DOCSLIB.ORG

Commitment to Diversity • 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Commitment to Diversity • 1 Commitment to Diversity • 1 Commitment to Diversity Millikin University is committed to creating a campus culture that respects and values diversity. At Millikin, diversity is seen in broad terms, including race, ethnicity, socio-economic status, gender, disability, national origin, religion, sexual orientation, and age. Through the recruitment of diverse students, staff, faculty, and administrators and by creating an environment that values diversity, Millikin seeks to provide an engaged learning community in which diversity enhances the total educational experience. Millikin University is committed to: . Creating a diverse campus population, . Fostering a campus atmosphere where diversity is valued, and . Generating a campus learning community that embraces diversity. Millikin continually develops policies and procedures and allocates resources in ways consistent with these commitments. It is the policy of Millikin University to afford equal opportunity for all persons without distinction or discrimination based on race, ethnicity, socio-economic status, gender, disability, national origin, religion, sexual orientation, or age. Any person having inquiries concerning Millikin University’s compliance with the regulations implementing Title VI or section 504, may contact the Vice President for Business and Finance at Millikin University. Inquiries concerning Title IX may be directed to the NCAA Compliance Officer & Senior Women’s Administrator. Any person may also contact the Assistant Secretary for Civil Rights, U.S. Department of Education regarding the institution’s compliance with regulations implementing Title VI, Title IX or section 504. Contact Information Prospective students may write or call for information about admission procedures, financial aid, housing and/or other opportunities to: Millikin University, Office of Admission, 1184 West Main Street, Decatur, IL 62522. Telephone: 217-424-6211. Millikin’s toll-free number is 1-800-373-7733. Internet address: http://www.millikin.edu/admission Disclaimer Programs, policies, costs and procedures outlined in this catalog are subject to change without notice. If you are a person with a disability and require any auxiliary aids, services or accommodations, please contact the University so that we may discuss your accommodation needs. The Office of Admission’s TDD (telephone device for the deaf) phone number is 217-420-6647. 2 • Table of Contents Table of Contents University Calendar for Traditional Program ...................................................................................................................................................3 Academic Majors and Degrees ..........................................................................................................................................................................4 The Millikin Education.......................................................................................................................................................................................5 Millikin Program of Student Learning (MPSL) ...........................................................................................................................................6 University Studies Requirements (traditional program)..............................................................................................................................7 Admission, Expenses, and Financial Aid ........................................................................................................................................................10 Graduation Requirements.................................................................................................................................................................................17 Academic Policies and Grad ing System .... .......................................................................................................................................................19 College of Arts and Sciences............................................................................................................................................................................30 Behavioral Sciences (Human Services, Psychology & Sociology) ..........................................................................................................32 Biology..........................................................................................................................................................................................................35 Chemistry......................................................................................................................................................................................................40 Communication ............................................................................................................................................................................................42 English ..........................................................................................................................................................................................................43 History and Social Science Education ........................................................................................................................................................47 Human Services............................................................................................................................................................................................48 Interdepartmental Major ..............................................................................................................................................................................48 Mathematics (Applied Mathematics, Mathematics Education) ................................................................................................................48 Modern Languages (French, Italian & Spanish) ........................................................................................................................................51 Philosophy ....................................................................................................................................................................................................51 Physics ..........................................................................................................................................................................................................52 Political Science ...........................................................................................................................................................................................55 College of Fine Arts..........................................................................................................................................................................................56 Art..................................................................................................................................................................................................................57 Music.............................................................................................................................................................................................................60 Theatre & Dance...........................................................................................................................................................................................67 College of Professional Studies........................................................................................................................................................................72 Exercise Science and Sport..........................................................................................................................................................................72 School of Education .....................................................................................................................................................................................75 Early Childhood..................................................................................................................................................................................79 Elementary ..........................................................................................................................................................................................81 School of Nursing.........................................................................................................................................................................................85 Bachelor of Science in Nursing (BSN) .............................................................................................................................................86 Master of Science in Nursing (MSN) ................................................................................................................................................88 PACE (Professional Adult Comprehensive Education) ............................................................................................................................91 Accounting ..........................................................................................................................................................................................95
Load more

Recommended publications
  • Boondocks Vs. South Park
    Satire, Race, and Modern Cartoons: Boondocks vs. South Park Stanford University Communication Department June 4, 2011 Melanie J Murphy Satire is primarily seen in literary form where irony, sarcasm and ridicule are used in order to expose, or denounce vice or folly with the intent of shaming individuals, and society itself, into improvement. In addition to satire as a literary genre, we have seen an increase in the use of satire in American television as well. Popular cartoons such as the Simpsons, Family Guy, South Park, and the Boondocks are known to have created controversy through episodes that feature satire on political, social, and racial issues. While all four of these cartoons have satirical content, the Boondocks and South Park dedicate the majority of their satire each episode toward one main issue. It would be interesting to see if (1) there are racial differences between how whites and blacks view both shows and (2) if the satire featured in these two shows actually exposes society’s foolishness, possibly leading to improvement. It is our hypothesis that through social identification theory, groups will be made through the similarity of race (Tajfel, 1982). This will allow for those who identify with either race, to feel more positively toward the show of their own race. Comedy Central’s South Park is a satirical, animated show, made for mature audiences created by Trey Parker and Matt Stone. Although the show is thought by some to be incredibly offensive, the creators explain that there is an underlying moral lesson. The show follows four characters that live in the fictional predominantly white town of South Park, Colorado.
    [Show full text]
  • Cooperative Program Tape Networks in Noncommercial EDRS
    DOCUMENT RESUME ED 115 254 IR 002 798 AUTHOR Nordgren, Peter D. TITLE Cooperative Program Tape Networks in Noncommercial Radio. PUB DATE Dec 75 NOTE 94p. EDRS PRICE MF-$0.76 HC-$4.43 Plus Postage DESCRIPTORS *Cooperative Programs; *Educational Radio; Higher Education; *Programing (Broadcast); *Questionnaires; Shared Services; Statistical Data; Tables (Data) IDENTIFIERS Cooperative Program Tape Networks ABSTRACT Over 200 noncommercial radio stations responded to a survey to gather data on the characteristics of member stations and to sample the opinion of nonmembers toward a cooperative network concept. A second survey of 18 networks sought to gather indepth information on network operation. Results showed that 22.2 percent of the stations surveyed were participating in program cooperatives, and over 79 percent felt that network participation would be beneficial. It was concluded that the cooperative program tape network should continue in order to fulfill specialized programing needs. A copy of the two questionnaires, the letter of transmittal, and the mailing list is appended. A list of the networks that participated in the study, 12 statistical tables, and a 20-item bibliography are included. (Author/DS) lb *********************************************************************** * Documents acquired by ERIC include many informal unpublished * * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * *of the microfiche and hardcopy reproductions ERIC makes available * *via the ERIC Document ReproductionService (EDRS). EDRS is not * *responsible for the quality of theoriginal document. Reproductions* *supplied by EDRS are the best thatcan be made from the original.
    [Show full text]
  • Public Notice >> Licensing and Management System Admin >>
    REPORT NO. PN-1-200727-01 | PUBLISH DATE: 07/27/2020 Federal Communications Commission 445 12th Street SW PUBLIC NOTICE Washington, D.C. 20554 News media info. (202) 418-0500 APPLICATIONS File Number Purpose Service Call Sign Facility ID Station Type Channel/Freq. City, State Applicant or Licensee Status Date Status 0000099035 Renewal of AM WWYO 46528 Main 970.0 PINEVILLE, WV MRJ, INC. 07/23/2020 Received License Amendment 0000118308 Renewal of FM WZGL 83381 Main 88.1 CHARLESTON, UNIVERSITY OF 07/23/2020 Accepted License IL NORTHWESTERN - For Filing ST. PAUL 0000118389 Renewal of FM WIHM- 175887 Main 88.1 HARRISBURG, IL Covenant Network 07/23/2020 Accepted License FM For Filing 0000118327 Renewal of FM WCIC 28301 Main 91.5 PEKIN, IL UNIVERSITY OF 07/23/2020 Accepted License NORTHWESTERN - For Filing ST. PAUL 0000118344 Renewal of FX W294CY 202526 106.7 VALPARAISO, IN GERARD MEDIA 07/23/2020 Accepted License For Filing 0000118319 Renewal of FX W230BS 145216 93.9 EFFINGHAM, IL UNIVERSITY OF 07/23/2020 Accepted License NORTHWESTERN - For Filing ST. PAUL 0000118340 Renewal of FM WOJB 36197 Main 88.9 RESERVE, WI LAC COURTE 07/23/2020 Received License OREILLES OJIBWA Amendment PUBLIC 0000118375 Renewal of FX W228BG 144789 93.5 BEARDSTOWN, GOOD NEWS RADIO, 07/23/2020 Accepted License IL INC. For Filing Page 1 of 7 REPORT NO. PN-1-200727-01 | PUBLISH DATE: 07/27/2020 Federal Communications Commission 445 12th Street SW PUBLIC NOTICE Washington, D.C. 20554 News media info. (202) 418-0500 APPLICATIONS File Number Purpose Service Call Sign Facility ID Station Type Channel/Freq.
    [Show full text]
  • Thesis Master Formatted
    Copyright by Jacqueline Elizabeth Johnson 2019 The Thesis Committee for Jacqueline Elizabeth Johnson Certifies that this is the approved version of the following Thesis: #BreakFree: Race, WGN America’s Underground, and the Changing Landscape of Audience Reception APPROVED BY SUPERVISING COMMITTEE: Mary Beltrán, Supervisor Suzanne Scott #BreakFree: Race, WGN America’s Underground, and the Changing Landscape of Audience Reception by Jacqueline Elizabeth Johnson Thesis Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Master of Arts The University of Texas at Austin May 2019 Acknowledgements This project would not have been possible without the guidance and support of Dr. Mary Beltrán and Dr. Suzanne Scott. I would also like to thank Dr. Jennifer McClearen whose insight has continued to strengthen my research. Lastly, I would like to thank the world’s best MA cohort! iv Abstract #BreakFree: Race, WGN America’s Underground, and the Changing Landscape of Audience Reception Jacqueline Elizabeth Johnson, M.A. The University of Texas at Austin, 2019 Supervisor: Mary Beltrán Premiering in March of 2016 on WGN America, Underground became the first regular, primetime television series about American slavery. A certified hit for a station in the midst of rebranding itself, Underground became the network’s second most watched series. During its first season, viewership in the 18-49 demographic rose by 900%. Bridging research on both the cultural phenomenon of “Black Twitter” and scholarship on the politics of Black audience reception, this project seeks to understand Black viewership in the era of media convergence.
    [Show full text]
  • Mcnair Scholarly Review Mcn Scholarly Mcn Scholarly
    Volume 17 Volume 17 17 Volume Volume TheThe McNairMcNair ScholarlyScholarly ReviewReview TT RR UU MM AA NN SS TT AA TT EE UU NN II VV EE RR SS II TT YY VolumeVolume 1717 SpringSpring 20112011 TheThe EffectEffect ofof GradualGradual versusversus AbruptAbrupt WeaningWeaning StrategiesStrategies onon LambLamb PerformancePerformance andand EweEwe UdderUdder HealthHealth ............................................................................. ............................................................................. .............................................................................11 EmmanuelEmmanuel CamarilloCamarillo JuvenileJuvenileJuvenile Offenders: Offenders:Offenders: Gender-based Gender-basedGender-based Perceptions PerceptionsPerceptions on onon Care CareCare and andand Treatment TreatmentTreatment ...................... ...................... ......................1515 McNairMcNair JorgeJorgeJorge Camarillo CamarilloCamarillo RebootReboot YourYour BrainBrain toto AccessAccess YourYour Memory:Memory: AA ComparisonComparison betweenbetween College-AgedCollege-Aged McNair Scholarly Review McNair Scholarly Review McNair Scholarly Review StudentsStudentsStudents and andand Adults AdultsAdults over overover 60 6060 on onon 3 33 Subtests SubtestsSubtests using usingusing Cognitive CognitiveCognitive Re-training Re-trainingRe-training Software SoftwareSoftware ..... ..........3131 ScholarlyScholarly ReviewReview HaileyHailey FeldhausFeldhaus TT RR UU MM AA NN SS TT AA TT EE UU NN II VV EE RR SS II TT YY LivingLiving onon
    [Show full text]
  • MIAMI UNIVERSITY the Graduate School Certificate for Approving the Dissertation We Hereby Approve the Dissertation of Brian Whit
    MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Brian Whitney Collier Jr. Doctor of Philosophy ________________________________ Chair Denise Taliaferro-Baszile _________________________________ Dennis L. Carlson Reader _________________________________ Sally Lloyd Reader _________________________________ Paula Saine Graduate School Representative ABSTRACT I AM THE STONE THAT THE BUILDER REFUSED: SPIRITUALITY, THE BOONDOCKS AND NOT BEING THE PROBLEM by Brian Whitney Collier Jr. It is visible in academic dialogue, specifically educational research, that there has not been any substantial research published that constructs or examines The Boondocks animated series in a capacity that extends the discourse past stereotypical issues and paradigms that are associated with the inferiority of African American males and the marginalized experiences they encounter. One primary purpose of this study is to offer a counter argument to the negative conversations that surround The Boondocks comic and animated series. Because most arguments about the text stem from the images and language, the conversations surrounding anything positive or hopeful as it pertains to being a Black male, are left out. Furthermore, this media text is currently not perceived as a reference that can be used as a pedagogical tool. In this qualitative critical media analysis, I sought to answer the question: How does the curriculum of The Boondocks represent issues of race, spirituality, and masculinity? Although The Boondocks is typically understood and critiqued as a Black Nationalist text, I intend to look at the animated series through the lens of race, spirituality and Black Masculinity. I specifically examine the text through the theoretical underpinnings of Critical Media Literacy and Critical Race Theory.
    [Show full text]
  • Project 3 – Culture Representation Content Analysis Team 7 Calli Breil
    Project 3 – Culture Representation Content Analysis Team 7 Calli Breil Steve Gallo Hannah Brown Elisabet Liminyana Vico Jessica Marsh Example of Coding Guide: When did you watch this? How many times did you watch this? Where did you watch it? What is your name? What episode did you watch? For every free-response question, right down an answer. If you feel a clip would be a good representation of a character or theme, then please write down the time (format mm:ss; minute: second) or time frame. Racial Identity How are whites portrayed? How are blacks portrayed? How do whites consider blacks? How do blacks consider whites? How do blacks consider blacks? How do white consider whites? Character Representations: How is the character represented? Include clothing, actions, language, violence, how another character regards the character or cultural parallels. What culture is the character apart of? If the representation is particularly powerful or visually strong, please include a timeframe. Huey Freeman: Robert (Grandpa) Freeman: Riley Freeman: Ed Wuncler: Uncle Ruckus: Please list anymore characters that are mentioned more than once or are a main character in the episode. Universal expressions: For universal expressions please put a time stamp for the individual expressions. Joy: Sadness: Anger: Fear: Surprise: Disgust: Questions from the rubric: 1. What cultural references are apparent? What is the main storyline for this episode? 2. Is there something missing? 3. What problems were presented, and how were they solved? 4. Was there a Master Symbol? 5. How were male/female roles portrayed? Project 3 – Culture Representation Content Analysis Team 7 Calli Breil Steve Gallo Hannah Brown Elisabet Liminyana Vico Jessica Marsh Compilation of data from each coding sheet (with editing out of some data determined not relevant to focus of analysis): Themes Self-Loathing There are two forms of self-loathing.
    [Show full text]
  • Go Viral 9-5.Pdf
    Hello fellow musicians, artists, rappers, bands, and creatives! I’m excited you’ve decided to invest into your music career and get this incredible list of music industry contacts. You’re being proactive in chasing your own goals and dreams and I think that’s pretty darn awecome! Getting your awesome music into the media can have a TREMENDOUS effect on building your fan base and getting your music heard!! And that’s exactly what you can do with the contacts in this book! I want to encourage you to read the articles in this resource to help guide you with how and what to submit since this is a crucial part to getting published on these blogs, magazines, radio stations and more. I want to wish all of you good luck and I hope that you’re able to create some great connections through this book! Best wishes! Your Musical Friend, Kristine Mirelle VIDEO TUTORIALS Hey guys! Kristine here J I’ve put together a few tutorials below to help you navigate through this gigantic list of media contacts! I know it can be a little overwhelming with so many options and places to start so I’ve put together a few videos I’d highly recommend for you to watch J (Most of these are private videos so they are not even available to the public. Just to you as a BONUS for getting “Go Viral” TABLE OF CONTENTS What Do I Send These Contacts? There isn’t a “One Size Fits All” kind of package to send everyone since you’ll have a different end goal with each person you are contacting.
    [Show full text]
  • Saint Ann's Library 2019 Suggested Summer Reading List for Students
    Saint Ann’s Library 2019 Suggested Summer Reading List th th for students entering 7 & 8 grades Check out e-books all summer long! See instructions on the last page of this list. If a book is available through our digital library, its title is shaded. FICTION Acevedo, Elizabeth. The Poet X Xiomara is a secret poet. She feels invisible to her church-going mother and too visible to the world as a Dominican teenage girl. She fights for herself, for her twin brother, for her right to have crushes and question religion and maybe, just maybe, to share her poetry with the world. Naturally, it’s written in verse—or really, slam poetry. Adams, Douglas. The Hitchhiker’s Guide to the Galaxy And now for something completely different: Arthur Dent is the last surviving human, rescued by Ford Prefect of the planet Betelgeuse. What follows is a whacky intergalactic romp with lots of British humor and a healthy dose of philosophy. Adeyemi, Tomi. Children of Blood and Bone The king of Orïsha has banned magic and killed Zélie’s Reaper mother. Now Zélie has one chance to defeat the crown prince, who wants to obliterate magic. Full of friendship, love, betrayal, and a strong sense of justice, this epic fantasy is not to be missed. Warning: You might have a hard time waiting for the next one (coming in December). Albertalli, Becky. Simon vs. the Homo Sapiens Agenda A smart, sweet coming-of-age coming-out masterpiece. Chapters alternate between 16- year-old Simon’s emails with an unknown admirer and his everyday life at school.
    [Show full text]
  • VHF-UHF Digest
    The Magazine for TV and FM DXers September 2015 “Obviously, this station is run by WTFDA members.” - Karl Zuk (Picture from the Student Center at the University of Delaware) A WEAK JULY LEADS TO UNEXPECTED SKIP IN AUGUST MEXICO CONSIDERS ADDING NEW FMs TO MAJOR CITIES DXERS MAKE THEIR LAST CATCHES OF MEXICAN LOW-BAND TVs The Official Publication of the Worldwide TV-FM DX Association METEOR SHOWERS INSIDE THIS VUD CLICK TO NAVIGATE Orionids 02 The Mailbox 25 Coast to Coast TV DX OCT 4 - NOV 14 05 TV News 37 Northern FM DX 10 FM News 58 Southern FM DX Leonids 22 Photo News 68 DX Bulletin Board NOVEMBER 5 - 30 THE WORLDWIDE TV-FM DX ASSOCIATION Serving the UHF-VHF Enthusiast THE VHF-UHF DIGEST IS THE OFFICIAL PUBLICATION OF THE WORLDWIDE TV-FM DX ASSOCIATION DEDICATED TO THE OBSERVATION AND STUDY OF THE PROPAGATION OF LONG DISTANCE TELEVISION AND FM BROADCASTING SIGNALS AT VHF AND UHF. WTFDA IS GOVERNED BY A BOARD OF DIRECTORS: DOUG SMITH, GREG CONIGLIO, KEITH McGINNIS AND MIKE BUGAJ. Editor and publisher: Ryan Grabow Treasurer: Keith McGinnis wtfda.org Webmaster: Tim McVey Forum Site Administrator: Chris Cervantez Editorial Staff: Jeff Kruszka, Keith McGinnis, Fred Nordquist, Nick Langan, Doug Smith, Bill Hale, John Zondlo and Mike Bugaj Website: www.wtfda.org; Forums: http://forums.wtfda.org September 2015 By now you have probably noticed something familiar in the new column header. It’s back. The graphics have been a little updated but it’s still the same old Mailbox, but it’s also Page Two.
    [Show full text]
  • Men's Golf 2004 Guide.Qxd
    CONTENTS 04 - Big Blue Coaching Staff 04 - 2008-09 Preseason Roster 04 - Looking at 2009 05 - Returning Letter Winners 05 - MIllikin & NCAA Championships 06 - 2008-09 Returners and Newcomers 07 - 2007-08 in Review 07 - Golf Digest Touts Program 08 - CCIW History and Information IBC - Millikin Athletic Facilities BC - 2008-09 Schedule MEDIA INFO & PROTOCOL Press facilities: Please call the Sports Information Office if you plan on covering an event. Interviews: Media representatives are at liberty to find their own post-event interviews. Please contact Sports Information at 217.362.6429 or via e-mail at [email protected] to schedule player interviews at all other times. Coaches may be contacted directly. QUICK FACTS Location . Decatur, Illinois GOLF MAGAZINE CREDITS Founded/Opened . 1901/1903 The 2009 Golf Magazine was prepared by the Assistant Athletic Enrollment . Appx. 2,200 Director Bryan Marshall. Cover design by Michael Rauch. Nickname . Big Blue Colors . Royal Blue and White On the Cover (L-R) - Colby Burdick, Sean Liston, Sam Affiliation . NCAA Division III Osborne, Ed Kelly, J.B. Spillane, Cory Henry Conference . Illinois and Wisconsin Head Coach . Patrick Etherton Action photography - Kevin Krows Golf Office Phone . 217.424.3604 Letterwinners Returning/Lost. 8/1 Front cover photography - Thompson McClellan Photography 2008 CCIW Finish . 4th (Champaign, Illinois) Sports Information Director . Bryan Marshall Sports Information Phone . 217.362.6429 Printing by - O S P (Bloomington, Illinois) Athletic Department Fax . 217.362.6414
    [Show full text]
  • College Carrier Current: a Survey of 208 Campus-Limited Radio Stations. INSTITUTION Broadcast Inst
    DOCUMENT RESUME ED 085 811 CS 500 553 TITLE College Carrier Current: A Survey of 208 Campus-Limited Radio Stations. INSTITUTION Broadcast Inst. of North America, New York, N.Y. PUB DATE 72 NOTE 52p. EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *College Students; Educational Research; Mass Media; *Media Research; *Programing (Broadcast) ;Publicize; *Radio; *School Surveys IDENTIFIERS *Carrier Current Radio ABSTRACT The purpose of this survey was to determine the extent to which carrier current radio has become a medium which can link and unify relatively small, well-defined groups in an effective and inexpensive way. The survey focused upon the auspices, structure, affiliation, day-to-day managerial responsibility, and administrative liaison of the stations; their commercial or non-commercial status; and the nature and scope of their programing. A multiple-choice questionnaire wAs mailed to 439 stations; of the 233 that responded, 25 stations reported that they were not operative carrier stations, resulting in a net sample of 208 stations. The findings indicated that: most stations are run as undergraduate student activities, few stations are used for formal or informal training; most stations carry commercial advertising, but few rely upon time sales for their main support; most stations rely upon institutional or student generated funds for their main support; programing consists mainly of recorded music; most stations afford little or no opportunity for student self-expression or news and public affairs programing; and most stations appear relatively free from institutional or outside controls but in most cases there appears to be little or no inclination to use this freedom innovatively.
    [Show full text]