this two-term period. In order apply to a course for which a No Credit grade to graduate, the following steps are taken: was issued as a sanction due to a violation of 1. The student must submit to the the university’s Plagiarism policy. Such a Registrar’s Office a completed course may be repeated only upon Graduation Application form and pay the recommendation by the program chair and graduation fee. This should take place in approval by the Director of the School of the second to last term. Liberal Studies. 2. The student must make certain that his/her student account is paid in full Good Standing Policy (including the graduation fee). To be considered in good academic standing, a 3. If receiving financial aid, the student student must be making satisfactory academic must conduct an exit interview with the progress. Financial accounts must also be in good Financial Aid Office (which can be standing, with all fees paid and all financial aid accomplished on-line on our web site). materials filed and signed. Students not meeting these standards may be suspended for one term or When the above criteria have been met, withdrawn, as determined by the Director of the students can expect to receive his/her final Academic or Administrative Department noting the transcripts and diploma within one month of violation. completing degree requirements. Diploma Appropriate supporting documentation, including covers are provided at the commencement letters to government and fiscal agencies that ceremony. indicate University support and responsibility are furnished to students in good standing. Only Commencement students in good standing will be permitted to Students who have successfully completed all continue degree programs. Lack of academic requirements in their academic program are progress may result in withdrawal before the encouraged to participate in the annual completion of the academic program, and will not be commencement ceremony in the summer. considered grounds for refund of tuition. Additional information regarding times, announcements, regalia, etc. can be obtained from the Student and Alumni Services Graduation and Commencement Division. Students should finalize these Policies arrangements at least two months prior to the Graduation scheduled commencement ceremony. A student’s graduation date falls on the last day of the academic term in which all degree requirements have been met. When a student completes the work required by the academic program (evaluations for

88 Incomplete Grade Policy Deadlines The grade of Incomplete (INC) may be The amount of additional time a student is allowed assigned at the discretion of an instructor, to make up incomplete work should serve to provided that three criteria are met: accommodate the student while being fair to the other students in the course. Unless an instructor • There are extenuating circumstances, or academic unit sets an earlier deadline, the explained to the instructor before the general deadline for making up Incomplete grades assignment of the grade, which clearly from the previous term is the end of the withdraw justify an extension of time beyond the period for the following academic term. The specific requirements established for other date for each term is indicated on the Registrar’s students in the class. A student's desire Academic Calendar. to avoid an unsatisfactory evaluation is not a legitimate reason to award an The burden of removing the Incomplete is on the incomplete. student. The instructor will maintain reasonable availability, but is under no obligation to be • The student has been passing the accessible at specific times. Students should plan course at the time that the Incomplete is to complete their make-up work and satisfy the awarded. Incomplete requirements well in advance of the • Only a small segment of work remains, such deadline. that it can be completed with little or no Met Incomplete Requirements additional instruction from the faculty member and within the time frame established by AUM. After the course work is completed at a satisfactory level, the instructor assigns Credit on a Change of Instructor-Initiated Incomplete Grade form and an updated narrative evaluation, which are submitted to the Registrar by the An instructor may assign an incomplete if the student academic program office for processing. has turned in all work and has completed all course requirements, but a portion of the student’s work is Unmet Incomplete Requirements unacceptable and needs to be improved before If the required work is not completed by the due credit can be awarded. The instructor enters an date, the INC will convert to NC. Incompletes that Incomplete on the narrative evaluation form and have changed to No Credit will not be changed to specifies the criteria by which the student may satisfy Credit at a later date. In order to obtain credit for a course requirements. course in which a student has received a No Credit, In a case of suspected academic dishonesty where the student must register in, pay for, and satisfy all the instructor has not reached a final determination requirements of the course again. by the time a final grade is due, a grade of Impact of Incomplete on Satisfactory Academic Incomplete may be appropriate. The above reporting Progress criteria will apply except that only award of Incomplete need be recorded; specifics will be A grade of INC counts negatively toward the recorded as specified in the plagiarism policy. satisfactory academic progress standard. In other words, the course for which a student has an Student-Initiated Incomplete incomplete is included in the calculation of Students who are unable to complete all attempted and completed credits for the purpose of requirements by the end of the course may request assessing satisfactory academic progress. an Incomplete (INC) by completing and submitting Notes on “In-Progress” courses: to the instructor the Incomplete Request Form on or before the last day of the class. The instructor will • Grades of “In Progress” (IP) are assigned assess the request against the criteria listed above. when the course is not finished by the end of If the request is approved, the instructor will the term, and there is no expectation that complete a narrative evaluation form that the student will have earned credit. documents the INC and specifies the work to be Students have two additional terms from the completed and the deadline for submission. • end of the term in which the student initially registered for the course to complete a course with a grade of IP. For example, a

89 student who registers for EDL6920 • repeatedly and pervasively engaging in Internship in Fall 2012 has until the end of minimal plagiarism. Summer 2013 to post credit. • submitting or presenting someone's complete • Work to complete a course with a grade of published or unpublished work. IP is due to the instructor no later than two weeks before the end of the second • submitting another student's work for additional academic term. an assignment, with or without that person's knowledge or consent. • Courses with grades of IP will convert to No downloading a term paper from a web Credit if credit is not posted by the deadline. • site. buying a term paper from a mail Students may not request an incomplete for order company or web site. courses with grades of IP. • reusing or modifying a previously submitted paper for a present Plagiarism Policy assignment without obtaining prior Antioch expects its students to observe appropriate approval from the instructors involved. conventions of source citation, so that any use students make of others’ work is duly attributed to the Procedures for Dealing with Plagiarism originators of that work. Student work should leave no ambiguity about which ideas, words, images, When a faculty member has reason to believe performances, etc., originate with the student and that plagiarism has occurred, the following which have been taken from other sources. This procedures should be carried out: expectation applies without regard to whether the • Gather the evidence that confirms source material used is protected by copyright. plagiarism. In cases where plagiarism cannot be firmly established, the Operational Definition of Plagiarism: to steal and professor is encouraged to meet or pass off the ideas or words of another as one's own: communicate with the student to obtain use another's production without crediting the sources or to determine the student's source: to commit literary theft: present as new and familiarity with the paper that he or she original an idea or product derived from an existing submitted. source. Forms of Plagiarism: • Faculty should alert the chair of a suspected incident of plagiarism. Minimal plagiarism is defined as doing any of the following without attribution: • Meet or communicate with the student to discuss the incident. In this process, • substituting synonyms into the original the following steps should be followed: sentence rather than rewriting the complete sentence. 1. Describe the evidence that confirms • reordering the clauses of a sentence. that plagiarism occurred. • imitating the sentence, paragraph, or 2. Listen to the student's response. organizational structure, or writing style of a 3. Review what plagiarism is, why it is source. unacceptable in a scholarly • using a source's line of logic, thesis or ideas. community, and how to cite sources properly. • inserting verbatim word, phrases, sentences, or longer passages from a source. 4. Review the University’s plagiarism policy and procedures with the • combining paraphrasing with verbatim student. sentences to create a paragraph or more of text. • If the faculty member is satisfied that plagiarism did not occur, he or she Substantial plagiarism is defined as doing any should inform the chair in writing. of the following without attribution:

90 • If the faculty member concludes that the Registrar. The student may follow the appeals plagiarism did occur, faculty should contact process to petition to remain in the program. the Registrar to determine if this is the Note: Withdrawal from a course will not student’s first offense. Knowledge of a prevent the documentation process for student’s prior record should be used in plagiarism. determining penalties, but must not enter into the decision about the presence or nature of See Antioch University Student Academic plagiarism in the case under scrutiny. Integrity Policy, 6.105 at http://aura.antioch.edu/policies_600_1x/6/. • Complete and submit the Plagiarism Report form, attach the assignment and the plagiarized sources and submit to the chair. Professional Development Credit The chair will review and will forward all Policy materials to the Registrar. Antioch University Midwest offers a wide • When writing the course evaluation, the range of opportunities for professional faculty should make no reference to charges development, particularly for or suspicions of plagiarism or academic educators. These courses do not apply dishonesty in the student’s course toward a degree (undergraduate or graduate) assessment or official academic record. at AUM. Courses that appear on the transcript with the following prefixes are for professional development only: BCE, CED, CEDH, CEDU, Process for Documentation of Student CIED, CLEDU, CPD, GCCE. Responses, Appeals, and Grievances: After receiving a copy of the Plagiarism Report, a Policy on Research with Human student may comment on the report and submit Participants those comments to the Registrar’s Office and/or appeal the results. Antioch University Midwest policy requires that all research involving human participants Consequences of Committing Plagiarism conducted by student researchers be First Offense of Plagiarism – reviewed and approved by the Human Participants Research Review Committee Minimal Plagiarism: The student is required to (HPRRC). These rules are in place to protect meet or communicate with faculty to discuss the act the human participants, the researchers, and of plagiarism. At the faculty’s discretion, the institution. See the Registrar’s Office or assignments may be rewritten and resubmitted. A the Human Participants Research Review record of all plagiarism instances will be Committee for complete policy and documented and submitted by the faculty to the procedures. See Antioch University Human Registrar. Subjects Protection Policy 5.507 at http://aura.antioch.edu/policies_500_5x/2/. Substantial Plagiarism - The student receives a failing grade on the assignment that has been plagiarized, and a Report of Plagiarism is submitted Satisfactory Academic Progress to the Registrar. Policy Second Offense of Plagiarism – The student To be considered in good academic standing, receives a failing grade for the course in which the students must successfully complete 75% or more plagiarism occurred and a Report of Plagiarism is of their total attempted institutional credits by the submitted to the Registrar. Student may be end of each semester. At the undergraduate level, withdrawn from the program. In that case, the students who do not meet this standard will be student may follow the appeals process to petition placed on academic warning or probation. At the to remain in the program. graduate level, students who do not meet this Third Offense of Plagiarism – The student standard will be placed on probation. All students receives a failing grade for the course in which the who are on academic probation have one semester plagiarism occurred, will be withdrawn from the to raise their completion ratio to 75% or more of program, and a Report of Plagiarism is submitted to their total attempted institutional credits. Failure to

91 do so will result in academic withdrawal from the attempted institutional credits are institution. placed on academic probation. A status of academic warning or academic 4. Students on academic probation who probation may not be appealed by the student or by complete less than 75% of their total the faculty. Students who are recommended for attempted institutional credits are withdrawal may present a written appeal to the recommended for withdrawal. Registrar’s office if they feel they have documentation of extenuating circumstances that Impact of IP, INC and Ws would merit an additional term on academic probation. Such appeals must be received no later Courses with grades of IP (in progress) are than two weeks (14 days) after the date of the excluded from the review. Grades of INC withdrawal letter. Appeals will be considered by the represent credit not yet successfully Appeals committee. Decisions by the Appeals completed and therefore count negatively in committee are final and may not be appealed. the SAP review.

Undergraduate Students Courses dropped by students in the add/drop period have no impact on Satisfactory • All active students are reviewed by the Registrar’s office at the end of each term Academic Progress. Students may withdraw upon receipt and input of final grades. from up to 9 credits (or 3 courses) in their academic program with no impact on • Students in good standing who successfully complete 75% or more of their total attempted Satisfactory Academic Standing. After withdrawing from 9 credits or 3 courses, institutional credits remain in or return to good additional courses from which students standing. withdraw will count as attempted credits and • Students in good standing who complete will count negatively in the SAP review. between 50 - 74% of their total attempted institutional credits are placed on academic warning. Procedures • Students in good standing who complete less than 50% of their total attempted institutional Students who are placed on academic credits are placed on academic probation. warning or academic probation status or who • Students on academic warning who complete are being recommended for withdrawal will less than 75% of their total attempted receive a letter from the Registrar’s office with institutional credits are placed on academic a copy to their faculty advisor at the start of probation. the subsequent semester. The faculty advisor • Students on academic probation who is strongly encouraged to meet with the complete less than 75% of their total student early in the term to develop a plan to attempted institutional credits are address the difficulties that have led to the recommended for withdrawal. warning or probation status. Note: Academic programs have the right and Graduate Students the responsibility to conduct their own qualitative evaluation of students in their 1. All active students who have attempted at programs. At faculty discretion, a student may least 12 cumulative semester credits are be placed on probation, and must develop a reviewed by the Registrar’s office at the end learning contract with the program which of each term upon receipt and input of final outlines the steps s/he must take to avoid grades. being withdrawn from the program. 2. Students in good standing who successfully complete 75% or more of their total Transcript and Diploma Policies attempted institutional credits remain in or return to good standing. The official transcript is issued by the Registrar and is a chronological listing of attempted and earned 3. Students in good standing who credits. Students may request that any or all of the complete less than 75% of their total student’s narrative evaluations accompany his/her transcripts. Upon completion of the program, the

92 Registrar will send a complimentary copy of the final approved by comparable accrediting transcript, with the diploma, to the student. bodies. Coursework taken at institutions without regional accreditation will be Before cumulative records can be mailed as a reviewed for transfer eligibility on a transcript, all documentation materials must be on case-by-case basis by the Registrar, in file in the Registrar’s Office. This means that every consultation with the academic entry of credit earned or of requirements met must programs. be supported by a properly certified statement of credit awarded. 2. AUM may also grant credit for prior learning gained through various other Transcript Requests life experiences. No credit will be Official transcripts of academic work completed at awarded merely for undocumented life Antioch University Midwest may be requested by (1) experiences, regardless of how completing the transcript request form in the subjectively valuable they may have Registrar’s Office, (2) mailing the transcript request been. Antioch University Midwest may form and fee to the Office of The Registrar, or (3) by award credit that is consistent with the sending a written request to the Registrar’s Office student’s degree requirements or which includes name (as it appeared while degree plan for the demonstrated attending), social security number, dates of learning achieved through prior enrollment, whether or not narrative evaluations experience only. should accompany the transcript, the full name and 3. The maximum transfer/prior learning address where the transcript should be sent, and a credits that may be awarded toward a check, money order, or credit card account number master’s degree for learning earned and expiration date to cover the transcript fee. outside of Antioch University may not Transcript Fees exceed 25% of the total credits of AUM’s master’s degree program. $5.00/each via first class mail Individual academic programs at $10.00/each for same day service Antioch University Midwest are free to (in person) narrow these transfer practices (e.g. $25.00/each for overnight service accepting fewer than 25%), but may not Note: all fees are subject to change expand them. Diplomas 4. Only undergraduate courses with a grade of “C-” or better (2.0 on a 4.0 The degrees conferred by Antioch University are scale) and graduate courses with a titled Bachelor of Arts, Master of Arts, or Master of grade of “B-” or better (3.0 on a 4.0 Education. The diploma and the final transcript are scale) are eligible for transfer. sent to the address on the Graduation Application. 5. Earned credits from any academic Note: Neither transcripts nor diplomas will be institution that have already been released until all financial obligations to the school applied toward an earned bachelor’s have been cleared. degree at any institution cannot be credited toward an Antioch University bachelor’s degree. Transfer Credit and Course Substitution Policy 6. Earned credits from any academic institution that have already been applied toward a The intent of this policy is to maintain best graduate degree at any institution cannot be practices in applying transfer credits and to credited toward an Antioch University ensure the academic integrity of Antioch graduate degree. University Midwest’s academic programs. 7. Undergraduate credits cannot be applied toward graduate certificates or degrees, 1. Antioch University Midwest may credit except as specified in articulation prior learning achieved through agreements. coursework taken for academic credit at a regionally accredited institution or at a 8. All decisions regarding course substitutions post-secondary educational institution and waivers of specific degree requirements

93 are at the discretion of the chair of the and/or federal laws or contractual program. obligations are violated. 9. Regardless of the number of prior learning • The University does not, as a rule, credits awarded, all students in all programs monitor the content of materials must complete the total number of credits transported over the University's required for the approved degree program. If network or information posted on prior learning results in a degree requirement University-owned computers and being waived, students must complete networks, but reserves the right to do additional course work to earn the total so. Although the University does not number of credits required for the approved typically block access to online degree program, except as specified in content, it reserves the right to do so articulation agreements. in cases where online content or activity diminishes the capacity of the 10. To be eligible as transfer credit, graduate AU network, where there is a threat to credit must have been earned no earlier than AU or its core academic mission, or 5 years prior to matriculation at AUM. There where there is a reasonable cause to is no time limit on eligibility for transfer for do so. undergraduate credit. 11. Courses taken at Antioch University as a • AU provides reasonable security non-matriculated student within five years of against intrusion and damage to files matriculation will automatically be applied to stored on the central computing a student’s program (if relevant to the facilities, but does not guarantee that degree) and are not considered transfer its computer systems are secure. AU credits. is not responsible for unauthorized access by other users, nor does the 12. Credits earned at other Antioch University University guarantee protection campuses is considered institutional credit against media failure, fire, floods, or and is not subject to transfer limits applied to other natural or man-made disasters. non-Antioch credit.

See Antioch University Transfer and Intra- Censorship University Credit Policy 5.611 at Free expression of ideas is central to the http://aura.antioch.edu/policies_500_6x/10/. academic process. AU computer system administrators will not remove any information from individual accounts unless the system GENERAL ADMINISTRATIVE POLICES administrator finds one or more of the Acceptable Use of Technology Policy following: Antioch University (AU) values technology as a • The presence of the information involves means of communicating information and ideas to illegality (e.g., copyrighted material, the University community and the world. In software used in violation of a license keeping with the University's commitment to agreement). utilizing technology in teaching and learning, this policy provides direction in the appropriate use of • The information in some way endangers all forms of electronic resources. computing resources or the information of other users (e.g., a computer worm, virus, General Policies or other destructive program). • Access to and and use of AU • The information is inconsistent with the electronic resources may be restricted mission or policies of the University. or revoked in cases of misuse or repeated abuse. • The information involves the use of obscene, bigoted, or abusive material, or is • AU reserves the right to limit access to intended to harass or defame another its electronic resources when individual. applicable University policies, state

94 Users whose information is removed will be discussion is central to learning. Our notified as soon as is feasible, unless such notice contractual obligation with each student is contrary to the interests of the University. demands that we provide an environment that facilitates and supports Sanctions such discussion. Imposition of children Violation of the policies for legal and ethical use of in this environment violates this express computing resources will be dealt with seriously. contract. Students and faculty are Violators are subject to the normal disciplinary expected to make child-care procedures of Antioch University Midwest. The loss arrangements so that children are not of computing privileges may result. Illegal acts brought to campus during scheduled involving AU computing resources may also be instructional sessions. Exceptions may subject to prosecution by state and federal be requested in the event that a student authorities. would like to bring an older child to hear a speaker; however, the student must Reporting and Response to Violations obtain the agreement of each class Members of the AU community who believe they member as well as the faculty member have witnessed or been a victim of a violation of prior to bringing the child to class. the University's Policy on Acceptable Use of • Alcohol during class time: Faculty Electronic Resources should file a complaint with and students are prohibited from the appropriate University office as follows: introducing alcoholic beverages into • Students and faculty members should scheduled instruction activities. Any report suspected violations of this policy to social event that would include alcoholic the Academic Dean on their campus. beverages must fall outside the regularly scheduled class meeting time and must • Staff should report violations to their not involve planned instructional supervisor. activities. See Antioch University Children on Campus See Antioch University Acceptable Use of Policy 4.511 at Electronic Resources Policy 8.101 at http://aura.antioch.edu/policies_400_5x/3/. http://aura.antioch.edu/policies_800/4/.

Classroom Policies Computing Recommendations Classroom policies (that which is explicitly allowed Internet Connectivity: or disallowed in a classroom) are largely under the Particularly for distance, hybrid, and heavily authority of the individual instructor teaching the computer-mediated courses, consistent and course. This authority extends to, among other reliable access to a high-speed (i.e. cable / DSL) areas: Internet connection is strongly recommended. • Laptop computer usage during class Slower modem connections via telephone lines • Cell-phone usage during class (56K modems) may result in frustration with the • Appropriateness of food and drink amount of time it takes to remain productive online. during class Computer Hardware / Operating System: • Means of contact outside of class • Mac or *Windows PC with a minimum of 2 These and other guidelines for classroom GB of RAM; 4 or 8 GB preferred. (Any interaction may be outlined on the syllabus, or amount of RAM over 4 GB will require a 64- may be communicated by the instructor as the bit operating system to realize any benefit.) need arises. • PC - Windows 7 preferred but Windows Vista There are other areas where the university or XP with Service Pack will suffice has established guidelines to which instructors • Mac – Intel Processor OS 10.5 or higher must adhere. This includes the following: • Older operating systems and computers with less memory (RAM) and processing power • Children on campus: Antioch may function and meet your basic needs for University Midwest is an adult computing. However, your experience may educational environment in which

95 be diminished with slower computing crucial to the learning process. Consensual sexual resources and/or a slow Internet connection. relationships, which add an additional role to the teaching/learning function, create the potential to Office Productivity Software: distort or inhibit the learning environment for the Any word processing program that saves and student involved as well as for other students in the opens text files and that saves in multiple file same program. formats (AU Midwest recommends that faculty and Therefore, Antioch University requires that its students trade files in DOC format to prevent faculty, staff, and administrators refrain from incompatibilities). A good choice for students in initiating or entering into a consensual sexual general is a current office suite package such as relationship with any student over whom they Microsoft Office that includes word processing, have an evaluative position (i.e. where one of presentation, spreadsheet, and other useful them has, or could have, the responsibility to software. “Open Office” and “LibreOffice” (both are teach, evaluate, supervise or advise the open source) can be used and the documents can other). Because it is so crucial to maintain be saved in standard Microsoft Office formats appropriate educational role boundaries, (.doc, .docx, .xls, .xlsx, etc.). However, please be Antioch will consider it a potentially serious advised that sometimes complex formatting can be breach of professional ethics if a faculty corrupted when changing formats. member, administrator, or staff member Internet Browsers: initiates or enters into such a relationship with a student. Most of AU Midwest’s technologies are accessible through a web browser, so having a supported Sometimes a relationship exists prior to one of browser on your home computing system is critical. the parties entering the educational institution. Antioch supports the following browsers: In that case, the faculty member, staff member or administrator involved should discuss the Windows: situation with his or her supervisor and arrangements should be made so that the • Internet Explorer 8 or higher employee will not be directly involved in an • Firefox 3.6 or higher evaluative relationship of any kind with the

student. To conceal such a preexisting Chrome works on most applications, but there may relationship would create the same situation be some incompatibilities with different versions of as to initiate a new one and hence would also Chrome. be considered a potentially serious violation of Mac: professional ethics. 1. Firefox 3.4 or higher Complaints about consensual sexual 2. (Safari is not supported with Antioch Sakai) relationships will be responded to promptly and equitably. The rights to confidentiality of Antivirus all members of the Antioch community will be Generally any antivirus software will suffice. Most respected in both informal and formal antivirus software includes antispyware, and is sold procedures insofar as possible. There will be on an annual subscription basis. Macs are not no reprisal or retaliation against individuals for immune to viruses, so antivirus software for Macs bringing complaints, in good faith, of is highly recommended. Please be sure to update consensual sexual relationships, or reprisal your virus definitions weekly, if not more often. against any individual accused and later found Most software will automatically perform updates not to be in violation of this policy. Lodging of on a regular and frequent basis. such a complaint is a serious matter and will not be taken lightly; deliberate false allegations will be considered professional Consensual Sexual Relations Policy misconduct and may be subject to appropriate sanctions. Antioch University affirms that it is the policy and intent of the institution to establish and maintain an See Antioch University Relationships in the environment which is conducive to its educational Workplace Policy, 4.615 at mission. Relationships between Antioch http://aura.antioch.edu/policies_400_6x/11/. employees, who are responsible for maintaining a supportive learning environment, and students, are

96 Drug and Alcohol Policy deleted one month after access has been disabled. As required by the federal Drug-Free Schools and Communities Act of 1990 and the Drug-Free A person’s access to the Email system may be Workplace Act of 1988, Antioch University prohibits suspended if their use contravenes any the illegal possession, use or distribution of illicit provisions of this policy or of the university’s drugs and alcohol by students and employees on Acceptable Use Policy, or at the request of the its property or as any part of any of its activities. appropriate authorities within the senior Such conduct will result in disciplinary sanctions up administration of the university. to and including expulsion, termination of Use of the Antioch Email System employment and/or referral for prosecution. Antioch University email is provided for As Antioch University is a recipient of funding from purposes related to the University's mission of the federal government, all students and education, research, and public service. Email employees are required by federal law to abide by should be used for purposes related to this prohibition as a condition of their enrollment or studies, instruction, discharge of duties as employment at Antioch. In addition, an employee is employees, official business with the required to notify his or her supervisor within five University, and other University-sanctioned working days of any conviction for violation of any activities. Incidental personal use of email is criminal drug statute occurring in the workplace. In allowed only if that use does not interfere with the case of an employee, the University will notify the primary purpose of the system, does not all federal contracting or granting agencies of such interfere with the individual’s primary job conviction within ten days after receiving notice function, and does not cause any appreciable thereof. Any employee or student convicted under additional or direct cost to the university. a criminal drug statute for conduct in the workplace will be subject to the following: The email system is an official means of communications for Antioch University. The 1. Participation in a drug rehabilitation university will consider faculty, staff or program approved by Antioch; students to be duly informed and in receipt of 2. Suspension, without pay, from notifications and correspondence sent by the employment until satisfactory progress has university to user email accounts. Faculty, been made in a drug rehabilitation staff and students should frequently access program; or their university assigned email account for 3. Immediate dismissal from enrollment or official information. employment at Antioch. The email system will not be used for: See Antioch University Drug-Free Workplace . Sending documents in violation of Policy, 4.505 at copyright laws. http://aura.antioch.edu/policies_400_5x/1/. . Sending messages to harass or intimidate others or to interfere with other people’s legitimate use of the Email Policy email system. . Constructing an email communication All students, staff, and faculty will be assigned so it appears to be from someone else Email accounts and may have general access (i.e. “spoofing”). to the system as long as they maintain their . Sending an excessive number of relationship with the university. Antioch unsolicited email messages (spam) or University email is provided through Gmail, but participating in electronic chain letters. is a private, internally-authenticated system . Any purpose restricted or prohibited by Alumni will normally be allowed to maintain federal, state, or local laws or and use their Antioch Email accounts after regulations. graduation if the account is in active usage. Privacy and Confidentiality Students who leave the University without graduating will have their Email accounts An email account may only be used by the person disabled after an appropriate period of time. to whom it is issued. Each person issued a These accounts and their contents will be password for accessing their account is required to

97 keep the password secure and confidential (i.e. not and place of birth; major field of study; grade share it). If a person suspects that their password level; enrollment status; dates of attendance; has been compromised they should change their participation in officially recognized activities; password immediately. A person is responsible for degrees, honors and awards received; and the any email sent from their email account. most recent educational agency or institution attended. Email sent to email addresses outside the Antioch email system is not considered to be secure. Requests for non-disclosure of public or Therefore email sent outside the Antioch email directory information will be honored for the system should not be used for transmitting current academic year; therefore, confidential information (for example social security authorization to withhold public or directory numbers or passwords) unless that information is information must be filed annually with the encrypted. Registrar. Note: Your name will not be published in the FERPA (Student Privacy Rights) and commencement program if you request non- Directory Information Policy disclosure during the academic year of your graduation. Antioch University Midwest affirms its commitment to adhere to the guidelines of this federal policy. This act gives students certain rights with respect to Intellectual Property Policy their educational records. They are: The purpose of this policy is to ensure fairness and equity in the development and • The right to inspect and review their education dissemination of useful creations, products, or records processes at Antioch University. This policy • The right to request the amendment of the clarifies individual and institutional copyrights, student’s education records to ensure that patent rights, and related intellectual property they are not inaccurate, misleading, or rights associated with ownership and with the otherwise in violation of the student’s privacy distribution of benefits that may be derived or other rights. from the creation of various types of • The right to consent to disclosure of intellectual property. This policy applies to all personally identifies except to the extent that full- or part-time employees who may create FERPA authorizes disclosure without consent intellectual property within the scope of their (example-directory information) employment while under contract with Antioch • The right to secure a copy of the school’s University. This policy also clarifies rights student records policy from the Student & pertaining to students' academic creations. Alumni Services Division. Ownership of the various rights associated with • The right to file complaints with the copyright and patent are dependent upon the Department of Education concerning alleged specific type of intellectual property involved. failures by institutions to comply with the act. Antioch University asserts a limited ownership interest in some of these rights to the extent set At its discretion, Antioch University Midwest forth below. Unless otherwise provided for under may release public or directory information in this policy, rights associated with works produced accordance with the provisions of FERPA. as "works-made-for-hire," works supported by a Students who wish directory information to be direct allocation of funds through the university for withheld must inform the Registrar’s Office in the pursuit of a specific project, works writing. commissioned by the university, or other works that make "substantial use" of institution resources or Antioch University defines directory personnel, as well as patents through assignment information as information contained in an belong to Antioch University. As further set forth education record of a student that would not below, where the university owns rights to particular generally be considered harmful or an intellectual property, the creator is entitled to share invasion of privacy if disclosed. Directory in the royalties generated by that property. information includes, but is not limited to: the student’s name; address; telephone listing; In keeping with the norms of academic tradition, electronic mail address; photographs; date except to the extent set forth in this policy, Antioch

98 University does not claim ownership to pedagogical, o A $.50 overdue fine is assessed scholarly, or artistic works. These works per item, per day up to 30 days encompass those of students created in the course ($15.00). of their education, such as dissertations, papers and o Antioch University Materials articles. The university claims no ownership in o A $.50 overdue fine is assessed popular nonfiction, novels, textbooks, poems, per book, per day. musical compositions, unpatentable software, or o A $1.00 overdue fine is assessed other works of artistic imagination which are not per non-book item, per day. institutional works and did not make significant use of university resources or the services of university • If any item (OhioLINK & Antioch non-faculty employees working within the scope of University) is overdue for 30 days or their employment. more, the patron will receive a replacement bill of $125 per item, See Antioch University Intellectual Property Policy, reduced to $50.00 upon return of the 5.503 at http://aura.antioch.edu/policies_500_5x/3/. item. • If a patron incurs $10.00 or more in fines Library Circulation Policy (OhioLINK & Antioch University), library privileges will be suspended until the Library Circulation Policies are subject to change. fines are resolved. Please contact the library by phone at (937) 769- 1889 with any questions regarding circulation • If a patron incurs $125.00 or more in policies. fines (OhioLINK & Antioch University), the librarian will place a library hold on Maximum Items the patron’s account, preventing • Faculty may have a total of 50 items subsequent registration and release of (OhioLINK & Antioch University) checked out transcripts until the fines are resolved. at a time. • If a patron who is no longer an active • Students and staff may have a total of 25 student (having withdrawn or graduated) items (OhioLINK & Antioch University) owes any amount of money to the checked out at a time. library, further registration and release of transcripts will be prohibited. Loan Periods • Faculty, staff and students are responsible for lost or damaged items. • OhioLINK Materials Renewals o Books are checked out for 21 days. o Non-book materials are checked out Books (OhioLINK & Antioch University) can be for 7 days. renewed up to 4 times at 3 weeks per renewal, if another patron has not placed a hold on the Antioch University Materials • book, for a total maximum borrowing period of o Books are checked out for 21 days. 15 weeks. o Non-book materials are checked out Non-book materials (OhioLINK & Antioch for 7 days. • University) cannot be renewed. o Reserves are determined on a case-by-case basis. Requests o Antioch University journals, theses and reference materials • Faculty, staff and students may have a total cannot be checked out. of 10 requests (OhioLINK & Antioch University) at a time. • Faculty, staff and students are responsible for returning items by the due date. Student Grievance Policy o Overdue Fines & Fees If students feel that they have received unfair or inequitable treatment from a member of Antioch • OhioLINK Materials University Midwest’s faculty or staff, or feel that

99 institutional policies pertaining to them have not Sexual harassment includes a wide range of been followed, they may choose to engage in the behaviors, from the actual coercing of sexual formal grievance procedure. Please note: this relations to the unwelcome emphasizing of process is separate from the academic appeals sexual identity. It refers to behavior which is process, which students follow to dispute the not welcome, which is personally offensive, awarding of credit in an academic course (see p. and which debilitates morale and therefore 84.) interferes with individual or group effectiveness in a positive learning and Grievance process: working environment. Sexual harassment (a) In the event a student has a grievance, the first undermines the integrity of the relationship step is to attempt to resolve the issue with the between faculty and student, supervisor and individual(s) involved. employee, or among co-workers (b) If this is not satisfactory, the student should Antioch University Midwest, in accordance meet with the individual’s supervisor to discuss the with University policy, uses the following grievance. This discussion should happen as soon definition issued by the Equal Opportunity as possible but in all cases within three weeks of Employment Commission in judging whether the precipitating incident. behavior constitutes sexual harassment. (c) If a means of resolving the situation cannot be Unwelcome sexual advances, requests for reached with the individual’s supervisor, the sexual favors, and other verbal or physical student should present a written grievance to the conduct of a sexual nature constitute sexual Director of the involved area no later than three harassment when: weeks after the discussion with the individual’s 1. Submission to such conduct is made supervisor. The Director will determine whether a either explicitly or implicitly a term or meeting with the student is required for clarification condition of an individual’s employment or to gather additional information. Note: if the (or student) standing. individual’s supervisor was also the Director of that area, the written grievance may be addressed to 2. Submission to or rejection of such one of the other Directors, chosen to minimize conduct by an individual is used as the conflict of interest. basis for employment decisions affecting such individual (or as the basis (d) If after such intervention the student remains for decisions regarding student standing dissatisfied by the resolution, the student may or academic evaluation of such make an appeal in writing to the President of individual). Antioch University Midwest, to be received no later than three weeks after the meeting with the 3. Such conduct has the purpose or effect of Director. The decision of the President is final. unreasonably interfering with an individual’s work (or academic) performance or creating Note: the Registrar’s office can assist students an intimidating, hostile, or offensive learning in determining supervisory structures or or working environment. alternative Directors, if necessary. See Antioch University Student Grievance Sexual harassment committed by administrators, Policy, 6.109 at faculty, staff or students toward any other http://aura.antioch.edu/policies_600_1x/5/. members of the Antioch University Midwest community is specifically prohibited and may result in disciplinary action up to and including dismissal. Sexual Harassment Policy (Faculty includes core, associate and adjunct It is the policy of Antioch University Midwest to faculty as well as faculty advisors and degree create and maintain an environment for committee members.) students, faculty and employees, which is optimally conducive to learning and to positive See Antioch University Title IX, Sexual working conditions. Such an environment must Harassment and Sexual Violence Policy, 4.607 at be free from sexual harassment. http://aura.antioch.edu/policies_400_6x/12/. Definition of Sexual Harassment

100 Smoking Policy Monday-Friday This policy covers designated smoking areas on 1. The President or designee will contact campus and has been established to comply with the Receptionist who will ensure that the state laws; to maintain the appearance of campus; voice message is changed on the AUM and to create an environment in which smokers voice mail system. The President or and non-smokers can co-exist in harmony. designee will also notify the mass media outlets as well as the campus leadership 1. Smoking will be allowed in designated team. areas only (south of the main door beyond the pillars, north of the student/staff door 2. The campus leadership team will notify beyond the pillars and north of the their Chairs and/or Administrators. multipurpose room door beyond the 3. The Chairs and/or Administrators will pillars). notify the employees in their respective 2. Designated smoking areas will be available areas. on campus away from all doors and at minimum 25 feet away from the building. Monday-Thursday Evening Classes 3. In the designated smoking areas a covered and self-extinguishing receptacle will be 1. The President, or if absent, Director of available. To comply with the local fire the School of Education, will monitor code, the receptacles cannot be positioned weather conditions and will make the under any overhangs. The receptacles will decision to close in the event of severe be beyond the pillars. inclement weather. The decision will be made by 2:00 p.m. 4. Covered and self-extinguishing receptacles will be available in various locations on 2. The President or designee will contact campus (close to the parking lot or in it) to the Receptionist who will ensure that the curb litter. voice message is changed on the AUM voice mail system. The President or 5. Permanent signage will be posted near designee will also notify media outlets main doors stating the location of the as well as the campus leadership team designated smoking areas and that and other direct reports. smoking in non-designated areas is prohibited. 3. The campus leadership team will notify Chairs and/or Administrators who will inform 6. The policy is in compliance with the Ohio employees in their respective areas. state law Revised Code Chapter 3794 and Administrative Code rule 3701-52 (www.odh.state.oh.us). Saturday and Sunday See Antioch University Non-Smoking Environment • The Director of the School of Liberal Studies Policy, 4.507 at or designee will monitor weather conditions http://aura.antioch.edu/policies_400_5x/2/. and, with phone approval of the President, will make the decision to close in the event Weather and School Closing Policy of severe inclement weather. The decision will be made by 5:00 a.m. if possible or Antioch University Midwest is always officially during the day if weather conditions begin to open during school hours. During periods of pose a threat to drivers. severe inclement weather, public emergency, or other crisis, the President, or in the absence • The President or designee will notify local of the President, a designee appointed by the mass media outlets and ensure that the President, will make the decision to close the voice message is changed on the AUM voice school. In periods of severe inclement mail system. weather, the decision to close the school on a • The President will notify the campus normal workday will be made by 6:00 a.m. leadership team and direct reports.

101 • The campus leadership team will notify • Entrance Loan Counseling (New Chairs and/or Administrators who will inform borrowers only) at employees in their respective areas. http://midwest.antioch.edu ; Financial Aid; Apply. See Antioch University Weather and Short-term All financial aid forms should be completed at Closings Policy, 4.411 at least 8 weeks before payment is due. http://aura.antioch.edu/policies_400_4x/17/. Financial Aid is not automatically renewed – the student must complete the application FINANCIAL AID process for each academic school year, which begins July 1 and ends June 30. SUMMER Antioch University Midwest is committed to helping ALWAYS BEGINS A NEW ACADEMIC YEAR. students pursue and gain their educational goals. Many options for paying for those academic It is recommended that students check with expenses exist, and AUM’s Financial Aid Office is their employer for tuition reimbursement well-prepared to guide the adult student through benefits. Scholarship search sites can also be this process. Antioch believes that the primary found on our web site under financial aid links. responsibility for financing education rests with the When the Financial Aid Office learns about student; however, the Financial Aid Office outside scholarships, a notice is sent to each welcomes the opportunity to explore with the Program Office to post in a general area for student those options which best suit his or her students to see. In addition, there is a situation. Scholarship Board outside the Financial Aid Based on the Financial Aid Office’s guidance, Offices which lists all available scholarships. students are encouraged to apply for financial aid Financial Aid Awarding over the internet. Interested students may apply through the Antioch University Midwest web site at All first-time borrowers at Antioch must complete the http://midwest.antioch.edu Financial Aid; “Apply: Entrance Counseling which can be found on the or www.fafsa.ed.gov/. Loans form an essential part web at http://midwest.antioch.edu; Financial Aid; of all financial aid awards. Limited Title IV funds “Apply” may be considered under very unusual Once the Financial Aid Office receives your federal circumstances. data from completion of the FAFSA and all required To receive consideration for financial aid documentation, your Financial Aid Award Letter will students must: be mailed to you. All subsequent changes during the academic year can be viewed on myAntioch • Complete the financial aid process. under Financial Aid. • Be accepted for enrollment. • Make satisfactory academic progress. If you are a first-time borrower under the Direct • Be a U.S. citizen or an eligible non- Loan program, you must complete a Master citizen. Promissory Note on-line at • Be registered for Selective Service, if https://studentloans.gov/myDirectLoan/ required. index.action. • Provide required documentation. Undergraduate aid eligibility: • Not be in default on a previous loan or owe a refund on a federal grant. Undergraduate students who complete the FAFSA • Be enrolled for a minimum of 6 credit are automatically considered for any federal grants hours or half-time for undergraduate and the Ohio College Opportunity Grant (OCOG), students or 4 credit hours for graduate which is based on financial need. The OCOG is to students be applied to tuition only. If you are eligible for the In order to apply for financial aid, all students Federal Pell grant, you may also be eligible for a must complete the following: Federal Supplementary Education Opportunity Grant (SEOG). Since funds are limited, the Federal • Free Application for Federal Student Aid SEOG is awarded on a first-come first-serve basis (FAFSA). to all Pell eligible students until the funds have been • The Antioch University Midwest depleted. The Federal Pell awards range from $550 Financial Aid Request Form. to $5550 per year for 2012 - 2013. The Federal

102 SEOG awards range from $500 to $2000 per year progress remains eligible for financial aid while on depending on enrollment. probation (see pp. 91-92 for information regarding satisfactory academic progress). Failure to return to good academic standing within the time allowed Graduate aid eligibility: will result in the student being withdrawn, and while withdrawn, a student is ineligible for financial aid. Graduate students who complete the FAFSA are Students do have the right to appeal their eligible for up to $20,500 each year in Federal withdrawal, and if the committee on academic Direct student loans. appeals approves an additional semester on probation, students remain eligible for financial aid. Available aid for all students

Federal Work Study: If you are interested in working on the AUM campus under the Federal Exit interviews: College Work Study program, contact the Financial When a student withdraws or graduates from any Aid Office to determine if you are eligible. program at Antioch University Midwest, the Federal Perkins loan: Antioch University Financial Aid Office requires an “exit interview” at Midwest receives a small allotment of Federal which time the student is made aware of his/her Perkins loan each year. The Federal Perkins loan loan balance, and payment amounts. The “exit is awarded on a case-by-case basis, giving first interview” is to be completed on-line through priority to past recipients. Based on the extremely Antioch University Midwest website during the limited availability of Perkins loan monies, a student’s last semester of attendance. decision has been in place across the AU system Additional information about the above programs, since 2009 that Federal Perkins Loans would only policies and procedures, as well as the forms be used to help students who do not have enough necessary to apply for financial aid, can be Federal and State aid to pay tuition and fees each obtained from the Financial Aid Office by calling year. Federal Perkins will not be used for living (937) 769-1841 or emailing [email protected]. expenses. Loan Disbursement and Delivery STUDENT ACCOUNTS Antioch University will process all subsidized, Tuition and Fee Schedule 2012-2013 unsubsidized and Graduate and Parent Plus student loans through the Department of The following schedule was approved by the Board Education. The student must sign a Master of Governors. Tuition payments are due at the Promissory Note (MPN) at beginning of each semester; however a payment https://studentloans.gov/myDirectLoan. Once the plan may be arranged. Students should plan in MPN is signed, the student loans will disburse after advance for tuition and fee adjustments for the add/drop period each term the student is subsequent academic years. enrolled. Undergraduate tuition The student loan disbursement will first be applied $527/semester credit hour Orientation fee $25 to the student’s account with Antioch University Midwest. Federal grants are also disbursed after Graduate tuition the add/drop period. There is also an option for (& program-specific fees) Direct Deposit into your personal banking All programs - $100 enrollment fee applied account. Information can be found in the Business toward first semester tuition Office or through myAntioch. Conflict Analysis and Engagement and Management and Leading Change tuition Probation and Financial Aid $806 / semester credit hour $1,000 / semester course additional fee for In order to receive financial aid, students must be courses taught using a mentor model, making satisfactory academic progress within their including practicum and capstone program. A student who is placed on probation by Thesis Maintenance tuition: $1800/semester the Registrar for lack of satisfactory academic Residency Fee: $335/residency

103 Individualized Masters of Arts tuition from the previous term. $799/credit hour Students are responsible for informing the Residency Fee: $100/residency Student Accounts Office if payment will be Thesis Maintenance tuition: $1800/semester. late, regardless of the reason.

If prior arrangements are made with the Education Programs tuition Student Accounts Office, monthly payments Teacher Licensure and M.Ed. programs: may be applied toward tuition by MasterCard, $728/credit hour Visa, or Discover. The Student Accounts Office will send an authorization form along HCA Certificate: $6,300 total with a Statement of Account before the beginning of each semester for the student to Additional Fees complete and return. Undergraduate application fee $50 Note: Each term must be paid in full prior Conflict, Management, and IMA to starting the next term. Checks are application fee $50 payable to Antioch University Midwest. If a Education application fee $50 student resides outside of the United Note: all application fees WAIVED States, all checks must be payable in U.S. for on-line applications dollars and drawn on a U.S. bank. Background check / fingerprints (for Education students only) $75 Tuition Refund Schedule Enrollment fee $100 Please note that this refund schedule is in effect for Leave of Absence fee $50 all students registered in any AUM course offered General fee $200/sem in an academic program. It is the student’s Re-enrollment fee $50 responsibility to be aware of the term’s start/end Transcript (1st class mail) $5/ea dates and to note that they may or may not Transcript (same day service) $10/ea correspond with their first day of class. Transcript (overnight UPS) $25/ea Late Registration fee $50 100% refund-drop prior to the start of the Late Payment fee $50 semester and during days 1-6 Return check fee (per check) $25 50% refund-drop during days 7-13 of the Payment plan fee $30 semester Graduation application fee $80 No refund for drops / withdrawals on or after Replacement diploma fee $20 day 14 of the semester.

Note: Tuition is subject to refund based upon policy; however, fees are non-refundable. Continuing education students receive 100% Students should budget for books and refund less a $50 handling fee if they drop within 5 supplies, which vary with each program. business days prior to seminar start. No refund after the 5-day period noted above. Tuition Payment

Students are required to pay tuition on or ANTIOCH UNIVERSITY MIDWEST before the first day of the term. If payment is not received in the Student Accounts Office by DEVELOPMENT AND ALUMNI the first day of the term, a late fee will be SERVICES OFFICE charged. If tuition payments and late fees go Antioch University Midwest, along with its sister unpaid 60 days after the initial payment was campuses, seeks to pass on to its graduates a due, the student will be withdrawn and the legacy of passion for lifelong learning and a account will be turned over to a collection commitment to the application of knowledge agency. A collection-processing fee will be toward the betterment of our workplaces, our charged to the student’s account. communities, and the wider society. Note: Faculty will not review academic work while a student’s account is past due. Your connections and friendships at Antioch Additionally, students are not permitted to University Midwest do not end at graduation. As register for classes if tuition is outstanding alumni, you will always belong to our learning

104 community and have the opportunity to continue the many friendships and connections you made while attending school.

Our campus Development and Alumni Services Office is dedicated to helping you maintain your connection to Antioch University Midwest and your fellow Antiochian alumni throughout the world.

As an alum of our Midwest campus, you have the following continued benefits: Continuing Education • Auditing an Undergraduate class tuition- free • 50% discount on tuition if you take an Undergraduate class for credit • 10% discount on continuing education workshops Facilities • Use of the Mac and Windows computer labs Community • Membership in our Alumni Association • Invitations to events and receptions • Participation in reunion events

Please remember to update your contact information when necessary by visiting the alumni section of our website or by contacting the Alumni Services Office. We are always happy to hear from you and we look forward to continuing the celebration of your future success!

105 FACULTY AND STAFF Saul Greenberg. Associate Professor Ph.D., The Union Institute B.A., Queens College, City University of New York SCHOOL OF EDUCATION (SOE) Diane Nelson. Interim Chair, Early Childhood Administration and Support Education Program; Professor Marian Glancy. Director, School of Education Ph.D., Miami University, and Assistant Professor. M.S.Ed., Northern Illinois University B.A., Creighton University Ph.D., University of Dayton M.Ed., University of Dayton Michele Nobel. Chair, Special Needs B.Ed., Dunfermline College, Scotland Programs; Associate Professor Vicky Cook. SOE Division Administrator Ph.D., The Ohio State University Amy Elkins. SOE Program Specialist M.A., The Ohio State University Amy Johnson. SOE Program Specialist B.S., The Ohio State University Sarah Wallis, Institutional Research Analyst M.A., Antioch University McGregor SCHOOL OF INTEGRAL STUDIES B.A., Macalester College Administration and Support

Richard McGuigan. Director of School of Teaching Licensure Programs Integral Studies; Associate Professor of Julie Biddle. Associate Professor Conflict Analysis and Engagement and Management and Leading Change M.A. Ph.D., University of Dayton programs M.S., George Peabody College B.S., State University of New York at Geneseo Ph.D., Union Institute and University M.A., Antioch University McGregor Tracy Collins. Director of Clinical Experience and Licensure Officer; Assistant Professor Rob McLaughlin, Enrollment Manager and instructor M.Ed., Miami University B.S., Wright State University M.A., Antioch University McGregor M.A., Antioch University McGregor Pam Conine. Teaching Faculty B.A., Antioch University McGregor M.A., University of Colorado Robin Burnam. Division Administrator M.S., University of Dayton B.S., Miami University M.A., Antioch University McGregor B.A., Wright State University Genya Devoe. Chair, Reading Endorsement Program; Teaching Faculty M.Ed., Antioch University McGregor SCHOOL OF LIBERAL STUDIES B.S., Wright State University Administration and Support Richard Fairman. Associate Professor Joseph Cronin. Director, School of Liberal Studies; Ph.D., Miami University Chair, Sustainability and Creative Writing M.A., Miami University Undergraduate programs; Chair, Philosophy M.Ed., Miami University Individualized M.A. program; Professor B.S., Miami University Ph.D., University of Cincinnati Sonya Fultz. Chair, Adolescent and Young M.A., Columbia University Adult Education and Middle Childhood B.A., Williams College Education; Teaching Faculty Julie Cline. Division Administrator M.A., University of Cincinnati B.A. Wilmington College B.A., Antioch University McGregor

106 Jayne Richeson. Division Specialist; ADMINISTRATION Undergraduate Studies Office of the President M.A., Antioch University McGregor B.A., Miami University Ellen Wood Hall. President. Ph.D. Bryn Mawr College Luna Running Wolf. Division Specialist, IMA M.A. Bryn Mawr College program and HCA Certificate program A.B. Agnes Scott College Undergraduate Studies Steven Brzezinski. Associate Provost Steven Brzezinski. Chair; Management, Project Ph.D., University of Illinois Managment and Human Services Administration M.M., Northwestern University programs; Professor M.A., University of Illinois B.A., University of St. Thomas Ph.D., University of Illinois M.M., Northwestern University Darlene Robertson. Vice President for Finance M.A., University of Illinois and Administration B.A., University of St. Thomas M.A., Antioch University McGregor B.A., Wright State University Kent DeSpain. Chair, Health and Wellness and Health Care Consumer Advocacy Ray Simonelli. Director of Facility Management programs; Assistant Professor Rhonda McArthur. Antioch University Midwest Ed.D., Temple University Receptionist. M.A., University of California, Los Angeles Jennifer Maynard. Executive Assistant in the B.A., University of California, Los Angeles Office of the President. James Malarkey. Chair, Humanities and General Education Core; Professor Office of Development and Alumni Services Ph.D., University of Texas, Austin Kimberly Horton, Director M.A., University of Texas, Austin B.A., Antioch University McGregor B.A., University of Texas, Austin Audrey Treasure, Assistant Director Lana Rotellini. Advising Coordinator for M.A. Antioch University Midwest Undergraduate Early Childhood Education Program; B.A., Indiana University Teaching Faculty Karen Hunt, Donor Relations Specialist M.Ed., Antioch University McGregor B.A., Wright State University B.A., Antioch University McGregor Jon Saari. Professor Antioch University Midwest Library Ph.D., Bowling Green State University Stephen Shaw - Library Director M.A., Purdue University M.L.S., State University of New York at Buffalo B.A., Michigan State University Ph.D., State University of New York at Buffalo B.A.,The Ohio State University

Individualized Masters of Arts (IMA) Office of Student Services Susanne Fest. Chair, Social Sciences Enrollment Management Individualized MA program; Associate Professor Thandabantu B. Maceo, Executive Director of Ed.D., Peabody College at Vanderbilt University Enrollment Management M.A., University of Santa Clara M.B.A., Heidelberg University B.A., Bonn University B.S., Xavier University Rebecca Kuder. Chair, Creative Writing Rob McLaughlin, Enrollment Manager Individualized MA program; Teaching Faculty M.A., Antioch University McGregor M.F.A., Antioch University Los Angeles M.A., Antioch University McGregor B.A., Earlham College B.A., Antioch University McGregor

107 Oscar Robinson. Director of Outreach Services ANTIOCH UNIVERSITY and Enrollment Manager ADMINISTRATION M.A., Antioch University McGregor Teacher Certification, Antioch University McGregor Felice Nudelman. Chancellor B.S., Ohio University M.F.A., The Pratt Institute Janet Balzer. Special Assignments Assistant Laurien Alexandre. Vice Chancellor for University Sheila McBride, Student Services Coordinator Academic Affairs and Director, Ph.D. Program in M.A. Antioch University Midwest Leadership and Change. B.A. Antioch University McGregor Ph.D., University of California—Irvine Donna Robinson. Information Processor Bob DeWitt. Vice Chancellor for Information Technology. Office of Financial Aid Ph.D., University of Illinois at Champaign-Urbana Kathy John. Director Bill Groves. General Counsel. M.S., Central Michigan University J.D. The Ohio State University College of Law B.S., Urbana University J. Pari Sabety. Vice Chancellor and Chief Financial Tricia Webb, Assistant Director Officer. Diana Tomas, Financial Aid Counselor M.A., Rutgers University B.A., Antioch University McGregor M.A. Georgetown University

Rebecca Todd. Counsel for Regulatory Affairs. J.D. Cornell Law School Office of the Registrar Iris Weisman. Associate Vice Chancellor for Maureen C. Heacock. Registrar and Coordinator of Academic Affairs and Student Services. Services for Students with Disabilities Ed.D. North Carolina State University Ph.D., University of Minnesota

B.A., Middlebury College Susan Crown. Office Coordinator B.A., Michigan State University LaRita Mapp. Information Coordinator

Antioch University Midwest Bookstore Dave Kunka. Manager

Antioch University Business Office Deborah Caraway. Director Betty McCarley. Operations Assistant, Student Accounts

108

ANTIOCH UNIVERSITY MIDWEST BOARD OF TRUSTEES

Phillip L. Parker, Chair Marva Cosby, ‘96 Tom Maultsby President and CEO, Dayton Kodak Corp. (retired) Acting President and CEO, Area Chamber of Commerce United Way of Greater Dayton Jewell Garrison Dan Young, Vice Chair Non-profit Consultant Plato Pavlatos CEO, Young’s Jersey Dairy President & CEO, C&N Julie Graber, Founder & CEO Industrial Contractors Rick Stover, Treasurer The Institute on Women Partner, Vince Russo, Ph.D. PricewaterhouseCoopers Maribeth Graham Chairman, Aerospace Administrator, Iddings Technologies Associates David Adkinson Foundation President, Becker Electric Vancenia Rutherford Supply John Gudgel Assistant Provost for Academic Retired Principal, Yellow Services, Wittenberg University Fred Bartenstein Springs Schools President, Fred Bartenstein & Associates, LLC Amanda Koch Ex-officio Director of Human Resources, Ellen Hall, President Clark Beck Greene Memorial Hospital Antioch University Midwest Founder/Owner (retired), CEBEC Associates

ANTIOCH UNIVERSITY BOARD OF GOVERNORS

Officers Members Ancella Livers Greensboro, NC Lawrence Stone, Chair Bruce Bedford Reston, VA St. Michaels, MD Elsa Luna Los Angeles, CA Howard Coleman, Vice Chair Maureen Curley Bellevue, WA Medford, MA Janet Morgan

Springfield, MA James “Jay” Morley, Treasurer Enrique Figueroa Annapolis, MD Madison, WI Charlotte M. Roberts Sherrils Ford, NC Felice Nudelman, Miguel Figueroa Chancellor & Corporate Secretary Los Angeles, CA Arthur J. Zucker Chancellor, Antioch University Raleigh, NC (ex-officio) William H. Graves Chapel Hill, NC Governor Emerita

Lillian Pierson Lovelace Reuben Harris Santa Barbara, CA Monterey, CA

109 NOTES

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