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TABLE OF CONTENTS

2007–09 Undergraduate Catalog Yale Gordon College of Business and Liberal Arts Liberal Arts ...... 101 General Information ...... 102 Divisions and Schools ...... 103 Academic Calendar ...... 3 Undergraduate Programs ...... 108 About the University ...... 5 Accelerated Bachelor’s/Master’s Program . . . .109 Centers and Institutes ...... 8 B.S. in Applied Information Technology . . .110 Off-Campus Programs ...... 12 B.A. in Community Studies and Civic Buildings and Facilities ...... 12 Engagement ...... 112 B.S. in Corporate Communication ...... 115 Admission ...... 25 B.S. in Criminal Justice ...... 118 First-year Students ...... 26 B.A. in English ...... 120 Transfer Students ...... 28 Literature Specialization ...... 121 Nondegree Students ...... 29 The Writing Programs Specialization . . .122 Visiting Students and Readmission ...... 30 Discourse & Technology Specialization . . .124 Transfer Credits ...... 32 B.S. in Forensic Studies ...... 126 Foreign Transcripts ...... 35 B.A. in Government and Public Policy . . .130 International Students ...... 36 B.S. in Health Systems Management . . . .133 Academic Advising ...... 37 B.A. in History ...... 135 Specialization in Public History ...... 137 Registration ...... 42 B.A. in Human Services Administration . . .138 B.A. in Interdisciplinary Studies ...... 140 Tuition and Fees ...... 45 B.A. in Jurisprudence ...... 142 Financial Assistance ...... 49 Jurisprudence: Law School Early Entry Program ...... 146 Programs of Aid ...... 52 B.A. in Psychology ...... 148 Academic Policies ...... 61 B.S. in Simulation and Digital Entertainment ...... 150 Undergraduate Learning Goals . . . .74 Course Descriptions ...... 153 First and Second Year Program . . . .80 Policies ...... 228 Merrick School of Business ...... 81 General Information ...... 82 Directories ...... 247 B.S. in Business Administration ...... 88 Index ...... 278 General Business Specialization ...... 90 Accounting Specialization ...... 90 Telephone Numbers ...... 284 Computer Information Systems Campus Map ...... 286 Specialization ...... 90 Entrepreneurship Specialization ...... 91 Finance Specialization ...... 92 Management and Human Resource Management Specializations ...... 93 International Business Specialization . . . .94 Marketing Specialization ...... 95 B.S. in Management Information Systems . . .96 B.S. in Real Estate and Economic Development ...... 97

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Academic Calendar 2007-09

Fall Semester 2007 Spring Semester 2009 Classes Begin ...... Aug. 27 Classes Begin ...... Jan. 26 End of Semester ...... Dec.16* Spring Break ...... March 16-22 End of Semester ...... May 17* Spring Semester 2008 Classes Begin ...... Jan. 28 Summer Session 2009 Spring Break ...... March 16-23 Classes Begin ...... May 26 End of Semester ...... May 18* End of Semester ...... July 19*

Summer Session 2008 * last day of finals Classes Begin ...... May 27 Calendars shown are proposed and End of Semester ...... July 18* subject to change. Up-to-date, detailed academic calendars Fall Semester 2008 can be found at www.ubalt.edu/records. Classes Begin ...... Sept. 2 End of Semester ...... Dec. 21*

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KNOWLEDGE THAT WORKS UGRAD_CAT_A-2_sized.qxp 8/13/07 12:17 PM Page 5

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ABOUT THE UNIVERSITY

educational endeavors. UB graduates are About the University highly visible throughout the legal, industrial, corporate and civic communities, and LEADERSHIP IN their achievements have helped to build the PROFESSIONAL EDUCATION University’s outstanding reputation among employers. In spring 2006, the University of Baltimore The University of Baltimore is a leader returned to four-year status in response to among Maryland’s many colleges and uni- the state’s growing enrollment demands; in versities in the quality of its faculty and fall 2007,UB once again opened admission library resources. With a student-faculty to first-year students. ratio of 16:1 and a personalized system of This initiative allows for personal attention student advising, UB programs emphasize in a small class setting, as the First and Second one-on-one interaction and individual atten- Year Program is centered on study groups of tion for both graduate and undergraduate 25 to 35 students. UB’s unparalleled pro- students. Approximately 92 percent of the grams—from undergraduate to graduate, doc- full-time faculty hold terminal degrees toral to certificate—allow students to thrive in (Ph.D.,J.D.,LL.B.,D.B.A.,D.P.A.and an environment filled with flexible scheduling Ed.D.), and most full-time and adjunct fac- options, hands-on instruction and strong ties ulty members are actively engaged in to the city, state and surrounding community. research, civic and professional activities UB also provides a law school and offers a related to their fields. A number of faculty number of professionally oriented, combined supplement their teaching with research, degree programs with other colleges and uni- consulting and service activities in the pub- versities. lic and private sectors, helping to further en- Founded in 1925 as a private, coeduca- hance the University’s reputation. tional institution, the University of UB’s Langsdale Library compares favor- Baltimore affiliated with the University ably with those of its peer institutions in System of Maryland on UB’s 50th anniver- Maryland in both the breadth and quantity sary. UB has a clear mission: to provide out- of its holdings. The facility also offers several standing educational programs for special collections and provides the conven- professionally oriented students. The Uni- ience of off-campus access to electronic re- versity’s three schools—the Yale Gordon sources and interlibrary loan services with College of Liberal Arts, the Merrick School many other institutions, including desktop of Business and the School of Law—attract delivery of electronic articles. students with strong career ambitions and provide them with the latest skills and tech- A STRATEGIC LOCATION niques in their chosen fields. UB students graduate with a broad foundation of knowl- The University is situated in Baltimore’s edge and are prepared to meet the rapidly lively midtown neighborhood within the re- changing conditions of today’s work envi- vitalized Charles Street corridor. UB is sur- ronment. rounded by a variety of noteworthy More than 50,000 alumni serve as neighbors, including the Maryland Institute testimony to the University’s success in its College of Art, the Lyric Opera House and

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the Meyerhoff Symphony Hall. Together, DIRECTIONS these cultural and educational institutions The University of Baltimore is located in attract thousands of people to the neighbor- Baltimore’s midtown area at the corner of hood every week for concerts, plays, films, North Charles Street and Mt. Royal Avenue. exhibits, lectures, seminars, social events It is easily accessible from I-83 (the Jones and civic and professional meetings. Falls Expressway) via the Maryland Avenue Nearly all of midtown Baltimore, and St. Paul Street exits, and from I-95 via including parts of the University of Martin Luther King Jr. Boulevard. The Baltimore campus, serves as host for University offers multiple parking lots and a Artscape, the city’s annual summer festival garage, all located within blocks of the cam- of the visual and performing arts. The pus. University’s Gordon Plaza, a park-like Rail transportation is available via the setting on the corner of Mt. Royal and Light Rail (University of Baltimore/Mt. Maryland avenues, is the center for numer- Royal Station stop) and MARC and Amtrak ous University-sponsored outdoor events (Penn Station). Major bus routes pass by and and activities. Also convenient to the through the UB campus. University are The Walters Art Museum, the Baltimore Museum of Art and an array of ACCREDITATION other cultural and historical attractions. The University of Baltimore is accredited by The University’s urban location enhances the Middle States Association of Colleges cultural and educational opportunities and and Schools, 3624 Market St., Philadelphia, offers students an accessible learning and ex- PA,19104-2680; tel.: 215.662.5606. periential laboratory.Through a long- All undergraduate and graduate established affiliation with Baltimore’s programs within the Merrick School of corporate, government and professional Business are accredited by AACSB communities, UB brings the region into the International—The Association to Advance classroom and into the leadership of the Collegiate Schools of Business. University. Leaders in both the public and The Master of Public Administration de- private sectors serve on the advisory boards gree, offered by the Yale Gordon College of of the Yale Gordon College of Liberal Arts, Liberal Arts’ School of Public Affairs, the Merrick School of Business and the is accredited by the National Association School of Law, advising the faculty and ad- of Schools of Public Affairs and ministration on curricular and related mat- Administration. ters. The involvement of these outstanding The School of Law is accredited by the men and women, along with the University’s American Bar Association and holds mem- strong traditions and connections as a pro- bership in the Association of American Law fessionally oriented institution, offer UB stu- Schools. dents a wide array of opportunities to work The University is recognized by the and study within the context of local busi- Maryland Higher Education Commission; ness, government and nonprofit agencies. the Maryland State Board of Law Examiners; the Maryland State Board of Examiners of Public Accountants; many city, federal and state agencies for

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civil-service appointments; the Veterans CENTERS AND INSTITUTES Administration for veterans’ training; the The University of Baltimore supports and Armed Forces for officer appointments; and administers several centers and institutes the Office of the Attorney General of the that forge connections with the surrounding United States of America for acceptance of communities and provide special research international students. and study opportunities for students and faculty in a wide range of business, law and THE UNIVERSITY OF BALTIMORE liberal arts programs. ALUMNI ASSOCIATION The Center for Baltimore Studies,estab- The University of Baltimore Alumni lished in 2000, formalizes the University’s Association assists, strengthens and supports role as custodian of Baltimore’s history the interests of the University, and works to and culture, especially as it relates to establish a mutually beneficial relationship community-making and civic activity. between alumni and their alma mater. It draws on the expertise of a diverse group The alumni association is non-dues of faculty members in matters of urban and based and all graduates become members community studies, student interest and the upon graduation. It offers a wide range of strength of its archives. programs and services to its members, in- The center’s efforts focus on archives and cluding career development and networking community documentation as well as on programs, educational seminars and access public programs and allow the University to to various University facilities and resources. become centrally involved in both theoreti- Alumni may also take advantage of benefits cal and applied research concentrating on provided by the association’s affinity part- urban and regional issues. Using the ners, including discounted auto insurance Baltimore area as a laboratory, the center and a credit card program. conducts research and organizes public ac- During the year, the association provides tivities designed to improve the quality of numerous programs that bring alumni and life in Central Maryland. students together, including networking The e-Learning Center was established events, mentoring programs and visits to in 2001.The center supports current, corporate sites. Among the most popular state-funded e-learning activities at the programs are alumni and student mentoring University and uses its private resources and programs and the Career Preview series of grant funds to stimulate the further develop- workshops, panel discussions and more, all ment of e-learning at UB through activities themed around professional development. designed for faculty, staff and students. The Students also receive special invitations to center’s activities include coordinating the e- alumni events such as the annual Alumni of learning environment at UB, providing one- the Year Awards Luncheon. on-one and small-group training in the use Students are encouraged to visit the of e-learning tools, offering grants to faculty Office of Alumni Relations and to attend and students to experiment with e-learning association events and activities. tools and strategies, and sponsoring workshops and conferences to bring leading

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thinkers and practitioners in the sponsors the International Lawrence Durrell e-learning field to UB. Conference and Deus Loci: The Lawrence The Hoffberger Center for Professional Durrell Journal, and supports the national Ethics was established in 1987 through a literary journal Passager as well as other tra- grant from the Hoffberger Foundation and ditional and online publications. The insti- received additional support from the foun- tute’s achievements include successful dation in 1996 to expand its activities. It is a partnerships with local businesses, funding University-wide center dedicated to promot- from nonprofit foundations and area busi- ing the discussion and analysis of ethical is- nesses and a collaboration with the entrepre- sues within the University community of neurship program in the University’s ethics in business and the professions. The Merrick School of Business. center promotes the study of ethics through- The Center for Community Technology out the University’s curricula (law, liberal Services, established in spring 2003, is arts and business), provides monthly ethics housed within the School of Information seminars in the humanities and the profes- Arts and Technologies. Its mission is to work sions, sponsors visiting fellows and lectures collaboratively with nonprofit organizations on campus and presents the annual Ethics in the Baltimore region to increase the city’s Week, Ethics Bowl and Business Ethics technology capacity.The center serves as an Colloquium. It offers onsite workshops on information technology intermediary to ethics for businesses within the region and build nonprofit technology infrastructure presents conferences on business and profes- and to expand nonprofit impact and reach. sional ethics each year. When nonprofits work with the center, they have access to numerous benefits, including Centers Within the Yale Gordon professional technology planning services College of Liberal Arts and coaching and training that build non- The Ampersand Institute for Words & Images, profit technical knowledge, confidence and established in 1989, is a component of the self-sufficiency.This center also sponsors School of Communications Design de- peer-to-peer learning and knowledge-shar- signed to create links between the study and ing conferences and seminar events. Both practice of writing and graphic design, in- graduate and undergraduate students have cluding new technologies. The institute pro- the opportunity to participate in center motes research, undertakes contractual and projects, which may include IT consulting, consulting projects, and offers seminars, lec- application/Web development, hardware tures, workshops and other programs. It and networking services. strives to extend the school’s curriculum The Center for Negotiations and Conflict while at the same time making the work of Management, established in 1997,is a its students and faculty more visible. component of the Yale Gordon College of Committed to developing a creative and Liberal Arts. Its mission is to broaden the professional community, the institute works understanding of conflict, to provide train- with regional groups, public agencies and ing and assistance in the field of conflict professional associations to bring together a resolution, and to expand the application of range of professionals and students working techniques and approaches for dispute reso- in the communications design field. It co- lution in a wide variety of contexts.

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Combining the expertise and intellectual re- commercial software designed by Group sources of the University’s law, business and Decisions Support Systems to assist orga- liberal arts disciplines, the center offers alter- nizations, teams, committees and student native dispute-resolution services directly to groups in their strategic planning and businesses, government agencies, unions and decision-making processes and to build various interest groups and communities, as group consensus. The lab accommodates 20 well as cutting-edge opportunities for UB participants and is led by a trained students. facilitator. The Schaefer Center for Public Policy was The Center for Global Business Studies,es- established in 1985 with a mission to bring tablished in 2005, provides education and the University’s academic expertise to bear training focused on the combined instruc- in solving problems faced by government tion of business, cultural and language skills and nonprofit organizations. The center has crucial for success in a diverse global econ- developed a reputation for excellence in omy.The center also draws from the three management consulting and evaluative re- UB schools as well as from other University search. Principal services include strategic System of Maryland institutions to offer planning, facilitation, program evaluation, nonacademic educational programs to both needs assessment, staffing analysis and U.S. and non-U.S. businesspeople. By workforce planning, survey research and achieving its mission, the center contributes focus-group moderation. In addition, the to the development of a vibrant business en- center is the official provider of Managing vironment in Baltimore and in the state of for Results training for the state of Maryland. Maryland. It is through the Schaefer Center The Jacob France Institute was established that the University of Baltimore and the Yale in 1989.Three research programs—the Gordon College of Liberal Arts meet a key Maryland Business Research Partnership, component of the University’s mission by the Education and Employment Dynamics conducting applied research and public Program and the Affiliated Faculty Sponsored service to the Baltimore metropolitan area Research Program—fulfill the center’s respon- and to the state of Maryland. sibility to conduct research that meets the The Schaefer Center offers faculty mem- needs of the school’s business and government bers the opportunity to conduct applied re- constituents. Research opportunities for full- search relevant to their fields of expertise. In time graduate students are available through addition, the center offers up to seven fel- each of these programs on a competitive lowships each year that provide graduate basis. The Affiliated Faculty Sponsored students with a unique opportunity to work Research Program provides administrative closely with faculty members while gaining support for faculty members whose interests real-world experience through participation cannot be accommodated under the other in center projects. two program themes. The Center for Technology Centers Within the Commercialization was established in 1996 Merrick School of Business to advance the commercialization of tech- The Information Systems Research Center nology in Maryland by training students facilitates the business activities of groups in and professionals in the art of entrepreneur- a laboratory setting. This facility utilizes ship, technology transfer and high-tech

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commercialization. The center works with Centers Within the School of Law actual technologies, researchers, inventors The Center for Families, Children and the and businesses and uses them as live, hands- Courts, established in 2000, is the focal on coursework opportunities not only for point of the School of Law’s work on re- UB students, but also for those attending forming state courts into more appropriate other University System of Maryland col- forums for the resolution of family legal leges and universities. It also conducts com- crises. The center grew out of the recog- mercialization projects as well as research nition within the legal profession of an and studies in commercialization and tech- urgent need for a high-profile, specifically nology transfer. identified entity to expand and broaden The Entrepreneurial Opportunity Center family court reform work nationwide. delivers coaching, counseling and support Serving as a vehicle for changing the para- to new ventures in Baltimore. In addition, digm of judicial and legal thinking about the center supports a popular and growing family law, the center conducts the follow- series of courses and specializations at the ing activities: advocating for the unified undergraduate and graduate levels. The cen- family court concept in jurisdictions ter’s objectives are to increase direct support throughout the country; providing technical to student entrepreneurs, increase business assistance necessary to support such perva- assistance to emerging companies in the sive change; and training lawyers, judges, Baltimore area and develop an increased court personnel and other professionals to presence and awareness of the University of collaborate to resolve family conflicts in a Baltimore in the business community. In all therapeutic, ecological and service-based its activities, the center works very closely manner. with UB faculty to make sure that class- The center also undertakes research on room learning is enhanced and supported various family law issues and brings the by the center’s activities. Key activities in- results of this research to the attention of clude free coaching for student-run busi- professionals through publications and con- nesses and free assistance to student ferences. It seeks to establish other partner- entrepreneurs in pre-launch opportunity ships and alliances as well as to pursue analysis. The center also offers significant funding from foundations and an innovative Student Consulting Services state courts for projects within its mission. program, providing technical business The Center for International and assistance to area firms by employing Comparative Law, established in 1994, spon- students in the Merrick School of Business sors research, publication, teaching and the as contracted consultants who address client dissemination of knowledge about interna- needs such as market research, operational tional legal issues, with special emphasis on and financial analysis and business plan- human rights, environmental law, intellec- ning. The outreach efforts of the center help tual property and international business connect students to more than 1,500 area transactions. The center publishes the jour- professionals and build partnerships with nal Ius Gentium and edits the American many local business Society of International Law publication and governmental organizations. International Legal Theory. An American partner of the European- American Consortium for Legal Education,

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the center also maintains overseas programs by the same recognized UB faculty who for law students in Aberdeen, Scotland; teach at the Baltimore campus. Students Haifa, Israel; and Curaçao, Netherlands graduate with UB degrees that are backed Antilles. by the same accreditations as those granted The Stephen L. Snyder Center for at the Baltimore campus. Litigation Skills, established in 2000 through Students enrolled in UB programs at a gift from nationally recognized litigation USG are charged the same tuition as those expert and School of Law alumnus Stephen attending the Baltimore campus but may L. Snyder, provides an endowment that sup- have differing fees based on home campus. ports the school’s renowned litigation train- Financial aid is available to students and is ing programs. The center’s activities include administered through UB. A limited num- lectures by prominent lawyers, judges and ber of scholarships is available. scholars; special conferences; and litigation For more information, visit research. The center’s goals include offering www.ubalt.edu/shadygrove. first-rate practical and theoretical training on an extensive range of litigation tech- BUILDINGS AND FACILITIES niques and promoting discussion about im- The Academic Center portant litigation issues. The center provides Located at 1420 N. Charles St., this is the a resource for identifying and analyzing na- main building of the University of tional litigation activities and trends. Baltimore. On the first floor are student lounges, the Academic Resource Center, the OFF-CAMPUS PROGRAMS International Services Office, the Office of The University of Baltimore’s Yale Gordon Diversity Education and Programs, an ATM College of Liberal Arts offers a selection of machine and a U.S. mailbox. Other offices undergraduate, graduate and doctoral pro- on this floor include a student computer grams at the Universities at Shady Grove in lab, the Office of Technology Services, the Rockville, Md. Department of Public Safety, the Bursar’s The University System of Maryland de- Office, the Office of Records and veloped the Universities at Shady Grove, a Registration, the Office of Financial Aid and collaborative effort among eight public, Disability Support Services. degree-granting institutions in the system, to The second floor houses the Office of offer upper-level and graduate programs at a the Provost, the Yale Gordon College of single facility in Montgomery County. USG Liberal Arts Office of the Dean, the provides all of the services and facilities nec- Hoffberger Center for Professional Ethics, essary for a successful university career, in- various faculty offices and other administra- cluding academic advising, career services, tive offices. child-care services, disability support serv- The third floor houses the Office of the ices, library and media support facilities and President and the Office of University a Center for Academic Success. Relations. The Office of Technology Services Offered in a variety of convenient week- is located on the fourth floor. Classrooms day, weekend and online formats, the are located throughout this building, except courses in UB’s programs at USG are taught on the first floor.

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The third and fourth floors also house The William H. Thumel Sr. the Athletic Club, which includes a gymna- Business Center sium, racquetball courts, boxing bags, free Located at 11W. Mt. Royal Ave., the weights, cardio equipment, a sauna and William H. Thumel Sr. Business Center locker rooms. houses the Merrick School of Business. This Plant Operations and Facilities six-story building contains classrooms, fac- Management occupies the basement. ulty offices, a student lounge and the 160- seat M. Scot Kaufman Auditorium with The University of Baltimore numerous meeting facilities surrounding a Student Center central atrium and computer facilities. The The University of Baltimore Student Center, MBNA Information Institute occupies the which opened in February 2006, serves as a lower level. central gathering place for students, faculty and staff. This unique, six-floor facility is The Langsdale Library designed to promote the out-of-classroom Located at 1420 Maryland Ave., the experience that is essential to comprehensive Langsdale Library provides a full range of higher education. services, including reference, electronic and Student activities, such as club meetings, print reserves, library instruction, photo- study groups and fundraisers, take place copying equipment for classroom use and within the center. The facility houses the group study rooms. Its collection of more Henry and Ruth Blaustein Rosenberg than 250,000 volumes consists of books, pe- Center for Student Involvement, the Career riodicals, government documents and au- Center, the Publishing Center and several diovisual materials, as well as manuscript lounge areas—from a quiet lounge for and archival collections containing primary studying to a TV lounge for relaxing in sources. In addition to its physical collec- front of a fireplace—that serve as ideal, tion, the library subscribes to dozens of arti- comfortable venues in which students can cle indexes, many with full-text access, and spend time before, after and in between thousands of electronic journals. classes. The building offers an espresso bar The Langsdale Library’s cooperative and cafe; a computer lab and wireless services include reciprocal borrowing Internet access; a recreation room complete privileges with other Baltimore-area libraries with pool tables and other games, as well as and an interlibrary loan service. This library memorabilia commemorating the is part of the University System of Maryland University’s Athletic Hall of Fame; several Libraries, which enables UB students to television areas; a theater; a multipurpose share the resources of the other 15 system li- room; the University bookstore; and a braries. Students have online access to the convenience store. Langsdale Library’s electronic materials from Major special events for the University, off campus as well as in the library. including lectures, concerts, theater productions and celebrations, take place in The Charles Royal Building the UB Student Center throughout the The Charles Royal Building, located at 1319 academic year. N. Charles St., houses the administrative

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and faculty offices of the School of The UB Foundation Building Communications Design as well as its Located at 1130 N. Charles St., this building Ampersand Institute for Words & Images. houses the various divisions within the The graphics and media laboratories are Office of Institutional Advancement, includ- located on the upper floors. ing the Office of Alumni Relations, the Office of Annual Giving, the Office of The John and Frances Angelos Law Research and Database Management and Center the University of Baltimore Foundation. The Angelos Law Center, located at Maryland Avenue and Oliver Street, houses The Northwest Baltimore Park the library, classrooms and administrative of- Located at 2101W. Rogers Ave., off I-83 and fices for the law school, as well as an open- Northern Parkway, this outdoor facility is space seating area. The law library occupies nestled in Baltimore’s picturesque Mount the third and fourth floors of the building Washington neighborhood. The park, leased and includes nearly 210,000 volumes of by the city from UB, includes athletic fields books and microforms. Individual seating and green space that are available for stu- for more than 400 students, numerous study dent club sports and special University rooms, technical research areas and a rare- events. book room are included in the library facilities, providing an atmosphere conducive to Commuter Services comprehensive legal research and learning. Since its founding, UB has served the needs The law clinics are located at 40 W. of students who live and work within the re- Chase St. The law school’s student gion. The University has continuously devel- organizations occupy an office suite in oped and strengthened services to meet the the Academic Center. commuting student’s need for flexibility and The Venable Baetjer Howard Moot convenience. Court Room serves as an auditorium and Many student and academic services of- classroom in addition to a courtroom for ex- fices are open 8:30 a.m. to 6 p.m. Monday periential learning for students, alumni, fac- through Thursday and 8:30 a.m. to 4:30 ulty and special guests. p.m. Friday.These include the Offices of Undergraduate Admissions, Graduate 1304 St. Paul St. Admissions, Financial Aid, and Records and The University’s facility at 1304 St. Paul St. Registration and as well as the Bursar’s houses the faculty and administrative offices Office. Other offices have established hours of the School of Public Affairs, which in- to meet student demand. cludes the Schaefer Center for Public Policy In addition, the bookstore, library and and the Division of Government and Public student lounges have scheduled their hours Administration. according to the needs of commuter students, including extended hours during exam weeks.

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COMPUTER LABS AND The Angelos Law Center lab (LC 426) is WIRELESS ACCESS open to the University at large and is staffed Office of Technology Services Call Center: by law school support staff. Wireless access 410.837.6262 or [email protected] is available in all areas of the law center and Computer Lab Help Desk: 410.837.5489 on Gordon Plaza. or [email protected] When not occupied with classes, the Web: www.ubalt.edu/ots Langsdale Library (LL 200) lab is available for use, in addition to the 40 workstations The Office of Technology Services provides installed throughout the library.The core campuswide technology capabilities, Langsdale Library is also outfitted for wire- including the PeopleSoft ERP applications, less access. e-mail, general-purpose computing labs, the network infrastructure, file and print Instructional Technology servers, the telephone system and audiovi- OTS supports the UB community in tech- sual support for campus events, as well as nology adoption and integration to trans- smart classrooms, technical desktop assis- form teaching and learning. This is done tance and call center services. both at the micro-level of one-on-one staff OTS manages several Intel-based support, training and instructional design personal computing labs on campus. and at a more global level in aiding the revi- Locations, configurations and hours can sion of academic programs and administra- be found at www.ubalt.edu/ots. A University tive processes. of Baltimore network account is required to access lab computers and the wireless net- OFF-CAMPUS HOUSING work on campus. The 24-hour computer lab on the first Henry and Ruth Blaustein Rosenberg Center floor of the Academic Center (AC 103) is for Student Involvement equipped with 24 workstations, two print- UB Student Center, Room 303 ers, wireless access and six Ethernet jacks for Tel: 410.837.5417 personal laptop use. Fax: 410.837.5431 The William H. Thumel Sr. Business E-mail: [email protected] Center is equipped for wireless access. The Web: www.ubalt.edu/csi/housing facility on the lower level includes a staffed, open computer work area with 30 systems Although there is no housing on campus at (BC 002), two printers and a computer lab the University of Baltimore, information re- with 20 additional systems (BC 015). garding off-campus housing in the area is The Student Center lab (SC 001) is lo- available from the Henry and Ruth cated on the lower level of the UB Student Blaustein Rosenberg Center for Student Center and has 20 workstations and wireless Involvement. The staff maintains listings of connectivity. more than 600 houses, apartments and

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rooms to rent or share, as well as the names PARKING of other students looking for housing. Office of Auxiliary Enterprises Students may find a variety of accom- Tel: 410.837.4176 modations, both within walking distance of E-mail: [email protected] the University and in the surrounding sub- Web: www.ubalt.edu/auxenterprises urban areas. Rental rates in the Baltimore City area are moderate, starting at approxi- The University maintains several parking fa- mately $200 per month for a room in a pri- cilities, and limited on-street parking is vate home; $350 per month for an available around the main campus during unfurnished efficiency; $450 for an unfur- nonpeak traffic hours. nished one-bedroom apartment; and $500 General parking: There are four lots avail- and up for an unfurnished two-bedroom able to registered students, faculty and staff: apartment. 1) Bolton Yard Lot, West Oliver Street Renting a house can be very cost- (north side) between Maryland and Mt. effective if shared with one or more house- Royal avenues: 530 spaces mates. The Rosenberg Center for Student 2) Maryland Avenue Garage, Maryland Involvement also helps students learn about Avenue between Preston and Chase streets: the city by providing information on trans- 500 spaces portation, bus routes, sights, activities and 3) Oliver Street Lot, West Oliver Street events. (south side) between Maryland and West Mt. Royal avenues: 40 spaces 4) Cathedral Street Lot, behind the Maryland Avenue Garage: 35 spaces Additional parking: After 6:15 p.m. Monday through Friday and on weekends, FOOD SERVICE students may park on the North Charles Office of Auxiliary Enterprises Street Lot, located at North Charles Street Tel: 410.837.6635 and East Mt. Royal Avenue (110 spaces). On E-mail: [email protected] Monday through Thursday from 4 to 11:30 Web: www.ubalt.edu/auxenterprises p.m., students may park on the lot located at the corner of Charles and Lanvale streets. An espresso bar on the first floor of the Reserved parking: North Charles Street UB Student Center offers specialty coffee Lot, North Charles Street and East Mt. and teas along with bottled beverages and Royal Avenue: 110 spaces. There is a waiting grab-and-go fare. The center’s second list to park on this lot; contact floor houses a dining/cafe area featuring the Office of Auxiliary Enterprises, pizza, sandwiches, grill items, grab-and-go 410.837.5735.This lot is also open to students fare and more, with table seating for Monday through Friday evenings after 6:15 approximately 70 customers overlooking p.m. and on weekends. Gordon Plaza. Designated disabled parking areas: Required disabled parking permits are avail-

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able from the Bursar’s Office, Room 135 in Disclosure of Campus Security Policy and the Academic Center. An MVA Disabled Campus Crime Statistics Act. Certification form is required to obtain the disabled parking permit. Designated dis- EMERGENCIES abled parking spaces are available on certain All crimes, incidents or like emergencies streets around campus as well as in certain should be reported immediately and di- lots. Contact the Department of Public rectly to the Department of Public Safety at Safety, 410.837.5520, for specific disabled 410.837.5520 to aid in providing timely parking locations. warning notices to the campus community Visitor parking: All visitors are required to and to ensure inclusion in the annual crime park in the Maryland Avenue Garage statistics. Any campus member who is a vic- (Maryland Avenue between Preston and tim of a crime is also encouraged to report Chase streets), which offers 500 spaces. the incident to the Baltimore City Police Department. Emergency messages for stu- DEPARTMENT OF PUBLIC SAFETY dents can be arranged by calling Tel: 410.837.5520 410.837.5520; however, the caller must have Web: www.ubalt.edu/publicsafety all relevant information (class, building, room number, student ID number, etc.). The Department of Public Safety is a legis- lated police agency, and University police officers are vested with full police authority. The department consists of four operational components: 1) police (Officers patrol the campus 24/7.) 2) building security (Officers staff security posts in key University buildings.) 3) parking security and enforcement (Officers patrol parking lots and issue citations to illegally parked vehicles.) 4) transportation (A shuttle bus operates between parking facilities and designated academic buildings; visit www.ubalt.edu/publicsafety.) A concurrent jurisdiction agreement exists with the Baltimore City Police Department, enabling University police officers to respond to and assist with occur- rences around the main campus and at the Northwest Baltimore Park. The department is in full compliance with the Jeanne Clery

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EMERGENCY CLOSINGS STUDENT AND ACADEMIC SERVICES Official University closing announcements can A staff of professionals provides services that be found via: are designed to complement students’ aca- • the University weather line: 410.837.4201 demic experiences and to assist in their de- • the University Web site: www.ubalt.edu velopment in four major areas: academics, • e-mail announcements issued by the career, health and personal/social growth. University. These services are offered during both day and evening hours. Closing notifications will also be announced over several local radio and televi- ACADEMIC RESOURCE CENTER sion stations. Academic Center, Room 116 Tel: 410.837.5383 SHUTTLE BUS SERVICE Fax: 410.837.6244 The Department of Public Safety provides E-mail: [email protected] shuttle bus service between parking facilities Web: www.ubalt.edu/arc and designated academic buildings (and, as necessary, to the State Office Building Metro Whether the goal is to earn a competitive Stop) at approximately 15-minute intervals grade point average or just to survive a from 7:30 a.m. to 11p.m. Monday through tough statistics class, the Academic Resource Thursday; and from 7:30 a.m. to 5 p.m. Center is here to help. ARC Friday.Special arrangements are sometimes services help clarify and reinforce what available for certain activities. students learn in the classroom, enhance specific skills (e.g., math, writing, exam-tak- ESCORT PROGRAM ing, memory) and provide a network of When the shuttle service ends, police escorts support for students’ academic aspirations. are available to accompany faculty, staff and More than 1,000 students each year take students between University advantage of: facilities during the following times: 11p.m. 1) tutoring in challenging undergraduate to 12:30 a.m. Monday through Thursday; 5 and graduate courses p.m. to 12:30 a.m. Friday; and from 2) writing consultations sundown to 11:30 p.m. Saturday and 3) workshops and mini-courses in writing, Sunday. speaking, learning and computer skills 4) noncredit algebra review OFFICE LOCATIONS 5) for-credit writing course (WRIT 200) focusing on sentence and paragraph clarity Public safety communications: Academic 6) skills and placement testing Center lobby 7) peer advisers (veteran students) who wel- come new students and orient them to UB’s Administrative offices: Academic Center, academic environment. Room 128

Security booths: at the entrances to most University buildings and parking lots

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CAREER CENTER Web resume books. In addition, students UB Student Center, Room 306 can search the UB Campus Job Tel: 410.837.5449 Clearinghouse to apply for work-study, Fax: 410.837.5566 graduate assistantships and student assistant E-mail: [email protected] opportunities. Web: www.ubalt.edu/careercenter On-campus recruiting: This program provides employers with the opportunity to in- Each year, the Career Center helps hun- terview graduating students from the liberal dreds of UB students and alumni transform arts and business schools. their academic pursuits and personal inter- Job referral: The Career Center provides a ests into tangible career goals. The Career direct job-referral service for students and Center offers a wide variety of career devel- alumni interested in internships and full- opment services; with the help of staff, stu- time employment. Interested students regis- dents can identify their personal career ter with the center to have a resume sent objectives and plan for their futures. Among directly to employers who list job openings the center’s services are: with the center. Career counseling: Counselors help Workshops and seminars: The center plans students better understand their interests, special events and workshops each semester abilities and values; define their career goals; for students and alumni. Most traditional and set both short- and long-term educa- workshops (resume writing, interviewing tional and career objectives. They also help skills, job searching) are on videotape and students research careers, develop techniques may be borrowed. for creative job hunting and explore ad- Career Resource Center: A wealth of ca- vanced training options. Vocational assess- reer information is maintained in the career ments are offered in conjunction with library. Printed information on many individual interpretation sessions with career topics—including employment trends, counselors. Assessments include the Myers- future outlooks and company literature— Briggs Type Indicator and the Strong is available for students and alumni to Interest Inventory. Students seeking employ- peruse during the center’s office hours. ment can receive assistance in developing ef- Books and videos may be borrowed for fective resumes, preparing for interviews, up to one week. researching prospective employers and net- Internships: Paid and unpaid internships working with alumni. are offered to all majors. An internship pro- E-Recruiting is an online database man- vides a unique opportunity to gain valuable, aged by the Career Center to assist students practical experience in a student’s chosen in finding opportunities that match their in- field prior to graduation. terest. Through e-Recruiting, students can The Career Center helps students find search for jobs and internships posted by pre-professional, paid internships comple- local and national employers, research in- mentary to their studies at the University. dustries to prepare for upcoming interviews Participation is optional and competitive and post their resume to industry-specific and is open to all degree-seeking graduate

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and undergraduate students—in both mental health counseling, education, business and liberal arts—carrying at least 3 reflection and skill development. credits per semester. Available services include mental health Paid internships are available on part- counseling, critical incident intervention, time, full-time and summer schedules at consultation and presentations. various firms and organizations in the This resource is open to all University of community.Academic credit may be Baltimore students. awarded contingent on the approval of the academic department. STUDENT HEALTH INSURANCE The primary benefits of a paid intern- Division of Student Affairs ship are: Academic Center, Room 112 1) helping the student to clarify career goals Tel: 410.837.5429 and finance educational expenses Web: www.ubalt.edu/studentaffairs 2) building a student’s self-confidence in a professional environment The University of Baltimore Student Health 3) enabling the student to apply classroom and Accident Insurance Plan is designed to knowledge in a real-world setting help students meet medical costs, whether 4) exposing the student to contacts who in Baltimore or outside the area. All part- may be helpful in his/her search for profes- and full-time students are eligible to enroll sional employment as graduation nears. in the insurance program. The individual Additionally, all internship participants premium covers only the student; however, are guided through the processes of writing eligible students may resumes and developing interviewing skills. also enroll their dependents. Eligible Alumni networking: Together with the dependents include spouses and unmarried Office of Alumni Relations, the Career children 19 years of age or younger who are Center maintains the Alumni Career not self-supporting. The premium may be Experts database. The searchable ACE data- paid with the tuition payment in the base lists UB alumni who have agreed to Bursar’s Office. Students receiving financial provide current students with career advice. aid may have the cost of insurance deducted from their award; interested students must COUNSELING SERVICES contact the Office of Financial Aid prior to William H. Thumel Sr. Business Center, Room enrollment. 489 Information about the UB student health Tel: 410.837.4172 insurance plan may be obtained by contact- E-mail: [email protected] ing the Division of Student Affairs or the Web: www.ubalt.edu/counseling Bursar’s Office.

Counseling Services is committed to assist- ing students in enriching their University experience by encouraging, supporting and strengthening students’ proficiencies in managing all aspects of daily life through

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INTERNATIONAL SERVICES OFFICE Services for students with disabilities are Academic Center, Room 111 coordinated through Disability Support Tel: 410.837.4756 Services. Both full- and part-time students Fax: 410.837.6676 are eligible to benefit from these services, E-mail: [email protected] which include but are not limited to sign Web: www.ubalt.edu/international language interpreters, alternative testing, note takers and texts on tape/alternative The International Services Office offers a format. Current medical documentation variety of services to the students, faculty, must be received before services can be pro- staff, scholars and researchers who study vided. Please note that Individual or work at UB. This office coordinates Education Programs (IEPs) from high the recruitment, admission, enrollment, ori- school are not considered adequate medical entation and personal advising of interna- documentation and will not be tional students. Among the services accepted. Visit www.ubalt.edu/disability to provided are: view what is considered required and 1) visa and immigration assistance to the current medical documentation covering a University community to ensure individual variety of disabilities. This documentation and institutional compliance with federal should be sent or brought directly to regulations governing the employment and Disability Support Services. The director enrollment of foreign nationals will review all documentation and meet 2) study abroad information for students in- with the student to determine the appropri- terested in incorporating an overseas experi- ate academic accommodations. ence into their academic curriculum Documentation should be received in 3) emergency loan program Disability Support Services at least three 4) annual academic award weeks prior to the beginning of the 5) seminars on tax compliance, internships semester. Updated documentation for and other topics continuing students should follow the same 6) information about intercultural events on timetable as for new students. and off campus, legal assistance and Documentation received late may cause a English-language programs in the area. delay in securing appropriate accommodations. Questions or concerns may be SERVICES FOR STUDENTS relayed via e-mail or telephone to the WITH DISABILITIES disabilities director. A detailed policy,“Disabilities Disability Support Services Documentation,” outlines the rights and re- Academic Center, Room 139 sponsibilities of both students and the Tel: 410.837.4775; TTY: 410.837.5751 University of Baltimore in the delivery of Fax: 410.837.4932 services for students with disabilities. See the E-mail: [email protected] Policies section of this catalog. Web: www.ubalt.edu/disability

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OFFICE OF DIVERSITY EDUCATION AND Omicron Delta Kappa—leadership PROGRAMS Phi Alpha Theta—history Academic Center, Room 121 Phi Theta Kappa alumni chapter— Tel: 410.837.4760 any discipline Fax: 410.837.5039 Pi Alpha Alpha—public administration E-mail: [email protected] Pi Sigma Alpha—government and Web: www.ubalt.edu/diversity public policy Psi Chi—psychology The Office of Diversity Education and Sigma Iota Epsilon—management Programs is responsible for the development Sigma Tau Delta—English of co-curricular programs and Upsilon Phi Delta—health services that enhance sensitivity to and administration. acceptance of the diversity within the HELEN P. DENIT University of Baltimore community and be- HONORS PROGRAM yond. In addition, this office works with other University offices, services and per- The Helen P.Denit Honors Program was es- sonnel to coordinate programs that support tablished by a generous gift from the Helen access, retention, academic success, personal P.Denit Charitable Trust in 1993. growth and leadership development for stu- The Denit Honors Program offers dents of difference. opportunities to liberal arts and business The office also coordinates a biannual students who are academically talented and supplemental orientation program for highly motivated. Central to the program is African-American students and serves as a student-centered education; there is more resource for all students, student organiza- give and take between the student and tions, faculty and staff on issues of diversity. instructor through smaller, discussion- oriented classes; greater opportunity for in- HONOR SOCIETIES dependent research; interesting, enhanced Web: www.ubalt.edu/csi opportunities for creativity and meeting individual goals; challenging seminars that The University of Baltimore maintains examine current events and debate intellec- affiliations with many national honor tual questions; as well as honors sections societies. Membership criteria vary for each from which to choose when building sched- society; however, members are usually ules. The program offers flexibility in how admitted based on their superior academic the requirements are met according to achievements. Some of these societies are re- scheduling needs of the students. stricted to students pursuing certain Belonging to the Denit Honors Program academic disciplines. provides students with social and cultural The following is a list of the current opportunities and the use of the Honors honor societies and their respective aca- Lounge and its computers. demic disciplines: Students transferring to UB with a grade Alpha Chi—any discipline point average of 3.5 or higher are invited to Beta Gamma Sigma—management apply for the program. The program will Mu Kappa Tau—marketing consider on a case-by-case basis students

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below a 3.5 GPA who have had special cir- Student Involvement to administer student cumstances. Completion of the Denit activity fees. Honors Program is noted on the student’s Clubs: There are more than 50 active transcript. clubs and organizations at UB. Many clubs Honors courses are part of the schedule on campus are closely related to an aca- of classes each semester and are easily iden- demic department. Examples include the tified because the letters HN are part of the English Club, the Marketing Club and the section number. Human Resources Management Association. Other special-interest organiza- HENRY AND RUTH BLAUSTEIN tions, such as the Black Student Union, the ROSENBERG CENTER FOR STUDENT International Students Association, INVOLVEMENT the Gay and Lesbian Student Association UB Student Center, Room 303 and the Outdoors Club, are open to all Tel: 410.837.5417 students. Fax: 410.837.5431 Student Events Board: This group plans E-mail: [email protected] and implements activities and events for the Web: www.ubalt.edu/csi entire student body.The board structure includes committees for speakers, major per- Leadership development, community out- formances and special activities. reach, student activities, events, campus Membership is open to all UB students. tours and orientation are coordinated by the ATHLETIC CLUB Henry and Ruth Blaustein Rosenberg Center for Student Involvement, which Academic Center, third floor oversees the Student Government Tel: 410.837.5591 Association and the Student Events Board. E-mail: [email protected] Student activity fees fund a variety of activi- Web: www.ubalt.edu/athleticclub ties, such as the UB Post (the student newspaper), student clubs and organizations, the The UB Athletic Club serves the health and leadership program, and programs planned fitness, wellness and recreational sporting by the Student Events Board. In addition, needs of the University of Baltimore com- activity fees are used to purchase tickets to a munity. Programs sponsored by the Athletic variety of theater and symphony perform- Club include competitive club sports, intra- ances, sporting events and other activities in mural sport programs, health and wellness the Baltimore metropolitan area for the ben- activities and fitness programs. efit of students. Services for all members include racquet- Student Government Association: The ball courts, gymnasium, free weights, circuit SGA includes members from the training machines, treadmills, steppers, ellip- Undergraduate Student Senate, the tical machines, sauna and steam room, aero- Graduate Senate and the Student Bar bic and indoor cycling studios, plyometric Association. SGA members represent stu- and mat rooms and locker room facilities. dents on all standing University committees A variety of group exercise classes are and work with the Rosenberg Center for offered throughout the week. Health and

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wellness programs are offered throughout dicial proceedings are available in the UB the semester and are open to all Athletic Student Handbook. Club members. For the latest class and Violations of academic regulations in- activity schedules, visit www.ubalt.edu/ clude cheating, plagiarism, falsification of athleticclub or call 410.837.5591. data and attempts of the aforementioned. While allegations of violations of the JUDICIAL ISSUES University’s code of conduct are being Division of Student Affairs investigated and adjudicated, privileges such Academic Center, Room 112 as the withdrawal from class without aca- Tel: 410.837.5429 demic penalty and the refund of tuition and Web: www.ubalt.edu/studentaffairs fees will be suspended for parties involved in the investigation. Student violations of University regulations, Additional information can be obtained either academic or nonacademic, are referred through the Division of Student Affairs or to the dean of students, who coordinates the on the Web site noted earlier. judicial hearing process. Detailed descriptions of University regulations as well as ju-

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reviews each applicant individually, evaluat- Admission ing the applicant’s academic record, strength of academic program, grades earned, standardized test scores, special talents and in- UNDERGRADUATE ADMISSION terests and an essay. Optional, but not required for admission, are letters of recom- Office of Undergraduate Admissions mendation, a resume or SAT subject tests. Tel: 410.837.4777; 1.877.ApplyUB Applicants must earn a high school (toll-free) diploma from an accredited high school (or Fax: 410.837.4793 equivalent) and show evidence of comple- E-mail: [email protected] tion of a minimum of 21credits for admis- Web: www.ubalt.edu/admissions sion to UB. These credits include four (Carnegie) units of English, three units of As a member of the University System of mathematics (algebra I, algebra II and geom- Maryland, the University of Baltimore is etry), three units of science (two with labs), committed to a mission of access and af- three units of social sciences and the remain- fordability and seeks to enroll students who ing units in fine arts, foreign language, tech- can succeed academically in our undergrad- nology education or other academic uate programs. Beginning in fall 2007,UB electives. College preparatory courses are once again opened admission to entering strongly recommended. UB does award first-year students. Applications for admis- credit for Advanced Placement (AP) exams sion for both first-year and transfer students and International Baccalaureate (IB) exams. are available on the Web at www.ubalt.edu More detailed information can be found or by contacting the Office of under Transfer Credit Policies: Credit by Undergraduate Admissions. Methods other than For-Credit College Instruction. Grades are evaluated in the con- Application Fees: text of the high school attended and the Online application—$30 rigor of the program completed. Paper application—$45 All first-year applicants must provide test After deadline, all application fees—$60 scores from either the SAT or ACT; test scores should be submitted directly to UB Qualification for admission is determined from the American College Testing Program without regard to race, color, religion, age, (ACT) or the Educational Testing Service disability, sex, sexual orientation or national (SAT).The Admissions Committee will origin. evaluate the highest scores received by the ADMISSION AS application deadline. The University of A FIRST-YEAR STUDENT Baltimore’s College Board identification number is 5810; the ACT code is 1744. Admission to the University of Baltimore for Applicants are encouraged to take these first-year students is based on the number tests as early as possible but no later than of applications received and the available February to meet the fall semester applica- spaces in the first-year class. Applicants with tion deadline. International students, or 23 or fewer transferable credits will be eval- those for whom English is not their first uated for admission based on first-year ad- language, may also be required to submit mission criteria. The Admissions Committee the Test of English as a Foreign Language

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(TOEFL). See section on English-Language mester to which they applied for admission, Proficiency Policy for more information. preferably by May 1. Requests should be sent The essay/personal statement is also to the director of undergraduate admissions required. Applicants may also submit a and will be reviewed on an individual basis. resume or a list of extracurricular activities. SPECIAL FIRST-YEAR APPLICANT Application Deadlines ADMISSION POLICIES Fall Semester: Feb.15; applications are Students from Nonaccredited/Nonapproved accepted after this date on a space-available High Schools basis. First-year applicants for admission who Spring Semester: Nov.1; applications are ac- are graduates of nonaccredited/nonapproved cepted after this date on a space-available high schools will be reviewed individually, basis. with consideration given to factors such as First-year applicants are encouraged to scores on nationally standardized tests, high apply for admission in the fall of the senior school course content, performance in high year (or the fall prior to the term in which school academic courses, the performance of they plan to enroll).Applications are re- previous students with similar academic viewed on a rolling basis; notification of ad- preparation, and other appropriate criteria as mission is made by late March. UB developed by each institution. subscribes to the May 1 National Candidates’ Reply Date for students offered Students Who Have Been Out of School More admission for the fall semester and Dec.1 Than Three Years for the spring semester. UB accepts a limited Students who have earned a high school number of first-year students for the spring diploma (or equivalent) with a minimum semester. Contact the Office of Under- GPA equivalent to a C or better, but who graduate Admissions for more information. are more than three years beyond high school enrollment, may be admitted without Applicants must: meeting the usual criteria for admission if 1) Complete and submit the application for the UB Office of Undergraduate admission. Admissions determines that the individuals 2) Include a check or money order payable applying have the potential for successful to the University of Baltimore for the college work. This determination may be appropriate application fee. made by evaluation of successful work expe- 3) Submit official transcripts from all riences, by portfolio assessment and/or by secondary/high schools attended. Mid-year placement testing. senior grades may be requested; all enrolling students must submit a high school tran- Students with Proficiency-Based Standards, script with final grades and verification of Standardized Examinations or Equivalency graduation. Diplomas (GED) 4) Submit either the SAT Reasoning Test or Students who have graduated from re- ACT. gionally accredited secondary institutions 5) Submit an essay/personal statement. with proficiency-based standards will be Accepted students who wish to defer en- considered individually. Each secondary rollment for a year must make this request institution with proficiency-based standards in writing prior to the beginning of the se- will be asked to provide documentation

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about the student’s achievement in second- letters of recommendation) may be provided ary school. or requested. The same standards used in Admission may be granted to students regular admission regarding breadth and who have been awarded a high school depth in academic subjects, minimum stan- equivalency diploma by passing a standard- dardized test scores and achievement in ized evaluation, such as the General coursework apply to students admitted from Educational Development (GED) test or this category. the External Diploma Program (EDP). UB admissions will evaluate the breadth ADMISSION AS A TRANSFER STUDENT and depth of academic preparation through Admission as a transfer student is open to documentation provided by the student. In students who have completed a minimum addition to the standardized SAT/ACT test of 24 transferable college credits. Students scores and the essay/ who transfer from a public institution in personal statement, optional materials (such Maryland with at least 56 transferable cred- as SAT subject tests, a resume, a list of exits or an associate degree and who have a tracurricular activities or letters of recom- minimum cumulative 2.0 grade point aver- mendation) may be provided or requested. age (on a 4.0 scale) will be offered admis- The same standards used in regular admission to the University on a space-available sion—regarding breadth and depth in aca- basis. Students transferring from an out-of- demic subjects, minimum standardized test state or private institution and students who scores and achievement in coursework— have fewer than 56 credits will be evaluated apply to students admitted from this based on the college credits completed and category. grades earned. These credits must be earned at institutions (junior/ Home-Schooled Students community colleges, four-year colleges All home-schooled students must or universities) accredited by a regional demonstrate compliance with state and local accrediting association. Specific programs education regulations. Demonstration of the may have more restrictive admission criteria. competencies outlined in the UB Additional Admission Requirements Requirements for Admission may be com- B.A. in Jurisprudence: Admission requires bined with scores on a nationally standard- a minimum 3.0 cumulative grade point av- ized examination such as ACT or SAT to erage; the opportunity to apply for admis- satisfy the minimum qualifications for ad- sion to the early-entry J.D. program requires mission. For Maryland students, the home a minimum 3.5 cumulative grade point aver- instruction program must comply with age. 13A.10.01of the General Regulations of the B.S. in Business Administration with a spe- State Board of Education. cialization in accounting: Admission requires UB admissions will evaluate the breadth a minimum 2.25 cumulative grade point av- and depth of academic preparation through erage. documentation provided by the student. In B.S. in Forensic Studies: Admission re- addition to the standardized SAT/ACT tests quires a minimum 3.0 cumulative grade and the essay/personal statement, optional point average. An applicant eligible for materials (such as SAT subject tests, a readmission to the B.S. in Forensic Studies pro- sume, a list of extracurricular activities or gram is not guaranteed an offer of admission

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to a specific specialization (e.g., forensic sci- dent. An official copy of each transcript ence or police science). Due to the limitations should be sent directly from the issuing of facilities, staff and resources, the number of institution to the Office of Undergraduate eligible applicants who can be adequately Admissions. This office cannot award trans- served is taken into consideration. As a result, fer credits until these transcripts are re- offers of admission to specific specializations ceived. The Office of Undergraduate will be limited to the most qualified of eligi- Admissions sends the applicant an evalua- ble applicants. tion of transfer credit upon receipt of the For more information, refer to the individ- application, fee and official transcripts. ual degree programs in the Merrick School of Applicants are encouraged to forward their Business and Yale Gordon College of Liberal most recent transcripts at the time of ap- Arts sections of this catalog. plication—even if they do not reflect the latest semester’s coursework—so a prelimi- Application Deadlines nary transfer credit evaluation can be made. Fall Semester A final admission decision and transfer • Forensic studies (fall admission only): credit evaluation is made when March 1 the most recent transcripts are on file. These • All other programs: June 1; applications are transcripts are due within the first 30 days accepted after this date on a space-available of the semester to which the student is basis admitted. Spring Semester: Dec.1; applications are accepted after this date on a space-available ADMISSION AS A NONDEGREE basis STUDENT Summer Semester: April 1; applications are Applicants who wish to enroll in courses for accepted after this date on a space-available personal enrichment, professional develop- basis ment or as preparation for graduate study The University of Baltimore has a policy may be admitted to the University as nonde- of rolling admission notification for transfer gree students. Visiting students who wish to students, and will accept applications after take courses that count toward a degree at the stated deadlines on a space- another institution may also enroll as nonde- available basis. Students are encouraged to gree students. The University has a rolling ad- apply for admission as early as possible to mission policy; however, students are insure a prompt admission decision, advis- encouraged to apply for admission as early as ing and registration prior to the beginning possible to ensure a prompt admission deci- of the semester. sion, advising and registration prior to the beginning of the semester. Applicants must: Nondegree students may take a maxi- 1) Complete and submit the application for mum of 9 credits per semester, not to ex- admission. ceed a total of 30 credits at the University of 2) Include a check or money order payable Baltimore. See Nondegree Status under the to the University of Baltimore for the appro- Academic Policies section. priate application fee. Applicants for nondegree status must: 3) Submit official transcripts from all col- 1) Complete and submit the application for leges and universities previously attended if admission, indicating nondegree status. Also seeking admission as a degree-seeking stu-

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indicate your preference for business or lib- VISITING STUDENTS eral arts courses. Students who wish to register for courses and 2) Include a check or money order payable to have final grades transferred to count toward the University of Baltimore for the appropri- a degree at their home institution may enroll ate application fee. Applications received as visiting students. A visiting student is one without this fee are returned to the sender. who is currently enrolled at another institu- Nondegree students desiring a University tion outside of the USM, a USM student of Baltimore baccalaureate degree may be who has not obtained sophomore status or a considered for admission as degree-seeking USM student who is part time. Full-time students upon completion of college credits USM students with sophomore standing transferable from institutions other than the must follow the inter-institutional registration University of Baltimore with the minimum procedures outlined above. required cumulative GPA. Students must file an application for admission and all support- Applicants for visiting student status must: ing documents 1) Submit an application for undergraduate to become degree-seeking students. See admission indicating nondegree status as a Degree Status, previous section. visiting student and include a check or money order payable to the University of INTER-INSTITUTIONAL STUDENTS Baltimore for the appropriate application Undergraduates enrolled full time in a degree fee. program at any of the University System of 2) Submit an authorization letter from the Maryland (USM) schools and who have at- home institution that outlines the specific tained at least sophomore status are eligible to courses to be taken at the University of participate. Students may take courses at any Baltimore and verifies good academic stand- institution in the USM as inter-institutional ing. students by filling out an inter-institutional registration (IIR) form in their home school’s READMISSION records office. Their home school’s adviser Students who do not enroll at the University and the home school’s registrar must sign off for more than two consecutive semesters, ex- before they can present the form to the cluding summer sessions, must file a new ap- University of Baltimore’s Office of Records plication for admission. These students are and Registration. Students must be in good responsible for meeting the admission and academic standing. IIR is only available for degree requirements, as well as the policies spring and fall semesters. No admissions ap- and procedures contained in the plication is required; details on the inter-insti- Undergraduate Catalog in effect at the time tutional registration process can be found in of readmission, not those under which they the Academic Policies section and can be ob- originally enrolled. The exception is students tained from the records office at the student’s who have been granted an official leave of home school or the University of Baltimore’s absence in advance. For more information, Office of Records and Registration. see Continuous Enrollment/Leave of Absence in the Academic Policies section of this catalog.

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In addition, applications for readmission elor degrees cannot be obtained in the same from students on academic probation academic major as the first degree. and/or suspension must be approved by the Students who have previously earned dean of the college in which they were en- a baccalaureate degree, at either the rolled. See Satisfactory/Unsatisfactory University of Baltimore or another accredited Progress in the Academic Policies section of institution, may earn a second baccalaureate this catalog. degree to pursue a new field of study, to International students who have not en- retrain for a new career or for personal rolled for one or more semesters, excluding enrichment. Students must complete a mini- summer sessions, must obtain clearance mum of 30 credits at the University of from the International Services Office be- Baltimore as part of the second degree and fore re-enrolling. must satisfy all the program requirements for the second degree, but they are not required Applicants for readmission should be aware of to fulfill general education or University re- the following: quirements. Credits used to obtain the first 1) Students who have been absent for more bachelor’s degree may not be applied to the than two consecutive semesters, excluding second bachelor’s degree. In some cases, summer sessions, must submit an applica- meeting the above requirements may neces- tion for admission and include a check or sitate the substitution of major discipline money order payable to the University of courses other than those specified by the sec- Baltimore for the appropriate application ond degree program. Students interested in fee. pursuing a second baccalaureate degree 2) Students who have attended another should consult with the appropriate program institution since their last period of enroll- director before making a formal application ment at the University of Baltimore and through the Office of Undergraduate who wish to transfer course credit should Admissions. arrange to submit an official transcript to A student with a bachelor’s degree in the Office of Undergraduate Admissions di- criminal justice cannot be admitted into the rectly from the institution granting the Forensic Studies program with a concentra- course credit. tion in police science. A student who has 3) Any previous balance due the University earned a bachelor of science in business ad- must be paid in full before an application ministration at UB, or at any institution, for readmission will be considered. may not earn a second bachelor’s degree in business administration with a different spe- SECOND BACHELOR’S DEGREE cialization. However, students may pursue a A student who earned a bachelor’s degree second bachelor’s degree in the Merrick from the University of Baltimore and wishes School of Business in real estate and eco- to earn another bachelor’s from UB would nomic development or management infor- be admitted as a second bachelor’s student. mation systems. A student who earned a bachelor’s degree Students applying for a second degree at from another institution would be consid- UB must submit an application for under- ered a regular transfer student. Second bach- graduate admission (indicating “readmission” if they previously earned a bachelor’s degree

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at UB) and include a check or money order these 3 credits may exceed the 60-credit payable to the University of Baltimore for maximum from a community college. the appropriate application fee. A maximum Applicants to the Criminal Justice proof 90 transferable credits may count toward gram: If an applicant has completed the second degree. CRJU 258 and CRJU 259 (Social Problems in the Urban Community TRANSFER CREDIT POLICIES and Criminological Perspectives) at the All degree or certificate program applicants Community College of Baltimore who transfer to the University of Baltimore County (CCBC) with a grade of C or receive a formal evaluation of transfer credit better, these 6 credits may exceed the 60- from the Office of Undergraduate credit maximum from a community Admissions. Transfer credit can only be college. awarded from an official transcript sent to 2) Transfer students who have credits the University of Baltimore from the institu- from a four-year college may transfer up tion that originally granted the course credit. to 90 credits, but may not have more than This evaluation will be incomplete if the stu- 70 credits of 100-200-level (freshman- dent is still taking coursework elsewhere. A sophomore) coursework. To satisfy gradua- final evaluation is made upon receipt of tion requirements, students transferring from transcripts showing grades and credits from a four-year college must complete a mini- the most recent semester and, if appropriate, mum of 30 credits at the University the posting of receipt of a degree on the final of Baltimore. transcript. Since not all transfer credits may 3) Students who transfer to the University of be applicable to the specific degree pursued Baltimore with credits from at least one jun- by a student, students are advised to review ior/community college and one or more bac- courses required for their degree in advance calaureate degree-granting institutions will of transfer. be evaluated utilizing the baccalaureate college’s standard whenever possible. The following general policies also apply: 4) Transfer credit is granted if the student 1) Credit earned and transferred from a two- has earned a grade of C or better in courses. year college is limited to 60 credits or half of The grade of D is transferable only if the the total credits required for the overall cumulative grade point average baccalaureate degree program requirement (GPA) is 2.0 or better. Students who earn a and to the first two years of undergraduate D in general-education courses from study.Students transferring from a two-year Maryland public institutions will be able to college must complete a minimum of 60 transfer these credits to fulfill general educa- credits at the University of Baltimore to be tion requirements at the University of eligible for graduation. Baltimore if the sending institution accepts D grades to satisfy general education re- Exceptions: quirements. Otherwise, a grade of C or Applicants to the Health Systems better is required for general education, Management program: If an applicant lower-division and upper-division major has completed the equivalent of UB requirements. ACCT 201: Introduction to Financial 5) Developmental/remedial or orientation Accounting with a grade of C or better, course credit may transfer to meet

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qualifications for admission, but such credit Transfer Credit and General Education is excluded from fulfilling graduation Requirements requirements. University of Baltimore lower-division gen- 6) A maximum of 12 semester credit hours eral education requirements may be satisfied in occupational/technical courses completed by transfer courses or by courses taken at at a regionally accredited college may be the University of Baltimore. Generally, eval- transferred and applied toward degree re- uation of applicable transfer credit is done quirements in the general elective category. on a course-by-course basis. However, there Additional credits in occupational/technical is flexibility in meeting these requirements courses may be applied to meet the credit under the conditions and in accordance qualifications for admission, but will not with the Maryland Higher Education be applied toward any degree requirement. Commission General Education and (This policy does not apply to radiologic Student Transfer Policies. (See the Policies technician, nursing or other occupational/ section in the back of this catalog.) These technical courses covered by other University conditions are as follows: policies and agreements.) 1) Students who transfer from a Maryland 7) Students who wish to appeal a decision public community college with an A.A. or regarding the transferability of a course A.S. degree will automatically fulfill lower- should first contact the Office of level general education requirements at the Undergraduate Admissions. If a satisfactory University of Baltimore. They will be re- resolution cannot be reached, the student sponsible for completing all upper-division may then appeal to the appropriate aca- general education requirements, in addition demic dean, or, in the case of a general to any graduation requirements not already education course, the dean of the Yale met. Gordon College of Liberal Arts. The third 2) The general education credits of students level of appeal is the provost. Appeals re- for whom the previous item does not apply garding transfer credit must be initiated by will be evaluated on a course-by-course students within one year of their initial basis in accordance with MHEC student enrollment. transfer policies. 8) The student transfer policies adopted by 3) Transfer students who need to take place- the Maryland Higher Education Com- ments tests to be eligible to enroll in re- mission, applicable to all Maryland public quired lower-level general education courses post-secondary educational institutions, are must do so by their second registration. listed in the appendix to this catalog. Transfer students will not be permitted to register a second time unless all required Please note: placement tests have been taken. 1) Not all transfer credits may be applicable 4) Applicants who hold a Maryland regis- to graduation requirements. All students are tered nurse or radiologic technician license required to take the last 30 credits toward are eligible to have certain general education the baccalaureate degree at the University of requirements satisfied. These include writ- Baltimore. ing, communication, social science and bio- 2) A maximum of 30 business credits can logical/physical sciences. Students must be used toward a UB liberal arts baccalaure- submit a copy of their license in addition to ate degree. their official transcripts. In addition, a

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maximum of 60 credits will be awarded/ sat- combination of credits from one or more of isfied for an RN or RT license in combina- the following sources: acceptable College tion with community college credits. Level Examination Program (CLEP) scores, acceptable Advanced Placement (AP) exam- Transfer From Maryland ination scores, successful completion of Community Colleges International Baccalaureate (IB) examina- Academic programs at Maryland’s commu- tions, Defense Activity for Non-Traditional nity colleges are articulated through the Education Support (DANTES) and/or ARTSYS program, available online at transfer credit for occupational competency/ http://artweb.usmd.edu. ARTSYS is a state- life experience. wide program that provides detailed course- Students may have earned some credits to-course transfer information, by these methods that are not applicable to recommended academic plans for transfer a degree at UB. Whether or not and in what and an unofficial transcript audit. By using manner these credits can be applied toward the system, a student can better plan for graduation requirements will be determined transfer to the University. by the appropriate dean or program director In some cases, the University of Baltimore or by the director of the First and Second has entered into articulation agreements with Year Program. individual community colleges. The agree- For transfer students, the CLEP,AP,IB, ments solidify a course of study and may DANTES or occupational competency/life award additional transfer credit. Copies of experience credits previously applied by these agreements are available online or another institution may be counted as part through a transfer counselor at the commu- of the credits required for admission. In nity college. addition, for transfer students, a waiver to the 30-credit limit on these credits may be Transfer From a Four-Year Institution granted by the appropriate dean or program Students transferring from a four-year insti- director when they are included as part of tution may transfer up to 90 credits. Of an associate degree. these, 70 will be considered at the 100 and 200 levels. If transferring from a four-year College Level Examination Program public institution in Maryland, courses (CLEP) Examinations designated as general education will transfer Since CLEP tests are most often taken to ful- in accordance with the Maryland Higher fill lower-division requirements, CLEP scores Education Committee General Education are acceptable for credit before completion of and Student Transfer Policies. (See the 90 credit hours. Once the student has begun Policies section in the back of this catalog.) the last 30 credits of study, CLEP scores are For specific information, please contact the no longer acceptable for credit. Office of Undergraduate Admissions. Advanced Placement (AP) Examinations CREDIT BY METHODS OTHER THAN The University of Baltimore will award FOR-CREDIT COLLEGE INSTRUCTION credit for Advanced Placement scores of 3 or (AP, CLEP, IB, DANTES, MILITARY higher. For information regarding general CREDITS, PRIOR LEARNING) education equivalencies or lower-level elec- The University of Baltimore will accept a tive equivalencies, check the UB Web site or maximum of 30 total credits earned by any contact the Office of Undergraduate

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Admissions. Enrolling students are required tended a secondary/high school, college or to submit official AP scores from the university outside the United States must College Board prior to matriculation to re- arrange, at their own expense, to have their ceive credit. academic records evaluated on a detailed course-by-course basis by a U.S. credentials International Baccalaureate (IB) evaluation service. English translations must Examinations accompany transcripts issued in a language Students who have completed higher-level other than English. International Baccalaureate (IB) courses or More information and appropriate forms the requirements for an IB diploma in may be obtained from the International high school and have successfully completed Services Office at 410.837.4756, the corresponding IB examinations may [email protected] or www.ubalt.edu/in- be entitled to credit at the University ternational. The University may also require of Baltimore. Contact the Office of some applicants to provide additional docu- Undergraduate Admissions for information. mentation such as syllabi and course de- Enrolling students are required to submit scriptions. official IB scores from the IBO prior to matriculation to receive credit. ENGLISH-LANGUAGE PROFICIENCY POLICY Defense Activity for Nontraditional Applicants who are nonnative speakers of Education Support (DANTES) English, regardless of citizenship or visa sta- UB awards credit based on scores on the tus, must demonstrate a satisfactory level of DANTES Subject Standardized Tests English proficiency.A minimum score of (DSST) and follows the recommendations 550 on the paper-based, 213 on the of the American Council on Education re- computer-based or 79 on the Internet-based garding the amount and type of credit version of the Test of English as a Foreign awarded for minimum scores. Those who Language (TOEFL) is required of both de- have training or learning experiences as mil- gree and nondegree applicants. itary personnel and would like additional First-year applicants who have com- information should contact the Office of pleted three years of study at a U.S. high Undergraduate Admissions. school and transfer applicants who have Credit for Prior Learning completed 56 or more transferable credits, The University of Baltimore itself does including English Composition with a not give academic credit for occupational grade of C or higher, at an accredited college competency/life experience. It will, however, or university in the United States are exempt accept up to 30 such credits, including insti- from the TOEFL requirement. tutional examination credits upon transfer, TOEFL information may be obtained when they have been awarded by a regionally from the Educational Testing Service, Box accredited academic institution and are docu- 6151, Princeton, NJ 08541-6151 or mented on an official transcript. www.toefl.org. The University of Baltimore’s reporting code is 5810.The University re- FOREIGN TRANSCRIPTS serves the right to require additional English-language instruction of any student. The University of Baltimore does not evaluate foreign transcripts. Applicants who at-

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INTERNATIONAL STUDENTS ciency requirements for admission to a full- The University of Baltimore welcomes time degree program. applications from qualified international stu- International applicants must submit the fol- dents. Students who submit transcripts from lowing as part of the application for under- an institution outside the United States graduate degree study: should refer to the section on Foreign 1) undergraduate application form Transcripts. Students who are nonnative 2) application fee (nonrefundable) speakers of English should refer to the 3) Supplemental International Applicant section on English-Language Proficiency. Information Sheet Immigrant and nonimmigrant students 4) official transcripts sent directly by each residing in the United States must submit secondary/high school (first-year applicants) copies of their green card (permanent and college or university (transfer appli- resident card) or visa documents with their cants) previously attended application for admission. Such documenta- 5) an independent course-by-course evaluation is relevant to the determination of the tion report of foreign transcripts by a U.S. applicant’s eligibility for Maryland residency credential evaluation service, if applicable for tuition purposes by the Office of (See Foreign Transcripts section.) Undergraduate Admissions and to the provi- 6) evidence of English-language proficiency, sion of immigration services to the applicant if applicable. (See English-Language by the International Services Office. Proficiency Policy section.) Immigration status is not a factor in 7) evidence of financial resources to cover evaluating the applicant’s eligibility for tuition and living expenses in full for the admission. duration of the applicant’s program of study. Students holding F-1or J-1visas must (F-1and J-1visa students only) maintain a full course of study in a mini- 8) English translations must accompany all mum of 12 credit hours each term during documents issued in a language other than the fall and spring semesters. International English. applicants, particularly those submitting for- International application procedures are eign academic credentials and those residing explained in further detail in the overseas, are advised to apply well in ad- University’s international student admission vance of the semester for which they are packet and on the International Services seeking admission: April 1 for fall, Nov.1 for Office Web site. spring and March 1 for summer. Some aca- For more information, contact the demic programs may have earlier applica- International Services Office, University of tion deadlines. Baltimore,1420 N. Charles St., Baltimore, The Form 1-20 (Certificate of Eligibility MD 21201-5779; tel.: 410.837.4756; fax: for Non-Immigrant F-1Student Visa Status) 410.837.6676; e-mail: [email protected]; or Form DS-2019 (Certificate of Eligibility Web: www.ubalt.edu/international. for Exchange Visitor J-1Status) is issued to those applicants who meet all academic, financial support and English-language profi-

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4) College Composition WRIT101 Academic Advising 5) Ideas in Writing IDIS 300. The University offers developmental The University is committed to academic ex- courses for students who lack skills required cellence and student success; therefore, a pro- by these courses. A primary reason why stu- fessional staff of academic advisers is available dents should take the placement exams early in the First and Second Year Program, the Yale in their academic career is that taking the Gordon College of Liberal Arts and the preparatory courses late can delay Merrick School of Business. Students should graduation. meet with an adviser before each registration See the Academic Resource Center Web site period to ensure that they are making proper for information about placement testing. See academic decisions and progressing toward the course descriptions in the catalog for infor- their degree. For some students, an adviser’s mation about preparatory courses (DVMA 93, signature is required for registration. It is im- DVMA 95, DVRW 90, DVRW 95 and WRIT portant that students become familiar with 200). their adviser and take advantage of these ex- First and Second Year Program perts’ in-depth knowledge of the various aca- Tel: 410.837.4186 demic programs and policies. FIRST AND SECOND YEAR PROGRAM Students should make an appointment to (FSP) ADVISING see an adviser before withdrawing from the University, even if they expect the with- The First and Second Year Program Office drawal to be temporary. provides highly individualized advisement Incoming students are urged to take any for students from the point at which they ac- necessary writing or math placement exami- cept UB’s offer of admission until they are nations before registering for their first se- accepted into the major of their choice. mester at the University. First and Second FSP students meet with an adviser at least Year Program students must take placement once a semester for program of study plan- tests prior to their first registration. Transfer ning. FSP advisers also provide students with students are required to take such place- a resource to help them understand how the ments tests prior to registration for their sec- University works, how to solve problems, ond semester at UB. Placement test scores how to pursue a growing interest or inspira- help the adviser do a better job of planning a tion and how to connect their academics to program of study with the student. Early their lives. The purpose of this advising is to testing also helps to ensure that all require- increase students’ persistence, success and re- ments are completed on schedule. tention and to help students to have confi- To ensure that students have the skills dence and clarity about their academic, necessary for success, they must take a place- career and life goals. In addition, FSP advis- ment exam prior to registration for the fol- ers participate in the UB Early Alert pro- lowing courses: gram to follow up on students who might be 1) College Algebra MATH 111 at risk of disengaging from their academic 2) Introductory Statistics MATH 115 work and to get those students back on track 3) Introduction to Business Statistics OPRE as quickly as possible. Students who are 201 identified through the Early Alert program

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(by either lapses in attendance or poor 8) students requesting to take more than 15 midterm grades) will be contacted by an FSP credits during a regular semester or 6 credits adviser. during a summer session FSP students should make an appoint- 9) students requesting to take a course at an- ment with an FSP adviser prior to registering other college or university. for classes, when contemplating withdrawing Students are responsible for reviewing from a class or making any other kind of carefully the requirements for their chosen schedule change and when preparing to offi- major program and seeking clarification cially apply for a major field of study. from a program director or adviser if neces- Yale Gordon College of Liberal Arts sary.Academic advisers are also available in Tel.: 410.837.5353 the Office of the Dean, Academic Center, Room 200, to provide information and clari- YALE GORDON COLLEGE OF fication about liberal arts programs, policies LIBERAL ARTS ADVISING and procedures. All new students in the Yale Gordon College Merrick School of Business of Liberal Arts must meet with the director Tel: 410.837.4945 or adviser of their major program prior to MERRICK SCHOOL OF registration for their first semester. Program BUSINESS ADVISING directors and advisers assist students in planning their academic careers and in selecting Academic advisement is available in the appropriate courses to satisfy degree require- Merrick Advising Center,William H. ments. Students new to a major are required Thumel Sr. Business Center, Room 142, to have an adviser’s permission to register for with daytime and evening hours. Scheduled any course and to make any changes to the appointments are recommended previously approved registration by adding or (410.837.4944). Advisers provide information dropping a course. on School of Business programs, policies Other students are strongly encouraged and procedures. All new candidates will re- to meet with a program adviser on a regular ceive a program of study and must meet basis. Those continuing students who must with an adviser prior to registering for their obtain advisement and a departmental first semester. Students in the online pro- and/or dean’s office signature before register- grams and who do not have access to the ing are: campus will be advised electronically. 1) students new to UB Academic advisers assist students in select- 2) students declaring a major ing appropriate courses to satisfy degree re- 3) students changing their major program quirements. Students are advised that any 4) probationary students deviation from their program plan must be 5) reinstated or readmitted students approved. Department chairs, specialization 6) nondegree students advisers and Merrick School faculty are also 7) students registering for an independent available to assist students in planning their study or internship academic program and to discuss career goals.

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Continuing students in good academic Students with current documentation of standing can register without an adviser’s sig- disabilities will be eligible for accommoda- nature and are responsible for following their tions, when appropriate. program plan of study.Continuing students Placement scores are valid for two years who must obtain advisement are: in accordance with the state guideline. 1) students changing their program or Students who need to take placements specialization tests to be eligible to enroll in required 2) students on academic probation lower-level general education courses must 3) readmitted students in good standing do so within their first semester. Students 4) reinstated suspended students will not be permitted to register for any 5) nondegree students courses after their first semester unless all re- 6) students registering for an independent quired placement tests have been taken. study or practicum course 7) students requesting to take more than 15 Placement Tests Taken at Another credits during a regular semester or 6 credits Institution during a summer session Placement tests taken at another institution 8) students requesting to take a course at an- within the last two years that are identical to other college or university. the placement tests used at UB may be used Although the academic adviser will assist to place students in the appropriate UB the student in planning a program, each stu- courses. Students must provide documenta- dent must assume responsibility for knowing tion of any test results that are less than two curriculum requirements and seeing that years old to the First and Second Year these requirements are met. Program director, who will determine placement based on UB’s current required scores. PLACEMENT TESTING AND If placement test scores are more than DEVELOPMENTAL COURSES two years old, the student must take the re- Placement Testing for Lower-Level quired placement tests at UB before register- General Education Courses ing for any general education courses that The University of Baltimore requires stu- require placement tests. dents to have their skills assessed in reading, writing and mathematics. All first-year un- Retest Policy dergraduate students are required to take After receiving the results of the placement placement tests prior to their orientation date tests, students may choose to retest one time and registration. First-year students will be but not sooner than 24 hours after the initial notified of their testing dates. Transfer stu- test and not later than one week after initial dents who have satisfied MHEC general ed- testing. The higher score will be used for ucation requirements in composition and placement. mathematics at another college or university are exempt from placement testing. Transfer students who need to take placement tests should contact the Academic Resource Center, 410.837.5383.

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ACADEMIC ADVISING

Appeal Policy quired to complete developmental courses Students who earn a score close to the mini- offered at a community college before en- mum acceptable score are allowed to appeal rolling in fall semester courses. These stu- the retest score one time. An appeal requires dents must provide transcripts to document a consultation with the academic adviser and course completion and a final passing grade a written request using the Request for an of C- or better. Appeal Form, located in the First and Second Year Program Office. The deadline Developmental Course Repeat Policy for submitting the appeal is no later than Students are required to earn a C- or better two weeks after the student’s retest. If the ap- in any developmental course to progress peal is granted for the writing test, the stu- into the next course. Students who do not dent will be asked to produce another timed earn at least a C- are allowed to repeat the writing sample that will be scored by the course one time. Since grades in develop- Academic Resource Center (ARC). If the ap- mental courses are not computed into the peal is granted for the reading test, the stu- GPA, students who must repeat these dent must make an appointment with the courses should not file repeat/replace course ARC to take the Nelson-Denny Reading forms. Test. If the appeal is granted for the mathe- If after two attempts the student still has matics test, the student is to contact the not achieved a C- or better, the student will ARC for an appointment, which will consist be required to suspend taking classes at UB of reviewing the student’s mathematical his- until all of the following have been com- tory and taking the math appeal exam. In all pleted: cases, the highest score (test, retest and ap- 1. The student and an adviser meet and cre- peal) will determine the appropriate place- ate a plan of study to address developmental ment. needs. 2. All developmental requirements are com- Developmental Course Placement pleted at another institution, which may be a Students will be advised to register for ap- community college. propriate courses based on their placement 3. The student provides an official transcript scores. The writing and reading test deter- showing that all developmental requirements mines initial enrollment in WRIT101 have been passed. (College Composition), DVRW 95 (College Students should refer to the Continuous Reading and Writing II) or DVRW 90 Enrollment/Leave of Absence section of this (College Reading and Writing I).The mathe- catalog regarding the amount of time that matics placement test determines initial en- they may stop out for this purpose. rollment in MATH 115 (Introductory When all of these conditions have been Statistics), MATH 111(College Algebra), met, the student should contact the FSP aca- OPRE 201(Introduction to Business demic adviser or the appropriate dean to Statistics), DVMA 95 (Intermediate Algebra) arrange to register for classes in the next aca- or DVMA 93 (Introductory Algebra). First- demic semester. Students who have been out year students who score below the DVMA for more than two consecutive semesters 95 or DVRW 90 entry score are required to must reapply for admission. meet with an FSP adviser and may be re-

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REGISTRATION

During advance registration, the student Registration will submit a class schedule and have the course selection confirmed. The student Office of Records and Registration will receive a class schedule and a statement Tel: 410.837.4825 of fees at the end of the registration period. Fax: 410.837.4820 The registration will be completed if pay- E-mail: [email protected] ment is made in full, payment arrange- Web: www.ubalt.edu/records ments have been made, the student has enough financial aid to cover the full bal- SCHEDULE OF CLASSES ance, the student has enough financial aid to cover half of the full balance and has on The schedule of classes, posted online prior file in the Bursar’s Office a signed and ap- to advance registration each semester, is the proved deferred payment form or the stu- official record of the class offerings for that dent has submitted an approved third-party semester. The schedule of classes, along with contract by the specified payment deadline. additional information about courses, regis- Students who register and do not with- tration dates, University policies, academic draw will be held responsible for tuition calendar and information necessary to plan and fees, even if they never attend class. for the semester, is available on the University’s Web site at www.ubalt.edu/myub IN-PERSON REGISTRATION and www.ubalt.edu/records. In-person registration allows students to reg- ADVANCE REGISTRATION ister immediately prior to the beginning of an academic term. Enrollment into classes is Advance registration allows degree-seeking limited to space availability in each specific students the opportunity to register for the course section. next semester when the largest array of open course sections is available. This option will LATE REGISTRATION ensure students the greatest flexibility in scheduling their classes. During the first week of the semester (and Degree-seeking students are urged to reg- the equivalent period during the summer ister early for the following semester. New term), late registration is held. An additional students who have been officially accepted late registration fee is required. This is the by the Office of Undergraduate Admissions student’s last opportunity to register for prior to the registration period may register. classes in a semester. It is important to note Registration is continuous from the initial that classes are already in progress and the date announced in the academic calendar student will have to make up any work that through the end of the advance registration has been missed. period. Schedule adjustments, such as REGISTRATION FOR AUDIT AND add/drop, may be done during this period CHALLENGE according to the specific calendar established for each term. Students may register to audit certain courses, without credit, and for challenge ex-

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REGISTRATION

amination, with credit, at the time of regis- GOLDEN I.D. tration with the written permission of the It is the policy of the University System of appropriate dean. There is no reduction in Maryland to extend special privileges, where tuition and fees for a registration or chal- practicable, to senior citizens who are resi- lenge on the basis of an audit. dents of the state of Maryland and enrolled in one of its institutions. The term “senior CANCELLATION OF REGISTRATION citizen” includes any individual who is 60 The University of Baltimore reserves the years of age or older, who is retired and right to cancel the registration of any student whose chief income is derived from retire- who has not complied with the appropriate ment benefits, and who is not employed full procedures, rules and regulations and finan- time. For details, see the Policies section of cial requirements of the University. this catalog.

TRANSCRIPTS Tuition and Fees The transcript is the official record of the student’s academic program and is released Bursar’s Office only upon written authorization of the stu- Tel: 410.837.4848 dent or by the authorization of the judicial E-mail: [email protected] system.

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KNOWLEDGE THAT WORKS UGRAD_CAT_A-2_sized.qxp 8/13/07 12:17 PM Page 45 Tuition Feesand

Bursar’s Office Tel: 410.837.4848 Toll-free: 1.877.ApplyUB E-mail: [email protected] UGRAD_CAT_A-2_sized.qxp 8/13/07 12:17 PM Page 46

TUITION AND FEES

Web: www.ubalt.edu/bursar University part-time flat fee $70

The Bursar’s Office does not cancel sched- Out-of-State Resident ules for nonpayment. If you decide not to Full-Time (12 or more credit hours per attend, you must formally withdraw by sub- semester, day and/or evening) mitting a drop form to the Office of Tuition, per semester $9,053.50 Records and Registration or by dropping University full-time online using MyUB. However, if you do not flat fee $804.50 make payment in full or payment arrange- Total, per semester $9,858 ments with the Bursar’s Office by the established payment due dates, your account will Part-Time (fewer than 12 credits) be charged a late-payment fine of $75. Tuition, per credit hour $754 NOTE: Notwithstanding any other provi- University part-time sion of this or any other University (college) per-credit fee publication, the University (college) reserves (not to exceed $309.50) $56 the right to make changes in tuition, fees and Technology fee per credit other charges at any time such changes are (not to exceed $72.50) $6 deemed necessary by the University (college) Total, per credit hour $816 and the University System Of Maryland University part-time flat fee $70 Board of Regents. The following tuition and fees apply to PARKING the 2007-08 academic year. Please visit Parking permits are available in the Bursar’s www.ubalt.edu/tuition for the most up- Office. The parking fee is included in the to-date information regarding tuition University flat fee; there is no additional and fees. charge for a parking permit. However, the Bursar’s Office requires a completed park- 2007-08 TUITION AND FEES ing application. Maryland Resident Full-Time (12 or more credit hours per OTHER CHARGES AND FEES semester, day and/or evening) Application Fees: Tu i t i on $ 2,6 62.50 (payable at the time of application and not University full-time refundable) flat fee $804.50 Online application $30 Total, per semester $3,467 Paper application $45 After deadline, all applications $60 Graduation Fee (undergraduate): $30 Part-Time (fewer than 12 credits) (payable at the time of application and not Tuition, per credit hour $243 refundable) University part-time This fee and all other outstanding charges per-credit fee must be paid before a degree will be (not to exceed $309.50) $56 conferred. Technology fee per credit (not to exceed $72.50) $6 Total, per credit hour $305

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TUITION AND FEES

Graduation Late Filing Fee: $10, payable at student’s account $25 (for the returned the time of filing check charge). A notice will be sent from the Bursar’s Office and the student will have Laboratory Fee: variable as indicated each se- seven days to redeem the check. Any student mester under each course in the schedule of who fails to do so will be subject to discipli- classes, and not refundable after the last reg- nary action. Any check returned by reason ularly scheduled registration date of a closed account will subject the student to disciplinary dismissal from the University. Returned Check Charge: $25 charged for 6) Graduate students taking undergraduate each returned item, payable on the first of courses will be billed at the undergraduate the month following the charge tuition level. Undergraduate students taking graduate courses will be billed at the gradu- Collection Charge: 17 percent of the unpaid ate tuition level, unless otherwise noted. balance, assessed when accounts are forwarded to the Maryland Central Collections CREDIT CARD PAYMENTS Unit The University accepts credit cards in person, over the phone and via the Web. (Web credit Express Transcript Fee: $5 payable at the time card payments are charged 2.4 percent conven- of issuance ience fees.) The University also accepts electronic fund transfers from checking and savings Duplicate I.D. Charge: $15 payable at the via the Web. (Information is available at time the card is issued www.ubalt.edu/bursar.)

POLICIES DEFERRED PAYMENT PLAN The following policies govern tuition and Normally, tuition is payable in advance for fees: the semester. The University of Baltimore 1) If a student has not paid all bills from a has partnered with Sallie Mae for a tuition previous semester, the student will not be al- payment plan. Information is available on lowed to reenter for the current semester. the Web at www.TuitionPayEnroll.com. 2) If a student has an unpaid balance, the University will not issue official transcripts TUITION CREDIT AND/OR or any other official evidence of attendance REFUND FOR WITHDRAWAL or attainment until the balance is cleared. A student wishing to withdraw from a 3) Candidates for graduation must pay in course must submit an official withdrawal full all bills due the University before a de- request to the Office of Records and gree will be conferred. Registration. Students who withdraw online 4) All checks or money orders must be for using the MyUB system should always con- the exact amount of the charges and made firm the completion of their withdrawal by payable to the University of Baltimore. reviewing their schedule after submitting Postdated and two-party checks are not the withdrawal or by contacting the Office acceptable. of Records and Registration. No credit or 5) If a student’s check is returned unpaid by tuition refund will be made unless such an his/her bank, the University will charge the

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TUITION AND FEES

official notice is submitted. The computa- Beginning with the second week of the tion of any credit or refund is made from semester, 80 percent of the tuition shall be the date the formal notice of withdrawal is credited and refund made if applicable. submitted to the Office of Records and Beginning with the third week of the Registration and not from the date the stu- semester, 60 percent of the tuition shall be dent stopped attending any class(es). credited and refund made if applicable. Discontinued attendance, notification to the Beginning with the fourth week of the instructor or any other office will not consti- semester, 40 percent of the tuition shall be tute an official withdrawal. In all cases, re- credited and refund made if applicable. sponsibility for official withdrawal rests with Beginning with the fifth week of the the student. semester, 20 percent of the tuition shall be For information concerning the compu- credited and refund made if applicable. tation of the refund, please contact the After the end of the fifth week of the Bursar’s Office, 410.837.4848. semester, no tuition shall be credited or When a student officially withdraws refunded to the student. prior to the beginning or completion of a *Once the semester begins, fees are semester, the financial obligation is com- nonrefundable. puted on the basis of the refund schedule **The summer and winterim refund pol- posted on the Bursar’s Office Web site and icy will be posted on the Bursar’s Office as described below under Refund Policy, as Web site. specified by the University System of Maryland Board of Regents. Fees are not refundable after the start of the semester. A student who registered as a full-time undergraduate (12 credits or more, day and/or evening) will be charged the appropriate resident or nonresident full-time rate. If the student then drops to less than full time after the first week of classes, he will not be eligible for a reduction of the charges that reflect part-time status. Any student dismissed by the University for disciplinary reasons shall not be entitled to any tuition or fee credit or refund.

REFUND POLICY Before the first day of class,100 percent of tuition and fees shall be credited and refund made if applicable. Before the end of the first week of class of the semester,100 percent of tuition shall be credited and refund made if applicable.

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FinancialAssistance, Programs ofAid,Academic Policies and Undergraduate Learning Goals

Office of Financial Aid Tel: 410.837.4763 Toll-free: 1.877.ApplyUB E-mail: [email protected] UGRAD_CAT_A-2_sized.qxp 8/13/07 12:17 PM Page 50

FINANCIAL ASSISTANCE

Financial Assistance APPLICATION PROCESS To be considered for most types of aid, students must complete the Free Application Office of Financial Aid for Federal Student Aid each and every year Tel: 410.837.4763 of their college education. Online applica- Toll-free: 1.877.APPLYUB tions are available at www.fafsa.ed.gov.All E-mail: [email protected] students are encouraged to submit the FAFSA after Jan.1 and before March 1. The University of Baltimore recognizes the Some students may be required to pro- need for financial aid to help students meet vide additional information when selected the cost of higher education. Funds are for verification. The Department of available in the form of grants, scholarships, Education randomly selects who must sub- employment and loans. These are provided mit verification of their FAFSA information. through federal, state and institutional Please check the financial aid Web site sources. Funds are awarded primarily on the (www.ubalt.edu/financialaid) and MyUB basis of need and in order of application. for any other requirements or outstanding There are also scholarship awards based on documents. academic achievement available to first-year Students whose files are complete by the and transfer students. March 1 priority deadline should receive notification of their eligibility in April. Files GENERAL ELIGIBILITY REQUIREMENTS completed after that date will be reviewed To receive financial aid, an eligible student on a rolling basis. For students whose files must: are not completed in time for their tuition 1) be admitted into a degree or eligible cer- bill due date, payment arrangements must tificate program be made with the Bursar’s Office. 2) be a U.S. citizen or eligible noncitizen Students transferring from another insti- 3) not be in default on a loan or owe a re- tution to UB must realize that all financial payment on a grant at any institution aid does not automatically transfer. Contact 4) be making satisfactory academic progress the Office of Financial Aid for any assis- 5) be registered with Selective Service, if re- tance. quired SAMPLE BUDGET/TYPICAL EXPENSES 6) be in compliance with all drug and alcohol policies. The following budgets are typically used when calculating the financial need of students with the characteristics indicated. Other budgets can be obtained from the financial aid office. Adjustments to student budgets can be made to reflect special needs of individual students. The following figures are estimated for the academic year 2007-08 for in-state students. (All budget amounts are subject to change.)

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FINANCIAL ASSISTANCE

Average full-time undergraduate student 4) changes residency status Dependent 5) enrolls in courses not required for the ac- With Parents Independent ademic program. Number of months 9 9 Financial aid can be used for the amount Tuition and fees $7,074 $7,074 of time a student actually attends classes. A Books and supplies 1,200 1,200 student who has not adequately attended Room and board 1,900 9,450 classes or has withdrawn from all classes Personal expenses 2,374 2,374 may be required to repay part or all of the Transportation 2,624 2,624 financial aid money received. Withdrawing Total Estimated from classes can also affect future financial Budget $15,172 $22,722 aid eligibility, and students are encouraged to meet with a financial aid counselor prior SATISFACTORY ACADEMIC to dropping classes. PROGRESS (SAP) STUDY AT OTHER Students must show progress toward their INSTITUTIONS/STUDY ABROAD academic objective to receive financial aid. Students who do not meet these require- Students may not receive financial aid ments will be placed on financial aid proba- from two institutions at the same time. tion or have their eligibility suspended. The However, a student may receive financial aid following areas are considered in determin- for courses taken at another institution if ing academic progress: the appropriate academic official approves 1) grade point average the courses, and the courses will be applied 2) total credits attempted to the student’s degree. Students contem- 3) percentage of credits successfully plating enrolling for one or more courses at completed another school should make an appoint- 4) remedial coursework ment with a financial aid counselor well in 5) academic dismissal. advance of enrolling at the other school. The This policy is for financial aid eligibility student must provide proof only and does not represent the academic of the UB adviser’s permission to take requirements of the University. More details the course(s).A consortium agreement of this and other financial aid policies can between the two institutions may be be found at www.ubalt.edu/ required. financialaid. It is the student’s responsibility to meet payment obligations at the host school. ATTENDANCE, WITHDRAWAL AND Students must notify the financial aid office RETURN OF FUNDS POLICY of any changes in their enrollment. Adjustments to a student’s financial aid award may be required if the student: 1) withdraws or drops from classes 2) changes the number of credits of enrollment 3) receives additional funds from outside sources

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PROGRAMS OF AID

National Science and Mathematics Access Programs of Aid to Retain Talent Grant (SMART) This grant is for undergraduate students 1) Institutional grants and scholarships receiving Pell Grants who are U.S. citizens 2) Federal Pell Grant enrolled full time in their third or fourth ac- 3) Federal Supplemental Education ademic year of an eligible degree program in Opportunity Grant specific University of Baltimore majors. 4) Academic Competitiveness Grant (ACG) 5) National Science and Mathematics Institutional Grants Access to Retain Talent Grant (SMART) These grants are funded by the University of 6) Federal work-study Baltimore and are awarded based on the stu- 7) Federal Perkins Loan dent’s financial need. Students may be re- 8) Federal Stafford Loan quired to enroll at least half time and meet 9) Parent Loan for Undergraduate Students the required grade point average, as well as (PLUS) fulfill other requirements. 10) Graduate PLUS Loan LOAN PROGRAMS 11) Private/alternative loan Federal Perkins Loan GRANT PROGRAMS Low-interest (5 percent) loans are available Grants are based on expected family contri- to eligible students who show financial bution (EFC) and enrollment. need. Repayment begins nine months after a student ceases to be enrolled at least half Federal Pell and Supplemental Education time. No interest accumulates until the end Opportunity Grants of this grace period. A maximum 10-year re- These federally funded grants are awarded payment period is allowed. A variety of can- to exceptionally needy students working on cellation and deferment provisions are their first bachelor’s degree. available to qualified individuals.

Academic Competitiveness Grant (ACG) Loan Requirements: This grant is for undergraduate students re- 1) First-time borrowers must complete ceiving Pell Grants who are U.S. citizens en- online entrance counseling detailing rolled full time in their first or second borrower’s rights and responsibilities. academic career year of study having just 2) Students must complete online exit completed a rigorous secondary school counseling prior to leaving the University program due to graduation, dismissal, transfer, withdrawal or dropping below 6 credits. Failure to complete this process will result in a hold being placed on transcripts and diplomas.

Federal Stafford Loan All applicants must complete the FAFSA. Loan requirements include:

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PROGRAMS OF AID

1) First-time borrowers must complete on- those students who are not eligible for line entrance counseling detailing borrower’s need-based aid. Students may pay the inter- rights and responsibilities and a Master est while in school and interest payments Promissory Note. (without penalty) may be made monthly, 2) Current enrollment, previous loan quarterly or automatically capitalized amounts, number of credits completed and (added to the loan principal). Independent academic progress will be reviewed. students may be eligible for additional un- 3) Students must complete exit counseling subsidized funds. Students must be en- (online or in person) prior to leaving the rolled at least half time for loan eligibility. University due to graduation, dismissal, Students have a six-month grace period for transfer, withdrawal or dropping below 6 repayment. credits. Failure to complete this process will result in a hold being placed on transcripts Federal Parent Loan for and diplomas. Undergraduate Students (PLUS) Subsidized loans are available to stu- This program allows parents to borrow on dents who are determined to have financial behalf of their dependent children. The need. The government pays the interest for maximum amount available is determined these loans. Unsubsidized loans are for by the amount of the student’s cost of edu-

MAXIMUM ANNUAL LOAN LIMITS CHART—SUBSIDIZED AND UNSUBSIDIZED Dependent Independent Year undergraduate undergraduate Graduate/law First year $3,500 $7,500—no more than $3,500 of this amount may be in subsidized loans $20,500—no more Second year $4,500 $8,500—no more than $4,500 than $8,500 of this of this amount may be in amount may be in subsidized loans subsidized loans Third year and $5,500 $10,500—no more than $5,500 each year beyond of this amount may be in subsidized loans Maximum $23,000 $46,000—no more than $23,000 $138,500—no more total debt of this amount may be in than $65,500 of this from Stafford Loans subsidized loans amount may be in sub- upon graduation sidized loans; the graduate debt limit includes loans received for undergraduate study

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PROGRAMS OF AID

cation minus other financial aid. A credit INSTITUTIONAL SCHOLARSHIPS check is required. The majority of undergraduate scholarships are only available to new incoming students PRIVATE/ALTERNATIVE LOANS who have at least 24 transferable credits at Additional funding (nonfederal) in the form their original time of entry to the University of loans may be available to students. of Baltimore. They are primarily for those Information and applications are available engaged in full-time study (minimum of 12 on lender Web sites. credits per semester, excluding summer and winterim) at the University of Baltimore. STATE SCHOLARSHIPS Scholarship deadlines vary. For the most up- In addition to federal financial aid opportu- to-date information, please visit nities, the state of Maryland provides many www.ubalt.edu/scholarships to view the de- scholarships to its residents. Each scholar- tails and deadlines of each scholarship. The ship has specific requirements and applica- University reserves the right to make any tion processes. More information about changes deemed appropriate. Specific ques- these scholarships may be obtained from the tions should be directed to the Office of Office of Student Financial Assistance at the Financial Aid at 410.837.4763. Maryland Higher Education Commission MERIT SCHOLARSHIPS at www.mhec.state.md.us or 410.260.4565 or by calling the UB Office of Financial Aid. For First-Year Students All new, incoming first-year students will be STUDENT EMPLOYMENT automatically considered for merit- and Students awarded federal work-study need-based awards (FAFSA required). No funds may work in a variety of jobs separate application is required. throughout the college and the surrounding To be considered for these scholarships, community. Jobs are generally limited to a students must: maximum of 20 hours a week while classes 1) have applied for admission and submit- are in session, and some positions may have ted all required credentials (including tran- additional hours available during semester scripts from ALL previously attended breaks (limited to 30 hours). Jobs usually secondary schools and colleges).The final pay between $7 and $10 per hour. secondary school transcript with graduation Individual hours available for employment date posted must be received by July 15 for are restricted to the amount of the award for fall admission. Note: Students must be ad- each student. Enrollment in at least 6 cred- mitted before they can be awarded a schol- its and satisfactory academic progress is nec- arship. essary to maintain eligibility for this 2) register and maintain full-time continu- program. ous enrollment (a minimum of 12 credits) 3) register and maintain full-time continu- REGISTRATION DEADLINES ous enrollment (a minimum of 12 credits) 4) submit a Free Application for Federal Students registering for semester classes after Student Aid at www.FAFSA.ed.gov by the census date will not receive financial aid March 1 for full consideration of all federal, for those courses. This includes all late-start state and institutional aid. UB’s Title IV and special-session courses. school code is 002102.

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PROGRAMS OF AID

Merit scholarships will vary in amount the last semester’s courses must be submitted and will be renewable. Eligibility will be to the Office of Undergraduate Admissions based on the strength of the student’s high upon completion of that semester. Note: school curriculum, grades earned and sub- Students must be admitted before they can mitted standardized test scores. More de- be awarded a scholarship. tailed information can be found on the 2) have at least 24 transferable credits financial aid Web site at www.ubalt.edu/ 3) register and maintain full-time continu- financialaid or in the UB financial aid ous enrollment (a minimum of 12 credits) brochure. 4) submit a Free Application for Federal Student Aid at www.FAFSA.ed.gov by March For Transfer Undergraduate Students 1 for full consideration of all federal, state All new incoming transfer undergraduates and institutional aid. UB’s Title IV school will be automatically considered for merit- code is 002102. and need-based awards (FAFSA required). Students will continue to receive these No separate application is required for the scholarships as long as they are full time and following transfer scholarships: maintain the appropriate UB GPA until they reach 120 credits or graduate, whichever oc- UB Honors Scholarship curs first. If a student does not enroll full Amount: $2,500 per year time and/or maintain the necessary GPA, Criteria: a cross-cumulative GPA of 3.5 or the scholarship will be cancelled. A student higher may appeal this decision by contacting the Renewal: A UB GPA of 3.25 must be main- Office of Financial Aid or by downloading tained. the appeal form from www.ubalt.edu/financialaid. Dean’s Merit Award Amount: $1,500 per year SPECIAL/DONOR SCHOLARSHIPS Criteria: a cross-cumulative GPA of 3.0-3.49 The following scholarships are available to Renewal: A UB GPA of 2.75 must be main- full-time students who have at least 56 trans- tained. ferable credits unless otherwise noted. Some of these scholarships are available to both Academic Achievement Award new and continuing students; others are Amount: $750 per year available only to one category, either new or Criteria: a cross-cumulative GPA of continuing. Awards are for fall and spring 2.5-2.99 only; summer and winterim are excluded. Renewal: A UB GPA of 2.25 must be main- Most of these scholarships can be combined tained. with the above institutional merit scholar- To be considered for these scholarships, ships. students must: Apply for the special scholarships using the 1) have applied for admission and submitted scholarship application available at all required credentials (including transcripts www.ubalt.edu/scholarships. Scholarship dead- from ALL previously attended colleges and lines vary. Please visit www.ubalt.edu/ schol- universities) except for the current semester’s arships to view the details and deadlines of credits in progress. The final transcript with each scholarship. Be advised that some scholarships are awarded beginning with the fall se-

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mester. Additional application requirements for This $500 scholarship is given at the begin- specific scholarships are given below. ning of the fall and spring semesters. Scholarship funds cover tuition expenses Eligibility will be a 3.5 or higher GPA along only (not fees) and are subject to funding with a demonstrated excellence in writing availability. and an established record of promoting ethical awareness and concern in his/her com- Accounting Scholarship Enhancements munity.Applicants are required to submit a Entering undergraduate accounting students three- to four-page essay, along with two let- with at least a 3.5 cross-institutional GPA ters of recommendations and a letter of ap- may apply for an enhancement award of up plication to the Hoffberger Center for to $300 per academic year ($200 per year Professional Ethics, Academic Center, Room for those with at least a GPA of 3.25).This 204, 410.837.5324. The fall application dead- award may be combined with other scholar- line is July 15 and the spring application ships. Awards of lesser amounts are available deadline is Dec.15. to part-time students. David A. Adey Veterans Scholarship CIAMPA Scholarship (AFSCME) This scholarship is available to veterans or This award is designated for AFSCME descendants of a veteran who served in members and their families. The award is Vietnam or during the Vietnam War era made to new students annually and may be (May 1964-May 1975).The award is for new renewed for up to two years. A minimum or current students and is made annually for cross-cumulative GPA of a 3.0 is required. $500 per academic year ($250 per semester). The amount of this award varies. Proof of Applicants should file a letter of interest union affiliation and essay are required. and attach the DD-214 form indicating their discharge or the discharge of their parent or Baltimore Security Analysts grandparent from the armed forces. Society Scholarship The Baltimore Security Analysts Society has Diana C. Hooper Moser been presenting the University of Baltimore Accounting Scholarship funds for this award annually.The amount This scholarship is awarded to a full- or and number of awards is contingent upon part-time student who is majoring in ac- the amount of funding the University re- counting. Students must have a 3.0 cross-cu- ceives. Awards are restricted to current UB mulative GPA and submit a two-page essay students with a 3.5 GPA or better, who explaining their need for the scholarship and demonstrate financial need and indicate a demonstrating that they possess good moral strong inclination toward investments or fi- character. The award is for one year ($500 nance as a major. This award is restricted to per semester) and is dependent upon fund- U.S. citizens or permanent residents. ing.

Catherine Gira Spirit of Ethics Eastern Shore Scholarship Scholarship This is an annual scholarship awarded to This scholarship is open to all undergradu- Eastern Shore residents. The amount of this ate, graduate and law school students (full or award varies. Recipients may enroll on a full- part time, at least 6 credits each semester). or part-time basis. This scholarship is avail-

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able only to new undergraduate and gradu- must demonstrate financial need (FAFSA reate students. This scholarship will be given to quired) and complete an essay. applicants from either Dorchester, Wicomico, Worcester, Somerset, Talbot, John J. Leidy Scholarship Queen Anne’s or Kent counties, with at least This scholarship is awarded to a full-time a 3.5 GPA for their last 30 credits or a 3.25 current student who has completed between cross-institutional GPA. An essay is required. 12 and 23 credits at UB with a UB GPA A minimum GPA of 3.0 is needed to retain of 3.5 or higher and a cross-institutional GPA the scholarship. of at least 3.0.Applicants who have completed 24 UB credits at the time of Ellyse M. Ellaby Scholarship application must present a minimum UB This scholarship is available to new or cur- GPA of 3.5.Verification of financial need rent full-time students. First preference is (FAFSA) is required. An essay is required. given to marketing majors. It requires a The amount of this award varies. cross-institutional GPA of at least 3.25 and an essay.A UB GPA of at least 3.0 is required The Larry C. Wing Sr. Veterans Award to retain the scholarship. The amount of the This scholarship is available to all undergrad- award varies. uate, graduate and law school students (full- or part-time students who enroll for at least Follett Bookstore Scholarship 6 credits each semester) who are veterans. This scholarship entails a one-semester (non- This award is given at the beginning of the renewable) book voucher of up to $300, of- fall and spring semesters. Eligibility will be fered for continuing part- or full-time based on contributions in areas that benefit students with a minimum UB GPA of 3.0 veterans, the University of Baltimore and/or and demonstrated financial need. Preference community life. All applicants must provide will be given to students not receiving finan- a letter of recommendation from the service cial aid through the University, an employer or agency where services were rendered and or any external agent. (A separate applica- proof of veteran status. The fall application tion, available from the Office of Financial deadline is Aug. 15, and spring application Aid, is required.) deadline is Jan.15.A separate application must be obtained from and returned to the John Demyan Jr. Scholarship Office of Financial Aid at the University of (Bank of Glen Burnie) Baltimore, Academic Center, Room 123, This two-year scholarship award is made to 410.837.4763. a qualified resident of Anne Arundel County who plans to enroll in the School of Business Matthew J. Murad Scholarship full time. This award is available to new stu- This award is designated for a student who is dents, and the amount of the award varies. majoring in finance or accounting. The stu- The scholarship requires a cross-institutional dent must demonstrate high financial need GPA of 3.25 or higher and a UB GPA of at and superior academic achievement. The du- least 3.0 to retain this scholarship. Applicants ration and amount of award are dependent

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upon funding. A FAFSA must be on file with for up to 11credits, the award is based upon a the UB Office of Financial Aid. maximum of 9 credits.

Maryland Law Enforcement Scholarship Scott Morgan Scholarship This is a one-year award made to a new or Apply directly to Disability Support current, full- or part-time qualified student Services. This award is designated for a new in the Criminal Justice program. The or current full-time undergraduate School amount of this award varies. Applicants of Business student with learning disabili- must be pre-service law enforcement per- ties. Preference is given to a School of sonnel. This reward requires a statement that Business student but may be given to any discusses the applicant’s background and ca- student with a learning disability.Applicants reer plans. The chair of the Division of will be required to submit verification of Criminology, Criminal Justice and Social disability, according to the definition of the Policy makes the selection. Americans with Disabilities Act of 1990, to the director of Disability Support Services. Morris Bloom Scholarship This award requires a cross-institutional Apply directly to Disability Support GPA of 2.5 (with preference given to 3.0 or Services. This award is designated for a new higher) and an essay.The award covers two or current degree-seeking student who is years of full-time or four years of part-time deaf or hard of hearing. Applicants will be study at the undergraduate in-state tuition required to submit verification of disability, rate; renewal is not automatic. according to the definition of the Americans with Disabilities Act of 1990, to Theodore Halbert Wilson Scholarship for the director of Disability Support Services. Literature It requires a cross-institutional GPA of 3.0 This scholarship is for new students seeking with preference given to 3.5 or higher. The a degree in English with a specialization in student must maintain a 3.0 GPA to retain literature. It is offered every other year and the award. The award covers two years of requires an application describing the appli- full-time or four years of part-time study at cant’s professional interest and background the undergraduate in-state tuition rate; re- in literature, two academic recommendations newal for subsequent years is not auto- (at least one must be from the applicant’s matic. college English professor), the completion of first-year composition and a minimum of 6 Part-Time Scholars Program credits in literature. It requires a cross-cumu- (50 percent of in-state tuition) lative GPA of at least 3.5.The amount of this A limited number of scholarships are award varies. awarded to new part-time undergraduates who have a cross-institutional GPA of at William Knobloch Scholarship least 3.25, have at least 24 transferable credits This scholarship is awarded to a new student and enroll for 6-11credits per semester. The who is transferring from the Baltimore City award is for eight semesters and requires at Community College with a cross- least a UB GPA of 3.25 or higher to retain the institutional GPA of at least 3.0, who is a resi- scholarship. Although a student may enroll dent of the Sandtown neighborhood. If no current resident qualifies for the scholarship,

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students who meet all other criteria and have University Scholarship for some ties to the neighborhood, such as a pre- Students With Disabilities vious resident, will be eligible. The duration Apply directly to Disability Support and amount of the award varies. Services. Applicants must meet the following min- William Randolph Hearst Scholarship imum requirements: This four-semester scholarship is available to 1) be a degree-seeking candidate (new or new and current part-time students who current undergraduate or graduate) have experienced an interruption in their 2) have a minimum cumulative GPA of 2.5 studies (of at least a few years) and who are 3) submit a statement of financial need (see working toward their first bachelor’s degree. FAO) The amount of the award is dependent upon 4) complete a 500-word essay on a selected funding and is renewable for up to four se- topic. mesters as long as scholarship guidelines are Applicants will be required to submit met. verification of disability, according to the Applicants must: definition of the Americans with Disabilities 1) have a cross-cumulative GPA of 3.25 or Act of 1990, to the director of Disability higher Support Services. The award covers two 2) plan to enroll for at least 6 credits years of full-time or four years of part-time 3) demonstrate financial need (FAFSA study at the undergraduate in-state tuition required) rate. 4) submit a 500-word essay. Since first priority will be given to single Additional Important Information parents, and second preference will be ac- If a scholarship requires an essay but does corded to those who do not receive tuition not indicate a specific topic, please submit a benefits (including reimbursement from 300-500-word typed and double-spaced their employers), applicants should explain essay explaining why you would like to study their specific life circumstances and chal- at the University of Baltimore. Indicate, if lenges/responsibilities as well as the reasons appropriate, any specific areas of academic for the interruption in their studies. A and professional interest. You may wish to cumulative GPA of 3.25 at the University of discuss past work in your intended field and Baltimore is needed to maintain the allied fields and outline your plans for a pro- scholarship. fessional career. If there are any specific financial or academic circumstances you wish Women’s Forum Scholarship to bring to the attention of the scholarship This award is designated for an undergradu- committee, please feel free to do so. If you ate or graduate student who has completed have any questions, please contact the Office 12 or more credits and carries a minimum of Financial Aid at 410.837.4763. GPA of 2.8. The award is for $500 and can be applied toward tuition, books, childcare LAURENCE SHORT ACADEMIC AWARD or transportation. Visit the following site for FOR INTERNATIONAL STUDENTS application information: The Laurence Short Academic Award for www.usmd.edu/Leadership/Workgroups/ International Students was established WomensForum/student.html. through an endowment funded by a gener-

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ous international alumnus, Ali Alemi, M.S. EMERGENCY LOANS ’82, and his family.A cash award of $500 is The ACG Student Emergency Loan was es- given annually to an undergraduate student tablished with a grant from the Association holding nonimmigrant F-1visa status. The for Corporate Growth to help students meet annual award is competitive and recognizes emergency financial obligations that may high scholastic achievement at the University threaten their continued enrollment at the of Baltimore. Criteria include a minimum University.Such emergencies may include GPA of 3.00 at the University of Baltimore, a eviction. 500-word essay on an assigned topic and an It is a revolving loan with limited funds. extracurricular involvement sheet. The appli- As a result, students must provide documen- cation deadline is Nov.1. Contact the tation to the Bursar’s Office of the nature of International Services Office for applications the need for the loan, and they must have and information. the resources with which to repay the loan within 60 days. To optimize the funds, we VETERANS BENEFITS ask that students limit the use of the funds The Office of Financial Aid is responsible for to one loan per semester. certification of Veterans Benefits. Veterans must submit the necessary forms to the LAURENCE SHORT EMERGENCY Office of Financial Aid prior to the begin- LOAN PROGRAM ning of the semester. Any subsequent The International Services Office adminis- changes in course load, name and/or address ters a short-term emergency loan program must be reported to the Office of Financial for students holding nonimmigrant F-1visa Aid. Veterans interested in assistance in addi- status. Ninety-day loans of up to $500 are tion to their benefits may apply for financial available to enrolled students in good aca- aid following the procedures outlined above. demic standing to cover unanticipated finan- In addition to advance payments of VA cial need. Funding for this program is made benefits through the Veterans Admini- available through an endowment established stration, a tuition deferment plan is available by a generous international alumnus, Ali that allows veterans to pay their tuition in Alemi, M.S. ’82, and his family.Contact the one-third installments over the semester. International Services Office for applications Proof of veteran status is required to take ad- and information. vantage of this deferment program. For forms and more information, visit the financial aid Web site at www.ubalt.edu/ financialaid.

EMPLOYMENT Student Assistantships These positions are not based on financial need. Students apply to and are selected by the employing department. Pay rate and hours vary.

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standard eight-week summer session, the al- Academic Policies lowable credit load is 6 credits, and classification is part time. Office of Records and Registration Tel: 410.837.4825 Nondegree Status Fax: 410.837.4820 Nondegree students make take a maximum E-mail: [email protected] of 9 credits per semester (maximum of 6 Web: www.ubalt.edu/records during the summer session), not to exceed a total of 24 credits at UB. Nondegree students DEFINITIONS OF UNDERGRADUATE must apply for admission if they want to STUDENT STATUS change their status to degree-seeking. Class Standing UB Coursework as Part of an Students are classified at the start of a semes- Associate Degree ter based on the number of credits they have Undergraduate nondegree students who take earned at that time that are applicable to the courses at the University of Baltimore and degree. A first-year student has earned be- transfer these to a community/junior college tween 0 and 29 credits; a second-year student to complete an associate degree must satisfy has earned between 30 and 59 credits; a jun- the following conditions for admission to ior has earned between 60 and 89 credits; degree status at the University of Baltimore: and a senior has earned 90 or more credits. 1) Degree-seeking students must transfer to the University of Baltimore having earned Degree Status an A.A., A.S. or A.A.S. degree. To attain degree-seeking status at the 2) Students must complete a minimum of University of Baltimore, a student must be 60 additional credit hours upon return to admitted as a degree-seeking student. the University of Baltimore. 3) Students must complete a minimum of First and Second Year Program Status 120 credit hours to be awarded a baccalau- All students who have 0-23 undergraduate reate degree at the University of Baltimore. credit hours of college-level courses will be part of the First and Second Year Program SATISFACTORY AND (FSP).Those who have earned at least 24 but UNSATISFACTORY PROGRESS fewer than 45 credit hours of college-level courses and have not been accepted into a Please note: These policies are for determin- major will also be part of the FSP Program. ing satisfactory academic progress. Review the Financial Assistance section of this cata- Full-Time Status log to determine the standards for satisfac- A full-time student is a degree-seeking stu- tory progress for eligibility for receiving or dent who is carrying a minimum of 12 continuing to receive financial assistance. credit hours per semester, fall and spring. A student is making satisfactory progress toward completion of his/her program as long Part-Time Status as a GPA of 2.0 or higher is maintained. A part-time student is a degree-seeking stu- 1) A student who attempts 12 or more credits dent who is carrying fewer than 12 credit at the University of Baltimore and earns less hours per semester (fall and spring). In the than a 2.0 will be placed on academic proba-

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tion. Notification of this action will be by the 6) If the suspended student has been away grade report. Probationary status is a warning from the University for longer than two reg- that satisfactory progress is in jeopardy. ular semesters, he/she must also apply for 2) A student who is placed on probation readmission. A suspended student must meet must obtain advisement from the appropriate the requirements of the new catalog in effect academic adviser before attending classes the upon return if he/she is readmitted. following semester or summer session, even if 7) A student returning from suspension must the student has already preregistered. Full- receive advising and be cleared by the FSP time students on probation must limit their director or appropriate academic dean before regular semester load to no more than 12 registering. A Reinstatement or Readmission credits; part-time students must limit their on Probation form must be signed by both regular semester load to no more than 6 the student and the adviser and filed in the credits. Students on probation may not take student’s official record in the Office of more than 3 credits at any given time during Records and Registration. the summer. 8) A student suspended for a deficient GPA, 3) A student who has been placed on aca- when reinstated and/or readmitted, must demic probation because of a deficient achieve an overall cumulative GPA of 2.0 or grade point average will be allowed up to higher within the first 12 hours attempted 12 semester hours to obtain a cumulative after reentry and/or must fulfill any require- GPA of 2.0. If the student does not reach ments outlined in the Reinstatement or a GPA of 2.0 or higher by the time the Readmission on Probation form. Failure to 12 additional credit hours are accumulated, do so will result in immediate dismissal. the student will be suspended. 9) Under certain extraordinary circum- 4) A suspended student may not register for stances, a suspended student may petition for classes at the University of Baltimore for at a waiver of suspension. The petition will be least one semester and may not attend sum- reviewed by the program director and the mer sessions until reinstated by the FSP di- FSP director or appropriate dean. If the peti- rector or appropriate academic dean (see tion is granted and the suspended student is paragraph #5). In addition, for-credit courses not required to sit out a semester, a Waiver of taken elsewhere may not be applied to the Suspension form and accompanying course academic program at UB. plan approved by the FSP director or appro- 5) Reinstatement at the University of priate academic dean must be filed in the Baltimore is not automatic. The suspended student’s official record in the Office of student must request reinstatement in writ- Records and Registration. ing from the FSP director or appropriate academic dean by Oct.15 for the spring GRADES semester, by April 15 for the fall semester or Any student whose name appears on a by March 15 for the summer session. As a grade roster, regardless of the length of condition of reinstatement, a suspended stu- his/her attendance in the class, will receive dent may be required to successfully com- for each course attempted one of the grades plete certain remedial or prerequisite courses listed below. If, however, the student with- at the University of Baltimore or another in- draws officially from a course during the stitution of higher education. first week of classes, the student’s name will

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not appear on the grade roster, nor will the * F: failure—given when the student com- transcript show the course. pletes the course, including the examination, All grades are given solely on the basis of but fails to meet the requirements of the an instructor’s judgment of a student’s schol- course; when the student does not complete arly attainment. the course requirements and fails to officially Only grades earned at UB or as part of withdraw from the course by the date desig- an approved consortium program will be in- nated in the semester academic calendar; cluded as part of a student’s official GPA. when the student fails a credit-by-examination challenge course; or when the student MIDTERM GRADES fails a course listed in the catalog as either All courses taught as part of a learning com- satisfactory/unsatisfactory or pass/fail munity within the FSP and all developmen- ** FA: failure due to absences—given if tal courses require midterm grades. the instructor determines that the student Midterm grades for designated courses must did not attend, stops attending or has insuf- be posted by the end of the eighth week of a ficient attendance to pass the course accord- regular semester and the fourth week of a ing to the standards established in the summer semester. Other courses may re- course syllabus quire midterm grades but only after agreement by both faculty and administration in *** XF: failure due to academic integrity the appropriate academic units. violation—only posted upon request of the University judicial officer ALLOWABLE GRADES The following grades are not used in comput- The following grades are used in computing ing the GPA: the grade point average: Quality Grade Quality Points Grade Points Explanation (per credit hour) I 0 Incomplete A4.0 AU 0 Audit A- 3.67 PS 0 Pass B+ 3.33 CR 0 Credit B3.0 NC 0 No Credit B- 2.67 CS 0 Continuing Studies C+ 2.33 TG 0 Temporary Grade— C2.0 assigned pending C- 1.67 resolution of an D+ 1.33 academic integrity D1.0 issue; only posted D- 0.67 upon request of the F* 0.0 University judicial FA** 0.0 officer XF*** 0.0 W 0 Withdrawn WA 0 Withdrawn Administratively XC 0 Excluded Grade

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W: withdrawn—an administrative symbol signed by both parties. The petition must be (not a grade) that is not computed in a stu- filed in the student’s official record in the dent’s grade point average. The W is placed Office of Records and Registration. on the student’s transcript if the student withdraws from a class or classes after the I: incomplete—given when a student is end of the late registration period and prior temporarily prevented from completing re- to midnight on the last date to withdraw quired coursework by unanticipated extenu- with a W. ating circumstances, such as illness or major changes in the demands of a job. A petition, WA: withdrawn administratively—given signed by the student, the instructor and the when recommended by instructor and dean appropriate dean, must be filed with the infor exceptional circumstances and/or other structor, who will then submit the petition academic violations (This grade is not initi- to the registrar. The I grade will be changed ated by the student.) to an F if a grade change form is not submitted by the instructor to the Office of PS: pass—credit for successful completion Records and Registration according to the of a credit by examination challenge course following schedule: and/or courses listed in catalog as satisfac- • If the grade I was earned in fall semester, tory/unsatisfactory or pass/fail. The PS is the grade change must be submitted by not computed in the student’s grade point May 1. average. • If the grade I was earned in the spring semester or summer session, the grade AU: audit—indicates class attendance only. change must be submitted by Dec.1. Student auditors may not shift from audit A graduating student must remove an I status to grade status, or reverse, without the grade within 60 calendar days after the last written permission of the appropriate dean, day of the student’s last semester; otherwise, and in no case will a switch be made after the student’s graduation application will be the end of the regular registration period. withdrawn at that time and another applica- There is no credit or grade awarded in this tion must be submitted for the following se- option. mester. CR/NC: credit/no credit—awarded under XC: excluded grade—grade assigned for credit/noncredit grade option for skill-build- previous academic work which does not ing courses elected at the time of registra- apply to the specific program in which a tion. No credit or quality points are student is enrolled awarded. GRADE CHANGES CS: continuing studies—given when it is known at the outset of the course that re- All undergraduate semester and summer quirements for its completion will necessar- grades become final 60 calendar days after ily extend beyond the end of the semester. the last day of that semester. Students This grade is assigned at the discretion of should review the policy on incomplete the instructor for specifically designated grades under the preceding section on courses only.A petition must be filed by the grades. student with the instructor and must be

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DEAN’S LIST tion are regulated by the policy on satisfac- The Dean’s List for undergraduate students tory and unsatisfactory progress. enrolled for at least 12 credit hours is an- In the summer session, the course load is nounced at the end of each semester and is designated by the deans according to the divided into two sections: length of the session and may change from 1) High Honor—those students having no year to year. Any exception to the designated grades lower than an A course load must have the written approval 2) Honor—those students who, for the of the dean or the First and Second Year semester, achieve a 3.25 GPA or higher Program director. in addition to having no grades lower ACCEPTANCE INTO A MAJOR than a B Students with repeat grades are not eligible First-year students are required to indicate for honors designation at the University of an intended major when they apply for ad- Baltimore. mission to the University.They are encouraged to formally declare a major after they VISITING STUDENT GRADES have completed 24 credits, and they must The faculty and administration will make do so once they have completed 45 credits. every effort to accommodate the timely re- To declare a major, students must complete porting of final grades to a visiting student’s the necessary forms, available at the adviser’s home institution. Students should inform office. Transfer students declare a major the University at the time of application when admitted as degree-seeking students. when their grades should be forwarded to CHANGE OF MAJORS the home institution. If possible, this request will be honored. If a student changes major or specialization, the requirements are those specified in the SEMESTER LOAD catalog in effect at the time the student be- A student with full-time status may not reg- comes a degree candidate in the new major ister for more than 17 semester hours in the or specialization. fall or spring semester, except with special If the student has been continuously en- permission from the dean or first and sec- rolled in the University, he/she will not be ond year program director. By definition, required to complete University-wide degree part-time students can take no more than 11 requirements introduced after the time of credit hours per semester. Courses with in- initial enrollment. stitutional credit (e.g., developmental REPEAT COURSES courses) are included when determining full- and/or part-time status and for finan- While a student may repeat any course in cial aid purposes. which he/she has received a grade below C, Special nondegree students, regardless of the number of courses for which a student when they take classes or what type of may repeat the course and replace the grade classes they take, are limited to a total se- is determined by the number of transfer mester load of 9 hours. Students on proba- credits at admission. Those admitted as

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first-year students may replace four grades; being placed on probation, suspended or ac- those admitted as second-year students may ademically dismissed. (Students should refer replace three grades; those admitted as jun- to Satisfactory or Unsatisfactory Progress in iors or seniors may replace two grades. this section of the catalog.) (Students should refer to the Definitions of Grades below C earned at the University Undergraduate Student Status in this sec- of Baltimore must be repeated and replaced tion of the catalog.) The repeated courses at the University of Baltimore. Grades can- with replaced grades must each be a differ- not be changed on the basis of work taken ent course. elsewhere. The repeated course must be the If a course is repeated to replace a grade, original course; a substitute course is not ac- the replacement grade is calculated into the ceptable for a grade change. student’s grade point average, regardless of The credit value of any repeated course whether it is higher or lower than the origi- is counted one time only at the University nal grade. The grade for the replacement at- of Baltimore to satisfy graduation require- tempt appears on the transcript within the ments at the University of Baltimore. semester in which the course is repeated. Students with repeat grades are not eligi- Students repeating courses to replace grades ble for honors designation at the University do so at their own risk. For example, a stu- of Baltimore. dent repeating a D-graded course who receives an F for the second attempt loses the WITHDRAWAL POLICIES points earned for the D, and the F is the AND PROCEDURES grade that is computed into the GPA. If the A student wishing to withdraw from a student receives a course must submit an official withdrawal W (withdrawn) for the second attempt, request to the Office of Records and the W does not replace the original grade. Registration. Students who withdraw online If a second attempt is intended to replace using the MyUB system should always con- a grade, the student must file a repeat firm the completion of their withdrawal by course form at the time he/she registers for reviewing their schedule after submitting the second attempt. Failure to file the form, the withdrawal or by contacting the Office which includes the approval of the dean or of Records and Registration. No credit or the First and Second Year Program director, tuition refund will be made unless such an for each of the allowable replacements re- official notice is submitted. The computa- sults in both the original and the repeated tion of any credit or refund is made from grades being computed into the GPA. the date the formal notice of withdrawal is If a student repeats a course that is not submitted to the Office of Records and for replacement of a grade, then a repeat Registration and not from the date the stu- course form should not be filed. In such dent stopped attending any class(es). cases, the grade achieved in the original course, as well as the grade(s) earned in the The responsibility for official withdrawal retaking of the course, are calculated in the rests with the student. student’s GPA. Students should be aware If a withdrawal is done prior to the end of that earning C-, D+, D or F grades that are the late registration and drop/add period, computed into the GPA may result in their the course will not show on the student’s

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transcript. After that period, all withdrawals CONTINUOUS ENROLLMENT/ are indicated on the transcript by a W, and LEAVE OF ABSENCE the student is considered to have been en- An undergraduate has seven years to com- rolled for that semester. plete the bachelor’s degree requirements at Any student may withdraw from a UB after enrolling as a degree student. course through the end of the ninth week of Degree-seeking students are expected to the fall or spring semester, or through the register for courses each semester on a con- fifth week of any summer session. After the tinuous basis (excluding summer) to main- deadline for withdrawal, a student who be- tain the degree requirements in effect at the lieves that unanticipated extenuating cir- time of their initial enrollment. cumstances—such as health problems or a The University recognizes, however, that change of employment—make a withdrawal a student may encounter circumstances necessary should submit a written appeal which require a temporary interruption of with supporting documentation to the ap- studies. Under such circumstances, the stu- propriate academic dean or the First and dent may be absent for as long as two con- Second Year Program director. Both the secutive semesters (excluding summer) course instructor(s) and the appropriate without jeopardizing continuous enrollment dean or FSP director must approve the re- status. quest. Approval of such requests is not auto- If a student feels that it is necessary to be matic, and some requests may not be absent for more than two consecutive se- granted. No student will be permitted to mesters (excluding summer), he/she must withdraw for any reason from a class during receive an approved leave of absence to the last week of school prior to the begin- maintain continuous enrollment and to be ning of the scheduled examination period. eligible for degree requirements in effect at Students receiving any form of financial the time of initial enrollment. To be consid- aid, including veterans benefits, should ered for a leave of absence, a student must check with the Office of Financial Aid prior make a written request to the appropriate to withdrawing from any class. Withdrawal dean’s office in advance of the third semes- may affect the level of aid or eligibility for ter’s absence. Upon reviewing the reasons for aid in future semesters. the request, the dean may grant an approved The University does not cancel your leave of absence. The cumulative time for registration for nonpayment. If you decide leave of absence may not exceed 180 days. not to attend, you must formally with- The written approval must be contained in draw through the Office of Records and the official student folder maintained in the Registration. However, if you do not make Office of Records and Registration. Please payment in full or make payment arrange- note that the semesters in which a student ments with the Bursar’s Office by the estab- fails to enroll are counted toward the seven- lished payment due dates, your account will year limit for degree requirements. be charged a late payment fine of $75. If a student who is absent for more than two consecutive semesters has not obtained an approved leave of absence, he/she must apply for readmission and pay a reapplica- tion fee before being permitted to re-enroll.

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A student who applies for readmission must Students must file the petition for ex- fulfill the admission and degree require- cluded credits with the appropriate dean ments set forth in the catalog in effect at the prior to the completion of 12 credit hours time he/she returns to the University. after returning to the University. Excluded If a student is absent from the University credit decisions are final and may not be and has not maintained continuous enroll- changed. Approval of the petition is not au- ment status, the seven-year time period for tomatic or guaranteed. completion of new degree requirements begins when he/she is readmitted to the CATALOG UNDER WHICH University. Credits more than seven years STUDENTS GRADUATE old are not usually applied toward gradua- The requirements for graduation for an un- tion requirements. (Students should refer to dergraduate student at the University of Catalog Under Which Students Graduate in Baltimore are those listed in the catalog that this section of the catalog for further infor- is current at the time the student first be- mation.) comes a candidate for an undergraduate degree at the University, with the following COURSEWORK TAKEN ELSEWHERE conditions: AFTER ENROLLMENT 1) The student must be in continuous en- After a student has enrolled at the rollment in the same major during the aca- University of Baltimore, transfer credit for demic years (every fall and spring semester) courses taken elsewhere will be granted only from the time of first enrollment until grad- in extraordinary cases, and only with the uation. prior written approval of the appropriate 2) The student must not take longer than dean at the University of Baltimore. This seven calendar years to complete the junior written approval must be filed in the official and senior years at the University of student folder maintained in the Office of Baltimore after enrolling as a degree Records and Registration. candidate. Credits accumulated in the major (area of specialization) and/or upper- ACADEMIC CLEMENCY division core that are older than seven years Undergraduate students returning to the shall normally not be applied toward the University of Baltimore after a minimum graduation requirements, except upon ap- five-year separation and who, upon return- proval of the major department chair and ing, make satisfactory progress for their first academic dean. 9 credit hours may petition the appropriate 3) If, for whatever reason, including aca- academic dean to have a maximum of 15 demic suspension or other deficiencies, a credits of the previously earned grades and student is not enrolled for two consecutive credits removed from the calculation of their semesters or longer, the student must re- cumulative grade point averages. Excluded apply for admission and must meet the re- grades and credits will be noted on aca- quirements of the catalog in effect upon demic transcripts with XC (excluded cred- returning and being admitted as a degree its). candidate.

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4) If the student changes from one program GRADUATION WITH HONORS and/or major to another, the graduation re- To be eligible for graduation with honors quirements are those listed in the catalog from the University of Baltimore, a student which is current at the time the student be- must have earned a minimum of 48 first- comes a degree candidate in the new pro- attempt graded credit hours in scheduled gram or major. classes at the University of Baltimore. All 5) If the student wishes to attend another credits earned at the University will be used institution or must drop out of the in the computation of the grade point aver- University temporarily because of family age. problems, sickness or other difficulties, Upon graduation with a cumulative he/she may request in writing a leave of grade point average of 3.9, the student is absence and permission to reenter under awarded the bachelor’s degree summa cum original catalog course requirements; how- laude; with a cumulative average of 3.75, ever, the student will be governed, upon magna cum laude; with a cumulative aver- his/her return, according to the academic age of 3.5, cum laude. Numerous special aca- and administrative policies and procedures demic awards are sponsored by the Merrick listed in the catalog in effect at the time School of Business and the Yale Gordon of re-entry. College of Liberal Arts. Information about 6) If a leave of absence is granted, a letter of these may be obtained from written permission signed by the dean must the deans. be placed in the student’s academic folder Students with repeat grades are not maintained in the Office of Records and eligible for honors designation at the Registration. University of Baltimore.

GRADUATION GRADUATION FROM THE Undergraduate students are awarded the HELEN P. DENIT HONORS PROGRAM Bachelor of Arts or Bachelor of Science de- A student is eligible to graduate from this gree when they have: program with a minimum of a 3.5 GPA and 1) fulfilled all entrance requirements the completion of 12 semester hours of hon- 2) satisfactorily completed a specific cur- ors classes (including a capstone project). riculum with a grade point average of 2.0 3) acquired a minimum of 120 credit hours APPLYING FOR GRADUATION 4) met any additional requirements of the The student is responsible for application for program from which they expect to receive graduation and must file an application and their degree. pay the required fee at the beginning of the All students must take the last 30 credits semester in which the student expects to toward a baccalaureate degree at the complete degree requirements. Deadlines are University of Baltimore. established in the academic calendar, and usually fall on the last date of late registration for a semester.

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Students are advised to meet with their and in instances of examinations missed be- program director or adviser no later than the cause of University-sanctioned trips. beginning of their last semester to make sure If a student misses a final examination their course selections are correct. Each stu- for any reason not covered by the above, the dent should resolve any outstanding prob- question of whether or not a make-up ex- lems prior to mid-semester, at which time amination is given is up to the discretion of copies of his/her records are submitted to the individual faculty member. the academic dean for clearance. It is the student’s responsibility to make sure that all ATTENDANCE transcripts are in, and that any pending Students are expected to attend classes regu- grade changes or incompletes are resolved larly.When, in the instructor’s judgment, a and in the Office of Records and student has been absent or late so often that Registration prior to mid-semester. Failure the student has lost a significant part of the to do so could delay graduation for an addi- instruction that will prevent the issuance of tional semester. a valid grade, the instructor may submit a Any student who does not complete de- grade of F (failure) or FA (failure due to ab- gree requirements by the end of the semester sences). for which graduation is anticipated, or is not Instructors set their own class attendance approved, must file another graduation ap- policies and will communicate these in the plication and pay another fee in the future course syllabus at the beginning of the term. semester in which graduation will occur. The above policy does not remove the responsibility from the student to withdraw HOLIDAY CLASSES officially from any class that he/she ceases to Graduate and undergraduate classes gener- attend. Failure to do so will subject the stu- ally meet on federal and state holidays with dent’s records to a grade of F or FA. the exception of Thanksgiving, Christmas, New Year’s Day, Martin Luther King Jr. Day, ACADEMIC AND Memorial Day, Independence Day and ADMINISTRATIVE APPEALS Labor Day. Students should consult the aca- Students desiring to appeal an academic or demic calendar for an exact holiday sched- administrative decision should consult the ule. UB Student Handbook. This handbook is available to all students at registration, in the MAKE-UP POLICY FOR FINAL EXAMS Henry and Ruth Blaustein Rosenberg Make-up examinations for missed final ex- Center for Student Involvement and at aminations are, in general, left to the discre- www.ubalt.edu/studentlife. tion of the individual faculty member. However, University policy dictates that INTER-INSTITUTIONAL REGISTRATION make-up examinations will be given for University System of Maryland instances of final examinations missed It is the policy of the University System of because of documented illness or docu- Maryland to allow full-time undergraduate mented conflict with religious observance, students at the University of Baltimore to

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register for undergraduate courses at any program at the University, and the student other USM school. Likewise, students at pays University of Baltimore tuition. For other USM institutions may register for further information, see your adviser or con- classes at the University of Baltimore. Prior tact the Office of Records and Registration. approval by the student’s academic adviser This program is not available during sum- and by the registrar at the student’s home mer sessions. and host institutions is required. Courses taken at another USM institution through this program are counted as part of the student’s regular program at the University of Baltimore, and the student pays University of Baltimore tuition. This program can be used by full-time students during the regular fall and spring semesters only. For full details of this policy, see the policy printed in the back of this catalog, or contact the Office of Records and Registration.

The Maryland Institute Program The University of Baltimore participates in a student-exchange program with the Maryland Institute College of Art. This program allows full-time students at the University to enroll in courses at MICA. Prior approval by the student’s academic adviser and the registrar is necessary. Courses taken through this program can be counted as part of the student’s regular

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from varying perspectives and to apply The University them to specific issues and problems of Baltimore Outcomes: This set of skills is demonstrated by the ability to: Undergraduate a) acquire substantial knowledge and understanding of at least one field of Learning Goals study (intellectual depth) b) compare and contrast approaches to UB’s undergraduate learning goals are cen- knowledge in different disciplines (intel- tered in personal transformation. UB gradu- lectual breadth) ates students with the kinds of abilities and c) modify one’s approach to an issue attributes that help them to engage in in- or problem based on the contexts and re- creasingly complex environments. Through quirements of particular situations their learning experiences at UB, students (adaptiveness) will have opportunities to be transformed by d) understand the broader societal con- their refined abilities in the areas defined by text within which one lives and works these learning goals. (cultural literacy). UB’s undergraduate learning goals are 3. Engaging with others to take re- embedded in both the lower-division and sponsibility for our local and global upper-division general education require- communities ments as well as in courses within the majors. Definition: the ability of students to Students are provided with multiple oppor- make judgments with respect to individ- tunities to develop, assess, reflect on and im- ual conduct and citizenship in local and prove these important habits of mind. global communities Outcomes: this skill is demonstrated by Undergraduate Learning Goals the ability to: 1. Communicating effectively in various a) make informed and principled media choices regarding conflicting situations Definition: the ability of students to in their personal and public lives and to write, read, speak and listen foresee the consequences of these choices Outcomes: This set of skills is demon- b) recognize the importance of civic en- strated by the ability to: gagement in their personal lives and to a) express ideas and facts to others effec- society tively in a variety of written formats c) compare and contrast the range of di- b) communicate orally in one-on-one versity and universality in human his- and group settings tory, societies and ways of life c) make efficient use of information re- d) understand the interconnectedness of sources and technology for personal and global, local and personal concerns. professional communication 4. Growing in enthusiasm for the pur- d) comprehend, interpret and analyze suit of excellence throughout a life- texts. time of learning 2. Developing a knowledge and skills base Definition: the ability of students to Definition: the ability of students to ex- adapt to and thrive in a complex and amine and organize ways of knowing changing world

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Outcomes: This skill is demonstrated by d) solve challenging problems the ability to: e) use knowledge and understanding to a) develop broad interests and intellec- generate and explore new questions. tual curiosity 7. Attaining quantitative and scientific b) access and evaluate needed knowledge and skills information Definition: the ability of students to c) make effective use of information perform quantitative and scientific analy- resources and technology sis d) recognize the importance of aesthet- Outcomes: This set of skills is demon- ics in their personal lives and to society. strated by the ability to: 5. Maturing in interpersonal behavior a) solve problems that are quantitative in and professional conduct nature and appreciate the ways of think- Definition: the ability of students to ing in mathematics apply information and concepts from b) use mathematical concepts and studies in multiple disciplines responsi- techniques that can be applied in other bly in their interpersonal and profes- disciplines sional interactions c) discriminate science from nonscience Outcomes: This skill is demonstrated by and demonstrate an understanding of the the ability to apply knowledge to: scientific method a) enhance their personal lives d) attain knowledge of some of the tools b) meet professional standards and com- of science and to gather and process petencies data. c) work in teams and assume different roles as members of a team UNIVERSITY-WIDE DEGREE d) develop their capacity for leadership REQUIREMENTS e) maintain civility in all interactions IDENTIFYING GENERAL with others. EDUCATION COURSES 6. Thinking critically and creatively, an- In the Course Descriptions section of this alyzing and synthesizing information catalog, each course that may be used to sat- to solve problems isfy a general education requirement is des- Definition: the ability of students ignated using the following coding system to analyze carefully and logically (numbers in parentheses represent number information and ideas from multiple per- of required credits): spectives WRIT English Composition (3) Outcomes: This skill is demonstrated by MATH Mathematics (3) the ability of students to: Arts and Humanities (12) a) analyze complex issues and make LIT Literature (3) informed decisions SPCH Oral Communication (3) b) synthesize information to arrive at HP History or Philosophy (3) reasoned conclusions ARTS Fine Arts (3) c) evaluate the logic, validity and rele- SS Social and vance of data Behavioral Sciences (6)

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SC Biological and Physical LOWER-LEVEL GENERAL Sciences (7) EDUCATION EI Interdisciplinary The following lower-level general education and Emerging Issues (3) requirements apply to students admitted for Qualifying general education courses are the 1996 fall semester and thereafter. also listed in the section below. In addition, Prospective transfer students should con- other courses may have been designated as sult a transfer counselor and/or a counselor meeting general education requirements in the UB Office of Undergraduate since the printing of this catalog; please Admissions for additional information. Any contact your academic adviser for more general education course transferred into the information. University of Baltimore must have been completed with a grade of C- or better. General Education However, if another Maryland public insti- The University of Baltimore is committed to tution accepted a D/D+ as satisfactory for the ideals of general education. fulfillment of a general education course, Requirements for general education are pre- then UB will accept that requirement as ful- scribed by the Code of Maryland filled. Regulations (COMAR). Students entering Maryland public institutions must complete Lower-Level General Education no fewer than 40 and no more than 46 Requirements (34 credits) credits in general education courses to earn General education supports the a bachelor’s degree. Undergraduate Learning Goals of the The University of Baltimore outlines 34 University of Baltimore. It encourages active credits of lower-division general education re- learning, critical thinking, and independent quirements that meet the Maryland General investigation, and helps students assume re- Education and Transfer Policies regulations. sponsibility for their own intellectual devel- Those admitted to UB as first-year students opment. Lower-level general education will usually complete these credits within requirements are designed to provide a their first two years of study.Since associate broad exposure to topics and disciplines that degree programs at community colleges in- expand understanding of self. General edu- clude many of these requirements and since cation places this understanding in a context most four-year colleges and universities re- of history, culture and current thinking. It quire these courses at the lower level, students directs this understanding outward to en- who transfer to University of Baltimore usu- gagement in the communities in which stu- ally have completed many of these general dents live and work, from the local to the education credits prior to enrollment. global. However, all of these requirements can be General education requirements are met through courses taken at the University distributed in the categories that follow. of Baltimore. Various UB courses that can be used to fulfill the requirements are indicated below; additional courses may be added over time. All lower-level general education courses must be completed with a grade of C- or better.

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English Composition PHIL 101 Introduction to Philosophy Requirement (3 credits) WRIT (3) One course (prerequisite: adequate score on placement test or successful completion of Fine Arts (3): One course, not a studio designated developmental writing course) course, in the fine arts ARTS WRIT101 College ARTS 101 Music and Arts as Craft (3) Composition (3) CMAT130 Baltimore in the Media (3) WRIT101 College Composition (3) CMAT 215 Introduction to Design (3) with CMAT 216 Designing With Type (3) DVRW 95 College Reading and CMAT 231 Decoding Media (3) Writing II (2 institutional CMAT 271 Interpreting Pop Culture (3) credits) IDIS 304 Arts and Ideas (3)

Mathematics Requirement (3 credits) Social and Behavioral Sciences MATH Requirements (6 credits) SS One course (prerequisite: adequate score on Students must complete one course from placement test or successful completion of each of two different disciplines. DVMA 95: Intermediate Algebra) CNCM 101 American Conflict Since 1890 MATH 111 College Algebra (3) (3) MATH 115 Introductory Statistics (3) CRJU 200 Criminal Justice (3) OPRE 201 Introduction to Business CSCE 100 Urban Solutions (3) Statistics (3) CSCE 200 Understanding Community (3) Arts and Humanities Requirements ECON 100 Economics of Contemporary (12 credits) Issues (3) Students must complete one course in each ECON 200 The Economic Way of area below. Thinking (3) ENTR 101 Imagination, Creativity and Literature (3): One course in world, English Entrepreneurship (3) or American literature, or any acceptable MGMT101 Business in a Changing course in the literature (not grammar) of a World (3) foreign language. LIT PSYC 100 Introduction to Psychology ENGL 200 The Experience of (3) Literature (3) Biological and Physical Sciences Oral Communication (3): SPCH Requirements (7 credits) SC CMAT 201 Communicating Students must complete two courses; one of Effectively (3) the two must include laboratory credits. Nonlaboratory courses History or Philosophy (3): One history or BIOL101 Humankind and philosophy course; certain religion courses the Biological World (3) will also satisfy this requirement. HP CHEM 101 Chemistry and the HIST112 Modern America (3) Modern World (3) PHSC 101 Earth in Focus (3)

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Laboratory courses Undergraduate students always meet this BIOL111 Human Biology (3) with requirement if they have successfully com- BIOL112 Human Biology Laboratory pleted IDIS 110: Introduction to (1) Information Literacy (3). BIOL121 Fundamentals of Biology (3) Students who have not successfully com- with pleted this course should discuss how to BIOL122 Fundamentals of Biology meet the requirement with their program Laboratory (1) director or adviser. BIOL 430 Physical Anthropology (4; lab) UPPER-LEVEL GENERAL EDUCATION The upper-level core curriculum builds on lower-level general education requirements Interdisciplinary and Emerging Issues and seeks to develop habits of and tastes for Requirement (3 credits) EI independent thinking. The general education program, which cuts across disciplinary Computer Literacy lines, asks students to confront both the INSS 100 Computer Information complexity of knowing and the tentative- Systems (3) ness of our knowledge. It also facilitates the COSC 100 Introduction to Computer ability of students to exercise control over Technologies (3) their lives through thoughtful response to This requirement may be met by a suffi- their political, cultural and natural environ- cient test score on the waiver exam (see ments. Academic Resource Center) but students may be required to successfully complete an Upper-Level General Education additional general education course to meet Requirements (6 or 9 credits) state requirements. All undergraduates must complete 6 credits Full-time students who for some reason of required courses in the upper-division cannot complete a general education re- core with a grade of C (2.0) or better: quirement at UB may take lower-level IDIS 300 Ideas in Writing (3) general education course(s) through inter- (prerequisite: adequate score on upper- institutional registration at another division writing placement test or successful University System of Maryland college or completion of WRIT 200: Practicum in university. Wr i t i n g ) IDIS 302 Ethical Issues in Business and GRADUATION REQUIREMENT Society (3) In addition to the general education requirements outlined in this section of the catalog, In addition, students in Yale Gordon College students are expected to develop informa- of Liberal Arts programs must also complete tion literacy throughout their four years of one of the following with a grade of C (2.0) education. The ways in which this require- or better: ment may be met are specified by each aca- IDIS 301 World Cultures (3) demic program. IDIS 304 Arts and Ideas (3)

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(Students who have not fulfilled the lower- the majors; and developmental courses in level general education requirement in fine reading, writing and mathematics. arts may meet both requirements by suc- Students admitted to UB through the cessfully completing IDIS 304: Arts and FSP must have earned fewer than 24 aca- Ideas.) demic credits at another institution of It is only in extraordinary circumstances higher education and must attend as full- that another course may be substituted for time, daytime pre-majors in the following one of the upper-level general education programs: requirements. • Business Administration • Accounting FIRST AND SECOND YEAR PROGRAM • Computer Information Systems Marguerite C. Weber, director, 410.837.4087 • Entrepreneurship Sandra Lin, academic adviser, 410.837.1928 • Finance The work of the First and Second Year • General Business Program is undertaken under a set of guid- • Human Resource Management ing principles: • International Business • Provide small class experiences and com- • Management mon courses, linked to each other and to • Marketing a relevant societal context. • Community Studies and Civic • Develop students’ learning abilities in key Engagement areas (effective communication, informa- • Corporate Communication tion literacy, technological competence, • Criminal Justice developing a knowledge and skills base, • Interdisciplinary Studies personal management and ethical dis- • Jurisprudence cernment). • Management Information Systems • Guide students regarding academic re- • Psychology quirements, the resources and opportuni- • Real Estate and Economic Development ties of the University, their social and • Simulation and Digital Entertainment academic responsibilities, academic re- FSP students are required to participate quirements and their future careers. in the FSP offerings described below. • Show respect for three dimensions of the Students who are admitted to UB with student experience: students’ struggles to 23 to 45 credit hours from another institu- attend college, to participate actively in tion, and who have not yet been admitted the classroom and to understand a new into one of UB’s majors in the Merrick standard for learning that involves stu- School of Business or the Yale Gordon dents’ ownership of their education. College of Liberal Arts, receive academic ad- In the FSP, students take general educa- visement from the FSP and are eligible to tion courses in science, mathematics, com- take part in any or all of the FSP offerings position, humanities, social sciences, below, as appropriate. Please consult with an information literacy, oral communication FSP adviser for guidance in course selection and computer literacy; a First-Year Seminar and for permission to register for a learning that provides a chance to practice academic community, developmental courses or either success skills; 100- and 200-level courses in of the First-Year Seminar courses.

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FSP Components of the second learning community with Learning Communities: UB has chosen to written approval of the FSP director. have learning communities as the center- • First-year transfer students may enroll in a piece of the First and Second Year Program. learning community with written ap- The curricular coherence provided by the proval of the FSP director. thematically linked humanities, social sci- • Learning communities are designed for ences and skills (information literacy, com- full-time day students. puter literacy and oral communication) • Faculty members teaching any course courses provides an excellent environment within a learning community will issue for student success. An important goal for midterm grades. learning communities is guiding students to • In rare circumstances, students may with- build social and intellectual connections draw from one or more learning commu- from what they know when they come to nity courses with the written approval of UB, to what they learn in their first and sec- the FSP director in consultation with the ond years, to what they learn in their major learning community faculty members. areas of study and eventually to how they First-Year Seminar: The required First-Year will act as responsible and educated profes- Seminar (IDIS 101) is an innovative 2-credit sionals, citizens and family members. course that combines classroom and online Implementation of the learning commu- instruction with campus activities to give nities in any semester is determined by the students practical, adaptable skills that will FSP director in consultation with faculty help them to achieve their academic goals. and deans. All first-year students choose In addition, it will give students opportuni- two learning communities, one each semes- ties to reflect and build on their under- ter of the first year. These communities will standing of themselves as students and their ease students’ transition from high school to abilities to set and achieve personal, aca- college by promoting cooperation and intel- demic and professional learning goals. lectual development by using critical think- Finally, it will serve as an extended orienta- ing, reading and writing skills that will help tion to facilitate their awareness of UB, its students to engage in Knowledge That resources and its goals to support their Works in an ever more complex world. learning experiences. In this course, students Learning communities are a proven way to will create a four-year plan for their personal help students to participate more fully in success and will also develop an electronic their own learning, to interact more often portfolio that they can build on throughout and more deeply with UB faculty and staff their academic career at UB to record not and, most importantly, to develop academic only what they’re learning, but how they’re maturity and self-confidence as they move developing their skills in communication, toward their major fields of study. critical thinking, leadership, cultural compe- The following guidelines apply to FSP tence, personal management and other areas students: that they will need to be successful in the • FSP students are required to enroll in two workforce and throughout their lives. learning communities within their first 30 Critical Thinking and Multicultural credit hours at UB. However, FSP students Awareness (IDIS 102) is a 1-credit elective admitted with 15 to 23 credits (from AP, course that students can take after success- IB, CLEP, etc.) may waive the requirement fully completing IDIS 101. In this course,

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students will continue to build their abilities success in college-level courses; a 2-credit, to be both systematic and creative in analyz- highly individualized, writing course that ing and synthesizing information to solve students may be required to take while en- problems and will focus this understanding rolled in College Composition; and two 3- on the knowledge, skills and personal attrib- credit developmental mathematics courses utes college graduates need to live and work to prepare students for College Algebra or in a diverse world. Finite Mathematics. These courses have The following principles apply to FSP been designed to serve as seamless bridge students: between students’ high school learning and • All FSP students are required to success- the expectations of college-level courses. UB fully complete IDIS 101: Applied has developed testing procedures for placing Learning and Study Skills prior to apply- students in these developmental courses. ing to be accepted into a major in either Students who accept UB’s offer of admission the Yale Gordon College of Liberal Arts or in May will be scheduled to take placement the Merrick School of Business. tests and retests, if needed, in June and July. • Other students may enroll in IDIS 101or For more information, see page 40. IDIS 102 with the written approval of the Co-curricular learning: UB students’ under- FSP director. graduate learning experiences will be com- • Students who have completed a learning plemented by a full schedule of styles and study skills course at another out-of-classroom activities designed to help institution of higher education with a them to carry what they learn in the class- grade of C or better may request a waiver room into real-world environments. These from the IDIS 101 requirement by provid- activities will include field trips, special ing appropriate documentation (transcript speakers, leadership opportunities, service and course description) to the FSP direc- learning experiences and study circles (small tor. group discussions and activities grouped • Only students who have taken IDIS 101at around the themes of service and civic en- the University of Baltimore are eligible to gagement, leadership and followership, cul- participate in the electronic portfolio proj- tural competence, wellness and arts ect and/or the four-year plan project. appreciation). Because these co-curricular ac- • Students may elect to take IDIS 102: tivities reinforce classroom learning, they can Critical Thinking and Multicultural help students to become more proficient Awareness, but IDIS 102 is not a substi- thinkers, communicators, problem-solvers, tute for IDIS 101. ethicists and creative learners. An important Developmental Education: UB will offer goal of co-curricular activities is to increase four developmental courses to address the student engagement: The more connected learning needs of students who come to UB students feel to UB, the more likely they are needing to improve skills in college-level to persist and succeed in their ambitions. reading, writing and mathematics. These Through IDIS 101,described in the First- courses include a 3-credit combined devel- Year Seminar section above, FSP students opmental reading and writing course that are required to participate in a minimum helps students to build the critical reading number of activities, but may, of course, and academic writing skills necessary for choose to get more involved. Through IDIS

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102, also above, students may be involved in planning and implementing co-curricular activities. After completing IDIS 101,participating in co-curricular activities is voluntary but encouraged, and a schedule of events will appear each semester in the FSP section of the student portal.

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MERRICK SCHOOL STUDENTS More than 1,700 students are enrolled OF BUSINESS in programs in the Merrick School of Business. The average age of undergraduate students is 25.Approximately 75 percent of Susan Rawson Zacur, dean students work full or part time. Our students are active learners who strive to polish Darlene Brannigan Smith, associate dean their thinking and communication skills Web: http://business.ubalt.edu and apply them in a variety of professional environments. We specialize in “Knowledge MISSION That Works.” We achieve excellence by: • creating and delivering high-quality, prac- FACULTY tical learning experiences in innovative Merrick School faculty members bring to and flexible ways that engage students the classroom exceptional professional and with business challenges academic credentials. Ninety-five percent of • maintaining intellectual currency by con- Merrick School instructors possess a doctor- ducting research on business practice ate or another terminal degree in their • providing expertise to our business and ac- fields. In addition, Merrick School faculty ademic communities. members average more than five years of Our goal is to prepare a diverse mix of professional work experience with business, students to succeed in a dynamic global government or nonprofit organizations. economy. Professors combine a dedication to teaching with significant research, professional and ACCREDITATION community service activities. All degree programs in the Merrick School Not only do our faculty members are accredited by AACSB International— adhere to the high-quality standards of The Association to Advance Collegiate teaching mandated by our AACSB accredi- Schools of Business, the accrediting body for tation, but their teaching efforts consistently schools of business (www.aacsb.edu). rate exceptionally high (above 4.0 AACSB accreditation is the mark of excel- on a 5.0 scale) on internal measures of lence in educational programs in business, teaching excellence. awarded only when rigorous standards for courses, curricula, faculty and resources have FACILITIES been met. The University of Baltimore’s pro- The Merrick School is located within the grams are also accredited by the Middle William H. Thumel Sr. Business Center at States Association of Colleges and Schools Charles Street and Mt. Royal Avenue on the and recognized by the Maryland Higher University of Baltimore campus. All student Education Commission. areas in the Thumel Business Center have recently been renovated. Most student seats feature an electrical plug and a hard-wired network connection. This

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six-story building features wireless Internet A maximum of 6 lower-level transfer access and contains 16 classrooms, all of credits may be applied to any specialization which are “smart rooms” featuring state-of- in the B.S. in Business Administration, the the-art display capabilities and Internet ac- B.S. in Management Information Systems cess; five seminar rooms for small group and the B.S. in Real Estate and Economic discussion; a 200-seat auditorium with si- Development programs. Such courses can multaneous translation capability; catering transfer only if the prerequisites, content and and meeting facilities; two student lounges; requirements are substantially the same as offices for the Merrick School faculty and those of the courses required by the administration; and an 85-workstation com- University of Baltimore. puter lab for student use. Students seeking admission to the Merrick School programs appear on accounting specialization in the B.S. in and are supported by the largest global Business Administration program must have facility anywhere—the World Wide Web. a GPA of 2.25 or higher at the time The majority of our classes make use of the of admission. Transfer credit is granted Internet to supplement classroom learning. for courses equivalent to Principles of We also offer the opportunity to complete Accounting I and II when the student has the Bachelor of Science in Business grades of C (2.0 on a 4.0 point scale) or Administration degree entirely online. higher in those courses.

CENTERS AND INSTITUTES Validation Requirement Centers and institutes housed within the Students are not required to repeat upper- Merrick School of Business are: division courses if the prerequisites, content • Center for Global Business Studies and requirements are deemed by faculty to • Entrepreneurial Opportunity Center be substantially the same as those of similar ° Center for Technology courses taken at other institutions within Commercialization the first 60 credits of their academic careers. • Information Systems Research Center At faculty discretion, students may be re- • Jacob France Institute. quired to take advanced-level work in the These are described in detail in the intro- discipline for which such courses serve as ductory section of this catalog. prerequisites.

GENERAL POLICIES AND INFORMATION Technology Proficiency Requirements Admission and Transfer Students enrolling in Merrick School under- Merrick School of Business students must graduate programs must have a working meet all University admission requirements. knowledge of Windows-based systems and A grade of D is transferable only if the basic functional competence with spread- school at which the course was taken ac- sheets, word processing, e-mail and Web cepts a D grade in fulfillment of general ed- browsing. While in their program, students ucation requirements. The student’s will attain levels of computer fluency that cumulative grade point average also must be will permit them to make better use of in- 2.0 or higher on a 4.0 scale. formation technology when doing research, processing information, communicating,

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solving problems and making decisions. Students desiring further details on the These proficiencies are reinforced through- CLEP program should contact the Office of out the curriculum and provide a sound Undergraduate Admissions. basis for lifelong learning and career enhancement. Independent Study Policy Independent study provides students with Nondegree Student Status the opportunity to conduct individual work For information about the admission of that is planned with a faculty member who nondegree students, please see Nondegree helps set goals, develop a study plan and Status in the Admissions section of this cata- guide progress. Students are limited to a log. Before admission, nondegree students maximum of 6 independent study credits registering for 300- or 400-level business per degree program. To register for an inde- courses must: pendent study course, students must: • submit official transcripts documenting at • be within 30 hours of graduation least 24 transferable credits and a 2.5 GPA, • have a minimum GPA of 3.0 42 credits and a 2.3 GPA, or 56 credits • complete an Independent Study Form and a 2.0 GPA • submit a two- to three-page proposal, ap- • show evidence of satisfactory completion proved by the faculty member responsible of required course prerequisites, where ap- for the independent study and the appro- plicable priate department chair • have written approval of the Merrick • register for the appropriate independent School to register; contact the Merrick study course Advising Center for assistance. • consult with the Merrick Advising Center for degree applicability. Graduation Requirements To graduate, students must earn grades of Academic Advising C- or better in lower-division business core Subsequent to admission, students are as- courses, and in all business competency, signed an academic adviser for consultation core and specialization courses required by throughout the program. Students are en- the degree program. Additionally, students couraged to meet with their academic ad- must meet all University-wide graduation viser in the Merrick Advising Center to plan requirements and file for graduation no later semester schedules and discuss program and than the beginning of their last semester course requirements. Students must meet (date specified in the semester calendar). with an academic adviser to: • enroll in the Merrick School for the first Educational Testing time Credits granted through the College-Level • enroll after an absence of more than two Examination Program may be accepted at consecutive semesters the University of Baltimore. All CLEP cred- • change their degree program or their its awarded as part of a transferable associate specialization (A.A./A.S.) degree are accepted. Other • register as a nondegree student CLEP credits are evaluated on a case-by- • register while on academic probation case basis.

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• register for an independent study or Second Bachelor’s Degrees practicum course. Students who have previously earned a bac- The Merrick Advising Center can be calaureate degree, at either the University of reached at 410.837.4944. Baltimore or another accredited institution, Although an adviser can assist students may earn a second bachelor’s degree in a dif- in planning their program, the student is ul- ferent degree program. Students must com- timately responsible for knowing and meet- plete a minimum of 30 credits in residence ing curriculum requirements. Upon at the University of Baltimore, applicable completion of 90 credits, students may con- only to the second degree, and satisfy all of tact the Merrick Advising Center to request the departmental requirements for the de- a formal graduation evaluation. Candidates gree, but they are not required to fulfill for a business degree must: general-education or University-wide course • complete a minimum of 120 credits in an requirements. No University of Baltimore approved area of study courses taken to complete the first bache- • maintain an overall GPA of 2.0 or higher lor’s degree can be retaken to complete the • earn a minimum grade of C- in all lower- second bachelor’s degree. level general education requirements taken Credits used to satisfy a first degree at at UB and a minimum grade of C (2.0 on the University of Baltimore may not be ap- a 4.0 scale) in all upper-level general edu- plied toward the 30-credit residency require- cation requirements ment for the second degree. In some cases, • earn grades of C- or better in lower- this policy may require the substitution of division business core courses, and all courses in the major, other than those speci- business competency, core and specializa- fied by the second degree program. Students tion courses (including business electives) interested in pursuing a second bachelor’s required by the degree program. degree at the University of Baltimore for at Merrick School undergraduate students, least one semester should consult with the except those approved for the accelerated Merrick Advising Center before making a B.S. in Business Administration/M.B.A. pro- formal application through the Office of gram, may not register for graduate courses. Undergraduate Admissions. Information about applying for a second Satisfactory/Unsatisfactory Progress bachelor’s degree may be found in the A student who attempts 12 or more credits Admissions section of this catalog. while enrolled in any Merrick School program and earns less than a GPA of 2.0 will Accelerated B.S./M.B.A./M.S. Program be considered on academic probation. In Undergraduate students of recognized aca- this instance, the student must abide by demic ability and intellectual professional University of Baltimore academic and finan- maturity may combine the requirements for cial aid policies on satisfactory and unsatis- an undergraduate business degree with those factory progress. of a master’s degree in the Merrick School. A maximum of 9 graduate credits, completed while the student is an undergraduate, may be applied simultaneously to the require-

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ments for both the baccalaureate and the J.D. program. This program is for students graduate degree. Those interested should who wish to obtain both business and law discuss their proposals with the Merrick degrees. The B.S. in Business Advising Center staff. Administration/J.D. program is offered To be eligible for admission to the through either the University of Baltimore Accelerated B.S./M.B.A./M.S., students School of Law or the University of must have a cumulative GPA of 3.5 in 30 Maryland School of Law. See an academic hours of undergraduate coursework com- adviser in the Merrick Advising Center to pleted at the University of Baltimore and discuss this option. must complete the appropriate form and obtain the approval of the associate dean. Helen P.Denit Honors Program Graduate tuition and fees are charged for up See page 22 for description of program or to 6 graduate credits when the credits are visit www.ubalt.edu/honors. applied toward both the bachelor’s and master’s degrees. Student Organizations/Honor Societies Participation in the accelerated program The University of Baltimore maintains affil- does not guarantee admission to any iations with many national honor societies, University of Baltimore graduate program. with membership usually based on superior Unconditional admission to the Merrick academic achievement. In addition, the School of Business graduate programs re- University also sponsors many clubs and quires an appropriate score on the Graduate supports affiliations with national organiza- Management Admission Test and a com- tions. Business students may find the follow- pleted application. Completion of the 6 ing honor societies and clubs of special graduate credits may count toward any interest: post-baccalaureate certificate or degree pro- • Beta Alpha Psi (accounting, finance and gram. information systems honor society) Courses taken in the Accelerated • Beta Gamma Sigma (AACSB honor B.S./M.B.A./M.S. program will be deter- society) mined by the Merrick School and may not • Marketing Club include independent study/research, di- • Human Resource Management Student rected study, thesis or internship courses. Association The undergraduate specialization in the B.S. • Sigma Iota Epsilon (management honor program may be tailored to meet individual society) student needs. Changes in the program of • Entrepreneurship Club study require the approval of the associate • Mu Kappa Tau (marketing honor society) dean. • Finance Club.

ACCELERATED B.S./J.D. PROGRAM MERRICK SCHOOL UNDERGRADUATE PROGRAMS The Merrick School of Business offers an accelerated B.S. in Business Administration/ Susan Rawson Zacur, dean

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be able to access and utilize information Darlene Brannigan Smith, associate dean available from a variety of online and elec- Jacqueline Lewis, senior academic adviser tronic media. Judy Sabalauskas, academic adviser Develop analytical and critical thinking skills Degrees Students will: The Merrick School of Business offers three solve a variety of complex business problems degree programs which are available to both requiring them to identify salient issues; ob- first-year and transfer students: tain, screen and select relevant information • Bachelor of Science (B.S.) in Business and data; frame and conduct an analysis; Administration with specializations in ac- and report on their findings and/or recom- counting, computer information systems, mendations. entrepreneurship, finance, general business, management, human resource man- Develop a global perspective agement, international business and Students will: marketing have the ability to articulate the effect of • Bachelor of Science (B.S.) in Management different cultural, regulatory, geopolitical, Information Systems sociological and economic factors on the • Bachelor of Science (B.S.) in Real Estate conduct of business in a global setting. and Economic Development Develop an ethical perspective Program-Learning Objectives Students will: School of Business faculty members have demonstrate their ability to identify ethical adopted these program-learning goals for issues and problems, explain their impact on UB’s undergraduate business programs. the conduct of business and society as a whole, and articulate solutions in the con- Stock a basic business toolbox text of an ethical model. Students will: demonstrate an understanding of the vocab- COLLEGEWIDE DEGREE ulary, concepts and tools of business and REQUIREMENTS management derived from the learning ob- All Merrick School of Business bachelor’s jectives of their business courses. degree candidates are required to: • complete a minimum of 120 credits that Develop effective communication skills satisfy MHEC general education, business Students will: core and specialization requirements write a variety of business case analyses, • apply no more than 60 credit hours memoranda and reports, in addition to cre- of community college work toward ating and delivering oral presentations sup- graduation, except in specific articulated plemented by visual aids. programs • earn a minimum grade of C- in all lower- Become information-technology capable level general education requirements taken Students will: at UB and a minimum grade of C (2.0) in

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all upper-level general education require- Below is a brief summary of general educa- ments tion requirements. Please see page 76 of this • earn a minimum grade of C- in all lower- catalog for further details. division business requirements, and all business competency, core and specializa- Lower-Division General Education tion courses required by the degree pro- Requirements (34 credits) gram (including courses that are regarded English Composition (3) as business electives); some programs may Mathematics (3) have additional requirements or standards Literature (3) that are specified in the program require- Oral Communication (3) ments in this catalog History or Philosophy (3) • earn a minimum cumulative grade point Fine Arts (3) average of C (2.0) Social and Behavioral Sciences (6) • earn their final 30 credit hours required Students must complete one course from for the degree at the University of each of the two disciplines. Baltimore. Biological and Physical Sciences (7) Note: Any deviation from the program Students must complete two courses; one of requirements described in the catalog re- the two must include laboratory credits. quires the written permission of the dean of Computer Literacy (3) the Merrick School of Business. Upper-Division General Education B.S. IN BUSINESS Requirements (6 credits) ADMINISTRATION DEGREE IDIS 300 Ideas in Writing (3) IDIS 302 Ethical Issues in Business and The program learning objectives are Society (3) captured in a combination of both business and non-business courses. The Prerequisite Core (21credits) requirements for the B.S. in Business ACCT 201 Introduction to Financial Administration have been grouped into two Accounting (3) categories: lower- and upper-division ACCT 202 Introduction to Managerial requirements. Accounting (3) Students following transfer programs from BULA 151 Business Law (3) community colleges typically complete the CMAT 303 Oral Communication in lower-division requirements by following an Business (3)* articulated transfer program. All students’ ECON 200 The Economic Way of transcripts are evaluated course by course, to Thinking (3)* ensure the maximum transferability of MATH 111 College Algebra (3)* courses taken prior to starting at the Merrick OPRE 201 Introduction to Business School of Business. Admitted students receive Statistics (3)* a transfer evaluation from the Office of * These courses also satisfy general education Undergraduate Admissions. requirements. The Merrick Advising Center assists stu- Business Core (33 credits) dents in understanding and following de- Today’s managers need to keep pace with a gree requirements after students are continuously changing business environ- admitted to the Merrick School of Business. ment. Each professional is equipped with a

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unique set of skills and experiences. The greater preparation in a particular area of business core teaches the functional skills business. needed to navigate the ever-changing world of business. The course numbers are for Free Electives (0 to 26 credits) courses taught at UB. All courses listed are 3 The number of electives required is the credits. The following courses are required number of credits needed to complete the of all B.S. students with the exception of stu- 120-credit minimum requirement after dents choosing the accounting specializa- meeting the specific course requirements. tion. The accounting core and competency By completing the B.S. with a general courses are listed separately under the sec- business specialization, students can benefit tion for the specialization in accounting. if, in addition to seeking a less focused pro- Students transferring with an articulated gram, they prefer: A.A. or A.S. degree may have completed all • to complete the B.S. entirely online or most of the prerequisite core. • a more flexible/transfer-friendly option when transferring upper-level business ECON 305 Managerial Economics (3) credit earned prior to UB FIN 331 Financial Management (3) • a faster track to specialize in graduate INSS 300 Management Information school while earning a broader undergrad- Systems (3) uate business degree MGMT 300 Human Resource • a practical option for the generalist. Management (3) Alternatively, students can choose defined MGMT 301 Organizational Behavior (3) specializations in accounting, computer in- MGMT 302 Global Business formation systems, finance, entrepreneur- Environment (3) ship, management, human resource MGMT 339 Process and Operations management, international business and Management (3) marketing, which will be noted on their MKTG 301 Marketing Management (3) transcript. OPRE 315 Business Application of Each specialization allows students to Decision Science (3) pursue an area of study in depth. The num- OPRE 330 Statistical Data Analysis (3) ber of business elective credits required for MGMT 475 Strategic Management (3) each specialization varies from 12 to 21cred- (This course is taken in a its. The maximum number of lower-level student’s last semester.) (200-level) courses that can count toward a specialization is six. Business Electives (12 to 21credits) Electives allow students to tailor their degree program to their advantage, perhaps by completing their B.S. degree with a sampling of electives across business disciplines with a general business specialization or by choosing a defined specialization, providing

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GENERAL BUSINESS SPECIALIZATION Specialization Requirements (30 credits) Students may choose a 15-credit customized specialization, in lieu of one of the more for- Required Courses (24 credits) mal specializations defined below, by choos- ACCT 301 Intermediate Accounting I ing courses that include at least the (3) following: ACCT 302 Intermediate Accounting II • one course from each of three areas, de- (3) noted by different course abbreviation ACCT 306 Cost Accounting (3) codes,e.g.ACCT,FIN,INSS,OPRE, ACCT 310 Intermediate Accounting III MGMT or MKTG (3) • two additional business electives ACCT 401 Auditing (3) • approval of electives by the Merrick ACCT 403 Advanced Financial Advising Center. Reporting (3) The B.S. with the general business spe- ACCT 405 Income Taxation (3) cialization provides students with a maxi- ACCT ELEC Any 3-credit accounting mum amount of flexibility in terms of course that is not required transferring from prior institutions, scheduling courses and taking some or all of their Electives (6 credits) courses online in the Merrick School’s Choose two of the following: webBachelor’s program. MGMT 339 Process and Operations Management (3) ACCOUNTING SPECIALIZATION MGMT 475 Strategic Management (3) (This course is taken in a FACULTY: Korb, Lynn, Sigler, Vermeer, student’s last semester.) White, Williams OPRE 315 Business Application of Decision Science (3) Business Core (24 credits) ACCT 317 Accounting Information COMPUTER INFORMATION SYSTEMS Systems (3) SPECIALIZATION ECON 305 Managerial Economics (3) FIN 331 Financial Management (3) FACULTY: Aggarwal, A. Bento, Dutt, MGMT 300 Human Resource Fowler, Mirani Management (3) Please note: Students interested in studying in- MGMT 301 Organizational Behavior (3) formation systems in depth may also wish to MGMT 302 Global Business Environment consider the B.S. degree in Management (3) Information Systems. MKTG 301 Marketing Management (3) The computer information systems spe- OPRE 330 Statistical Data Analysis (3) cialization provides the student with skills necessary to analyze, design and implement an information system in an organization. Students receive instruction in computer technology management, including exposure to appropriate hardware and software

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design and selection. Students may choose INSS 453 Internet and Network electives from several advanced courses in Security information systems. INSS 454 Operating Systems (3) The University, with the cooperation of INSS 460 Component-Oriented local businesses, has established internship Programming (3) and co-op programs with opportunities in INSS 495 Internship in MIS (3) the area of information systems. This pro- INSS 497 Special Topics in Information gram is highly recommended for all stu- Systems (3) dents who have no work experience in INSS 499 Independent Study (3) computer systems. A substantial number of students attending the University of ENTREPRENEURSHIP SPECIALIZATION Baltimore hold full-time jobs related to FACULTY: Isberg, Kucher, Laric, computer and information systems in many Luchsinger, McCarthy, Morse, Weiss local business organizations. As corporate America continues to downsize, Specialization Requirements the need increases for entrepreneurial ven- For prerequisites, see individual course descrip- tures to take over an ever greater portion of tions at the back of the catalog. the nation’s employment base and to create the bulk of new employment and new Required Courses (21credits) wealth. This trend is expected to continue INSS 209 Introduction to Programming well into the 21st century, resulting in a (3)* boom in new enterprises and in new ven- INSS 225 Structured Programming tures within existing organizations. Using Procedural Languages Consequently, entrepreneurship is the (3)* fastest-growing subject in business schools INSS 315 Information Technology (3) today. INSS 406 Systems Analysis and Logical The Baltimore-Washington, D.C., region Design (3) has many features that encourage entrepre- INSS 421 Design of Database neurial activity.The combination of a highly Management Systems (3) skilled and educated work force, a vibrant INSS 427 Business Data economy and a strong technology base make Communications (3) this area attractive for new venture activities. * These courses may be replaced by 6 credit The specialization in entrepreneurship in hours of programming language approved by the B.S. in Business Administration degree the Merrick Advising Center. program empowers students to understand how the major elements of business—eco- Choose one of the following: nomics, finance, management, marketing, INSS 327 Program Design and Data operations and accounting—are brought to- Structure (3) gether to create value. The program is not INSS 401 Internet and Business (3) limited to simply teaching students how to INSS 431 Electronic Commerce (3) start a business; rather, it addresses the INSS 452 Web Server Management and broader question of how to organize re- CGI Programming (3) sources to capitalize on a market need.

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Students enrolled in entrepreneurship Upper-Division Electives (6 credits) complete four courses designed to sharpen their critical thinking and problem-solving FINANCE SPECIALIZATION abilities in areas important to the creation of FACULTY: Andrea, Ford, Isberg, Morse, new ventures. The specialization is truly an Schrenk, Stanton interdisciplinary experience that exposes students to relevant issues in accounting, man- The Finance program provides students with agement, marketing, economics and finance. a solid foundation on which to build successful professional careers. Regardless of the Entrepreneurship Requirements student’s primary area of interest, an under- (15 credits) standing of the financial forces and interde- For prerequisites, see individual course pendencies in today’s world is essential for descriptions. every graduate of a sound business program. Required Courses (9 credits) Students need to acquire the tools necessary ENTR 300 Principles of to make informed decisions and continue Entrepreneurship (3) on a path of lifelong learning and intellec- FIN 430 Entrepreneurial Organization and tual development. Finance (3) The first course in the finance specializa- MKTG 450 New Venture and tion is designed to equip students with a Industry Analysis (3) working knowledge of the technical methods and tools of financial analysis, as well as Electives (6 credits) provide them with the ability to design and Choose two of the following: implement professional-quality written, oral ACCT 301 Intermediate Accounting and electronic presentation of their results. I (3) Upon successful completion of this pro- ACCT 317 Accounting Information gram, students will have constructed a pro- Systems (3) fessional portfolio that demonstrates their CSCE 400 Nonprofit Management ability to conduct analysis and present find- (3) ings within their areas of interest in finance. ENTR 330 Internal Control and Students will be prepared for career op- Growth for portunities with domestic and international Entrepreneurial Ventures corporations, financial institutions and both (3) governmental and educational organiza- ENTR 460 Social Enterprise (3) tions. Specific areas of employment might ENTR 497 Special Topics in include economic forecasting and analysis, Entrepreneurship (3) bank management, capital investment MGMT 415 Compensation and analysis, security analysis, working capital Performance management, portfolio management, real Management (3) estate management and various other mana- MKTG 420 Marketing Research (3) gerial and professional staff positions with MKTG 440 Product Management (3) financial institutions. The logical and rigorous arguments in finance also provide excellent preparation (in terms of skill and

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professional competency development) for Nearly all activities in an organization in- graduate work or law school. volve some form of management of employees, finances, raw materials or information. Finance Requirements (15 credits) Managers must be creative people who can motivate and guide others in the achieve- Required Courses (9 credits) ment of organizational goals. They are the FIN 332 Financial Modeling and leaders who establish departmental objec- Communication (3) tives consistent with the organizational mis- FIN 333 Investment Analysis and sion or vision, develop plans and Portfolio Management (3) procedures, orchestrate the work of their FIN 433 International Financial human resources, foster teamwork and ulti- Management (3) mately influence the productivity of their organizations. Electives (6 credits) These programs emphasize the importance of understanding the business envi- Choose two of the following: ronment and how it is affected by social, FIN 420 Risk and Insurance (3) political and economic events and trends. FIN 430 Entrepreneurial Students learn the skills and responsibilities Organization and Finance (3) of management with a particular emphasis FIN 450 Professional Finance Portfolio on the influence managers can exercise on (3) changing conditions, productivity, morale FIN 470 Real Estate Investments (3) and attitudes. Accordingly, the goal of the (or FIN 471: Real Estate Management program is to teach the stu- Finance) dent to become an efficient, well-rounded FIN 497 Special Topics in Finance (3) manager who is capable of assessing the work situation, initiating proper action with Upper-Division Electives (6 credits) sensitivity to workforce diversity and achieving objectives under a multitude of condi- MANAGEMENT AND HUMAN tions in business and public enterprises. RESOURCE MANAGEMENT Clearly, the art and science of management SPECIALIZATIONS is not restricted merely to job-related func- FACULTY: R. Bento, Kemery, Milbourn, tions but also can be applied to everyday Nielsen, Randolph, Trotter, Zacur situations.

The two programs in the field of manage- Management Requirements ment help students build the managerial For prerequisites, see individual course knowledge and ability needed to operate in descriptions. an international world of information, innovation and entrepreneurship. Students are Required Courses (12 credits) exposed to concepts involved in the solution MGMT 465 International Management of human, organizational and business prob- (3) lems. Choose any three of the following:

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ENTR 300 Principles of Entrepreneurship Choose any two of the following: (3) MGMT 410 Employment Relations Law MGMT 400 Human Resource Analysis (3) and Communications (3) MGMT 415 Compensation and MGMT 410 Employment Relations Law Performance Management (3) (3) MGMT 419 Seminar in Human Resource MGMT 415 Compensation and Management (3) Performance Management (3) MGMT 495 Internship: Management (3)* MGMT 419 Seminar in Human Resource MGMT 497 Special Topics in Management Management (3) (3)** MGMT 425 Employee and Labor MGMT 499 Independent Study (3)* Relations (3) * See Independent Study Policy, Merrick MGMT 430 Quality and Productivity School of Business. Management (3) ** See the current class schedule for exact topic MGMT 445 Service Operations (3) and prerequisites. MGMT 495 Internship: Management (3)* MGMT 496 International Business Business Elective (3 credits) Practicum (3) Take one recommended 300- or 400-level MGMT 497 Special Topics in Management business course offered by the Merrick (3)** School. MGMT 499 Independent Study (3)* * See Independent Study Policy, Merrick Upper-Division Electives (6 credits) School. ** See the current class schedule for exact topic INTERNATIONAL BUSINESS and prerequisites. SPECIALIZATION FACULTY: Mersha, Nielsen, Pitta, Business Elective (3 credits) Randolph, Sawhney, Sriram, Trotter Take one recommended 300- or 400-level business course offered by the Merrick The Merrick School offers this interdiscipli- School. nary international business specialization in recognition of the increasing need for global Upper-Division Electives (6 credits) awareness and expertise. Students first take Management 465: International Human Resource Management Management to develop an analytical base Requirements for exploring the complex issues of interna- For prerequisites, see individual course tional business. This course emphasizes the descriptions. underlying rationale for trade, investment entry strategies and global management. Required Courses (12 credits) Students then choose four courses to focus MGMT 400 Human Resource Analysis on more specific skills applicable to the in- and Communications (3) ternational arena. MGMT 425 Employee Labor Relations (3) In addition to developing skills in international business, students gain a broader

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understanding of the environment in which Marketing graduates work in business, indus- global business is conducted by drawing on trial, government and nonprofit organiza- the resources of the University’s Yale Gordon tions. They design and manage programs College of Liberal Arts. that create and deliver a company’s products and services to its varied customers. Many International Business Requirements nonprofit and government organizations use For prerequisites, see individual course marketing techniques and strategies as an in- descriptions. creasingly important aspect of their management and development. Required Courses (15 credits) To prepare students for rewarding ca- ECON 409 International Economics (3) reers, the marketing program blends theo- MGMT 465 International Management (3) retical and applied concepts in coursework and hands-on experiences involving case Choose any three of the following courses: studies of marketing organizations. FIN 433 International Financial Management (3) Marketing Required Courses (15 credits) INSS 431 Electronic Commerce For prerequisites, see individual course (3) descriptions. MKTG 450 New Venture and Industry MGMT 496 International Business Analysis (3) Practicum (3) MKTG 460 Advanced Marketing MKTG 407 International Marketing (3) Management (3) approved electives (3-6 credits)* * Students may choose up to two electives not Choose three from the following: specifically listed above, including MGMT MKTG 407 International Marketing (3) 497: Special Topics in Management (for inter- MKTG 415 Marketing Communication national internships and other special studies), (3) or nonbusiness electives from undergraduate MKTG 420 Marketing Research (3) courses offered through the Yale Gordon MKTG 440 Product Management (3) College of Liberal Arts. Students must meet MKTG 497 Special Topics in Marketing the prerequisites for each elective and obtain (3)* the approval of the international business stu- MKTG 499 Independent Study (3)** dent adviser, demonstrating how these electives * See the current class schedule for exact would assist the student in achieving career topic and prerequisites. goals. ** See Independent Study Policy, Merrick School of Business. Upper-Division Electives (6 credits) Upper-Division Electives (6 credits) MARKETING SPECIALIZATION B.S. IN MANAGEMENT FACULTY: Laric, Lynagh, Pitta, INFORMATION SYSTEMS Richardson, Sriram Marketing positions include advertising and FACULTY: Aggarwal, A. Bento, Dutt, promotions manager, account executive, mar- Fowler, Mirani ket research manager, market analyst, product manager, transportation manager, sales representative and public relations officer.

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What is the B.S. in Management quirement after meeting the specific course Information Systems? requirements. • The B.S. in MIS will prepare you to be- Below is a brief summary of general educa- come a “core IT worker” in the digital tion requirements. Please see page 76 of this economy of the 2000s. It builds on core catalog for further details. knowledge of arts and sciences to deliver key business competencies and develop Lower-Division General Education specialized skills needed for successful in- Requirements (34 credits) formation systems professionals. (Twelve English Composition (3) information systems courses are part of the Mathematics (3) program.) Literature (3) • You will learn systems, databases, network- Oral Communication (3) ing, Web and object-oriented program- History or Philosophy (3) ming technologies and apply these Fine Arts (3) technologies to develop information sys- Social and Behavioral Sciences (6) tems and electronic commerce in business Students must complete one course and public/nonprofit organizations. from each of the two disciplines. • You will be able to work as end-user sup- Biological and Physical Sciences (7) port, operating systems support, a business Students must complete two courses; programmer, system administrator, data- one of the two must include base analyst, network specialist, Web de- laboratory credits. signer, webmaster, systems analyst and Computer Literacy (3) many other jobs that are being created in the new digital economy. Upper-Division General Education • The B.S. in MIS differs from the B.S.B.A. Requirements (6 credits) with a specialization in computer informa- IDIS 300 Ideas in Writing (3) tion systems in that it has less emphasis on IDIS 302 Ethical Issues in Business and business knowledge and more in-depth Society (3) coverage of information systems technologies and management. Lower-Division Business Requirements • The B.S. in MIS differs from the B.S. in (18 credits) Computer Science in two respects: It em- ACCT 201 Introduction to Financial phasizes the application of information Accounting (3) systems technology to business, rather BULA 151 Business Law (3) than its development, and it provides a CMAT 303 Oral Communication in thorough understanding of business func- Business (3)* tion and techniques. ECON 200 The Economic Way of Thinking (3)* DEGREE REQUIREMENTS MATH 111 College Algebra (3)* There are 120 credit hours required for this de- OPRE 201 Introduction to Business gree as outlined below. The number of electives Statistics (3)* required is the number of credits needed to * These courses also satisfy general education complete the 120-credit minimum re- requirements.

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Lower-Division MIS Requirements INSS 460 Component-Oriented (6 credits) Programming (3) INSS 209 Introduction to Programming INSS 490 MIS Capstone Project (3) (3)* INSS 225 Structural Programming MIS Elective Courses (9 credits) Using Procedural Languages (3)* Select any three of the following: * These courses may be replaced by 6 credit INSS 401 Internet and Business (3) hours of programming language approved by INSS 431 Electronic Commerce (3) the Merrick Advising Center. INSS 452 Web Server Management and CGI Programming (3) Business Core Courses (24 credits) INSS 453 Internet and Network INSS 300 Management Information Security (3) Systems (3) INSS 454 Operating Systems (3) MGMT 300 Human Resource INSS 495 Internship in MIS (3) Management (3) INSS 497 Special Topics in Information MGMT 301 Organizational Behavior (3) Systems (3) OPRE 315 Business Applications of INSS 499 Independent Study (3) Decision Science (3) Select four of the following: B.S. IN REAL ESTATE AND ECONOMIC DEVELOPMENT ECON 305 Managerial Economics (3) ENTR 300 Principles of Entrepreneurship (3) FACULTY: Ford, Isberg, Pitta, Sigler, Weiss FIN 331 Financial Management (3) MGMT 302 Global Business Environment What is the B.S. in Real Estate and (3) Economic Development? MGMT 339 Process and Operations • Students in the B.S. in Real Estate and Management (3) Economic Development will demonstrate MKTG 301 Marketing Management (3) a basic professional competency in the vo- OPRE 330 Statistical Data Analysis (3) cabulary, concepts and tools of analysis needed by real estate professionals. MIS Required Courses (21credits) • Students will demonstrate the appropriate For prerequisites, see individual course communication skills used by real estate descriptions. professionals. This skill set includes writ- INSS 315 Information Technology (3) ing case analyses, memoranda, financial INSS 327 Program Design and Data reports and market opportunity analyses Structure (3) citing accounting and other data. INSS 406 Systems Analysis and Logical • Students will demonstrate the ability to Design (3) access and utilize information available INSS 421 Design of Database from a variety of online and electronic Management Systems (3) media. They will also demonstrate the INSS 427 Business Data ability to use spreadsheets fluently to Communications (3) estimate forecasts, cash flows and appreciation.

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• Students will demonstrate analytical and Computer Literacy (3) critical thinking skills by solving a variety of complex real estate-related problems re- Upper-Division General quiring them to identify salient issues; ob- Education Requirements (6 credits) tain, screen and select relevant information IDIS 300 Ideas in Writing (3) and data; frame and conduct IDIS 302 Ethical Issues in Business and an analysis; and report findings and/or Society (3) recommendations. • Students will exhibit an ability to identify Lower-Division Business Core ethical issues and problems related to real (21credits) property transfer and situations involving ACCT 201 Introduction to Financial conflict, explain the impact on the con- Accounting (3) duct of business and society as a whole, ACCT 202 Introduction to Managerial and articulate solutions in the context of Accounting (3) an ethical model. BULA 151 Business Law (3) CMAT 303 Oral Communication (3)* DEGREE REQUIREMENTS ECON 200 The Economic Way of There are 120 credit hours required for this de- Thinking (3)* gree as outlined below. The number of MATH 111 College Algebra (3)* electives required is the number of credits OPRE 201 Introduction to Business needed to complete the 120-credit minimum Statistics (3)* requirement after meeting the specific course * These courses also satisfy general education requirements. requirements. Below is a brief summary of general education requirements. Please see page 76 of this Business Skill Core (21credits) catalog for further details. ENTR 300 Principles of Entrepreneurship (3) Lower-Division General Education FIN 331 Financial Management (3) Requirements (34 credits) FIN 332 Financial Modeling and English Composition (3) Communications (3) Mathematics (3) INSS 300 Management Information Literature (3) Systems (3) Oral Communication (3) MGMT 300 Human Resource History or Philosophy (3) Management (3) Fine Arts (3) MKTG 301 Marketing Management (3) Social and Behavioral Sciences (6) OPRE 330 Statistical Data Analysis (3) Students must complete one course from each of the two disciplines. Lower Program Core (9 credits) Biological and Physical Sciences (7) BULA 312 Real Estate Legal Rights and Students must complete two courses; one Responsibilities (3) of the two must include laboratory ECON 312 Public Economics and Land credits. Use Policy (3)

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FIN 312 Real Estate: Principles and and civic engagement, finance, accounting Transactions (3) and marketing. Elective courses must be approved by the program adviser. Upper Program Core (9 credits) (400 level) (9 credits) MKTG 470 Real Estate: Market Analysis (3) FIN 470 Real Estate: Investments (3) FIN 471 Real Estate: Finance (3)

Program Electives (15 credits) Additional five elective courses in areas of the students needs and interests. Suggested areas are government, community studies

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YALE GORDON are dedicated to advancing the humanities. Along with this endowment from the COLLEGE OF Gordon Trust, the college is supported by endowment grants from the Hearst LIBERAL ARTS Foundation, the Helen P.Denit Foundation, the Klein Family, the Robert W. Deutsch Foundation, the Henry and Ruth Blaustein Larry Thomas, dean Rosenberg Foundation, the Goldseker Foundation and others. Irvin Brown, associate dean The college’s mission is to advance pro- Margaret Potthast, associate dean fessional applications of the liberal arts— Suzanne Behr, director of academic advising that is, to define and explore the linkages Jennifer Hankin, academic adviser between the intellectual and the practical, the theoretical and the functional, and to PROFESSIONAL APPLICATIONS apply the insights and critical perspectives of OF THE LIBERAL ARTS the liberal arts disciplines to professional The Yale Gordon College of Liberal Arts studies. The nature of the college, which of- awards bachelor’s, master’s and doctoral fers both graduate and undergraduate pro- degrees that combine traditional liberal grams, helps make this concentrated, arts and professional studies. This combina- innovative focus possible. All undergraduate tion, which emphasizes inter- and cross- programs are available to transfer students; a disciplinary work, makes the college unique diverse selection is also open to first-year among the institutions within the University students. System of Maryland and allows students to In supporting the idea of “Knowledge pursue academic programs that prepare That Works,” the college’s goals, strengths them for the work of the world as well as for and program offerings are geared toward the life of the mind. students—both undergraduate and gradu- The college was founded in 1937 as a ate—who are focused on career-specific junior college emphasizing the liberal arts. goals. Whether students are interested in es- In 1961,it became a four-year institution of- tablishing or advancing their careers in the fering day and evening classes and offered humanities, social sciences or technology, its first graduate program in 1974. Since the college aims to provide them with a 1975, it has been an upper-division college quality education that is the utmost in con- and graduate school. In 2007,it once again venience. Since many students work full or began offering four-year undergraduate pro- part time and balance their careers with grams. family responsibilities, classes are offered In 1982, the college was named for Yale during the day and in the evenings, during Gordon, a University of Baltimore alumnus weekends and online; services to students and businessman who understood the cen- are also available on a regular basis at a vari- tral importance of the humanities in higher ety of times. education and in the life of a community. The college is the principal seat of the With his wife, he established the Peggy and undergraduate General Education Core Yale Gordon Trust, which supports organiza- Curriculum, the series of humanities, com- tions such as the Yale Gordon College that position, social science, mathematics and

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science courses required of all undergradu- A select number of the college’s graduate ate degree students. and undergraduate programs are offered at Because for years it was the only upper- the Universities at Shady Grove in Rockville, division college of liberal arts in Maryland, Md. This unique institution offers more the Yale Gordon College’s programs are than 40 graduate and undergraduate degree closely coordinated with most lower- programs from eight different respected in- division courses of study at community col- stitutions within the University System of leges. The master’s degree programs in the Maryland at one central location in college are also linked to its undergraduate Montgomery County. See page 10 of this programs, allowing students to make natural catalog for more information about UB pro- transitions into graduate study, grams at USG or visit www.ubalt.edu/shady- and in some cases, to develop accelerated grove. bachelor’s/master’s degree programs. Besides a strong emphasis on excellent DIVISIONS AND SCHOOLS teaching, the college places considerable im- The Yale Gordon College of Liberal Arts portance on research and public service. comprises six academic units: three divisions Theoretical and applied research among fac- and three schools. The divisions focus pri- ulty members enhances the quality of the marily on academic work. Each of the academic programs and represents a signifi- schools includes an academic division that cant benefit to students; in several areas, focuses on degree offerings as well as a cen- faculty members enjoy national recognition ter that supports research and service areas. for their work. As a public institution, the All units award bachelor’s and master’s de- college recognizes its responsibility to the grees; some offer doctoral degrees. Each unit state and the Baltimore metropolitan area. It participates in interdisciplinary studies and carries out this responsibility in numerous cross-divisional innovation. ways, notably through the work of the Schaefer Center for Public Policy, the The Division of Applied Behavioral Ampersand Institute for Words & Images, Sciences the Center for Negotiations and Conflict John A. Bates, division chair Management, the Center for Community Technology Services and various specific Elaine Johnson, director, Certificate in projects undertaken in conjunction with the Professional Counseling Studies Merrick School of Business and the School Deborah Kohl, director, B.A. in Psychology of Law. Thomas Mitchell, director, M.S. in The college’s combination of the liberal Applied Psychology arts and professional studies includes inter- Bridal Pearson, director,B.A.in disciplinary curricula for individual degree Human Services Administration and M.S. in programs. It aims to stimulate the integra- Human Services Administration tion of disciplines at fundamental levels, to foster professional applications of the liberal This division encompasses applied psychol- arts and to encourage research and the de- ogy and human services administration. velopment of new programs and approaches Degrees offered are the B.A. in Psychology to learning. and the M.S. in Applied Psychology with

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tracks in either psychological applications, Division of Legal Ethical and counseling or industrial/organizational psy- Historical Studies chology; Thomas Carney, division chair; director, B.A. the B.A. in Human Services Admin- in Jurisprudence istration; and the M.S. in Human Services Administration. In addition, the division Catherine Albrecht, director,B.A.in administers a graduate certificate in History Professional Counseling Studies to prepare Johannes Botes, director, M.S. in students with a master’s degree for Negotiations and Conflict Management Maryland state licensure as professional Jessica Elfenbein, director,B.A.in counselors. An accelerated B.A./M.S. pro- Community Studies and Civic Engagement gram is offered in both psychology and and Specialization in Public History human services. Donald Mulcahey, director, Center for Negotiations and Conflict Management The Division of Criminology, Criminal Jeffrey Sawyer, director, M.A. in Legal and Justice and Social Policy Ethical Studies Debra L. Stanley, division chair This division offers undergraduate programs Kathleen Block, director, B.S. in leading to the B.A. in Community Studies Criminal Justice and Civic Engagement, the B.A. in History Jami Grant, director, B.S. in Forensic Studies and the B.A. in Jurisprudence, as well as Heather Pfeiffer, director, M.S. in Criminal graduate degree programs leading Justice to the M.A. in Legal and Ethical Studies, the M.S. in Negotiations and Conflict This division brings together faculty mem- Management and the J.D./M.S. in bers from the disciplines of criminology Negotiations and Conflict Management and sociology.With complementary em- (with the University of Baltimore School phases on applied research, policy and ad- of Law). It also houses the Center for ministration, the division’s academic Negotiations and Conflict Management. programs award the B.S. and M.S. in These programs reinforce the natural Criminal Justice, the B.S. in Forensic alliances among history, jurisprudence, phi- Studies and the J.D./M.S. in Criminal losophy and legal studies. Special emphasis is Justice (with the University of Baltimore given to the study of ideas and ethics as well School of Law).An accelerated B.S./M.S. as to regional, historical and cultural studies. program is offered in criminal justice. The division is closely affiliated with the University’s Hoffberger Center for Professional Ethics and the Center for Baltimore Studies. An accelerated bachelor’s/ master’s program is offered for both the undergraduate History and Jurisprudence programs with the graduate Legal and Ethical Studies program; for qualified students, jurisprudence can provide an opportunity for early entry into the University of Baltimore School of Law.

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School of Communications Design School of Information Arts Jonathan Shorr, executive director; and Technologies division chair Nancy Kaplan, executive director; division chair Virginia Kirby-Smith Carruthers, director, B.A. in English Gayle Carney, director, Center for Stephanie Gibson, director,M.A.in Community Technology Services Publications Design Kathleen Harmeyer, director, B.S. in Edwin Gold, director, Ampersand Institute for Simulation and Digital Entertainment Words & Images and M.F.A. in Integrated Charles Sykes, director, B.S. in Applied Design Information Technology Kendra Kopelke, director,M.F.A.in Creative Kathryn Summers, director, M.S. in Writing & Publishing Arts Interaction Design and Information Julie Simon, director, B.S. in Corporate Architecture and Doctor of Communications Communication Design (D.C.D.)

The School of Communications Design en- The School of Information Arts and compasses two components: the Division of Technologies offers academic programs in English & Communications Design, which computer-related areas at both the under- offers academic programs, and the graduate and graduate levels, including the Ampersand Institute for Words & Images, B.S. in Applied Information Technology, the which conducts research and in other ways B.S. in Simulation and Digital promotes and supports the mission of the Entertainment, the M.S. in Interaction academic division. Design and Information Architecture, grad- The Division of English & Com- uate certificates in information design and munications Design offers the B.S. in new media publishing and the Doctor of Corporate Communication, the B.A. in Communications Design (D.C.D.).The English with three specializations (literature; Center for Community Technology Services the writing programs—which include con- supports the academic mission while pro- centrations in creative, professional and viding technology services to local nonprofit technical writing; and discourse & technol- organizations. ogy), the M.A. in Publications Design, the An accelerated bachelor’s/master’s pro- M.F.A. in Creative Writing & Professional gram is offered for both the undergraduate Arts and the M.F.A. in Integrated Design. Applied Information Technology and An accelerated bachelor’s/master’s program Simulation and Digital Entertainment pro- is offered for both English and corporate grams with the graduate Interaction Design communication with the M.A. in and Information Architecture program. Publications Design.

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School of Public Affairs thirds of all students take evening classes; al- Laura A. Wilson-Gentry, executive director; though more than half attend part time, the division chair number of full-time students is increasing. While many are returning to school after John J. Callahan, director, B.S. in Health long or short intervals, others also transfer Systems Management and M.S. in Health into bachelor’s degree programs directly Systems Management from community colleges or other four-year Ann Cotten, director, Schaefer Center for schools. This diversity of age and experience Public Policy is an important and positive element in the Samuel L. Brown, director, Master of Public classroom experience and campus life. Administration (M.P.A.) John Willis, director, B.A. in Government FACULTY and Public Policy In teaching, research, scholarship and ser- C. Alan Lyles, director, Doctor of Public vice to the community, liberal arts faculty Administration (D.P.A.) members are leaders in the University community. Full-time faculty members teach The School of Public Affairs consists of two both graduate and undergraduate courses; components: the Schaefer Center for Public conduct sponsored research; publish; and Policy, which conducts research and public engage in public service as consultants, service projects and sponsors conferences board members and volunteers. The college and other special programs; and the Division also includes a cadre of adjunct professors of Government and Public Administration, who are leading professionals in dozens of which offers the B.A. in Government and fields, from government to the arts, from Public Policy, the Master of Public nonprofit organizations to business. These Administration, the Doctor of Public adjunct faculty members contribute in sig- Administration, the B.S. and M.S. in Health nificant ways to creating and advancing pro- Systems Management and the fessional applications of the liberal arts. Also, J.D./M.P.A.(with the University of Baltimore a number of the University’s administrative School of Law).Accelerated bachelor’s/mas- officers serve as adjunct faculty members. ter’s programs exist for the bachelor’s and Faculty and their academic credentials master’s Health Systems Management pro- are listed in the Directories section of this grams and for government and public policy catalog. and the M.P.A. (Master of Public Administration) program. FACILITIES

STUDENTS Classrooms, laboratories and faculty offices for the Yale Gordon College of Liberal Arts The approximately 2,000 men and women are located in the Academic Center, in the enrolled in the Yale Gordon College of Charles Royal Building and at 1304 St. Paul Liberal Arts—roughly half in undergraduate St. The college shares the University’s programs—represent about 40 percent of Langsdale Library, Office of Technology the total UB student population. The aver- Services and Academic Resource Center age age of the students in the college is 31, with other components of the University. and more than half are women. About two-

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Advanced laboratories in the School of CENTERS AND INSTITUTES Communications Design support student Centers and institutes housed within the Yale work in graphics and desktop publishing, Gordon College of Liberal Arts are: audio/video production, electronic publish- • The Ampersand Institute for Words & ing and nonlinear editing. Images Laboratories include high-end Macintosh • The Schaefer Center for Public Policy computers; an extensive array of quality • The Center for Negotiations and printers; CD/DVD-R burners for data, Conflict Management audio and/or video; and FireWire connec- • The Center for Community Technology tions for digital cameras, camcorders, high- Services. end photo-quality scanners and other These are described in detail in the intro- equipment. The three-room graphics lab of- ductory section of this catalog. fers easy access to state-of-the-art software for desktop publishing; image creation, cor- GRADUATE PROGRAMS rection and manipulation; audio and video The graduate programs in the college repre- post-production; animation; and Web de- sent several advantages to undergraduate stu- sign. dents. First, faculty members throughout the Laboratories in the School of college teach both graduate and undergradu- Information Arts and Technologies support ate courses. Thus, bachelor’s degree candi- work in PC and network administration, in- dates have the benefit of professors who are formation security, hypermedia, game de- rewarded for research as well as teaching. sign and usability research. Also, most of the divisions offer qualified Facilities include several PC labs sup- undergraduates the opportunity to partici- porting programming, network administra- pate in accelerated programs leading to mas- tion, information security, 3-D graphics and ter’s degrees. Finally, graduate programs are computer game development. A specialized all closely connected to the undergraduate usability lab available for graduate research programs and enhance the atmosphere of se- includes video and audio recording as well rious, advanced learning. as the latest screen-capture technologies. The school also operates several Internet Programs Leading to the Master’s Degree servers that provide students with access to • Applied Psychology (M.S.) PHP, Cold Fusion, multi-user Flash applica- • Creative Writing & Publishing Arts tions and other tools for advanced electronic (M.F.A.) publishing. • Criminal Justice (M.S.) The William and Althea Wagman • Health Systems Management (M.S.) Applied Psychology Laboratory was dedi- • Human Services Administration (M.S.) cated in 2000.This gift of Professor • Integrated Design (M.F.A.) Emeritus Wagman and his wife includes a • Interaction Design and Information computer intranet system, a sensory depriva- Architecture (M.S.) tion room, an individual testing room and a • Legal and Ethical Studies (M.A.) wet lab. • Negotiations and Conflict Management (M.S.) • Public Administration (M.P.A.) • Publications Design (M.A.)

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Programs Leading to the Doctoral Note: Descriptions of these programs follow Degree Academic Policies and Information in the • Doctor of Communications Design above-listed alphabetical order. (D.C.D.) * designates a full-time, four-year day program • Doctor of Public Administration (D.P.A.) ** designates a weekend program

Combined Degree Programs (offered in HELEN P. DENIT HONORS PROGRAM conjunction with the UB School of Law) Both faculty and students in the Yale • M.P.A./J.D. Gordon College of Liberal Arts participate • M.S. in Criminal Justice/J.D. actively in the Helen P.Denit Honors • M.S. in Negotiations and Conflict Program. See page 22 for a description of Management/J.D. the honors program or visit www.ubalt.edu/honors. Programs Leading to a Graduate Certificate ACADEMIC POLICIES AND • Information Design INFORMATION • New Media Publishing University-Wide Degree Requirements • Professional Counseling Studies See the University-wide Degree Please note: See the Graduate Programs sec- Requirements section of this catalog. tion of this catalog for information about these programs. Collegewide Degree Requirements All Yale Gordon College bachelor’s de- UNDERGRADUATE PROGRAMS gree candidates are required to: OF STUDY • complete a minimum of 120 credits, in- All programs are open to transfer students. cluding the specific requirements of their Applied Information Technology (B.S.) major, with a minimum cumulative grade *Community Studies and Civic point average of 2.0 Engagement (B.A.) • apply no more than 60 credit hours *Corporate Communication (B.S.) of community college work toward *Criminal Justice (B.S.) graduation English (B.A. with specializations in litera- • earn a minimum grade of C (2.0) in all ture, the writing programs, and discourse & courses required for the major, including technology) courses which are regarded as electives in Forensic Studies (B.S.) the major. Some programs may have addi- Government and Public Policy (B.A.) tional requirements or standards, which **Health Systems Management (B.S.) are specified in the program requirements History (B.A.) in this catalog. Human Services Administration (B.A.) • apply no more than 30 credits in business *Interdisciplinary Studies (B.A.) courses toward requirements for the bach- *Jurisprudence (B.A.) elor’s degree *Psychology (B.A.) • complete the last 30 credit hours required *Simulation and Digital Entertainment for the degree at the University of (B.S.) Baltimore.

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Note: Any deviation from the program re- interested should discuss their proposals with quirements described in the catalog requires the appropriate program directors. the written permission of the dean of the Yale To be eligible for admission, students Gordon College of Liberal Arts. must have a cumulative 3.5 GPA; to remain in the program, students must maintain a OPTIONS AND REQUIREMENTS FOR 3.5 GPA in their undergraduate coursework UNDERGRADUATE STUDENTS TAKING and a 3.0 GPA in their graduate courses. GRADUATE COURSES To be admitted, students need the ap- Undergraduate students who have a mini- proval of the dean of the college and of the mum cumulative GPA of 3.2 and who have appropriate graduate and undergraduate completed at least 90 credits applicable to a program directors and must apply prior to degree (senior standing) may make applica- beginning the last 30 credits of their under- tion to enroll in graduate courses. graduate degrees. Moreover, students must Enrollment requires the approval of the di- secure approval for admission as special stu- rectors of both the undergraduate and grad- dents in the appropriate graduate program uate program in question. With this and pay the applicable fees. Graduate tuition arrangement, undergraduate students are and fees will be charged for up to 9 gradu- permitted to take a maximum of 6 credit ate credits applicable to the bachelor’s and hours at the graduate level and these credits master’s degrees. are applied to the undergraduate degree. Students accepted in accelerated pro- Undergraduate students taking graduate grams may register for up to 9 credits of courses being applied to an undergraduate graduate coursework during the last 30 degree pay usual undergraduate tuition. hours of their undergraduate degrees. The Consequently all application undergraduate and graduate program direc- and approval forms must be completed tors will select the appropriate graduate prior to registration. courses for each student at the time of admission. These courses may not include in- ACCELERATED BACHELOR’S/ dependent study or research, individual MASTER’S PROGRAM research, directed study, thesis, internship or practicum courses. Changes in the program Undergraduate students of recognized aca- of study require approval of both demic ability and educational maturity may the undergraduate and graduate program di- fulfill the combined requirements of the col- rectors. lege’s bachelor’s and master’s degrees in Students must be in continuous enroll- a variety of combined programs. These ac- ment at the University of Baltimore for this celerated programs require a minimum of agreement to remain in effect. Those who 141credits, depending on the requirements fail to maintain the eligibility requirements of individual programs. A maximum of will be dropped from the accelerated pro- 9 graduate credits, completed at the under- gram. Applicability (if any) of graduate graduate level, may be applied simul- courses to the undergraduate degree will be taneously to the requirements for the determined on an individual basis. Students baccalaureate and graduate degrees. In some should be aware that graduate courses ap- cases, students may cross disciplines. Those plied to both undergraduate and graduate

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degrees at the University may not transfer as described in the appropriate course descrip- graduate credits to another institution. tion section of this catalog. Students must Application (including payment of appli- obtain permission of their program director cable fees) for admission to the graduate and the supervising faculty member before program must be made during the final se- registering for an independent study course. mester the bachelor’s program. Admission to the graduate program must be effective the APPLIED INFORMATION semester after completing the credits re- TECHNOLOGY, BACHELOR quired for the bachelor’s degree so that there OF SCIENCE is no break in studies. (Transfer Program) SECOND BACHELOR’S DEGREES Charles Sykes, program director Students who have previously earned a baccalaureate degree, either at the University of FACULTY: Dutt, Kaplan, Ketel, Moulthrop, Baltimore or at another accredited institu- Sykes tion, may earn a second baccalaureate de- ADJUNCT FACULTY: Bergkvist, gree in order to pursue a new field of study, Carpeneto, Souza, Spencer to retrain for a new career or for personal enrichment. Students must complete a min- The B.S. degree in Applied Information imum of 30 credits at the University of Technology is offered by the School of Baltimore as part of the second degree and Information Arts and Technologies. The de- must satisfy all the program requirements gree program is rooted in computer sci- for the second degree, but they are not re- ence—centered around microcomputers and quired to fulfill University-wide course re- server-based computing—and focuses on the quirements. Credits used to obtain the first details of how computer technology works. bachelor’s degree may not be applied to the The curriculum provides a solid academic second bachelor’s degree. In some cases, foundation in networking, desktop and meeting the above requirements may neces- server-based applications development, Web sitate the substitution of major discipline site development and support, and informa- courses other than those specified by the tion security, while also preparing students second-degree program. Students interested for valuable information-technology industry in pursuing a second baccalaureate degree certifications in these areas. should consult with the appropriate pro- Although earning an industry certifica- gram director before making a formal appli- tion is not a program requirement, students cation through the Office of Undergraduate are encouraged to sit for at least one certifica- Admissions. Information about applying for tion exam in parallel with the bachelor’s de- a second bachelor’s degree may be found in gree. A certification may require the student the Admissions section of this catalog. to pass several industry-administered exams.

INDEPENDENT STUDY FACILITIES Students may pursue independent research The School of Information Arts and with faculty members through independent Technologies maintains several PC labs sup- or directed study courses. Each academic porting programming, network administra- discipline within the College of Liberal Arts tion, information security, 3-D graphics and offers an independent study course that is computer game development.

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COURSE CODE IDIS 302 Ethical Issues in Business and Computer Science (COSC). Descriptions Society (3) and prerequisites for individual courses are detailed in the Course Descriptions section Take one of the following: of this catalog. IDIS 301 World Cultures (3) IDIS 304 Arts and Ideas (3) ADMISSION REQUIREMENTS Applied Information See the Admission section of this catalog. Technology Requirements (40 credits) DEGREE REQUIREMENTS Students complete prescribed courses in three modules: networking, applications de- In addition to the requirements of the velopment and information security. major, all bachelor’s degree candidates are required to fulfill the collegewide degree Networking Module (11credits) requirements outlined under Yale Gordon Students learn fundamental networking College of Liberal Arts, Academic Policies principles as well as general operating and and Information. network operating system concepts. They learn to administer, implement and support Lower-Division Requirements a network in both standard and enterprise Applied Information Technology students environments. Included is a study of the are expected to complete MATH 111: TCP/IP suite of protocols. This module also College Algebra or an equivalent course at includes a course that teaches students the the lower level. MATH 111also fulfills the architecture and hardware components of lower-division general education mathemat- the microcomputer as well as fundamental ics requirement. microcomputer operating system concepts. Students are also expected to have suc- COSC 305 Networking: Theory and cessfully completed at least one course in Application (4) each of the following: COSC 307 Administering and • microcomputer maintenance and trou- Supporting a Network bleshooting Operating System (4) • basics of Web authoring with HTML/CSS COSC 401 The TCP/IP Protocol Suite • general elements of computer program- (3) ming (using any language) • introduction to Visual Basic Applications Module (13 credits) programming. In the design and implementation of desk- The program director may require stu- top and server-based applications module, dents who have not done so to take one or students learn to program in two languages more of these courses at UB. (Visual Basic and Java) and to develop desktop and server-based applications using General Education Requirements these languages. (9 credits) Only elementary programming experi- IDIS 300 Ideas in Writing (3) ence is necessary for the programming sequence, which begins with Computer

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Programming I (a pre-major requirement). Students who qualify may apply to take up Students learn to code applications in Visual to 9 graduate credits that apply to both this Basic and Java as well as to integrate spread- undergraduate degree and the M.S. in sheets, databases and Web page applets into Interaction Design and Information applications. Architecture. Contact the program director COSC 310 Computer Programming II for information. (3) COSC 403 Advanced and Object- TRANSFER PROGRAM Oriented Programming (3) General education: 9 COSC 416 Advanced Web Site Major requirements: 40 Development (3) General electives: 12 COSC 425 Database Design and Total UB credits: 61 Implementation (4) Total for degree: 120

Information Security Module (7 credits) COMMUNITY STUDIES This module builds on both the networking AND CIVIC ENGAGEMENT, and applications development modules, con- BACHELOR OF ARTS centrating on the creation and maintenance of secure information processing systems. (Full-Time, Four-Year Day Program; Students learn about major issues in network Transfer Program) security and standard solutions, then apply Jessica Elfenbein, program director theoretical knowledge by setting up, operating and testing experimental networks. FACULTY: Elfenbein, Kucher, Nix, Shorr, COSC 432 Information Assurance Wayne, Weiss (3) Adjunct FACULTY: G. Carney, Luchey, COSC 433 Network Security (4) McNeely,Victorson

Other Major Requirements (9 credits) The B.A. degree in Community Studies and COSC 490 Practicum in AIT (3) Civic Engagement (CSCE) is administered MATH 321 Mathematical Structures by the Division of Legal, Ethical and for Information Historical Studies. An undergraduate degree Technology (3) in CSCE provides an opportunity for the WRIT 313 Writing for Information student who is actively committed to social Systems (3) change to work beyond the boundaries of the University.Using an asset-based model General Electives (12 credits) of community studies focused on ways to Students may take 12 credits in courses from find and use the gifts and talents of local any University discipline. Students choose people and institutions, this major features electives to round out their program of educational opportunities that partner stu- study and/or to gain greater depth in an in- dents with community-serving organizations terest area related to the major. to actively explore the dynamics of civic engagement and citizenship. Accelerated Bachelor’s/Master’s Program Many CSCE classes have a service- (See page 115.) learning or experiential education component as an integral part of the learning expe-

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rience. Each student also completes a cap- counting (ACCT), economics (ECON), en- stone experience based on a semester-long trepreneurship (ENTR) and management field study (internship) with a community (MGMT). Descriptions and prerequisites for organization or agency in conjunction with a individual courses are detailed in the Course senior project that will integrate field study, Descriptions section of this catalog. classroom and research work. In addition, co-curricular activities (pro- ADMISSION REQUIREMENTS fessional and social events that foster stu- See the Admission section of this catalog. dents’ development of organizational and networking skills, such as retreats and atten- DEGREE REQUIREMENTS dance at American Humanics Management In addition to the requirements of the Institutes, annual awards and recognition major, all bachelor’s degree candidates are re- events) are important to the CSCE major. quired to fulfill the collegewide degree All told, students spend a minimum of 300 requirements outlined under Yale Gordon hours in community-serving agencies College of Liberal Arts, Academic Policies through a combination of service-learning and Information. and internship experiences. A truly interdisciplinary major, the foun- LOWER-DIVISION dation of the CSCE major is studies of histor- REQUIREMENTS (60 credits) ical and contemporary perspectives on nonprofit action, philanthropy, citizenship General Education (34 credits) and democracy.The CSCE major builds on English Composition (3) the strength of UB’s unique archives, which Mathematics (3) document the making of modern Baltimore Oral Communication (3) through 60 collections of civic, nonprofit and Literature (3) voluntary organizations. In addition, the History or Philosophy (3) CSCE major includes courses and faculty Fine Arts (3) from history, government and public policy, Computer Literacy (3) sociology, communications, philosophy, Social and Behavioral Science 1 (3) human services administration, economics, *CSCE 100: Urban Solutions management, and negotiation and conflict Social and Behavioral Science 2 (3) management in a program that fosters the Biological and Physical Science study, development and enhancement of Laboratory course (4) community with particular focus on Central Nonlaboratory course (3) Maryland and its nonprofit organizations. * denotes preferred general education course

COURSE CODES First-Year Seminar (2 credits) Community Studies and Civic Engagement (Transfer students replace this requirement (CSCE) is an interdisciplinary major that with a lower-level elective.) draws on courses from history (HIST), gov- IDIS 101 First-Year Seminar: Applied ernment and public policy (GVPP), philos- Learning and Study Skills ophy (PHIL), corporate communication (CMAT), sociology (SOCI), negotiations Major Requirements (6 credits) and conflict management (CNCM), ac- CSCE 100 Urban Solutions (3)

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CSCE 200 Understanding Community GVPP 461 Maryland Government (3) Processes and Politics (3)

Lower-Division Electives From Any History Discipline (18 credits) Two of the following: HIST 377 New South and Civil Rights UPPER-DIVISION (3) REQUIREMENTS (60 credits) HIST 380 Chesapeake World (3) HIST 381 History of Baltimore (3) General Education (9 credits) HIST 382 American Cities (3) IDIS 300 Ideas in Writing (3) HIST 473 U.S. Women’s History (3) IDIS 302 Ethical Issues in Business HIST 480 Introduction to Public and Society (3) History (3) Take one of the following: IDIS 301 World Cultures (3) Skills IDIS 304 Arts and Ideas (3) Two of the following: CSCE 401 Community Economic Major Courses (36 credits) Development (3) CNCM 340 Community Conflict: Major Requirements (18 credits) Sources and Solutions (3) CSCE 301 Community Studies (3) ENTR 300 Introduction to CSCE 302 Philanthropy and Voluntarism Entrepreneurship (3) (3) SOCI 312 Community Organizations CSCE 400 Nonprofit Management (3) (3) CSCE 481 Field Study (3) CSCE 497 Special Topics (when skills- CSCE 482 Field Study Seminar (3) based)

One of the following: Business CMAT 453 Media and One of the following: Community/Community ACCT 201 Introduction to Financial Media (3) Accounting (3) HIST 383 Community History (3) MGMT 300 Human Resource Management (3) Major Electives (18 credits) MKTG 301 Introduction to Marketing (3) Government and Public Policy One of the following: Upper-Division Electives GVPP 326 Urban Politics and Public From Any Discipline (15 credits) Policy (3) GVPP 348 State and Local Government FOUR-YEAR PROGRAM (3) General education: 43 GVPP 426 Foundations of Democracy I Major requirements: 24 (3) Major electives: 18

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General electives: 35 examine and analyze the components of the (includes First-Year Seminar) communication process (message content, Total for degree: 120 audiences and media) and the learning process (social learning and modeling, con- CORPORATE COMMUNICATION, ditioning and reinforcement). BACHELOR OF SCIENCE They understand the strengths and weaknesses of a variety of communication (Full-Time, Four-Year Day Program; media, from print and video to satellite tele- Transfer Program) conferencing, computer graphics, hyperme- Julie Simon, program director dia, podcasting and the Internet. They graduate with a working knowledge of how FACULTY: Carr, Carruthers, Delury, Fitz, to use these media to communicate effec- Friskey, Gibson, Gold, Kopelke, Matanle, tively and responsibly specific information Pointer, Shorr, Simon, B. Smith, Tarrier, to specific audiences. Yarrison WRITER IN RESIDENCE: Magida COURSE CODE ADJUNCT FACULTY: Flinkman, Corporate Communication (CMAT). Gibbons, Holder-Smith, Page, Additional courses are listed under English Patschke, Wasmer (ENGL) and Writing (WRIT); certain courses may be selected from Simulation The Corporate Communication program— and Digital Entertainment (COSC), housed in the Division of English & Marketing (MKTG) or Management Communications Design in the School of (MGMT). Descriptions and prerequisites for Communications Design—leads to the individual courses are detailed in the Course Bachelor of Science degree. The program pre- Descriptions section of this catalog. pares students for positions in government, private industry and the not-for-profit sector FACILITIES as specialists in the presentation of information: writing, graphic design, Web site Communications Design laboratories in- and Internet design and video production. clude high-end Macintosh computers, an The program is designed for people who are extensive array of quality printers, transferring from community colleges and CD/DVD-R burners for data, audio and/or four-year schools, as well as for working pro- video and FireWire connections for digital fessionals who want to further develop their cameras, camcorders, photo-quality scanners communication skills, either for continued and other equipment. The graics lab in- advancement in their present careers or as cludes three rooms that offer easy access to preparation for a career change. state-of-the-art software for desktop pub- Students enter the program from a vari- lishing; image creation, correction and ma- ety of backgrounds, including production nipulation; audio and video postproduction; areas such as photography, video and animation; and Web design. graphic design as well as business, English ADMISSION REQUIREMENTS and other liberal arts disciplines. Once in the program, students broaden their infor- See the Admission section of this catalog. mation and skills base. Moving from a foundation of communication theory, students

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DEGREE REQUIREMENTS CMAT 271 Interpreting Pop Culture (3) In addition to the requirements of the Take at least one of the following: major, all bachelor’s degree candidates are re- CMAT 213 Introduction to Design (3) quired to fulfill the collegewide degree CMAT 214 Designing With Type (3) requirements outlined under Yale Gordon College of Liberal Arts, Academic Policies Upper-Division Requirements and Information. (60 credits) General Education (9 credits) Lower-Division Requirements IDIS 300 Ideas in Writing (3) (60 credits) IDIS 302 Ethical Issues in Business and Society (3) General Education (34 credits) Take one of the following: English Composition (3) IDIS 301 World Cultures (3) Mathematics (3) IDIS 304 Arts and Ideas (3) Oral Communication (3) MAJOR COURSES Literature (3) (42 credits) History or Philosophy (3) Major Requirements (30 credits) Fine Arts (3) CMAT 351 Project Management I: Computer Literacy (3) Principles (3) Social and Behavioral Science 1 (3) CMAT 352 Media Literacy (3) Social and Behavioral Science 2 (3) CMAT 357 Print Design (3)* Biological and Physical Science CMAT 358 Electronic Design (3)* Laboratory Course (4) *Prerequisite: CMAT 211and CMAT Nonlaboratory Course (3) 212 (6) or First-Year Seminar (2 credits) CMAT 350 (3) (Transfer students replace this requirement WRIT 361 Writing for the Media (3) with a lower-level elective.) CMAT 451 Communication Technologies IDIS 101 First-Year Seminar: Applied (3) Learning and Study Skills (2) CMAT 458 Project Management II: Practices (3) Major Requirements (6 credits) Prerequisite: CMAT 351(3) CMAT 211 Computer Graphics: Publishing (3) Take one of the following: CMAT 212 Computer Graphics: Imaging CMAT 407 Internship in Corporate (3) Communication (3) CMAT 480 Portfolio Development (3) Lower-Division Electives From Any Discipline (18 credits) Take one of the following advanced writing courses: Recommended electives: WRIT 314 Argument & Persuasion (3) Take at least one of the following: WRIT 317 Techniques of Popularization CMAT 231 Decoding Media (3) (3)

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WRIT 330 Writing, Editing, & transfer credit or competency examination, Publishing (3) or they may take CMAT 350: Workshop in WRIT 331 Public Relations Writing (3) Computer Graphics, preferably during the WRIT 363 Screenwriting (3) first semester in which they enter the pro- WRIT 380 Syntax, Semantics & Style (3) gram. If CMAT 350 is taken to satisfy the requirement instead of CMAT 211and Take one of the following background and CMAT 212, it will count as one of the 12 ideas courses: major elective credits (see above) and the ENGL 337 Great Plays (3) lower-division requirement for the degree ENGL 338 Modern Drama (3) will be automatically waived. ENGL 346 The American Dream (3) ENGL 351 Ancient Mythology & Corporate Communication Modern Myth (3) Participation Requirement ENGL 354 Images of Love (3) During their tenure at the University of ENGL 361 The Hero & the Quest (3) Baltimore, corporate communication majors ENGL 364 Shakespeare: Kings, Knaves must attend at least five co-curricular activi- & Fools (3) ties related to the major. These could in- ENGL 365 Shakespeare: Love, Myth & clude lectures, workshops or conferences; Metamorphosis (3) professional association meetings; and a ENGL 450 The Great Moderns (3) wide assortment of other events. Approved CMAT 355 Communication Theory & events are posted and announced in Learning (3) advance. CMAT 371 Mass Media & Society (3) CMAT 381 Representing Reality (3) UPPER-DIVISION ELECTIVES FROM ANY DISCIPLINE (9 Credits) Major Electives (12 credits) Special Opportunities With the advice and consent of an adviser, Full-time UB students may enroll in one corporate communication majors take 12 3-credit course per semester at the Maryland credits of elective courses related to the Institute College of Art and, with the per- major that further enhance their career mission of their adviser, count it as a corpo- preparation. Elective areas include writing, rate communication elective. For more graphic design, media and multimedia pro- information about this program, contact the duction, advertising and public relations, registrar. and media management. Accelerated Bachelor’s/ Computer Graphics Master’s Program (See page 115.) Competency Requirement Students who qualify may apply to take up Students admitted to the four-year degree to 9 graduate credits that apply to both this program will satisfy this requirement undergraduate degree and the M.A. in through successful completion of CMAT Publications Design or the M.S. in 211 and CMAT 212. Transfer students may Interaction Design and Information satisfy the requirement by taking CMAT Architecture. Contact the program director 211and CMAT 212, through approved for information.

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FOUR-YEAR PROGRAM other core courses in a special project com- General education: 43 pleted by each student. Major requirements: 36 Area courses ensure that a student’s Major electives: 12 upper-level work in criminal justice includes General electives: 29 at least one course focusing on each of the (includes First-Year Seminar) major components of the criminal justice Total for degree: 120 system (law enforcement, courts and law, and correction) while minimizing possible CRIMINAL JUSTICE, course duplication with lower-division BACHELOR OF SCIENCE courses taken elsewhere. Elective courses, which may focus on (Full-Time, Four-Year Day Program; such subjects as prevention and comparative Transfer Program) criminal justice systems, broaden the study Kathleen Block, program director of criminal justice beyond discussion of U.S. criminal justice systems. Other electives, fo- FACULTY: Block, Grant, Pfeifer, Ross, cusing on such subjects as white-collar Smith, Stanley,Tomczak, Wright crime and forensics, provide in-depth analy- ADJUNCT FACULTY: Ferree, Gersh, sis of specific topics and issues. The intern- Johnson, Kinlock, Rice ship, required of pre- service students with no prior criminal The undergraduate B.S. degree in Criminal justice internship experience, is designed Justice is administered through the Division to ensure that students experience direct of Criminology, Criminal Justice and Social contact with criminal justice operations Policy.The key objective of the criminal jus- while having the opportunity to explore tice program is to meet the educational career interests. needs of individuals planning criminal justice careers and individuals already enjoying COURSE CODE criminal justice careers. The program is de- Criminal Justice (CRJU). Descriptions and signed to build upon and complement prior prerequisites for individual courses are de- academic work and professional experience. tailed in the Course Descriptions section of The program integrates theory and practice this catalog. in the study of crime and criminal justice. The program’s coursework is designed to ADMISSION REQUIREMENTS ensure that all majors develop a basic See the Admission section of this catalog. grounding in the substance and methods of DEGREE REQUIREMENTS the field while being provided with sufficient flexibility to pursue individual in- In addition to the requirements of the terests. major, all bachelor’s degree candidates are re- The criminal justice core encompasses quired to fulfill the collegewide degree surveys of the criminal justice system, crimi- requirements outlined under Yale Gordon nological theory, professional studies, re- College of Liberal Arts, Academic Policies search design and analysis, and a capstone and Information. course that integrates the materials from the

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LOWER-DIVISION REQUIREMENTS Recommended electives: (60 credits) CRJU 220 Police and Society (3) PSYC 100 Introduction to General Education (34 credits) Psychology (3) English Composition (3) Mathematics (3) UPPER-DIVISION REQUIREMENTS *MATH 115 Introductory Statistics (60 credits) Oral Communication (3) Literature (3) General Education (9 credits) History or Philosophy (3) IDIS 300 Ideas in Writing (3) Fine Arts (3) IDIS 302 Ethical Issues in Business and Computer Literacy (3) Society (3) Social and Behavioral Science 1 (3) One of the following: *CRJU 200 Criminal Justice IDIS 301 World Cultures (3) Social and Behavioral Science 2 (3) IDIS 304 Arts and Ideas (3) Biological and Physical Science: Laboratory course (4) Major Courses (36 credits) Nonlaboratory course (3) Major Requirements (24 credits) * denotes preferred general education course Core Courses (15 credits): First-Year Seminar (2 credits) CRJU 301 Social Justice in the Urban (Transfer students replace this requirement Community (3) with a lower-level elective.) Prerequisite: CRJU 200 or equivalent IDIS 101 First-Year Seminar: Applied CRJU 302 Research Methods Learning and Study Skills Prerequisite: CRJU 200 or equivalent Major Requirements (6 credits) CRJU 304 Criminal Justice Professional MATH 115 Introductory Statistics (3) Studies (3) CRJU 200 Criminal Justice (3) Prerequisite: IDIS 300 and CRJU 200 or equivalent Electives From Any Discipline CRJU 306 Criminological Perspectives (18 credits) (3) Prerequisite: CRJU 200 or equivalent CRJU 485 Advanced Criminal Justice Studies (3) Prerequisites: MATH 115 or equivalent; CRJU 301, 302, 304, 306

Area Courses (9 credits–one course from each area): Law Enforcement Area: CRJU 320 Police Administration (3) Prerequisite: CRJU 200 or equivalent CRJU 420 Special Problems in Policing (3) Prerequisite: CRJU 301

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Courts and Law Area: ENGLISH, BACHELOR OF ARTS CRJU 330 Criminal Law (3) Prerequisite: CRJU 200 or equivalent (Transfer Program) CRJU 430 Juvenile Justice (3) Virginia Kirby-Smith Carruthers, program Prerequisite: CRJU 301 director CRJU 432 Criminal Courts (3) Prerequisite: CRJU 301 FACULTY: Carr, Carruthers, Delury, Fitz, Corrections Area: Friskey, Gibson, Kopelke, Matanle, Pointer, CRJU 341 Correctional Perspectives (3) Shorr, Simon, B. Smith, Summers, Yarrison Prerequisite: CRJU 200 or equivalent WRITER IN RESIDENCE: Magida CRJU 441 Special Problems in ADJUNCT FACULTY: N. Bates, Blatt, Corrections (3) Brewer, Caudill, Dearing, Gibbons, Haulsee, Prerequisite: CRJU 301or CRJU 341 Hazen, Herdson, Keen, Messick, Miller, Ray, CRJU 442 Community Corrections (3) Rockett, Stark, Toran Prerequisite: CRJU 301or CRJU 341 The B.A. in English is housed in the Major Electives (12 credits) Division of English & Communications Select 12 credits of electives from CRJU Design within the School of Commu- courses. Courses in excess of the 3 credits nications Design. Students majoring in needed to satisfy the area requirements may English choose from among three specializa- be used as electives. Pre-service students who tions: literature, the writing programs (with do not transfer to UB with a college-level opportunities to focus on creative, profes- criminal justice internship course must com- sional or technical writing), and discourse & plete CRJU 490: Criminal Justice Internship technology.Sharing a core of three courses, (3). CRJU 490 credits will be included in the all specializations emphasize the develop- 12 credits of major electives. ment of the critical thinking and communication skills that are necessary for success Electives From Any Discipline (15 credits) both in the world of work and in the pursuit of advanced degrees. The major prepares its Accelerated Bachelor’s/Master’s Program students for positions in publications and (See page 109.) communications (media production, graphic Students who qualify may apply to take up design, electronic publishing, writing, editing to 9 graduate credits that apply to both this and public relations, for example) and pro- undergraduate degree and the M.S. in vides a sound basis for graduate work in Criminal Justice. Contact the program di- areas such as literature, rhetoric, creative writ- rector for information. ing and the law. FOUR-YEAR PROGRAM Extracurricular opportunities for English majors include Sigma Tau Delta (the national General education: 43 English honor society), the literary magazine Major requirements: 30 Welte r and the University newspaper, the UB Major electives: 12 Post. The division is also affiliated with the General electives: 35 Edgar Allan Poe Society of Baltimore, the (includes First-Year Seminar) literary journal Passager and Deus Loci: The Total for degree: 120 Lawrence Durrell Journal.

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COURSE CODES Transfer students may apply up to 9 English (ENGL),Writing (WRIT) and credits of 200-level courses in literature Corporate Communication (CMAT). taken elsewhere to count toward the 36 Descriptions and prerequisites for individual credits required for the program. For stu- courses are detailed in the Course dents transferring with 300- and 400-level Descriptions section of this catalog. courses, at least 18 credits in the program must be taken at the University of ADMISSION REQUIREMENTS Baltimore. Any special exceptions to these requirements must have the permission of See the Admission section of this catalog. both the division chair and the dean of the DEGREE REQUIREMENTS ARE college. The literature specialization has no LISTED SEPARATELY FOR EACH lower-division prerequisites. SPECIALIZATION. General Education Requirements (9 credits) LITERATURE IDIS 300 Ideas in Writing (3) IDIS 302 Ethical Issues in Business and This specialization has been designed for Society (3) students who wish to acquire a broad cultural background based in the study of liter- Take one of the following: ature. It is intended to prepare for graduate IDIS 301 World Cultures (3) work in English, for admission to profes- IDIS 304 Arts and Ideas (3) sional schools and for careers in teaching and writing. During the course of this pro- Literature Specialization Requirements gram, students develop critical skills (36 credits) through a study of key literary works and comparative analysis of early and modern Major Requirements (18 credits) texts. The approach is both eclectic and rigorous. All students take, as a part of this English Core (9 credits) curriculum, an advanced seminar that re- Choose one period and context course from the quires them to combine a historical perspec- following: tive with critical ability and independent ENGL311,342,361,362,366,374,400,421, judgment. With approval of the faculty, stu- 431, 432, 441, 442 or 450 (3). dents may undertake an independent proj- Also take ect or an honors thesis. ENGL 364 Shakespeare: Kings, Knaves DEGREE REQUIREMENTS & Fools (3) (or ENGL 365: Shakespeare: Love, Myth & In addition to the requirements of the Metamorphosis) major, all bachelor’s degree candidates are re- and quired to fulfill the collegewide degree ENGL 498 Seminar in English: requirements outlined under Yale Gordon The Modern Tradition (3) College of Liberal Arts, Academic Policies and Information.

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Literature Core (9 credits) tion for careers that involve, for example, the ENGL 397 Reading Strategies (3) writing and editing of publicity materials, Choose two additional courses from the pe- newsletters, brochures, annual reports, maga- riod and context series (6). zines, software documentation, technical proposals and trade journals. Two courses are Major Electives (18 credits) common to all of the writing programs: Students may select 9 credits of literature WRIT 380: Syntax, Semantics & Style, electives and 9 credits of related electives in- which explores structural and aesthetic prin- cluding any 300- or 400-level courses in ciples underlying written discourse, and English (ENGL),Writing (WRIT) or WRIT 382: The Writer as Reader, which ap- Corporate Communication (CMAT). proaches reading as an essential part of the writer’s experience. General Electives (15 credits) To supplement coursework, opportuni- Students may take 15 credits in courses from ties exist for independent studies and intern- any University discipline. ships with various publications and organizations. Accelerated Bachelor’s/Master’s Program (See page 115.) DEGREE REQUIREMENTS Students who qualify may apply to take up to 9 graduate credits that apply to both this In addition to the requirements of the undergraduate degree and the M.A. in major, all bachelor’s degree candidates are re- Publications Design. Contact the program quired to fulfill the collegewide degree director for information. requirements outlined under Yale Gordon College of Liberal Arts, Academic Policies TRANSFER PROGRAM and Information. Transfer students may apply up to 9 General education: 9 credits of 200-level courses in literature Major requirements: 36 taken elsewhere to count toward the 36 General electives: 15 credits required for the program. For stu- Total UB credits: 60 dents transferring with 300- and 400-level Total for degree: 120 courses, at least 18 credits in the program THE WRITING PROGRAMS must be taken at the University of Baltimore. Any special exceptions to these requirements must have the permission of The specific areas of emphasis within the both the division chair and the dean of the writing programs are creative writing, pro- college. fessional writing and technical writing—all The writing programs specializations providing opportunities to acquire a variety have no lower-division prerequisites. of skills appropriate for different media and different audiences. Writers of poetry, fiction General Education Requirements and literary nonfiction develop the aware- (9 credits) ness of language, the mastery of technique IDIS 300 Ideas in Writing (3) and the creative vision that are prerequisites IDIS 302 Ethical Issues in Business and for publication. Society (3) Majors in professional or technical writing refine communication skills in prepara-

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Take one of the following: WRIT 315 The Art of Memoir (3) IDIS 301 World Cultures (3) WRIT 318 Creative Writing Workshop: IDIS 304 Arts and Ideas (3) Poetry (3) WRIT 319 Creative Writing Workshop: The Writing Programs Specialization Fiction & Nonfiction (3) Requirements (36 credits) WRIT 363 Creative Writing Workshop: Major Requirements (27 credits) Screenwriting (3) English Core (9 credits) Choose one period and context course from the Technical Writing Program (12 credits) following: WRIT 313 Writing for Information ENGL311,342,361,362,366,374,400,421, Systems (3) 431, 432, 441, 442 or 450 (3). WRIT 430 Copy Editing & Document Also take Design (3) ENGL 364 Shakespeare: Kings, Knaves CMAT 350 Computer Graphics (3) & Fools (3) (or ENGL 365: CMAT 455 Hypermedia (3) Shakespeare: Love, Myth & Metamorphosis) Major Electives (9 credits) and Students may select 6 credits of writing ENGL 498 Seminar in English: The electives related to the area of emphasis and Modern Tradition (3) 3 credits of related electives, including any 300- or 400-level courses in English Writing Core (6 credits) (ENGL), writing (WRIT) or corporate com- WRIT 380 Syntax, Semantics & Style (3) munication (CMAT). WRIT 382 The Writer as Reader (3) General Electives (15 credits) Program Areas (12 credits) Students may take 15 credits in courses from Select one of the following programs: any University discipline. Professional Writing Program (12 credits) Accelerated Bachelor’s/Master’s Program WRIT 330 Writing, Editing & (See page 109.) Publishing (3) Students who qualify may apply to take up WRIT 407 Internship in Professional to 9 graduate credits that apply to both this Writing (3) undergraduate degree and the M.A. in WRIT 430 Copy Editing & Document Publications Design. Contact the program Design (3) director for information. CMAT 350 Computer Graphics (3) TRANSFER PROGRAM Creative Writing Program (12 credits) General education: 9 ENGL 320 Contemporary Literature (3) Major requirements: 36 WRIT 401 Publication & Performance General electives: 15 (3) Total UB credits: 60 Total for degree: 120 Take two of the following:

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DISCOURSE & TECHNOLOGY taken elsewhere to count toward the 36 credits required for the major. These This specialization has been designed to bal- courses, however, must specifically meet the ance the study of theory with the develop- requirements of the program. For students ment of technical abilities. Students acquire transferring with 300- and 400-level a well-defined set of marketable skills at the courses, at least 18 credits in the program same time that they receive a strong liberal must be taken at the University of arts education based in the study of litera- Baltimore. Any special exceptions to these ture. Each student must select at least one requirements must have the permission of area of practical application (media produc- both the division chair and the dean of the tion, graphic design or writing) in which to college. develop skills. To learn how to think about a The discourse & technology specializa- technology and the culture that surrounds tion has no lower-division prerequisites. it, students are also required to take special core courses in language, technology and General Education Requirements theory so that they can understand how (9 credits) technology affects society and culture and IDIS 300 Ideas in Writing (3) how it shapes forms of expression. IDIS 302 Ethical Issues in Business and By the time they graduate, students can Society (3) expect to have a well-rounded education in the background and ideas that inform cul- Take one of the following: ture and literary traditions; to have at least IDIS 301 World Cultures (3) basic competency in one technological ap- IDIS 304 Arts and Ideas (3) plication that allows them to control a technology and to express themselves while Discourse & Technology Specialization using it; to understand the syntax and Requirements (36 credits) grammar of various technologies (how the structure of a technology shapes ideas and English Core (9 credits) expression and how different technologies Choose one period and context course from the alter meaning); and to understand how following: technologies change cultural values and ENGL311,342,361,362,366,374,400,421, serve as metaphors, both in literature and in 431, 432, 441, 442 or 450 (3). society. Also take: ENGL 364 Shakespeare: Kings, Knaves DEGREE REQUIREMENTS & Fools (3) (or ENGL 365: Shakespeare: Love, Myth & In addition to the requirements of the Metamorphosis) major, all bachelor’s degree candidates are re- and quired to fulfill the collegewide degree ENGL 498 Seminar in English: The requirements outlined under Yale Gordon Modern Tradition (3) College of Liberal Arts, Academic Policies and Information. Transfer students may apply up to 9 credits of certain approved 200-level courses

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Discourse & Technology Core (9 credits) WRIT 320 Writing for Managers & ENGL 392 The Archaeology of Executives Language (3) WRIT 330 Writing, Editing & ENGL 395 Narrative Discourse (3) Publishing CMAT 352 Media Literacy (3) WRIT 331 Public Relations Writing WRIT 361 Writing for the Media Directed Project (3 credits of independent WRIT 371 Advertising: Writing & study) Layout WRIT 380 Syntax, Semantics & Style Application Requirements (15 credits) WRIT 430 Copy Editing & Document With the advice and consent of an adviser, Design select 15 credits of related courses from the WRIT 475 Media Criticism following categories: other undergraduate and graduate courses as appropriate Media Production CMAT 367 Multi-Image Production General Electives (15 credits) CMAT 369 Digital Video Students may take 15 credits in courses from CMAT 451 Communication Technology any University discipline. CMAT 455 Hypermedia CMAT 456 Multimedia Design & Accelerated Bachelor’s/Master’s Program Production (See page 109.) CMAT 469 Advanced Audio Video Students who qualify may apply to take up Production to 9 graduate credits that apply to both this other undergraduate and graduate courses as undergraduate degree and the M.A. in appropriate Publications Design. Contact the program director for information. Graphic Design CMAT 350 Computer Graphics TRANSFER PROGRAM CMAT 357 Print Design General education: 9 CMAT 358 Electronic Design Major requirements: 36 WRIT 370 The Art of Advertising General electives: 15 WRIT 374 The Magazine Total UB credits: 60 WRIT 375 Graphic Design & Total for degree: 120 Production other undergraduate and graduate courses as appropriate

Writing WRIT 313 Writing for Information Systems WRIT 316 Creative Journalism WRIT 317 Techniques of Popularization

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FORENSIC STUDIES, law enforcement or forensics and are seeking BACHELOR OF SCIENCE a bachelor’s degree to advance in their field. They enter the program with coursework in (Transfer Program) criminal justice, the social sciences or gen- Jami Grant, program director eral studies. The forensic science concentration attracts students who are searching for a Edgar Koch, liaison, Baltimore Police way to apply their interests and background Department; director, crime laboratory in science to a compelling, practical career. FACULTY: Block, Grant, Koch, Tomczak, These students may have an associate degree Wr ig ht in a physical science or have completed ADJUNCT FACULTY: Bailey, Cassidy, lower-level coursework in science. Fowler, Gersh, Redhead, Tress, Tumosa, Williams FACILITIES The fields of forensic and police science are The Forensic Studies program, offered by becoming increasingly sophisticated, with the Division of Criminology, Criminal rapid advances in DNA analysis and com- Justice and Social Policy, incorporates sci- puter technology accelerating this trend. ence, criminal investigation and the law to The University’s unique partnership with provide a comprehensive understanding of the Baltimore Police Department provides the evidentiary process. This academic ap- students with access to facilities and exper- proach familiarizes students with the major tise that enrich the curriculum. components of the criminal justice process, Students pursuing the forensic science from the investigation and collection of concentration use the Baltimore Police crime-scene evidence to its scientific evalua- Department’s Crime Laboratory, featuring tion and subsequent presentation in court. state-of the-art technologies and advanced The program offers broad preparation in instrumentation, for a portion of their stud- substantive areas of the field with the op- ies. This working lab environment allows portunity for an in-depth exploration of students to interact with forensic profession- forensic science or police science. als. In the campus laboratory, students learn Developed in partnership with the the basics of evidence collection, processing Baltimore Police Department, the curricu- and analytical techniques. lum includes theoretical and applied course- Students pursuing the police science work. This partnership provides experiential concentration work with professionals in the learning opportunities with law enforcement Baltimore Police Department’s Criminal and scientific personnel to produce gradu- Investigation Bureau to gain a practical un- ates with the skills and experience needed to derstanding of current investigative proce- assume positions as either forensic science dures and techniques. University facilities specialists or criminal investigators. include a full law library that gives students Students enter the forensic studies pro- access to a wide range of legal resources. gram from diverse backgrounds, contributing an array of skills and knowledge that COURSE CODES enlivens the learning process. Students ap- Forensic Studies (FSCS).Additional courses plying for police science are employed in are listed under Criminal Justice (CRJU).

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Descriptions and prerequisites for individual should be taken before transfer to UB courses are detailed in the Course so that progress toward the degree is not de- Descriptions section of this catalog. layed. • Biology I ADMISSION REQUIREMENTS • Chemistry I and II Forensic Studies is a selective major with • Organic Chemistry I and II limited enrollment based on the space avail- • Physics I and II able. Applicants must meet the University’s DEGREE REQUIREMENTS general admission requirements as well as the following program-specific require- In addition to the requirements of the ments: major, all bachelor’s degree candidates are re- • cross-institutional GPA of 3.0 or better, quired to fulfill the collegewide degree with a grade of B or better in all prepara- requirements outlined under Yale Gordon tory science courses required for entry into College of Liberal Arts, Academic Policies the forensic science concentration. and Information. • completion of COSC 100: Introduction to Microcomputers, or equivalent transferable General Education Requirements course. This course also fulfills a lower- (9 credits) division general education requirement. IDIS 300 Ideas in Writing (3) • criminal background check and urinalysis IDIS 302 Ethical Issues in Business • completion of the admission process by and Society (3) dates specific to the Forensic Studies program: Take one of the following: March 1: admission application deadline IDIS 301 World Cultures (3) June 1: completion of the criminal back- IDIS 304 Arts and Ideas (3) ground check and urinalysis. See also the Admission section of this Forensics Science Concentration catalog and specific information for concen- Requirements (43 credits) trations below. Major Requirements for Both DEGREE REQUIREMENTS Concentrations— ARE LISTED SEPARATELY Foundation Courses (15 credits) FOR EACH CONCENTRATION. Because the work of police and forensic specialists overlaps, it is important for each pro- FORENSIC SCIENCE fessional to understand the vocabulary and procedures of the other. This understanding This concentration prepares professionals to facilitates communication and fosters coop- work in laboratory settings on the scientific eration in work settings. The required foun- analysis of evidence and thus requires a dation courses, taken by all students, provide strong background in the physical sciences. this background. Specifically, the classes It includes prerequisites in the following help students develop a basic understanding areas and the courses must be completed of science, investigation and the law. with a grade of B or better. These courses

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CRJU 301 Social Justice in the Urban CRJU 306 Criminological Perspectives Community (3) (3) FSCS 301 Forensic Science (3) CRJU 320 Police Administration (3) FSCS 307 Crime Scene Investigation (3) CRJU 380 Forensics in Criminal Justice I FSCS 480 Forensic Documentation (3) (3) FSCS 482 Moot Court and Trial CRJU 381 Forensics in Criminal Justice Advocacy for Forensics (3) II (3) CRJU 390 Victimology (3) Forensic Science Concentration Major CRJU 408 Crime and Delinquency Requirements (28 credits) Prevention (3) Forensic science focuses on the laboratory CRJU 420 Special Problems in Policing aspects of investigation. (3) CRJU 432 Criminal Courts (3) Required Courses (10 credits) CRJU 434 Survey of Law (3) FSCS 400 Laboratory Safety and CRJU 456 Drugs and Crime (3) Quality Assurance (3) CRJU 464 Criminal Justice Issues (3) FSCS 407 Instrumental Analysis (4) CRJU 470 Biosocial Perspectives in FSCS 487 Field Internship in Forensic Criminology (3) Science (3) General Electives (8 credits) Trace Evidence (12 credits) Students may take 8 (or 9) credits in FSCS 401 Trace Evidence I (4) courses from any University discipline. FSCS 403 Trace Evidence II (4) FSCS 405 Microscopy (4) TRANSFER PROGRAM General education: 9 Major Electives (6 credits) Major requirements: 43 To complete the forensic science require- General electives: 8 ments, choose two courses from among Total UB credits: 60 these approved forensic studies or criminal Total for degree: 120 justice electives. Courses are not offered every semester; students should consult the POLICE SCIENCE class schedule for current information. This concentration focuses primarily on the legal and procedural aspects of criminal in- Forensic Studies Electives vestigation. No specific preparatory courses FSCS 410 Forensic Serology (4) are required. FSCS 454 Death Investigation (3) FSCS 460 Forensic Photography (3) FSCS 497 Topics in Forensics (3) FSCS 498 Laboratory Topics in Forensics (4)

Criminal Justice Electives CRJU 302 Criminal Justice Research Methods (3)

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DEGREE REQUIREMENTS Police Science Concentration Major In addition to the requirements of the Requirements (27 credits) major, all bachelor’s degree candidates are re- Police science focuses on the investigative as- quired to fulfill the collegewide degree pects of police work. requirements outlined under Yale Gordon College of Liberal Arts, Academic Policies Required Courses (9 credits) and Information. CRJU 330 Criminal Law (3) FSCS 418 Mathematical Applications in General Education Requirements Police Science (3) (9 credits) FSCS 496 Field Internship in Police IDIS 300 Ideas in Writing: Purpose and Science (3) Strategy (3) IDIS 302 Ethical Issues in Business and Courts and Investigation (9 credits) Society (3) FSCS 424 Fourth Amendment: Interpretation and Take one of the following: Application (3) IDIS 301 World Cultures (3) FSCS 426 Innovative Investigative IDIS 304 Arts and Ideas (3) Techniques (3) FSCS 430 Specialty Warrants, Wiretaps Police Science Concentration and Historical Conspiracies Requirements (42 credits) (3)

Foundation Courses (15 credits) Major Electives (9 credits) Because the work of police and forensic spe- To complete the police science require- cialists overlaps, it is important for each pro- ments, choose three courses from among fessional to understand the vocabulary and these approved forensic studies or criminal procedures of the other. This understanding justice electives. Courses are not offered facilitates communication and fosters coop- every semester; students should consult the eration in work settings. The required foun- class schedule for current information. dation courses, taken by all students, provide this background. Forensic Studies Electives Specifically, the classes help students FSCS 410 Forensic Serology (4) develop a basic understanding of science, in- FSCS 454 Death Investigation (3) vestigation and the law. FSCS 460 Forensic Photography (3) CRJU 301 Social Justice in the Urban FSCS 497 Topics in Forensics (3) Community (3) FSCS 498 Laboratory Topics in FSCS 301 Forensic Science (3) Forensics (4) FSCS 307 Crime Scene Investigation (3) FSCS 480 Forensic Documentation (3) FSCS 482 Moot Court and Trial Advocacy for Forensics (3)

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Criminal Justice Electives GOVERNMENT AND PUBLIC CRJU 302 Criminal Justice Research POLICY, BACHELOR OF ARTS Methods (3) CRJU 306 Criminological Perspectives (Transfer Program) (3) John T.Willis, program director CRJU 320 Police Administration (3) CRJU 380 Forensics in Criminal Justice I FACULTY: Darling, Gawthrop, Haynes, (3) Henderson, Hussey, Martin, Naylor, Swaim, CRJU 381 Forensics in Criminal Justice Thomas, Wiewel, Willis, Wilson-Gentry II (3) ADJUNCT FACULTY: Brown, Crites, CRJU 390 Victimology (3) McGrath, Payne CRJU 408 Crime and Delinquency Prevention (3) The undergraduate B.A. degree in CRJU 420 Special Problems in Policing Government and Public Policy is adminis- (3) tered through the Division of Government CRJU 432 Criminal Courts (3) and Public Administration in the School of CRJU 434 Survey of Law (3) Public Affairs. The program focuses on polit- CRJU 456 Drugs and Crime (3) ical institutions and processes. Students gain CRJU 464 Criminal Justice Issues (3) a broad understanding of government and CRJU 470 Biosocial Perspectives in public policy and processes. Criminology (3) A major in government and public policy offers students a broad-based education, General Electives (9 credits) which equips them to adapt to a wide vari- Students may take 9 credits in courses from ety of careers. This is particularly true for any University discipline. students seeking careers in state and local government, urban planning, corporate pub- TRANSFER PROGRAM lic affairs, the federal bureaucracy, the foreign General education: 9 service, campaign management, health ad- Major requirements: 42 ministration or in any of the public and pri- General electives: 9 vate organizations that monitor political Total UB credits: 60 processes or seek to influence the content of Total for degree: 120 public policy. Government and public policy is also a solid undergraduate major for students preparing for law school. Although no one discipline can best prepare students for the legal profession, specific courses in government and public policy illuminate the critical relationships between law and politics. The program regularly offers courses in American political institutions, constitutional law, administrative law, judicial processes, civil liberties, political theory, public administration and international relations.

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Combined with other offerings in govern- General Education Requirements ment and public policy, philosophy, history, (9 credits) economics, business and English, such IDIS 300 Ideas in Writing (3) courses establish a curriculum that provides IDIS 302 Ethical Issues in Business and the broad-based knowledge needed by per- Society (3) sons entering the legal profession. The B.A. in Government and Public Take one of the following: Policy program allows students flexibility to IDIS 301 World Cultures (3) develop their individual interests at the same IDIS 304 Arts and Ideas (3) time it emphasizes basic theories and methodological techniques. The approach to Government and Public Policy the study of governmental processes and Requirements (30 credits) public administration is applied, research- At least 24 of these credits must be in 300- oriented and practical. Students have an op- or 400-level courses taken at the University portunity to gain experience working in of Baltimore. government agencies, political campaigns, court systems, legislative bodies and other Major Requirements (15 credits) related organizations through internships GVPP 300 American Political that provide academic credit. Institutions (3)* National honor societies, Pi Sigma Alpha *If an equivalent course is transferred from an- and Pi Alpha Alpha, provide opportunities other institution, a substitute may be made. for networking and fellowship through discussion groups, speaker series and an annual GVPP 408 Methods in Government and awards ceremony. Public Policy (3) one GVPP course in international studies (3) COURSE CODE one GVPP course in political theory (3) Government and Public Policy (GVPP). GVPP 499 Senior Seminar in Descriptions and prerequisites for individual Government and Public courses are detailed in the Course Policy (3) Descriptions section of this catalog. Major Electives (15 credits) ADMISSION REQUIREMENTS Courses are selected after consultation with an adviser. Students who have a career inter- See the Admission section of this catalog. est in public policy and administration, pub- DEGREE REQUIREMENTS lic law or applied politics should take at least 9 credits in their area of interest. Certain In addition to the requirements of the courses (e.g., GVPP 345: The Legislative major, all bachelor’s degree candidates are re- Process, GVPP 348: State and Local quired to fulfill the collegewide degree Government and GVPP 461: Maryland requirements outlined under Yale Gordon Government and Politics) are applicable to College of Liberal Arts, Academic Policies more than one area of interest. Coursework and Information. in international studies and political theory Government and public policy has no is also offered. lower-division prerequisites.

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Students may take up to 6 nonclassroom Other Electives contact credits in either GVPP 470/471: GVPP 382 Political Ideologies Individual Research or GVPP 490/491: GVPP 384 Comparative Government Internship; or 3 credits in Individual GVPP 385 International Relations Research and 3 credits in Internship. GVPP 386 American Foreign Policy GVPP 482 Topics in Political Theory Public Policy and Administration GVPP 483 Aging and Public Policy GVPP 320 Public Administration GVPP 484 International Political GVPP 322 Bureaucracy and Public Economy Policy GVPP 485 The Far East in World Affairs GVPP 324 American Public Policy GVPP 486 The Middle East GVPP 326 Urban Politics and Public GVPP 487 Europe Policy GVPP 488 Africa GVPP 423 Public Budgeting and GVPP 489 The United Nations Personnel Administration GVPP 470/471 Individual Research GVPP 425 Administrative Law and GVPP 490/491 Internship Processes GVPP 493 Honors Seminar GVPP 427 Foundations of Democracy II GVPP 497 Topics in Government and Public Policy Public Law and American Constitutional Systems General Electives (21credits) GVPP 340 Constitutional Law Students may take 21credits in courses from GVPP 341 Civil Liberties and the Bill of any University discipline. Suggestions are Rights made to fit various areas of career interest. GVPP 344 American Presidency WRIT 313: Writing for Information Systems GVPP 345 The Legislative Process and WRIT 314: Argument & Persuasion are GVPP 348 State and Local Government recommended for all students. GVPP 381 American Political Thought GVPP 420 Foundations of Democracy Public Law and American Constitutional GVPP 426 Foundations of Democracy I System/Law School HIST 440 History of Common Law Applied Politics HIST 434 American Constitutional GVPP 360 Parties, Campaigns and History Elections PHIL 316 The Logic of Language GVPP 362 Media and Government CMAT 320 Argumentation, Debate & GVPP 461 Maryland Government Society Processes and Politics GVPP 463 Interest Group Politics and Applied Politics Lobbying MKTG 301 Marketing Management GVPP 465 Survey Research and Public Opinion Analysis

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Accelerated Bachelor’s/Master’s Program competence in the health systems manage- (See page 109.) ment field. Students who qualify may apply to take Providing students with sound concep- up to 9 graduate credits that apply to tual and practical knowledge of manage- both this undergraduate degree and the ment skills is a key focus of health systems Master of Public Administration Program management. A general awareness of the in- (M.P.A.). Contact the program director for terplay of social, political, economic, techno- information. logical, cultural and environmental factors of health services management and adminis- TRANSFER PROGRAM tration is pivotal for both current and future General education: 9 managers. The program develops managerial Major requirements: 30 knowledge, analytical ability and communi- General electives: 21 cation skills and graduates students who are Total UB credits: 60 technically competent and well rounded. In Total for degree: 120 addition to preparing students for managerial positions in health services administra- HEALTH SYSTEMS MANAGEMENT, tion, this degree also qualifies them for BACHELOR OF SCIENCE entry into graduate and professional schools. In accordance with the recommendations (Weekend Transfer Program) of the Accrediting Commission on This program is also offered weekends at Education for Health Services the Universities at Shady Grove (USG). Administration, the curriculum specifically John J. Callahan, director provides: • an understanding of the organization, FACULTY: Callahan, Gillingham, Lackey, financing and delivery of health services Lyles, Naylor, within a multidisciplinary context ADJUNCT FACULTY: Cohen, DiFranco, • an understanding and assessment of the Huddleston, Kaelin health status of populations including de- terminants of health, disease and factors The Health Systems Management program influencing the use of health services is housed in the School of Public Affairs. • an understanding of the values and ethical This weekend program is designed to pro- issues associated with the practice of vide the initial undergraduate education health services administration that will for professional careers in health services foster the development of ethical analysis management. Health care administration skills education requires a strong liberal arts foun- • opportunities for development of leader- dation to prepare health service managers ship potential for leadership roles in a complex, diverse • experience in economics, financial policy, and multicultural society. In keeping with quantitative analysis, organizational theory the philosophy of the School of Public and practice, human and information re- Affairs and the College of Liberal Arts, the sources, assessment of organizational per- program combines a classic liberal educa- formance and knowledge of methods to tion, along with conceptual and technical

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assure continuous improvement in the General Education Requirements quality of services provided. (9 credits) The Health Systems Management pro- IDIS 300 Ideas in Writing (3) gram is offered on Saturdays, and courses IDIS 302 Ethical Issues in Business and may also be taken online and during the Society (3) week at the Baltimore campus. The curriculum can be completed in two years by stu- Take one of the following: dents entering with an associate degree IDIS 301 World Cultures (3) (A.A./A.S.) or 56 transferable credits. IDIS 304 Arts and Ideas (3) Registered nurses (RNs) and radiologic technologists (RTs) who are licensed in Health Systems Management Maryland are awarded 60 transfer credits. Requirements (42 credits)

COURSE CODE Core Courses (33 credits) Health Systems Management (HSMG). HSMG 300 Health Indicators (3) Descriptions and prerequisites for individual HSMG 370 Overview of Health Care courses are detailed in the Course Delivery System (3) Descriptions section of this catalog. HSMG 371 Principles of Health Care Management I (3) ADMISSION REQUIREMENTS HSMG 372 Principles of Health Care Management II (3) Students applying to the program at USG HSMG 373 Health Policy and Politics (3) must have a minimum of 60 transferable HSMG 374 Epidemiology (3) credits. For more information, see the HSMG 475 Managed Care I (3) Admission section of this catalog. HSMG 477 Health Care Law and Risk DEGREE REQUIREMENTS Management (3) HSMG 490 Survey Research and Data In addition to the requirements of the Analysis for Health Services major, all bachelor’s degree candidates are re- (3) (or HSMG 491: Health quired to fulfill the collegewide degree Planning and Program requirements outlined under Yale Gordon Evaluation) College of Liberal Arts, Academic Policies HSMG 492 Internship (3) and Information. HSMG 498 Strategic Management in Undergraduate majors must complete a Health Care (3) minimum of 33 credits in health systems management. Students may take up to 6 Business and Finance Courses (9 credits) nonclassroom contact credits in either ECON 300 Principles of Economics (3) HSMG 470/471: Individual Research or ACCT 201 Introduction to Financial HSMG 492: Internship, or 3 credits in Accounting (3) Individual Research and 3 credits in Internship. Take one of the following (3): Health systems management has no FIN 331 Financial Management lower-division prerequisites. MKTG 301 Marketing Management

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General Electives (9 credits) The B.A. degree in History is administered Students may take 9 credits in courses from through the Division of Legal, Ethical and any University discipline. Historical Studies. The History program provides students with a broad background Recommended electives: in the humanities. It sharpens the analytical HSMG 476 Managed Care II (3) skills necessary for advanced training and INSS 300 Management Information career development. As such, it has thrived Systems as one of the traditional programs of study for students who go on to careers in law, Students may take up to 6 nonclassroom government, business, diplomacy, education contact credits in either HSMG 470/471: and other professions. Individual Research or HSMG 492: The program is also designed for stu- Internship, or 3 credits in Individual dents who wish to pursue graduate work in Research and 3 credits in Internship. the humanities, social sciences or the professions. The program is a flexible one. It in- Accelerated Bachelor’s/Master’s Program cludes basic coverage or period courses in (See page 115.) American and European history, plus more Students who qualify may apply to take up specialized thematic courses in the history to 9 graduate credits that apply to both this of law, business and ideas. In addition, stu- undergraduate degree and the M.S. in dents may select the program’s specialization Health Systems Management. Contact the in public history—described below—lead- program director for information. ing to a B.A. in History with a concentration in public history.There are also plenty TRANSFER PROGRAM of opportunities for directed research General education: 9 through independent studies, internships at Major requirements: 42 local historical agencies and a senior semi- General electives: 9 nar. Moreover, students working on such Total UB credits: 60 projects find easy access to some of the best Total for degree: 120 archival and other resources in the Baltimore region. HISTORY, BACHELOR OF ARTS COURSE CODE (Transfer Program) History (HIST). Descriptions and prerequi- Catherine Albrecht, program director sites for individual courses are detailed in the Course Descriptions section of this cat- FACULTY: Albrecht, Botes, Carney, alog. Elfenbein, Guy, Kassner, Mulcahey, Nix, Sawyer,Walen, Wayne, Windmueller ADMISSION REQUIREMENTS ADJUNCT FACULTY: Foster,Kargbo, See the Admission section of this catalog. Robertson

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DEGREE REQUIREMENTS HIST 375 The Civil War and In addition to the requirements of the Reconstruction (3) major, all bachelor’s degree candidates are re- HIST 376 The New South and Civil quired to fulfill the collegewide degree Rights (3) requirements outlined under Yale Gordon HIST 380 The Chesapeake World (3) College of Liberal Arts, Academic Policies HIST 381 American Cities (3) and Information. HIST 382 History of Baltimore (3) History has no lower-division prerequisites. HIST 383 Community History (3) HIST 390 Film and History (3) General Education Requirements HIST 434 American Constitutional (9 credits) History (3) IDIS 300 Ideas in Writing (3) HIST 451 American Maritime History IDIS 302 Ethical Issues in Business and (3) Society (3) HIST 468 American Political History (3) Take one of the following: HIST 473 U.S. Women’s History (3) IDIS 301 World Cultures (3) HIST 478 History of American Business IDIS 304 Arts and Ideas (3) (3) HIST 480 Introduction to Public History Requirements (33 credits) History (3) HIST 497 Special Topics (in American Major Core Requirements (15 credits) History) (3) HIST 300 Exploring the Past (3) Other Topics in History Students select one course from each of the HIST 290 Great Issues in History (3) following four areas (12 credits): HIST 331 English Law to 1689 (3) HIST 332 English Law Since 1689 (3) European History HIST 344 World War II (3) HIST 310 The Ancient World (3) HIST 390 Film and History (other than HIST 311 The Emergence of Europe (3) American History) (3) HIST 312 The Age of Revolutions (3) HIST 438 Great Trials in History (3) HIST 313 Europe 1815-1914 (3) HIST 440 History of Common Law (3) HIST 314 Europe Since 1914 (3) HIST 445 Topics in the History of Religion (3) American History HIST 460 The Cold War,1945-90 (3) HIST 317 Early America (3) HIST 463 History of Germany (3) HIST 466 History of Africa (3) Topics in American History HIST 474 Women and Family in HIST 320 America Since 1940 (3) European History (3) HIST 340 American Legal History (3) HIST 477 Technology in History (3) HIST 370 The Old South and Slavery HIST 497 Special Topics (other than (3) American History) (3)

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A maximum of 6 credits, taken at the 200 TRANSFER PROGRAM level or above, can be transferred from an- General education: 9 other accredited institution with the ap- Major requirements: 33 proval of the program director. General electives: 18 Total UB credits: 60 Major Elective Requirements (18) Total for degree: 120 Students select 6 courses from the previous four areas and/or from: SPECIALIZATION IN HIST 490 Internship (3) PUBLIC HISTORY HIST 492 Independent Study (1-3) HIST 493 Honors Seminar (3) Jessica Elfenbein, program director HIST 494 Honors Project (3-6) HIST 495 Seminar in History (3) Students majoring in history may choose HIST 496 Seminar in Public History (3) a specialization in public history; these program options are located in the Division History majors may also include one of the of Legal, Ethical and Historical Studies. following philosophy courses as a major Public history is the professional application elective: of historical methods, skills, research and PHIL 317 Ancient Philosophy presentation in settings outside the class- PHIL 319 Modern Philosophy room. Public historians work in museums, PHIL 320 20th-Century Philosophy archives, government, historical societies, Up to 6 credits of major electives may living history sites, preservation groups, also be accepted for transfer credit with the businesses and nonprofit organizations approval of the program director. of all kinds, either independently or in Students who choose the specialization partnership with academic institutions. in public history should consult the package Public historians also make innovative of history electives listed for that specializa- use of media to present their findings to tion. Approved courses may also be taken nonacademic audiences. The specialization, through the Coppin State consisting of a selected group of electives, University–University of Baltimore collabo- exposes students to both the theory and rative program. practice of this growing emphasis within historical studies, thereby preparing them General Electives (18 credits) for entry-level jobs or graduate training in Students may take 18 credits in courses from the field. any University discipline. Students in the public history specialization combine standard history coursework Accelerated Bachelor’s/Master’s Program with public history courses, seminars, inde- (See page 109.) pendent research and an internship de- Students who qualify may apply to take up signed to introduce them to various to 9 graduate credits that apply to both this specialties within the field as they gain prac- undergraduate degree and the M.A. in Legal tical experience in a variety of professional and Ethical Studies. Contact the program settings where historians work. The public director for information. history specialization requirements total 15

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credits, including a foundation course on GVPP 461 Maryland Government local history, two public history core courses Processes and Policy and two specialized electives. In addition, MGMT 300 Human Resource the Seminar in Public History is recom- Management mended for students enrolled in the special- MGMT 301 Organizational Behavior ization. MKTG 301 Marketing Management PSYC 314 Interviewing Psychology Public History Specialization SOCI 302 The American Family in Requirements (15 credits) Perspective SOCI 303 Urban Sociology Foundation Requirement (3 credits) WRIT 330 Writing, Editing & Take one of the following: Publishing HIST 380 Chesapeake World (3) HIST 382 History of Baltimore (3) HUMAN SERVICES ADMINISTRATION, Public History Core Requirements BACHELOR OF ARTS (6 credits) HIST 480 Introduction to Public (Transfer Program) History (3) Bridal Pearson, program director HIST 490 Internship (3) FACULTY: selected faculty from the Yale Specialized Electives (6 credits) Gordon College of Liberal Arts Students choose 6 credits from the following with advisement from the program director: Offered through the Division of Applied HIST 496 Seminar in Public History Behavioral Sciences, this program is de- (highly recommended) signed to provide students with specific APST 308 Statistics for the Social knowledge and practical skills in human Sciences services, within the context of a broad inter- CMAT 351 Communication Design disciplinary liberal arts education. Focusing Work shop on the disciplines of sociology, psychology, CMAT/ and government and public policy, the cur- WRIT 361 Writing for the Media riculum is designed to meet the needs of CMAT 369 Video Production both in-service personnel and those who CMAT 381 Representing Reality: News contemplate a career in human service de- & Documentaries livery. It affords in-service personnel an op- CMAT 455 Hypermedia portunity for increased professionalism, GVPP 300 American Political career advancement and higher education. Institutions For others, it offers pre- GVPP 322 Bureaucracy and Public professional career preparation. Policy The University’s B.A. in Human Services GVPP 326 Urban Politics and Public Administration is fully articulated with the Policy associate degree programs in human services GVPP 348 State and Local Government at all participating area community colleges. Students with an associate degree in human

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services should find this program particularly Human Services Administration appealing; however, such associate degree Requirements (42 credits) programs are not a requirement for admis- The following courses are designed to give sion to this bachelor’s program. This program specialized knowledge of the administration was originally developed in cooperation with of human services. the Maryland Department of Human GVPP 320 Public Administration (3) Resources. GVPP 322 Bureaucracy and Public Policy (3) COURSE CODES GVPP 348 State and Local Government Human Services Administration is an inter- (3) disciplinary program that draws on a variety GVPP 423 Public Budgeting and of liberal arts disciplines: Government and Personnel Administration (3) Public Policy (GVPP), Psychology (PSYC), (or GVPP 425: Sociology (SOCI) and Philosophy (PHIL). Administrative Law and Descriptions and prerequisites for individual Processes) courses are detailed in the Course PHIL 305 Professional Ethics in Human Descriptions section of this catalog. Services (3) PSYC 210 Interpersonal Psychology (3) ADMISSION REQUIREMENTS PSYC 230 Behavior Modification in Applied Settings (3) See the Admission section of this catalog. PSYC 312 Stress Identification and DEGREE REQUIREMENTS Management (3) (or PSYC 365: Psychology of Gender) In addition to the requirements of the PSYC 355 Interviewing Psychology (3) major, all bachelor’s degree candidates are re- SOCI 301 Social Problems (3) (or SOCI quired to fulfill the collegewide degree 312 : C omm unit y requirements outlined under Yale Gordon Organization: Practice and College of Liberal Arts, Academic Policies Analysis) and Information. SOCI 302 American Family in Human services administration has no Perspective (3) lower-division prerequisites. SOCI 380 Race and Ethnic Relations (3) SOCI 403 Social Research Methods (3) General Education Requirements SOC 492 Senior Seminar in Human (9 credits) Services (3)* (or SOCI 412: IDIS 300 Ideas in Writing (3) Internship**) IDIS 302 Ethical Issues in Business and * required of in-service human services Society (3) personnel Take one of the following: ** required of pre-service students IDIS 301 World Cultures (3) IDIS 304 Arts and Ideas (3) General Electives (9 credits) Students may take 9 credits in courses from any University discipline.

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Accelerated Bachelor’s/Master’s Program gram is particularly appropriate for students (See page 109.) who are already involved in a profession and Students who qualify may apply to take up wish to take courses in related disciplines, to 9 graduate credits that apply to both this and also for students who wish to develop a undergraduate degree and the M.S. in degree program around themes, topics or Human Services Administration. Contact areas not confined to a single discipline. the program director for information. This degree allows flexibility not found in a standard program. TRANSFER PROGRAM Note: Students should not confuse the General education: 9 Interdisciplinary Studies program with Major requirements: 42 various University course requirements that General electives: 9 use the IDIS course code. The major draws Total UB credits: 60 on courses across the curriculum; IDIS is a Total for degree: 120 code that references interdisciplinary courses that meet graduation and general education INTERDISCIPLINARY STUDIES, requirements. BACHELOR OF ARTS COURSE CODES (Full-Time, Four-Year Day Program; The Interdisciplinary Studies program in- Transfer Program) cludes courses offered in both liberal arts Program Director (vacant) and business. Descriptions and prerequisites for individual courses are detailed in the FACULTY: selected faculty from the Yale Course Descriptions section of this catalog. Gordon College of Liberal Arts and the Merrick School of Business ADMISSION REQUIREMENTS See the Admission section of this catalog. The undergraduate B.A. degree in Interdisciplinary Studies is currently admin- DEGREE REQUIREMENTS istered through the Office of the Dean of the College of Liberal Arts. This program al- In addition to the requirements of the lows students to create a course of study an- major, all bachelor’s degree candidates are re- chored to three academic and inter-related quired to fulfill the collegewide degree disciplines, including wide-ranging and in- requirements outlined under Yale Gordon ventive combinations. The program is de- College of Liberal Arts, Academic Policies signed for students whose intellectual and Information. interests and professional goals are best LOWER-DIVISION REQUIREMENTS served by extended study in more than one discipline. (60 credits) Working closely with the adviser, students construct a cohesive program of study GENERAL EDUCATION (34 credits) that combines the traditional rigors of a lib- English Composition (3) eral arts education with a specialty in more Mathematics (3) professionally oriented disciplines. The pro- Oral Communication (3)

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Literature (3) tionale for their interdisciplinary interrela- History or Philosophy (3) tionship. The proposed program should in- Fine Arts (3) clude the student’s learning goals for the Computer Literacy (3) major and show how the three proposed Social and Behavioral Science 1 (3) areas of individualized study and their inter- Social and Behavioral Science 2 (3) disciplinary connections align with the stu- Biological and Physical Science dent’s career goals. Program plans will be Laboratory Course (4) kept on file and will be revised appropri- Nonlaboratory Course (3) ately as the student progresses through the program. A final program plan will be de- First-Year Seminar (2 credits) veloped as part of the coursework for IDIS (Transfer students replace this requirement 497: Interdisciplinary Studies Portfolio. with a lower-level elective.) Once the proposed program has received IDIS 101 First-Year Seminar: Applied initial approval, the student will work with Learning and Study Skills (2) the Interdisciplinary Studies program director to plan coursework that will include not Lower-Division Electives From Any only the four courses that will be used to Discipline (24 credits) meet the core requirement within each of Students who plan to major in the three areas of individualized study but Interdisciplinary Studies are strongly advised also appropriate electives from any disci- to use these elective credits to fulfill all in- pline. This curriculum plan, which will be- troductory and pre-major requirements in come part of the student’s program plan and the disciplines that they intend to use as will be revised as needed, should support areas of individualized study in their the student’s career goals and the interdisci- planned interdisciplinary studies program. plinary goals of the proposed program. Interdisciplinary Studies students must fulfill all prerequisites that apply to courses se- UPPER-DIVISION REQUIREMENTS lected from the disciplines approved for use (60 credits) as areas of individualized study (see below). GENERAL EDUCATION (9 credits) Program Plan Requirement IDIS 300 Ideas in Writing (3) Within the first semester after admission to IDIS 302 Ethical Issues in Business and the interdisciplinary studies major, a degree Society (3) candidate must develop and submit a proposed program plan for approval by the One of the following: Interdisciplinary Studies program director IDIS 301 World Cultures (3) in consultation with faculty from the stu- IDIS 304 Arts and Ideas (3) dent’s proposed areas of individualized study.The proposed program must not duplicate an existing degree program at the University of Baltimore. The proposed program must include three areas of individualized study with a ra-

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Interdisciplinary Studies Major selected by the student with the approval of (39 credits) the program director.

Areas of Individualized Study Upper-Division Electives (36 credits) From Any Discipline (12 Credits) 1. First area of individualized study (12 credits minimum/300 level or above) FOUR-YEAR PROGRAM 2. Second area of individualized study General education: 43 (12 credits minimum/300 level or above) Major requirements: 39 3.Third area of individualized study General electives: 38 (12 credits minimum/300 level or above) (includes First-Year Seminar) Areas of individualized study may be Total for degree: 120 drawn from among those offered in the University of Baltimore’s undergraduate dis- JURISPRUDENCE, ciplines of business, applied information BACHELOR OF ARTS technology, corporate communication, criminal justice, English, history, government (Full-Time, Four-Year Day Program; and public policy, philosophy and psychol- Transfer Program) ogy, and from disciplines not offered at the Thomas Carney, program director University of Baltimore with the approval of the program director. At least 24 credits to FACULTY: Albrecht, Botes, Carney, be applied to the individualized areas of Elfenbein, Guy, Kassner, Mulcahey, Nix, study must be taken in liberal arts disci- Sawyer,Walen, Wayne, Windmueller plines. Courses in more than one academic ADJUNCT FACULTY: McDermitt discipline (e.g., writing and corporate communication or management and marketing) The B.A. in Jurisprudence program is a pre- may be combined as an area of study with law program administered through the the permission of all program directors. Division of Legal, Ethical and Historical Studies. With the assistance of the director, Capstone Portfolio (3 credits) each jurisprudence student constructs an in- IDIS 497 Interdisciplinary Studies dividualized program of study around the Portfolio (3) disciplines of history, philosophy, govern- In this course, each student will work in- ment and English. dividually and in groups to create an inter- The interdisciplinary curriculum is de- disciplinary studies learning portfolio that signed to provide students with a broad contains the student’s revised program plan knowledge base as well as focus on profes- with commentary, a reflective journal, a re- sional liberal arts skills—critical reading, ef- sume package and pre-professional work fective research, analytical thinking and samples. As part of the course, portfolios persuasive writing. This course of study pro- will be presented in a public forum that will vides jurisprudence graduates with a larger include review by the program director and perspective on their community, nation and three faculty members (one from each of the world, as well as skills and knowledge the student’s areas of individualized study)

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that will serve them well in law and many 2) All applicants to the 120-credit program other fields of graduate education and work. must have a cumulative grade point average Qualified students may seek early admis- of at least 3.0. Students admitted to UB as sion to the School of Law upon completion FSP students must earn this average in all of 93 credits and the Jurisprudence Early courses taken at UB; transfer students must Entry Program requirements. The early earn this average in courses transferred to entry program allows the student to begin UB. the study of law prior to the completion of 3) All applicants are expected to interview the bachelor’s degree and to substitute the with the program director prior to admis- first year of law school for the senior year of sion into the program. college. This program is highly selective. Students who are not admitted to the Jurisprudence: 93-Hour Program School of Law after completing the early- (Law School Early Entry) entry program may complete the B.A. de- Students interested in the early entry pro- gree in the 120-credit jurisprudence program gram should meet all of the admission and reapply. requirements for the 120-hour program (see above) and must have a GPA of at least 3.5. COURSE CODES Moreover, application to the early entry pro- Jurisprudence is an interdisciplinary program cannot occur until 73 undergraduate gram that draws on a variety of liberal arts credits are completed. A minimum of 33 of disciplines: Philosophy (PHIL), History those credit hours must be earned in classes (HIST), Government and Public Policy taken at the University of Baltimore. (GVPP), English (ENGL), Corporate (Credits earned by AP,IB,CLEP,DANTES, Communication (CMAT) and Writing challenge exam or through prior learning (WRIT). Descriptions and prerequisites for cannot be part of these 33 credits.) individual courses are detailed in the Course See also the Admission section of this Descriptions section of this catalog. catalog.

ADMISSION REQUIREMENTS DEGREE REQUIREMENTS Jurisprudence: 120-Hour Program In addition to the requirements of the 1) Applicants are not required to have ma- major, all bachelor’s degree candidates are re- jored in any particular field of study or to quired to fulfill the collegewide degree have taken any particular course of study requirements outlined under Yale Gordon during the first and second years. The suc- College of Liberal Arts, Academic Policies cessful completion of one course in English and Information. composition and courses in certain disciplines is mandatory. (See Lower-Division JURISPRUDENCE: Major Requirements below.) Transfer stu- 120-CREDIT PROGRAM dents are encouraged (but not required) to complete an associate degree, and all appli- Lower-Division Requirements cants should have pursued a course of study (60 credits) that satisfies Maryland general education requirements.

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General Education (34 credits) IDIS 302 Ethical Issues in Business and English Composition (3) Society (3) Mathematics (3) Oral Communication (3) Take one of the following: Literature (3) IDIS 301 World Cultures (3) History/Philosophy (3) IDIS 304 Arts and Ideas (3) Fine Arts (3) Computer Literacy (3) Major Requirements (42 credits) Social and Behavioral Science 1 (3) Social and Behavioral Science 2 (3) Core Requirements (6 credits) Biological/Physical Science PHIL 316 Logic of Language (3) Nonlaboratory (3) Laboratory (4) Choose one of the following: PHIL 301 Ethics (3) First-Year Seminar (2 credits) PHIL 490 Theories of Justice (3) (Transfer students replace this requirement with a lower-level elective.) Discipline Requirements (36 credits) IDIS 101 First-Year Seminar: Applied English/Corporate Communication— Learning and Study Skills (2) 6 credits

Major Requirements (12 credits) Choose two courses from the following: (Choose four courses from the following CMAT 303 Oral Communication in disciplines/subject areas, but not more than Business two courses from each discipline/subject CMAT 320 Argumentation, Debate & area. These courses are in addition to any Society course used to fulfill general education ENGL 316 Modern Poetry requirements.) ENGL 319 European Fiction American History ENGL 320 Contemporary Literature American Government ENGL 329 Literature & Other Philosophy Disciplines Conflict Management ENGL 337 Great Plays From the Western Accounting World Economics ENGL 338 Modern Drama ENGL 341 American Literature Lower-Division Electives From Any ENGL 344 American Fiction Discipline (12 credits) ENGL 346 American Dream ENGL 351 Ancient Methodology & Upper-Division Requirements (60 credits) Modern Myth ENGL 354 Images of Love General Education Requirements ENGL 362 Dante, Chaucer, Cervantes (9 credits) ENGL 364 Shakespeare: Kings, Knaves IDIS 300 Ideas in Writing (3) & Fools

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ENGL 365 Shakespeare: Love, Myth & HIST 434 American Constitutional Metamorphosis History ENGL 395 Narrative Discourse: Cross- HIST 438 Great Trials in History Media Comparisons HIST 440 History of Common Law ENGL 397 Reading Strategies HIST 445 Topics: History of Religion ENGL 421 The Elizabethan Renaissance HIST 473 U.S. Women’s History ENGL 432 The Age of Reason HIST 474 Women and Family: Europe ENGL 450 The Great Moderns HIST 493 Honors Seminar ENGL 493 Honors Seminar HIST 494 Independent Study WRIT 314 Writing Workshop: Argument HIST 495 Senior Seminar & Persuasion HIST 497 Special Topics

Government and Public Policy (12 credits) Philosophy (6 credits) Choose four courses from the following: Choose two courses from the following: GVPP 300 American Political PHIL 317 Ancient Philosophy Institutions PHIL 319 Modern Philosophy GVPP 320 Public Administration PHIL 320 20th-Century Philosophy GVPP 340 Constitutional Law PHIL 322 Contemporary Religious GVPP 341 Civil Liberties and the Bill of Thought Rights PHIL 419 Religions in America GVPP 344 American Presidency PHIL 490 Theories of Justice GVPP 345 The Legislative Process PHIL 493 Honors Seminar GVPP 348 State and Local Government PHIL 497 Special Topics in Philosophy GVPP 381 American Political Thought GVPP 382 Political Ideologies Electives From Any Discipline (9 credits) GVPP 384 Comparative Government GVPP 425 Administrative Law and FOUR-YEAR PROGRAM Process General education: 43 GVPP 426 Foundations of Democracy I Major requirements: 54 GVPP 427 Foundations of Democracy II General electives: 23 GVPP 461 Maryland Government (includes First-Year Seminar) Processes and Politics Total for degree: 120 GVPP 489 The United Nations GVPP 493 Honors Seminar JURISPRUDENCE: 93-CREDIT PROGRAM History (12 credits) Choose four courses from the following: (LAW SCHOOL EARLYENTRY HIST 310 Ancient Civilizations PROGRAM) HIST 314 Europe Since 1914 This is called a 93-hour program because HIST 331 English Law to 1688 students complete 93 hours of undergradu- HIST 332 English Law Since 1689 ate credit and an additional 27 hours of law HIST 340 American Legal History

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school credit to achieve the 120 credits re- Lower-Division Electives quired for the bachelor’s degree. From Any Discipline (12 credits)

Lower-Division Requirements UPPER-DIVISION REQUIREMENTS (60 credits) (33 credits)

General Education—34 credits General Education Requirements English Composition (3) (9 credits) Mathematics (3) IDIS 300Ideas in Writing (3) Oral Communication (3) IDIS 302Ethical Issues in Business and Literature (3) Society (3) History/Philosophy (3) Fine Arts (3) Take one of the following: Computer Literacy (3) IDIS 301 World Cultures (3) Social and Behavioral Science 1 (3) IDIS 304Arts and Ideas (3) Social and Behavioral Science 2 (3) Biological/Physical Science Major Requirements Nonlaboratory (3) (minimum of 24 credits) Laboratory (4) Core Requirements (6 credits) First-Year Seminar (2 credits) PHIL 316Logic of Language (3) (Transfer students replace this requirement with a lower-level elective.) Choose one of the following: IDIS 101 First-Year Seminar: Applied PHIL 301 Ethics (3) Learning and Study Skills (2) PHIL 490 Theories of Justice (3)

Major Requirements (12 credits) Discipline Requirements (Choose four courses from the following (minimum of 12 credits) disciplines/subject areas, but not more than two courses from each discipline/subject History (6 credits, at least one course from area. These courses are in addition to each of the following two groups) any course used to fulfill general education re- Group A: quirements.) HIST 310 Ancient Civilizations HIST 311Emergence of Europe American History HIST 312 Age of Revolutions American Government HIST 313 Europe,1815-1914 Philosophy HIST 314 Europe Since 1914 Conflict Management HIST 320 America Since 1940 Accounting HIST 445 Topics: History of Religion Economics HIST 463 History of Germany HIST 466 History of Africa HIST 468 American Political History HIST 473 U.S. Women’s History

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HIST 474 Women and Family: Europe Other courses may be substituted at the discretion and with the permission of the Group B: program director. HIST 331 English Law to 1689 HIST 332 English Law Since 1689 Electives (6 credits maximum) HIST 340 American Legal History With the permission of the program direc- HIST 377 New South and Civil Rights tor, students may select one additional HIST 434 American Constitutional course in history, government and/or History philosophy, and/or students may select HIST 438 Great Trials in History one of the following courses: HIST 440 History of the Common Law CMAT 308 Argumentation, Debate & Society Government and Public Policy CRJU 302 Research Methods (6 credits, at least one course from ECON 300 Principles of Economics each of the following two groups) GVPP 408 Methods in Government and Group A: Public Policy GVPP 300 American Political SOCI 403 Social Research Methods Institutions WRIT 314 Writing Workshop: Argument GVPP 320 Public Administration & Persuasion GVPP 322 Bureaucracy and Policy GVPP 326 Urban Politics and Policy EARLY ENTRY PROGRAM GVPP 344 American Presidency General education: 43 GVPP 345 The Legislative Process Jurisprudence credits: 36 GVPP 348 State and Local Government Elective credits: 14 GVPP 362 Media and Government (includes First-Year Seminar) GVPP 384 Comparative Government Total undergraduate credits: 93 GVPP 461 Maryland Government Law School credits: 27 Processes and Politics Total for degree: 120

Group B: GVPP 340 Constitutional Law GVPP 341 Civil Liberties and the Bill of Rights GVPP 381 American Political Thought GVPP 382 Political Ideologies GVPP 425 Administrative Law and Process GVPP 427 Foundations in Democracy II

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PSYCHOLOGY, COURSE CODE BACHELOR OF ARTS Psychology (PSYC). Descriptions and prerequisites for individual courses are detailed (Full-Time, Four-Year Day Program; in the Course Descriptions section of this Transfer Program) catalog. John Bates, program director ADMISSION REQUIREMENTS: FACULTY: Bates, Gasser, Johnson, Kohl, See the Admission section of this catalog. Mitchell, Pearson, Walz,Yun ADJUNCT FACULTY: Anderson, Daniels, DEGREE REQUIREMENTS Jackson, Truelove-DeSimone In addition to the requirements of the The B.A. in Psychology program is adminis- major, all bachelor’s degree candidates are re- tered through the Division of Applied quired to fulfill the collegewide degree Behavioral Sciences. The program provides requirements outlined under Yale Gordon students with broad exposure to the theoreti- College of Liberal Arts, Academic Policies cal, methodological, quantitative and applied and Information. aspects of psychology.The program enables A maximum of 12 credits may be trans- students to prepare for admission to graduate ferred to UB as meeting major requirements school and to build skills necessary for ca- or major electives; the program director will reers in psychology and related fields. evaluate and determine applicable course- Faculty members have a wide variety of work. research interests and professional skills in LOWER-DIVISION counseling, industrial/organizational psy- REQUIREMENTS (60 credits) chology, research methods and data analysis, psychological assessment and neuropsychol- General Education (34 credits) ogy.The division hosts a variety of research English Composition (3) projects associated with individual faculty Mathematics (3) members. Oral Communication (3) The Wagman Applied Psychology Literature (3) Laboratory supports faculty and student re- History or Philosophy (3) search projects. Supervised practicum and Fine Arts (3) internship experiences are also available in a Computer Literacy (3) variety of areas. The undergraduate program Social and Behavioral sponsors a local chapter Psi Chi, the Science 1: *PSYC 100: National Honors Society in Psychology. Introduction to Psychology (3) Assistance in academic planning, regis- Social and Behavioral Science 2 (3) tration and scheduling is provided by the Biological and Physical Science program director. Students are encouraged Laboratory course (4) to discuss program, career interests or grad- Nonlaboratory course (3) uate school plans with the program director, * denotes preferred general education course as well as with individual members of the division’s faculty.

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First-Year Seminar (2 credits) Distributive Psychology Requirement (12 (Transfer students replace this requirement credits) with a lower-level elective.) Two courses in one of these areas, and one IDIS 101 First-Year Seminar: Applied course in both of the remaining areas: Learning and Study Skills (2) Psychology as a Social Science Major Requirements (3 credits) PSYC 210 Interpersonal Psychology (3) PSYC 200 Introduction to Professional PSYC 250 Social Psychology (3) Practices (3) PSYC 260 Psychology of Religion and Spirituality (3) Lower-Division Electives From Any PSYC 335 Theories of Personality (3) Discipline (21credits) PSYC 360 Cross-Cultural Psychology (3) UPPER-DIVISION REQUIREMENTS PSYC 365 Psychology of Gender (3) (60 credits) Psychology as a Natural Science General Education (9 credits) PSYC 205 Human Development (3) IDIS 300 Ideas in Writing (3) PSYC 345 Cognitive Psychology (3) IDIS 302 Ethical Issues in Business PSYC 415 Evolutionary Psychology (3) and Society (3) PSYC 425 Sensation and Perception (3) One of the following: PSYC 430 Physiological Psychology (3) IDIS 301 World Cultures (3) IDIS 304 Arts and Ideas (3) Applied Psychology PSYC 320 Industrial Psychology (3) Major Requirements (39 credits) PSYC 325 Forensic Psychology (3) PSYC 330 Health Psychology (3) Behavioral Science Core (15 credits) PSYC 340 Counseling Psychology (3) PSYC 300 History and Systems of Psychology (3) Major Electives (12 credits) PSYC 308 Research Methods and At least 12 credits of any additional PSYC Statistics I (3) coursework selected from the three distribu- PSYC 309 Research Methods and tive psychology domains listed above and/or Statistics II (3) the list of courses below (or other courses PSYC 405 Tests and Measurements (3) approved by the program director and divi- PSYC 490 Senior Project in Psychology sion chairperson), at least 3 credits of which (3) must be earned in 400-level courses. PSYC 215 Human Sexuality (3) PSYC 220 Stress Identification and Management (3)

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PSYC 230 Behavior Modification in SIMULATION AND Applied Settings (3) DIGITAL ENTERTAINMENT, PSYC 240 Educational Psychology (3) BACHELOR OF SCIENCE PSYC 315 Motivation (3) PSYC 350 Abnormal Psychology (3) (Full-Time, Four-Year Day Program; Transfer PSYC 355 Interviewing Psychology (3) Program) PSYC 370 Psycholinguistics (3) This transfer program is also offered on PSYC 400 Theories of Learning (3) weekdays at the Universities at Shady Grove. PSYC 403 Training and Development (3) Kathleen Harmeyer, program director PSYC 413 Psychopathology (3) PSYC 445 Psychology of Aging (3) FACULTY: Harmeyer, Kaplan, Moulthrop, PSYC 446 Death, Dying and Summers Bereavement (3) ADJUNCT FACULTY: Carter, Cerquetti, PSYC 455 Workshop in Counseling (3) D. McNamara, J. McNamara PSYC 493 Honors Seminar (3) PSYC 494 Honors Project (3) The B.S. in Simulation and Digital PSYC 497 Topics in Psychology (3) Entertainment is offered through the School PSYC 499 Special Projects in Psychology of Information Arts and Technologies. This (3) program allows students with a strong interest in interactive software to refine skills and Accelerated Bachelor’s/Master’s Program understanding while they prepare for a (See page 115.) range of career opportunities. Much of the Students who qualify may apply to take up coursework concerns entertainment applica- to 9 graduate credits that apply to both this tions such as computer games and interac- undergraduate degree and the M.S. in tive cinema but is not limited to those areas. Applied Psychology. Contact the program Students will be able to participate in devel- director for information. opment teams building solutions for education, training and research, as well as the FOUR-YEAR PROGRAM game industry.They will also acquire a General education: 43 foundation for further study in areas such as Major requirements: 42 applied information technology. General electives: 35 (includes First-Year Seminar) FACILITIES Total for degree: 120 The School of Information Arts and Technologies maintains several PC labs supporting programming, network administration, information security, 3-D graphics and computer game development.

COURSE CODE Computer Science (COSC). Descriptions and prerequisites for individual courses are

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detailed in the Course Descriptions section Major Requirements (2 credits) of this catalog. COSC 150 Introduction to Game Design (3) ADMISSION REQUIREMENTS COSC 155 Introduction to Web Students applying to the program at USG Technology (3) must have a minimum of 60 transferable COSC 160 Graphics for Game credits. For more information, see the Design (3) Admissions section of this catalog. COSC 260 3-D Animation (3)

DEGREE REQUIREMENTS Electives From Any Discipline (12 credits) In addition to the requirements of the major, all bachelor’s degree candidates are re- UPPER-DIVISION REQUIREMENTS quired to fulfill the collegewide degree (60 credits) requirements outlined under Yale Gordon College of Liberal Arts, Academic Policies General Education (9 credits) and Information. IDIS 300 Ideas in Writing (3) IDIS 302 Ethical Issues in Business and LOWER-DIVISION REQUIREMENTS Society (3) (60 credits) One of the following: IDIS 301 World Cultures (3) General Education (34 credits) IDIS 304 Arts and Ideas (3) English Composition (3) Mathematics (3) Major Requirements (30 credits) *MATH 111: College Algebra COSC 315 C++ for Interactive Design* Oral Communication (3) (3) Literature (3) COSC 320 Game Concept and Design History or Philosophy (3) (3) Fine Arts (3) COSC 324 Usability in Game Design (3) Computer Literacy (3) COSC 330 Applied Simulation (3) Social and Behavioral Science 1 (3) COSC 410 3-D Modeling (3) Social and Behavioral Science 2 (3) COSC 414 Audio Integration in Games Biological and Physical Science and Simulations (3) Laboratory course (4) COSC 418 Design of Multiplayer Games Nonlaboratory course (3) (3) * denotes preferred general education course COSC 450 SDE Practicum (3) COSC 460 Games, Simulations and First-Year Seminar (2 credits) Society (3) (Transfer students replace this requirement COSC 470 Game and Simulation with a lower-level elective.) Development Seminar (3) IDIS 101 First-Year Seminar: Applied Learning and Study Skills (2)

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* Transfer students who have taken CINS Architecture. Contact the program director 220: C++ Programming in a community col- for information. lege or an equivalent course in object-oriented programming may substitute FOUR-YEAR PROGRAM COSC 403: Advanced and Object-Oriented General education: 43 Programming, a course in the Java program- Major requirements: 42 ming language. Other requirements: 3 General electives: 32 Other Requirements (3 credits) (includes First-Year Seminar) WRIT 313 Writing for Information Total for degree: 120 Systems (3)

Electives From Any Discipline (18 credits) Students choose electives to round out their program of study and/or to gain greater depth in an interest area related to the major.

Accelerated Bachelor’s/Master’s Program (See page 109.) Students who qualify may apply to take up to 9 graduate credits that apply to both this undergraduate degree and the M.S. in Interaction Design and Information

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basic financial accounting processes applica- Course Descriptions ble to a service, merchandising and manufacturing business. An analysis of IDENTIFYING GENERAL transactions, journalizing, posting, prep- EDUCATION COURSES aration of working papers and financial statements. In the Course Descriptions section of this catalog that follows, each course that may ACCT 202 Introduction to Managerial be used to satisfy a general education re- Accounting (3) An introductory study of quirement is designated using the following managerial accounting processes including coding system (codes are in BOLD): job order costing, process costing, cost– WRIT English Composition volume-profit analysis, standard costs, MATH Mathematics activity-based costing, cost analysis, budget- Arts and Humanities ing and managerial decision making. LIT Literature prerequisite: ACCT 201 or equivalent with a SPCH Oral Communication minimum grade of C HP History or Philosophy ARTS Fine Arts ACCT 301 Intermediate Accounting I (3) SS Social and Behavioral A study of financial accounting standard Sciences setting, the conceptual framework underly- SC Biological and Physical ing financial accounting, balance sheet and Sciences income statement presentations, revenue EI Interdisciplinary and and expense recognition and accounting for Emerging Issues current assets and current liabilities. prereq- For further information about the uisite: ACCT 202 or equivalent with a mini- University’s general education, see the mum grade of C University-wide Degree Requirements section of this catalog as well as the description ACCT 302 Intermediate Accounting II of your degree program. (3) A continuation of the study of financial Other courses may have been designated accounting standards with emphasis on ac- as meeting general education requirements counting for investments, dilutive securities, since the printing of this catalog; please long-term liabilities, fixed assets, intangible contact your academic adviser for more assets, stockholders’ equity and earnings per information. share. prerequisite: ACCT 301 with a minimum grade of C

ACCOUNTING (ACCT) ACCT 306 Cost Accounting (3) Astudy of cost behavior, overhead cost allocations, Accounting courses (ACCT) are offered by the cost systems design, an introduction to Merrick School of Business. activity-based costing and control systems. Emphasis is on case studies and other prac- ACCT 201 Introduction to Financial tical applications. prerequisite: ACCT 202 or Accounting (3) A comprehensive study of equivalent with a minimum grade of C

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ACCT 310 Intermediate Accounting III of SEC registrants, research using the (3) The third course in a three-course AICPA auditing database and other assur- sequence for accounting majors. Acomprehen- ance services. A case study approach is used sive view of financial accounting concepts to attempt to create a realistic view of how and principles; an intensive look at the na- an auditor organizes and carries out an audit ture and determination of the major finan- examination. prerequisite: ACCT 401 with a cial statements; and an examination of minimum grade of C and OPRE 330 current accounting practice, theory and literature of computerized and non- ACCT 403 Advanced Financial computerized systems. Topics include Reporting (3) A study of business combi- income taxes, pensions and post-retirement nations and the preparation of consolidated benefits, leases, accounting changes, error financial statements for consolidated enter- analysis and statement of cash flows. prereq- prises, fund-type accounting for govern- uisite: ACCT 302 or equivalent with a mini- mental units and not-for-profit entities, mum grade of C accounting for partnerships and accounting for multinational enterprises. prerequisite: ACCT 317 Accounting Information ACCT 302 or equivalent with a minimum Systems (3) A study of fundamental ac- grade of C counting system concepts, the technology of accounting systems, file processing and ACCT 404 Advanced Cost Accounting databases, the utilization of accounting sys- (3) An advanced study of the concepts of tem technology, accounting system applica- process cost accounting, cost behavior, over- tions, the internal control of accounting head cost allocations, cost system design, ac- information and the development and oper- tivity-based costing and control systems. ation of accounting systems. Projects use Emphasis is on case study analysis and other manual and computer-based transaction practical applications of cost accounting processing systems. prerequisite: prior or con- practices to various business enterprises. pre- current enrollment in ACCT 301 requisite: ACCT 306 or equivalent

ACCT 401 Auditing (3) A study of ACCT 405 Income Taxation (3) Astudy Generally Accepted Auditing Standards and and analysis of the federal income tax struc- other standards. Topics covered include pro- ture with emphasis on the taxation of indi- fessional standards, professional ethics, audit viduals. Topics include income planning, internal control, audit evidence, determination, deductions, property transac- completing the audit, audit reports and tions, credits and procedures, and an intro- standards for different assurance and nonas- duction to corporation and partnership surance services. prerequisite: ACCT 317 and taxation, tax planning and ethical issues. prior or concurrent enrollment in ACCT 302 prerequisite: ACCT 202 or equivalent with a minimum grade of C ACCT 402 Seminar in Assurance Services (3) A study of auditing and other ACCT 406 Advanced Taxation (3) Acon- assurance services with an emphasis on the tinuation of the study of the federal income world of auditing that exists outside of the tax structure with emphasis on the taxation college textbook. Special emphasis is given of business entities, including corporations, to legal liability, statistical sampling, audits partnerships and entities taxed as partner-

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ships and S corporations. The course also dures, see the Merrick School of Business introduces gift and estate taxes and income Independent Study Policy. taxation of estates and trusts. prerequisite: ACCT 405 or equivalent FINE ARTS (ARTS) ACCT 411 Seminar in Accounting (3) A detailed study of current problems and con- Fine Arts courses (ARTS) are offered by the temporary developments in accounting lit- Division of English & Communications erature, reports and bulletins, and a review Design within the School of Communications of financial accounting theory as it relates to Design in the Yale Gordon College of Liberal current accounting practices. prerequisite: Arts. Related courses are listed under ACCT 302 or equivalent with a minimum Communication (CMAT). grade of C ARTS 101 Music & Arts as Craft (3) ACCT 495 Accounting Practicum (3) Examines the creative connections among Provides students with real-world account- individual imagination, artistic creation, au- ing experience. The course requires 175 to dience reception and financial considera- 200 hours of an accounting internship with tions, looking at the creative processes of a qualified firm based on explicit statements artists such as Michelangelo, Mozart and of student responsibilities and faculty/firm Jackson Pollock as examples of the complex, monitoring mechanisms. Students will work often laborious and always evolving efforts closely with both the firm and a faculty that result in great works of art. Students member. prerequisites: a minimum of 24 se- will talk with working artists, composers, mester hours of accounting and permission of conductors and collectors in the Baltimore the instructor area. [ARTS]

ACCT 497 Special Topics in Accounting (3) The accounting faculty, from time to BIOLOGY (BIOL) time, offer an opportunity to integrate new material into the undergraduate program re- Biology courses (BIOL) are offered by the Yale flecting changes in the field and in the edu- Gordon College of Liberal Arts. Related courses cational needs of students. prerequisites: are listed under Chemistry (CHEM) and ACCT 301or equivalent with a grade of C or Physical Science (PHSC). better or instructor permission BIOL 101 Humankind and the Biological ACCT 499 Independent Study: World (3) Deals in a broad sense with how Accounting (1-3) An in-depth study of a humans interact with, affect and are affected specific accounting topic performed on an by other organisms. Presents an overview of independent basis by the student under the the history of scientific thought, including direction of a faculty member. Completion important persons, shifts in philosophy and of a major paper as part of the independent technological innovations. Pathogenic or- study is required. For eligibility and proce- ganisms, genetic predisposition and natural

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immunity to disease, as well as disease treat- photosynthesis. Provides an overview of the ments and cures are discussed. Addresses the evolution, structure, physiology and ecology ways that human activities such as hunting, of animals, plants and microbial life. Deals commercial fishing and deforestation have with the impact of human activity on had an impact on other life on Earth. [SC] ecosystems. co-requisite: BIOL122 (Students who register for this course must at the same BIOL 111 Human Biology (3) Presents time register for one of the related laboratory human origins and evolutionary history sections of BIOL122.) [SC] from our primate and early hominid ances- tors up to fully modern humans. Provides BIOL 122 Fundamentals of Biology an overview of the structure and essential Laboratory (1) Focuses on the design, prac- processes of the human body, including di- tice and reporting of science. Laboratory ex- gestion, blood circulation, and the brain and ercises include an introduction to light senses. Human reproduction, genetics, early microscopy, cell division, genetics, and the development and aging are discussed. examination of bacterial, fungal, botanical Includes discussions of the causes and na- and zoological specimens. Experiments ex- ture of infectious, hereditary and other types pose students to physiological processes, of diseases. co-requisite: BIOL112 (students such as cellular respiration and photosynthe- who register for this course must at the same sis. Introduces students to ecology and envi- time register for one of the related laboratory ronmental science and the implementation sections of BIOL112) [SC] of field research. Laboratory fee required. co- requisite: BIOL121 (Students who register for BIOL 112 Human Biology Laboratory (1) one of these laboratory sections must register at Focuses on the design, practice and report- the same time for the BIOL121 course.) ing of science. Introduces students to human evolutionary history. Includes labo- BIOL 430 Physical Anthropology (4) ratory exercises and experiments dealing Individual and social biology methods and with human digestion, blood circulation, techniques. Genetic, cultural and ecological respiration and other aspects of human backgrounds of human variation. The anatomy and physiology. Exposes students mechanisms of evolution beginning with to basic light microscopy, cell biology and the fossil record and progressing through genetics. Laboratory fee required.co- the emergence of modern man. Regular requisite: BIOL111(students who register for class plus weekly laboratory period. one of these laboratory sections must register at Laboratory fee required. [SC] the same time for the BIOL111course)

BIOL 121 Fundamentals of Biology (3) BUSINESS LAW (BULA) Introduction to the diversity of life on Planet Earth. Cell structure, reproduction and Business Law courses (BULA) are offered by chemistry are discussed. Introduces students the Merrick School of Business. to the processes of cellular respiration and

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BULA 151 Business Law I (3) A basic such subjects as the characteristics and study of the judicial system, contracts, makeup of the compounds that power auto- agency, fraud, sale of personal property, mobiles and heat homes, the drugs that alle- warranties, transfer of title and legal viate pain or ease depression, and the foods remedies. eaten to provide the components of the life- sustaining processes of the human body. BULA 251 Business Law II (3) A detailed [SC] study of the law of bailments, public carri- ers, negotiable instruments, secured transactions, real property, personal property, COMMUNICATION (CMAT) landlord and tenant, real estate mortgages, wills and estate of descendants, trusts, insur- Communication courses (CMAT) are offered ance, suretyship, guaranty, bankruptcy and by the Division of English & Communications labor law. Representative CPA law questions Design within the School of Communications are reviewed and discussed. Note: Business Design in the Yale Gordon College of Liberal Law II cannot be substituted for a 300- or Arts. Related courses are listed under 400-level business or management elective. Computer Science (COSC), Literature prerequisite: BULA 151 (ENGL), Writing (WRIT), Marketing (MKTG), Management (MGMT) and BULA 312 Real Estate Legal Rights and graduate Publications Design (PBDS). Responsibilities (3) Focuses on how law impacts real estate, its ownership, con- CMAT130 Baltimore in the Media (3) A veyance and development. Emphasis is on study of the image of Baltimore through the real property ownership interests, restrictions lens of the media. Students will analyze nar- on such interests, methods of transferring rative and non-narrative films, television such interests, private and public land use programs, books, short stories, Web sites, controls, and legal transactions involving newspapers, magazines and blogs to gain a real estate, such as gifts, sales and leases. greater understanding of where they live and the city’s evolution from the eyes of those who record and promote its happenings. CHEMISTRY (CHEM) Laboratory fee required. [ARTS]

Chemistry courses (CHEM) are offered by the CMAT 201 Communicating Effectively Yale Gordon College of Liberal Arts. Related (3) Introduction to oral communication: in- courses are listed under Biology (BIOL) and terpersonal, small group and public speaking. Physical Science (PHSC). Emphasis on accurately transmitting infor- CHEM 101 Chemistry and the Modern mation, using effective strategies for inform- World (3) Focuses on the relationship being and persuading, using effective tween people and chemistry. Introduction to communication techniques to work with the fundamentals of chemistry, including others, and feeling at ease in front of an the nature of matter and energy, atomic audience. [SPCH] structure and chemical bonds. Addresses

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CMAT 211 Computer Graphics: Publishing (3) Introduction to page layout/ CMAT 271 Interpreting Pop Culture (3) design, illustration and presentation soft- Examines various elements that define pop- ware. Students learn layout and design ular culture: among them, the mass media, graphics for print publication and screen sports, fashion, restaurants and food, archi- presentation. prerequisite: working knowledge tecture, amusement parks and religion. of MacOS Students will look at ways that pop culture institutions and products both shape and re- CMAT 212 Computer Graphics: Imaging flect the larger culture. [ARTS] (3) Introduction to Web design and digital imaging software. Students will create sim- CMAT 300 Public Speaking (3) A ple Web sites and process photographs for performance-oriented examination of the print and Internet/television distribution. principles of public communication, empha- prerequisite: working knowledge of MacOS. sizing theory and rhetorical structure as well as presentation. Includes critiqued in-class CMAT 215 Introduction to Design (3) practice of a variety of speech forms and Introduces the basic principles of design— strategies. Laboratory fee required. contrast, repetition, alignment and proxim- ity—and applies them through a series of CMAT 303 Oral Communication in assignments. Students will examine the Business (3) Extensive practice in presenta- work of famous designers, along with im- tional speaking, briefing techniques, the me- portant design styles of the 19th and 20th chanics and dynamics of group meetings centuries. Other topics include color theory, and the development of interviewing, criti- grids and the design process. [ARTS] cal listening and interpersonal communication skills. Laboratory fee required. CMAT 216 Designing With Type (3) Introduction to the art of typography.This CMAT 320 Argumentation, Debate & course will address the difference between Society (3) Issue analysis, evidence evalua- art and design and ways that typography tion, critical reasoning and counter advo- has played a key role in design’s evolution. cacy.The principles of argumentation and Areas of emphasis will include historical pe- debate are applied through student presen- riods, key movements, significant events and tations and critical observation of contem- preeminent designers. [ARTS] porary debate in legal and legislative bodies. Laboratory fee required. CMAT 231 Decoding Media (3) Helps CMAT 333/ENGL 333 Media Genres (3) students develop a vocabulary and tech- Analysis of the patterns and conventions of niques for analyzing images and sounds: a specific type of media program (e.g., movies, ads, photographs, Web sites and Western, science fiction, situation comedy), more. Examines composition, color, media artist (e.g., Hitchcock, Allen, Capra) sequencing, animation and sound and or style (e.g., film noir). Course may be re- specifically how those elements alter peated for credit when topic changes. meaning. [ARTS] Laboratory fee required.

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to a variety of ways of understanding the in- CMAT 334/ENGL 334 Oral teractions between media and culture. The Interpretation of Literature (3) Creative course examines media content and effects, reading: the transformation of the writer’s media industries, cultural perceptions and word through the reader’s voice in exposi- notions about how meaning is constructed tory, poetic, narrative and dramatic forms. A in these environments. progression from reading to analysis to interpretation to presentation. Laboratory fee CMAT 355 Communication Theory & required. Learning (3) Investigation and survey of contemporary communication theories and CMAT 336/ENGL 336 Plays in their application to learning through current Performance (3) Students study dramatic research and literature in the field. values, theatrical production values and dra- Application to designing media programs matic styles and then apply that knowledge and packages to meet specific instructional through the critical analysis of area theatri- needs. cal productions. Offered as needed. CMAT 357 Print Design (3) An introduc- CMAT 350 Integrated Computer tion to print design and production, Graphics (3) Introduction to a variety of including flyers and brochures, posters and desktop publishing, graphics manipulation magazines. The course will focus on the and presentation software, digitizing and organization of visual space, typography, printing hardware. Students learn to create paper and ink, visual strategies and the ap- and manipulate images and integrate graph- propriateness of visual design for a variety of ics with text. Laboratory fee required. audiences. Laboratory fee required. Students who have completed CMAT 211and prerequisite: CMAT 350 CMAT 212 may not take this course for credit. CMAT 358 Electronic Design (3) An introduction to design and production for var- CMAT 351 Project Management I: ious electronic media, including video, Web Principles (3) An introductory workshop and other emerging technologies. The for students interested in corporate commu- course will focus on the organization of vi- nication. The course does not teach produc- sual space, both moving and stationary, tion skills but, rather, examines the process visual strategies and the appropriateness of of developing a media package, of following visual design for a variety of audiences. It a production project from start to finish: au- will introduce basic HTML coding, Web dience analysis, behavioral objectives, budg- editing software and animation. Laboratory eting, needs assessment, evaluation, etc. fee required. prerequisite: CMAT 350 Media to be considered include print, video, Web and multimedia. Laboratory fee may CMAT 361/WRIT 361Writing for the be required. prerequisite: CMAT 350 Media (3) Scripting for various media, including hypermedia, audio, video and CMAT 352 Media Literacy (3) An upper- print. Emphasizes the translation of infor- level theory course that introduces students mation, ideas and experience into various

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presentational formats and applies that cation and small-studio nonbroadcast pre- knowledge to informational, persuasive and sentations and the planning and manage- dramatic scripts. ment of industrial video facilities. The production context is emphasized with spe- CMAT 363/WRIT 363 Creative Writing cial attention given to public-access cable, Workshop: Screenwriting (3) Intensive corporate and institutional uses of video. writing experience for students interested in Laboratory fee required. writing drama for television and film. Emphasizes characterization, dialogue and CMAT 371 Mass Media & Society (3) plot development, as well as conventions of Mass media as a vital force in contemporary and script formats for television and film. society.The impact of television, film, music, advertising and other media on our CMAT 364 Digital Photography (3) economic, political and social systems. Explores creation and manipulation of both Evaluation of means to effect creative solu- still and video images in the digital environ- tions to social problems via media use. A ment. Through lectures, critiques, demon- study of current controversies and research. strations, picture taking and digital Laboratory fee may be required. manipulation exercises, students will learn to shoot, edit and use a variety of digital tech- CMAT 381 Representing Reality: News niques to produce material for print and & Documentary (3) Examination of the Web distribution. Emphasis will be placed process, problems and techniques of gather- on the development of portfolio-quality ing and presenting information. Moving pieces. Laboratory fee required. from a historical context, the course looks at the lines between news, documentary and CMAT 367 Multi-Image Production (3) propaganda; the forces that shape and influ- The conceptualizing, planning and produc- ence the presentation of information; diffi- tion of multiscreen and multimedia presen- culties in determining objectivity; and tations. Photographic techniques, visual contemporary issues relating to reality design, the synthesis of pictures and sound programming. Balancing theory and and the increasing use of computers to analysis are hands-on newsgathering and process visual and aural information are em- production activities. Laboratory fee may be phasized. Laboratory fee required. required.

CMAT 368 Photojournalism (3) Problems CMAT 407 Internship in Communication of producing and selecting photos for print (3) Students apply skills and knowledge and for other visual media. The relationship from coursework to jobs in the field of cor- between text, photographs and design. porate communication. Grading: pass/fail. Experience in preparing photo essays that in- This course is eligible for a continuing stud- corporate both photographs and copy. ies grade. prerequisites: senior status and per- Laboratory fee required. mission of the program director

CMAT 369 Digital Video (3) The use of CMAT 451 Communication Technologies portable video equipment for producing lo- (3) Satellite teleconferencing, cable televi-

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sion, desktop publishing, hypermedia, CD- ment and media applications. Laboratory fee ROM and other new and emerging tech- required. nologies. Technical development, economic and political factors, potential applications CMAT 458 Project Management II: and evaluation of their impact on society. Practices (3) An upper-level introduction Exposure to state-of-the-art equipment to the skills and concepts necessary for through field trips and guest speakers. the competent administration of a communication department or a freelance, com- CMAT 453 Media & munication-related business. Topics include Community/Community Media (3) An production planning and control, cost introduction to the ways that communica- analysis and project bidding procedures, or- tions media shape people’s perceptions of ganizational theory, equipment specifica- communities, ways that citizens can use var- tions and legal considerations. prerequisite: ious media to change those perceptions and CMAT 351 ways to strengthen communities through increased and broader-based communication. CMAT 469 Advanced Audio Video Students will examine case studies, learn Production (3) Advanced techniques and basic techniques of producing messages in a experience in planning, producing and edit- variety of media and propose solutions to ing audio and video presentations. Lab- problems in their own communities by uti- oratory fee required. prerequisite: CMAT 369 lizing those media. or the equivalent or permission of the instructor CMAT 455 Hypermedia (3) An introductory survey of the many types of hyperme- CMAT 475 Media Criticism (3) dia, multimedia and other means of Examination and application of the criteria nonlinear writing now available in fiction, for critically analyzing film, video and education and business. Combines theory audio. Evaluation of the role of the critic and and hands-on experience in the reading and critical publications. Students will compose composition of hypermedia and Web sites. and present critical reviews. Students will explore the position of this new technology/language in contemporary culture. CMAT 456 Multimedia Design & Production (3) The conceptualization and production of multimedia design. After studying the fundamentals of interactivity, students learn to digitize sound and video, integrate these elements with graphic design and written text, develop prototypes and examine various interactive software applications. Application of problem– solving techniques to the corporate environ-

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CMAT 480 Portfolio Development (3) ect of the student’s choice; the project must After articulating their professional goals— be academically related to this discipline. for example, as writers, designers, videogra- Each student works closely with a faculty phers or public relations specialists— director who guides his/her progress. The students determine which of the materials project must be of honors quality and must they have created in the past will contribute be finally approved by both the faculty di- positively to their portfolios and revise and rector and a second faculty member. Course improve those pieces. They determine what is eligible for a continuing studies grade. additional items their portfolios need and prerequisites: honors standing, 3.5 GPA and create them from scratch. Finally, they de- permission of both the Denit Honors Program velop strategies for applying and interview- director and the faculty director ing for professional positions. Laboratory fee required. Note: Students entering this class CMAT 497 Special Topics in must have a pre-existing body of work from Communication (3) Intensive exploration which to draw. prerequisite: permission of the of communication-related topics that are of program director mutual interest to faculty and students. Content varies according to the concurrent CMAT 489 Directed Independent Study interests of faculty and students. The topic (3) Consideration and completion in depth for study appears in the class schedule. of a special topic or project in communica- Course may be repeated for credit when tion. Each student works closely with a fac- topic changes. Laboratory fee required. ulty member who helps set goals, develop a prerequisite: determined by topic course plan and guide progress. The project must be carefully planned and have approval of the instructor involved and the COMMUNITY STUDIES AND program director. prerequisite: permission of CIVIC ENGAGEMENT (CSCE) both the instructor and the program director Community Studies and Civic Engagement CMAT 493 Honors Seminar (3) An ad- (CSCE) courses are offered by the Division of vanced interdisciplinary seminar that fo- Legal, Ethical and Historical Studies in the cuses on important books and issues and Yale Gordon College of Liberal Arts. Related encourages independent thinking, clear courses are listed under History (HIST) and presentation and an understanding of the Negotiations and Conflict Management concerns and methods of various disci- (CNCM). plines. The course may be team taught; topic and instructor(s) may change from se- CSCE 100 Urban Solutions (3) Provides mester to semester. Course may be repeated an introduction to the field of urban studies for credit when topic changes. prerequisites: and to the practices of studying cities and 3.5 GPA and permission of metropolitan areas. Students will be exposed the Denit Honors Program director to a variety of current and historic urban challenges, as well as policy solutions. The CMAT 494 Honors Project (3-6) Directed course will expose students to the complex- individual instruction in an advanced proj- ity of life in metropolitan regions, using the

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Baltimore area and other cities nationally and agency internships. Students will gain and internationally as knowledge, experience and awareness of the case studies. [SS] role of the nonprofit sector in Baltimore and throughout the United States. CSCE 200 Understanding Community (3) Allows students to explore basic con- CSCE 400 Nonprofit Management (3) cepts of community: a group’s history and Nonprofit organizations are key to the func- change over time, the lines that divide com- tioning of civil society.The United States munities, the physical movement of groups, has one of the world’s most vibrant non- the responsibilities of individuals within the profit communities. In this practical skills community and the role community plays course, students examine how to carry out in social control. Students will begin to the responsibilities of organizing and man- master the skills of selection and synthesis as aging a nonprofit, with focus on organiza- they use historical documents, census data, tions framed under 501(c)(3) of the Internal community mapping, field observations, Revenue Code. Students will explore effec- nonfiction and fiction to make observations tive mission, incorporation and vision state- about groups and compare their findings to ments; board and staff roles and the ways groups are depicted by outsiders. relationships; ethics; budgets and fund rais- [SS] ing; and maintaining nonprofit status. This course helps students meet a number of CSCE 301 Community Studies (3) Uses American Humanics competency require- the Baltimore area as a laboratory for inter- ments. prerequisite: CSCE 301or permission disciplinary research on contemporary is- of the CSCE program director sues. Through a hands-on service-learning experience, students will have the opportu- CSCE 401 Economic and Community nity to connect in significant and sustained Development (3) Using theory and prac- ways with issues related to social change. tice, this course will emphasize the pro- This course helps students to learn about grams and policies that enhance the the complex community life of Central economic vitality of low- and moderate– Maryland and urban areas throughout the income communities and organizations to United States and to develop personal and provide an understanding of the basis for professional competencies relevant to careers both economic and community develop- in community-serving and grassroots non- ment along with a basic set of practical profit organizations. tools to enable the student to work in the field of community development. CSCE 302 Philanthropy and This course features a service-learning com- Voluntarism (3) Voluntary association, vol- ponent. untary giving and voluntary action directed toward the public good are, and have long CSCE 481 Field Study (3) and COSC been, important dimensions of American 482 Field Study Seminar (3) Each student society.This course considers historic and will develop an original project as a capstone contemporary issues in philanthropy and to the Community Studies and Civic voluntarism and features archival research Engagement program, which will be tied to

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a 240-hour internship. Through this cap- grade. prerequisites: honors standing, 3.5 GPA stone endeavor, the student will integrate and permission of both the Denit Honors theory and practice in a project that will be Program director and the faculty director designed in consultation with the CSCE program director. These two courses are co- CSCE 497 Special Topics in Community requisites—that is, they must be taken to- Studies and Civic Engagement (3) An gether in the same semester. examination of a selected topic or issue related to the research interests of CSCE CSCE 492 Independent Study (3) faculty or a collaboration with a local non- Provides students with the opportunity to profit in a one-time community project. pursue a research topic or community ser- Course may be repeated for credit when vice project in depth over the course of a se- topic changes. mester. An interested student submits a proposal to a faculty member who agrees to be the adviser for the study.The faculty COMPUTER SCIENCE/ member and the student negotiate the terms COMPUTER NETWORKING of study and the requirements for the final AND TECHNOLOGIES (COSC) product. prerequisite: permission of the program director Computer Science (COSC) courses are offered by the School of Information Arts and CSCE 493 Honors Seminar (3) An ad- Technologies within the Yale Gordon College vanced interdisciplinary seminar that fo- of Liberal Arts. Related courses are listed cuses on important books and issues and under Mathematics (MATH). encourages independent thinking, clear presentation and an understanding of the COSC 100 Introduction to Computer concerns and methods of various disci- Technologies (3) An introduction to com- plines. The course may be team taught; puter hardware and software and their uses. topic and instructor(s) may change from se- Introduces students to how computers, net- mester to semester. Course may be repeated works and the Internet work, how they im- for credit when topic changes. prerequisites: pact our lives, and the ethical implications 3.5 GPA and permission of of information technologies. Hands-on ex- the Denit Honors Program director perience with a variety of computer applications, including spreadsheet, presentation, CSCE 494 Honors Project (3-6) Directed database application and Internet tools. individual instruction in an advanced proj- Laboratory fee required. [EI] ect of the student’s choice; the project must be academically related to this discipline. COSC 150 Introduction to Game Design Each student works closely with a faculty (3) Examines the use of computer technol- director who guides his/her progress. The ogy to produce computer games and create project must be of honors quality and must interactive educational and training materi- be finally approved by both the faculty als; covers beginning concepts in screen de- director and a second faculty member. sign, animation and scripting. Note: Course is eligible for a continuing studies Additional lab time outside of class may be

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required to complete course projects. Laboratory fee required. COSC 305 Networking: Theory and Application (4) An introduction to net- COSC 155 Internet Technologies: works, including network operating system Mastering the Basics (3) Provides an intro- concepts. Topics include network compo- duction to the Internet, as well as technolo- nents, the OSI and 802 models, protocols, gies used to generate and maintain Web network architecture, network administra- pages, such as FTP, HTML, CSS, JavaScript tion and support, LANs, WANs and trou- and XML. Note: Additional lab time out- bleshooting. This course requires each side of class may be required to complete student to purchase an unassembled com- course projects. Laboratory puter that he/she builds in class. These com- fee required. puters are then used to support networking exercises. Laboratory fee required. COSC 160 Graphics for Game Design (3) Examines the use of computer technol- COSC 307 Administering and ogy to produce computer games and create Supporting a Network Operating System interactive educational and training materi- (4) The sequel to COSC 305.Topics include als. Covers beginning concepts in screen de- setting up user and group accounts; secur- sign, animation and scripting. Note: ing network resources; setting up and ad- Additional lab time outside of class may be ministering network printers; auditing required to complete course projects. resources and events; monitoring network Laboratory fee required. resources; backing up and restoring data; managing system policies, file systems, par- COSC 260 Introduction to 3-D titions and fault tolerance; interoperating Graphics (3) Introduces students to model- between network operating systems; imple- ing, texturing, lighting, rendering and sim- menting network clients and directory repli- ple animation using the industry-standard cation; and troubleshooting. Laboratory fee tool. Provides a foundation for further work required. prerequisite: COSC 305 with sophisticated 3-D imaging tools. Note: Additional lab time outside of class may be COSC 309 Computer Programming I required to complete course projects. (3) A first programming course designed to Laboratory fee required. teach problem solving, algorithm development and principles of good programming. COSC 301 Microcomputer Maintenance Topics include procedures, decisions, repeti- and Troubleshooting (3) Introduces the tion, arrays, sequential and random-access student to the architecture and hardware files, and the graphical display of data. components of the microcomputer. Topics Algorithms are implemented in a visual pro- include installation, configuration and up- gramming language. Laboratory fee grading; diagnosing and troubleshooting; required. safety and preventive maintenance; system board, processors and memory; printers; COSC 310 Computer Programming II portable systems; and basic networking. (3) A sequel to Computer Programming I. Laboratory fee required. While continuing to emphasize problem-

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solving and algorithm development, this COSC 331 Introduction to Computer cour introduces object-oriented program- Organization (3) Basic logic design, cod- ming; programming that integrates other ing, number representation and arithmetic, applications, especially those in the computer architecture, examples using sim- Microsoft Office suite; and Internet pro- ple minicomputer or microcomputer sys- gramming. Laboratory fee required. prereq- tems. Laboratory fee required. prerequisite: uisite: COSC 309 or equivalent COSC 310

COSC 315 C++ for Interactive Design COSC 401The TCP/IP Protocol Suite (3) An introduction to object-oriented com- (3) Introduces the student to the TCP/IP puter programming framed in the technical suite of communication protocols. Topics in- aspects of game programming. The course clude fundamentals, basic and advanced IP covers variables, control structures, func- addressing, TCP/IP routing, TCP/IP name tions, arrays, data types, classes, inheritance resolution, TCP/IP tools, dynamic P/IP con- and polymorphisms. Students will apply figuration tools, WINS, NetBIOS, these concepts to build a series of small Internet/intranet services, printing and games. Laboratory fee required. RAS, network management, and monitoring and troubleshooting. Laboratory fee COSC 330 Applied Simulation (3) required. prerequisite: COSC 307 Concentrates on nonentertainment applications of interactive simulation in such areas COSC 403 Advanced and Object-Oriented as technical communication, emergency pre- Programming (3) Introduces the basic syn- paredness and education. Students will tax of an object-oriented language and study a range of simulations representing teaches object-oriented design. Also studied various approaches to visualization and in- are more advanced programming topics not teraction, analyzing the ways in which they covered in Computer Programming I and II use conventions of interactive play to serve (e.g., recursion and data structures).This larger purposes of learning and discovery. course extends the Internet programming Using basic multimedia tools, students will methods introduced in Computer prototype interactive presentations for train- Programming II. Laboratory fee required. pre- ing and education. Laboratory fee required. requisite: COSC 310 or equivalent

COSC 410 3-D Modeling (3) Improves an existing understanding of 3-D modeling, texturing and animation for interactive simulation applications, including scenic and character design for computer games. Practical assignments allow students to advance skills in industry-standard programs (e.g., 3D Studio and Maya). Readings, critical examples and visits from industry experts provide broader contexts for skills. Laboratory fee required.

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COSC 414 Audio Integration in Games COSC 418 Design of Multiplayer Games and Simulations (3) Concentrates on the (3) Concentrates on the design of sound el- design of sound elements for use in com- ements for use in computer games and puter games and other forms of interactive other forms of interactive simulation. simulation. Practical design exercises based Practical design exercises based on standard on standard production software and popu- production software and popular game en- lar game engines are combined with theoret- gines are combined with theoretical read- ical readings, critical studies and visits from ings, critical studies and visits from industry industry experts. Laboratory fee required. experts. Laboratory fee required.

COSC 415 Web Site Essentials (3) COSC 425 Database Design and Introduces the fundamentals of creating and Implementation (4) Uses Microsoft Access maintaining a Web site. Begins with a gen- and Microsoft SQL Server to introduce the eral treatment of Web servers, connecting to design and implementation of database sys- the Internet, Web security and Web admin- tems. Implementation includes creation, in- istration. Topics include file servers, Web dexing, querying, referential integrity, form server computer hardware, communication and report generation, graphing and pro- media, TCP/IP,HTTP, domain name con- gramming in the application language. Also ventions, getting an IP address, backing up, teaches Microsoft SQL Server system ad- fault tolerance, firewalls and proxy servers. ministration to include installing and con- The general treatment is followed with a figuring SQL Server; managing security and study of Microsoft’s Internet Information database files; transferring data;, backing up Server (IIS).Topics include installing IIS, and restoring databases; automating admin- Microsoft’s Index Server and supporting istrative tasks; and planning, setting up and Active Server. Students create an intranet managing replication. Laboratory fee re- using Microsoft’s Internet Information quired. prerequisite: COSC 310 Server and Web pages using Microsoft’s FrontPage. Laboratory fee COSC 432 Information Assurance (3) required. prerequisite or co-requisite: Provides an introduction to the various COSC 401 technical and administrative aspects of information security and assurance. It dis- COSC 416 Advanced Web Site cusses the foundation for understanding the Development (3) Focuses on building in- key issues associated with protecting infor- teractive Web pages using Java, JavaScript, mation assets, determining the levels of pro- Perl and VBScript. Also introduces the stu- tection and response to security incidents, dent to Microsoft Visual InterDev and tech- and designing a consistent, reasonable infor- niques for creating multimedia Web pages. mation security system with appropriate in- Emphasis is placed on database connectiv- trusion detection and reporting features. ity.Also introduces techniques for creating Ethical, legal and professional issues in in- multimedia Web pages. Laboratory fee re- formation security will also be discussed. quired. prerequisites: COSC 403 and COSC Students will develop familiarity with re- 415; COSC 415 may be taken as a co-requisite search and information resources to forecast emerging problems and strategies in this

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area. Laboratory fee required. prerequisite: COSC 305 COSC 460 Games, Simulations and Society (3) Examines the nature of games COSC 433 Network Security (3) Deals and how they are framed by and impact in- with the conceptual and technological as- dividuals and groups. Topics include schol- pects of network security.The course begins arly work on online economies and with a review of various forms of network community building, fan cultures and their attacks, including scanning, exploits and de- creative reworking of game content, the role nial-of-service attacks. It discusses the role of play in human culture and the relation- of major networking devices, including ships between online and offline identity, as routers, firewall technology and servers, in well as psychological facets of games. establishing a secure network. It provides a Laboratory fee required. comprehensive overview of building and maintaining firewalls in a business environ- COSC 470 Game and Simulation ment. It discusses how to make an intelli- Development Seminar (3) Provides the gent choice of firewall technology and capstone experience for students in the firewall planning/ design and presents basic Simulation and Digital Entertainment firewall troubleshooting. It also covers secu- major. Working with faculty and visiting in- rity policy development, authentication, en- dustry experts, students propose a concept cryption, VPNs and IDSs. Laboratory fee for a computer game or applied interactive required. prerequisite: COSC 307 simulation, developing that concept over the course of the semester through several stages COSC 450: SDE Internship (3) Provides of specification and prototyping. Theoretical the student with hands-on work experience readings and critical studies of existing in applied simulation and game develop- games provide insight and context. Final ment. Students may arrange placement with prototypes are entered in a competition at an external organization, subject to written the end of the course whose jury will in- approval by the instructor and an official of clude representatives from game and simula- the organization. Alternatively, students may tion development companies. Laboratory fee participate in an in-house project managed required. by the instructor. In the latter case, students attend regular class meetings as part of their COSC 490 Practicum in Information project work. Laboratory fee required. Technology (3) Provides the student with hands-on work experience in applied infor- COSC 452 Internship in Simulation and mation technology. Students may arrange Digital Entertainment: Production and placement with an external organization, Design (3) Internship course intended to subject to written approval by the instructor give students professional experience in soft- and an official of the organization. ware reliability and play testing in computer Alternatively, students may participate in an games and other areas of applied interactive in-house project managed by the instructor. simulation. Students will be assigned proj- In the latter case, students attend regular ects in area industries or in an on-campus class meetings as part of their project work. development facility to be developed with Laboratory fee required. prerequisites: COSC local companies. Laboratory fee required. 416 and COSC 430

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COSC 493 Honors Seminar (3) An ad- up to 3 credits for this independent study. vanced interdisciplinary seminar that fo- Laboratory fee required. prerequisite: varies; cuses on important books and issues and see class schedule or instructor encourages independent thinking, clear presentation and an understanding of the concerns and methods of various disci- CRIMINAL JUSTICE (CRJU) plines. The course may be team taught; topic and instructor(s) may change from se- Criminal Justice (CRJU) courses are offered by mester to semester. Course may be repeated the Division of Criminology, Criminal Justice for credit when topic changes. Laboratory and Social Policy within the Yale Gordon fee may be required. prerequisites: 3.5 GPA College of Liberal Arts. and permission of the Denit Honors Program director CRJU 200 Criminal Justice (3) Examines the fundamental concepts of the criminal COSC 494 Honors Project (3-6) Directed justice field; the history, philosophy, social individual instruction in an advanced proj- development and operations of police, ect of the student’s choice; the project must courts and corrections in a democratic be academically related to this discipline. society; and criminal justice careers. [SS] Each student works closely with a faculty director who guides his/her progress. The CRJU 220 Police and Society (3) An project must be of honors quality and must overview designed to examine law enforce- be finally approved by both the faculty di- ment service delivery at the local, state and rector and a second faculty member. Course federal levels of government. Special empha- is eligible for a continuing studies grade. sis will be placed on the historical develop- Laboratory fee may be required. prerequi- ment of the law enforcement role in sites: honors standing, 3.5 GPA and permission contemporary society and how it shapes the of both the Denit Honors Program director type of law enforcement service that can be and the faculty director expected in the future.

COSC 497 Topics in Computer Science CRJU 301 Social Justice in the Urban (3) Intensive exploration of topics in com- Community (3) An overview of agencies puter science of mutual interest to faculty and processes involved in criminal justice in and students. Content will vary according the urban community. Special attention is to the current interests of faculty and stu- given to the impact of the media in problem dents. The topic for study appears under creation and problem solving in the com- that name in the class schedule. Course may munity. Continuing dynamics and the ef- be repeated for credit when topic changes. fects of discrimination and prejudice are Laboratory fee required. examined. prerequisite: CRJU 200 or equiva- COSC 499 Independent Study (1-3) The lent pursuit of independent study under the supervision of a full-time faculty member. CRJU 302 Criminal Justice Research The number of credits to be earned is deter- Methods (3) A survey of the research meth- mined by the supervising faculty member ods and techniques utilized within the field before the study begins. Students may earn of criminal justice and criminology.Topics

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discussed include research designs, sam- CRJU 330 Criminal Law (3) An examina- pling, data collection, quantitative versus tion of the general and specific parts of the qualitative methods and applications to substantive criminal law in the United criminal justice planning and administra- States, its development within historical and tion. prerequisite: CRJU 200 or equivalent societal contexts, and its representation in statutory and case law. Consideration is CRJU 304 Criminal Justice Professional given to problems of application and inter- Studies (3) Assists students with criminal pretation of the written law. prerequisite: justice database technologies and with writ- CRJU 200 or equivalent ing and research skills specific to the field of criminal justice. The course contains units CRJU 332 Civil Rights and Civil on conducting secondary research, learning Liberties in Criminal Justice (3) The to write for the academic setting (e.g., litera- nature of civil liberties and civil/political ture reviews, empirical studies) versus the rights in the United States. Emphasis on ju- applied setting (e.g., case summaries, inci- dicial exposition and its relationship to the dent reports) and preparing for a career in field of criminal justice. prerequisite: CRJU criminal justice. prerequisite: CRJU 200 or 200 or equivalent equivalent; and placement in IDIS 300 following completion of the writing placement CRJU 334 Criminal Procedure (3) test or receipt of the grade “pass” in WRIT 200 Presents the principles and applications of prior to beginning CRJU 304 procedural criminal law in the United States. Such procedural laws are supple- CRJU 306 Criminological Perspectives (3) mented by rules of evidence and decisions The major paradigms, models and theories of the U.S. Supreme Court on key constitu- that form the foundation of criminal justice tional questions. prerequisite: CRJU 200 or and criminology are examined. Using current equivalent texts, journals and reports, the course examines the range of explanations of criminal be- CRJU 341 Correctional Perspectives (3) havior, focusing on attempts to integrate Introduces students to the history, role, perspectives and theories. prerequisite: CRJU functions, problems and contemporary 200 or equivalent practices of correctional facilities, including prisons, jails and community corrections CRJU 320 Police Administration (3) (e.g., probation and parole) and the role Study of line and staff functions in police and difficulties of inmates and correctional organizations. Examination of organization officers. prerequisite: CRJU 200 or equiva- principles, management functions and orga- lent nizational behavior as they relate to police agencies. Emphasis on the behavioral sci- CRJU 380 Forensics in Criminal Justice I ence approach to supervising and managing (3) An examination of the history and de- police personnel. prerequisite: CRJU 200 or velopment of those legal issues that make equivalent the use of scientific evidence admissible in court. Demonstrations of the techniques used by various experts in forensics are

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presented, concentrating on psychiatry, event by the United States and its allies. pre- firearms, micrography, forensic pathology, requisite: CJRU 301 chemistry and fingerprint identification. prerequisite: CRJU 200 or equivalent CRJU 408 Crime and Delinquency Prevention (3) A review of major crime and CRJU 381 Forensics in Criminal Justice delinquency prevention strategies, including II (3) An examination of the history and punitive, mechanical and corrective preven- development of those legal issues that make tion policies and programs. Selected preven- up the use of scientific evidence admissible tion programs and policies are highlighted in court. Demonstrations of the techniques for in-depth evaluation. prerequisite: CRJU used by various experts in forensics are pre- 301 sented, concentrating on neutron activation analysis, questioned documents, visual and CRJU 420 Special Problems in Policing verbal identification, polygraph, photogra- (3) Issues and problems in policing a free phy, hypnosis and narcoanalysis. prerequisite: society.The role and function of the police, CRJU 380 the effects of contemporary police practices and the exercise and control of police power. CRJU 390 Victimology (3) An introduc- Examination of current problems and pro- tion to the study of crime victims. Examines posals for reform. prerequisite: CRJU 301 the victim’s role in crime, the criminal justice system’s handling of victims and victim CRJU 430 Juvenile Justice (3) An exami- services. prerequisite: CRJU 200 or equiva- nation of youthful law violation and the lent juvenile justice system. The history, law, operations and agencies of juvenile justice are CRJU 404 Comparative Criminal Justice analyzed, as are alternative approaches to (3) Examines comparative criminal justice: defining, preventing and responding how different societies around the world to youthful law violation. prerequisite: CRJU practice criminal justice relative to practices 301 in the United States. Multidisciplinary approach considers the economic, govern- CRJU 432 Criminal Courts (3) An explo- mental, geographic and social situations ration of the multidisciplinary literature on in the selected countries. prerequisite: CRJU the criminal courts in the United States, fo- 301 cusing on the social, political and organizational contexts of the court, the court’s case CRJU 406 Political Terrorism (3) An flow and the various actors in the court’s overview of the definitional and conceptual process. Contemporary issues are high- issues, typologies, history, causal explana- lighted. prerequisite: CRJU 301 tions and reviews of the effects of opposi- tional political terrorism. The events of 9/11, CRJU 434 Survey of Law (3) A considera- including its major actors such as Osama tion of selected areas of law that have direct bin Laden, Al Queda and the Taliban will be bearing on criminal justice procedures, in- explored, including the reaction to this cluding family law, administrative law, per-

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sonal property, torts, evidence and constitu- policy. Prominent drug-crime issues and tional law. prerequisite: CRJU 301 projections for the future are included. pre- CRJU 441 Special Problems in requisite: CRJU 301 Corrections (3) In-depth analysis of the issues, problems and suggested reforms fac- CRJU 464 Criminal Justice Issues (3) An ing the contemporary role and practices of examination of a selected topic or issue, correctional facilities, including prisons, such as women and criminal justice, private jails and community corrections, e.g., pro- security, criminal justice legislation or ethi- bation and parole, and the role, functions cal issues. The topic studied will appear in and difficulties of inmates and correctional the schedule of classes. This course may be officers. prerequisite: CRJU 301 or CRJU repeated for credit when the topic changes. 341 prerequisite: CRJU 301

CRJU 442 Community Corrections (3) CRJU 470 Biosocial Perspectives in An examination of practices and problems Criminology (3) A multidisciplinary ap- of community corrections, including but proach to the study of human behavior gen- not limited to probation, parole, halfway erally and criminal behavior specifically. houses and fines. prerequisite: CRJU 301or Provides a survey of the developmental, psy- CRJU 341 chological and biological aspects of antiso- cial behaviors and forensic disorders. The CRJU 451 Minorities, Crime and Justice latest scientific discoveries with respect to (3) An analysis of race, ethnicity and gender causes of behavior and the relevant contro- issues and how they impact the criminal versial issues are presented. Diagnostic, pre- justice system. An examination of how race, ventive and treatment techniques ethnicity and gender issues revolve around new to the field are covered. prerequisite: questions associated with evidence of dispar- CRJU 301 ity, disproportionality and discrimination within the criminal justice system. prerequi- CRJU 485 Advanced Criminal Justice site: CRJU 301 Studies (3) The senior-level capstone experience. The focus is multidisciplinary, and CRJU 454 Criminal Behavior (3) An the emphasis is on the integration and ap- examination of selected types of crime or plication of theory, research methods and criminal behavior patterns, such as white- statistics. The problems of data gathering collar crime, violent crime, organized crime, and reporting, and relationships of theory, drugs and crime, or age and crime. The research and practice in the field are ad- topic studied appears in the class schedule. dressed. prerequisites: CRJU 301, CRJU 302, Course may be repeated for credit when the CRJU 304, CRJU 306 and MATH 115 topic changes. prerequisite: CRJU 301 CRJU 490 Criminal Justice Internship CRJU 456 Drugs and Crime (3) An ex- (3) A practicum designed to broaden the ed- amination of various topics and issues relat- ucational experience of students through ap- ing to drugs and crime in the United States. propriate observational and work This course explores social, legal, medical assignments with criminal justice agencies. and political factors, as well as changes in Correlation of theoretical knowledge with attitudes that contribute to drug use and practice is emphasized. Course is eligible for

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a continuing studies grade. prerequisites: Gordon College of Liberal Arts. Related courses CRJU 301, senior status and consent of the in- are listed under Writing (WRIT) and structor Mathematics (MATH).

CRJU 493 Honors Seminar (3) An ad- Note: Institutional credits contribute to a vanced interdisciplinary seminar that fo- student’s course load for financial aid and cuses on important books and issues and determination of full- or part-time status encourages independent thinking, clear but do not count toward the degree. presentation and an understanding of the concerns and methods of various disci- DVMA 93 Introductory Algebra (3 insti- plines. The course may be team taught; tutional credits) Develops skills that are es- topic and instructor(s) may change from se- sential background for an intermediate mester to semester. Course may be repeated algebra course. Topics include a brief review for credit when topic changes. prerequisites: of fundamentals of arithmetic and pre-alge- 3.5 GPA and permission of bra. As much as possible, the course is ap- the Denit Honors Program director plications oriented. Elementary algebra topics include real number operations, vari- CRJU 494 Honors Project (3-6) Directed able expression, polynomial operations, fac- individual instruction in an advanced proj- toring of polynomials, operations with ect of the student’s choice; the project must rational expressions, linear equations in one be academically related to this discipline. or two variables, systems of linear equations, Each student works closely with a faculty linear inequalities, solving quadratic equa- director who guides his/her progress. The tions by factoring, properties of radical ex- project must be of honors quality and must pressions and solutions of applications be finally approved by both the faculty di- problems. rector and a second faculty member. Course is eligible for a continuing studies grade. DVMA 95 Intermediate Algebra (3 insti- prerequisites: honors standing, 3.5 GPA and tutional credits) Develops midlevel algebra permission of both the Denit Honors Program skills that are essential background for a col- director and the faculty director lege-level mathematics course. Topics include a brief review of basic algebra, linear CRJU 498 Directed Independent Study equations and inequalities (including (1-3) Designed to provide credit for a student graphs), factoring quadratic expressions, who wants to pursue independent work quadratic equations (including graphs), frac- under the supervision of a faculty member. tional algebraic expressions, exponents and prerequisite: consent of the instructor radicals. prerequisite: adequate score on placement test or successful completion of DVMA 93 DEVELOPMENTAL COURSES (DVMA) DVRW 90 College Reading and Writing I (3 institutional credits) Helps students de- Developmental courses are offered by the First velop college-level reading skills, including and Second Year Program and the Academic using new and specialized vocabulary appro- Resource Center in conjunction with the Yale priately in writing and speaking; identifying,

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understanding and analyzing key parts of a between unlimited wants and scarce text; and applying systematic reading meth- resources. [SS] ods to increasingly complex reading assignments in textbooks, academic articles and ECON 200 The Economic Way of other required reading materials. Students Thinking (3) An economist sees the world will also improve their college-level writing in a unique way and is able to provide a dif- skills as they learn to adopt and adapt recur- ferent perspective on many issues. This sive writing processes; develop the parts of course presents the “economic way of think- an academic essay; and write coherent short ing” with an emphasis on being able to expository essays for a variety of purposes make effective decisions in a wide variety of and audiences using a variety of patterns of economic and business situations. In addi- organization. tion, the “economic way of thinking” is used to understand the impact of business and DVRW 95 College Reading and Writing government policies and actions on our II (2 institutional credits) Develops stu- daily lives. [SS] dents’ confidence in their ability to plan, organize, develop and edit their writing in re- ECON 305 Managerial Economics (3) sponse to college-level writing tasks through Managers and business professionals need a focus on development of clear, coherent the wide variety of tools provided by eco- paragraphs and longer essays with emphasis nomic theory to deal with the many com- on basic grammar and sentence-combining plex issues facing organizations in today’s skills, formulation of thesis statements, devel- competitive global markets. This course fo- opment of ideas and increased competence cuses on the economic forces affecting the in writing about reading. process of organizing economic activity.The primary tools of analysis are imperfect information, transaction costs and the voluntary ECONOMICS (ECON) pursuit of efficiency. prerequisite: ECON 200 or 3 hours of micro- or macroeconomics Economics courses (ECON) are offered by the Merrick School of Business. ECON 312 Public Economics and Land Use Policy (3) Analyzes the nature and ECON 100 Economics of Contemporary structure of urban economies; the location Issues (3) Economics of contemporary of economic activity; the economics of an issues provides a survey of societal issues ex- urban framework; and the principles of amined through the lens of economic analy- urban economic development, housing, sis. A scientific approach is adopted transportation, poverty, and unemployment in which the basic tools of economics are and municipal finance. applied to social issues such as pollution, crime and prevention, poverty and discrimi- ECON 409 International Economics (3) nation, professional sports and economic A broad coverage of international issues, pro- growth. Students will gain an appreciation viding a starting point for the analysis and of how society addresses the conflict insights available from other business disciplines. Topics include the underlying ration-

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ale for trade, market mechanisms, efficiency, ENGL 311Wells of the Past: Classical exchange rates, balance of payments and Foundations (3) An intensive study of vari- some aspects of international economic de- eties of great literature organized themati- velopment. prerequisite: ECON 200 or 3 cally and in terms of ideas connected with hours of micro- or macroeconomics periods of important historical or philosophical change. Stressed at present is the age of ECON 497 Special Topics in Economics classical antiquity.Recommended for all stu- (3) The economics and finance faculty, dents interested in a humanistic and cultural from time to time, offer an opportunity to approach to literature and ideas. integrate new material into the undergraduate program reflecting changes in the field ENGL 313 Worlds Beyond the West (3) and in the educational needs of students. An intensive study of some of the great writ- prerequisites: ECON 305 and 6 additional ing from non-Western literatures. This study hours of economics may range from the Middle to Far East, from the Orient to Africa. May be repeated ECON 499 Independent Study: for credit when the topic changes. Economics (1-3) An independent study completed under the direction of a faculty ENGL 315 The Short Story (3) An investi- member. For eligibility and procedures, see the gation of the various forms a short story Merrick School of Business Independent Study may take and the kinds of effects writers Policy. have tried to produce. Particular attention is given to authors of the 20th century.

ENGLISH: LITERATURE ENGL 316 Modern Poetry (3) A reading AND LANGUAGE (ENGL) and discussion of 20th-century poetry. Emphasis given to major works of those Literature and Language (ENGL) courses are poets thought best to define the modern offered by the Division of English & Commu- and its diversity of poetic response. nications Design within the School of Communications Design in the Yale Gordon ENGL 317 English Fiction: Journey in College of Liberal Arts. Related courses are Experience (3) A study of the development listed under Communication (CMAT), of English fiction. The course moves from Writing (WRIT) and graduate Publications the 18th century to the early 20th century Design (PBDS). with analogues from present and past.

ENGL 200 The Experience of Literature (3)Teaches students how to read, understand and appreciate fiction, drama and poetry. Exploration of three major literary genres through close reading of selected works, with attention to the contexts that have shaped them. Understanding and applying literary terms and concepts to written analysis of literary works. [LIT]

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ENGL 318 Modern English Fiction: ENGL 332 Literature & Film (3) Astudy Journey Into the Mind (3) An examination of famous and infamous adaptations of liter- of the break with the past in 20th-century ary classics, ancient and modern. The prob- English fiction. Studies in new develop- lems involved in adapting one medium of ments and techniques in thought, structure communication to another. Laboratory fee and style. required.

ENGL 319 European Fiction (3) Readings ENGL 333/CMAT 333 Media Genres (3) in major European fiction focusing on the Analysis of the patterns and conventions of nature of realism and subjectivity in writers a specific type of media program (e.g., from the beginnings to the 20th century. Western, science fiction, situation comedy), media artist (e.g., Hitchcock, Allen, Capra) ENGL 320 Contemporary Literature (3) or style (e.g., film noir). May be repeated for An investigation of trends and individual credit when the topic changes. Laboratory writers of today with respect to their imme- fee required. diacy and possible universality.Varied emphasis on the many different forms of ENGL 334/CMAT 334 Oral current poetry, drama and prose. Interpretation of Literature (3) Creative reading: the transformation of the writer’s ENGL 327 Children’s Literature (3) word through the reader’s voice in exposi- Explorations of classic and contemporary tory, poetic, narrative and dramatic forms. A literature for children from an international progression from reading to analysis to in- and multicultural perspective. Emphasis on terpretation to presentation. Laboratory fee the art of storytelling through words and required. images, criteria for evaluating children’s literature and techniques for classroom presenta- ENGL 337 Great Plays: From the West & tion. Attention to children’s literature as an East (3) A study of plays from major expression of its time. periods of world drama, with a view to showing the shaping of the literary move- ENGL 328 Adolescent Literature (3) A ments, forms and techniques of the modern study of literature written for adolescents or theater. young adults. Examines differences between adolescent and adult literature, criteria for ENGL 338 Modern Drama (3) The drama evaluating it, guidelines used by writers and of the 20th century, with emphasis on con- ways in which teachers incorporate it into temporary movements and innovations. the curriculum. ENGL 341 American Literature: The ENGL 330 The Art of Film (3) A study of Central Years (3) A critical and historical film as an art form. Course considers film as study of representative American authors an artifact, made in particular ways and hav- and movements—Romanticism, Realism, ing a certain style and structure. Emphasis is Naturalism—with emphasis on the literary placed on the ways film represents space and renaissance of the 19th century. time. Laboratory fee required.

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ENGL 342 Melville, Poe & Whitman: ENGL 351 Ancient Myth: Paradigms & American Voyagers (3) A study of three Transformations (3) An introduction to major American authors whose work ex- classical mythology as well as other ancient plores the romantic figure of the voyager literatures and mythographies along with and of the voyage itself, both physical and their later adapters and interpreters. metaphysical. Emphasis placed on these authors’ use of allegory and symbolism and ENGL 354 Images of Love (3) Avarying their affirmation and criticism of certain look at the faces and reflections of love in American ideals and dreams. literature, art and myth. Readings in selected classical and modern works invite ENGL 344 American Fiction (3) A critical students to compare and contrast modern and historical study of the ideas, structure and traditional ideas about love. and themes of major American novels and short stories, with emphasis on works of the ENGL 357 Other Worlds: Fantasy, first half of the 20th century. Science Fiction & Mystery (3) Explorations and discoveries of distinctive ENGL 346 The American Dream (3) The literary worlds from Scotland Yard to outer continuing cycle of faith and doubt in the space. Specific emphasis may vary. May be brave new world of America, with particu- repeated for credit when the topic changes. lar attention to the writers of America’s maturity. ENGL 358 Tolkien: Master of Fantasy (3) A close examination of the work of J.R.R. ENGL 348 The Multicultural Americas Tolkien in fiction and criticism, with em- (3) A study of postcolonial literature in the phasis on The Lord of the Rings. Also consid- Americas, other than the United States, with ers some of Tolkien’s sources and inspiration an emphasis on tensions between the Euro- from fairy tale, legend pean cultural tradition and that of the in- and myth. digenous or nonwhite populations of the Americas. May be repeated for credit when ENGL 361The Hero & the Quest (3) The the topic changes. hero and the quest as archetypes, and an introduction to the mythic quest in early ENGL 349 Identities: Explorations in the English literature from Beowulf to the American Past & Present (3) A study of Arthurian romance. Modern works are read problems of individual identity and social against the background of the heroic tradi- roles: racial, ethnic and sexual. The voices of tion. writers and poets that reflect two worlds, yet are urgently their own. ENGL 362 Dante, Chaucer & Cervantes: Three Versions of Pilgrimage (3) An ex- ENGL 350 Origins: In Search of Self (3) amination of Medieval and Renaissance Readings in the literature of self-discovery, concepts of love and the journey as they are initiation and the quest for identity.The reflected in the major works of these three contemporary sexual, racial, religious, re- writers. gional and class experiences are examined with a look back to their roots in tradition.

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ENGL 364 Shakespeare: Kings, Knaves created rooms of their own within which to & Fools (3) A thematic approach to write and live. Shakespeare’s development and variety, revolving around one work such as Hamlet, ENGL 391 Language as Technology (3) A and dealing with Renaissance attitudes to- consideration of narratives in the informa- ward power, freedom and the individual. tion age, historical developments through Shakespeare’s plays are viewed against the which changes in linguistic practice mani- background of the Elizabethan period. fest themselves, and information theory.The role of languages in the social construction ENGL 365 Shakespeare: Love, Myth & of reality as well as in the narrower sense of Metamorphosis (3) A thematic approach to specific agents of change. Shakespeare’s development and variety, cen- tering on one play such as Othello, and deal- ENGL 392 The Archaeology of Language ing with Renaissance attitudes toward love (3) A study of the beginnings, principles and myth. Shakespeare’s plays are viewed and designs of language. Competing para- against the background of his age. digms of what language is and how it does what it does; how it communicates and ENGL 366 Milton, Blake & Yeats: Poet as conceals meaning; and how it expresses Prophet (3) A study in development and what we feel, think, represent and construe. contrast: concepts of order and revolt, of vision and revision, in the major works of the ENGL 395 Narrative Discourse: Cross- three poets. Emphasis among the three may Media Comparisons (3) A study of narra- vary from year to year. tive, both verbal and visual, as a form of discourse. The course focuses on the nature ENGL 371 Changing Woman (3) An ex- of narrative, types of narrative and the role amination of sexual roles and politics in lit- of the reader/viewer in the narrative process. erature from the Victorian age to the In addition to reading and viewing a wide present. Consideration will be given to the range of narrative texts, from fairy tales to relationship between gender and genre. modern fiction, classical myths to television commercials and popular films, students ENGL 372 Feminine Realities: In the compose their own narratives to gain a Context of Their Times (3) Women’s writ- deeper understanding of what stories are ing and writing about women in the context and why they matter to us. of specific times and/or places. Emphasis on the literature, legends and other means (e.g., ENGL 397 Reading Strategies (3) An ex- letters, journals, biographies) by which ploration of ways in which we make sense of women’s voices can be heard. May be re- literary works, both for ourselves and for peated for credit when the topic changes. others. Emphasis is placed on the relationships between literary texts and contexts ENGL 374 Austen, the Brontes & Woolf: (e.g., formal, inter-textual, historical, cul- Rooms of Their Own (3) Classic, tural), which make reading, as an interpre- Roman–tic, Modern—these women tive act, a vital, rich and complex brought their unique visions to life within experience. prerequisite or co-requisite: 3 the context of larger literary movements but credits of literature coursework

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ENGL 400 Literature in Society (3) An ENGL 489 Directed Independent Study investigation of how literature emerges from (3) Consideration and completion of a spe- and is shaped by the cultural and historical cial topic or project in the study of literature circumstances of specific times and places. or language. Each student works closely May be repeated for credit when the topic with a faculty member who helps to set changes. goals, develop a course plan and guide progress. The project must be carefully ENGL 421The Elizabethan Renaissance: planned and have the approval of both the In the Green World (3) A study, through instructor involved and the literature pro- poetry and drama, of the 16th-century gram director. English Renaissance. The world that molded Shakespeare and about which ENGL 490 Thesis in Literature (3) Shakespeare wrote. Directed individual instruction in the writing of a scholarly, critical or research paper. ENGL 431The Metaphysical Moment: Each student works closely with a faculty From T.S. Eliot to John Donne (3) The director, who guides his/her progress. The 20th-century response to 17th-century liter- thesis must be of honors quality and must ature and a study of the metaphysical idea be finally approved by both the director and and poetry that sparked that response. a second reader, one of whom is usually the division chair. Course is eligible for a con- ENGL 432 The Age of Reason (3) Astudy tinuing studies grade. prerequisites: 3.5 GPA of major 18th-century writers; readings in and/or permission of both the program director poetry, prose and drama. The social, cultural and the division chair and intellectual fabric of the age. ENGL 493 Honors Seminar (3) An ad- ENGL 441 The Romantic Imagination vanced interdisciplinary seminar that fo- (3) A critical analysis of Romanticism and cuses on important books and issues and its meaning. The poetry, and some prose, is encourages independent thinking, clear set against the background of the neoclassi- presentation and an understanding of the cal and is viewed as a continuing literary concerns and methods of various disci- force and ideal. plines. The course may be team taught; topic and instructor(s) may change from se- ENGL 442 The Victorian Paradox (3) mester to semester. Course may be repeated Synthesis versus alienation. The Victorian for credit when topic changes. prerequisites: consciousness torn by the emerging turmoil 3.5 GPA and permission of the Denit Honors of modern society. Literature as the reflec- Program director tion of an age in transition. ENGL 494 Honors Project (3-6) Directed ENGL 450 The Great Moderns (3) A individual instruction in an advanced proj- seminar concentrating on three to five ect of the student’s choice; the project must major writers of the early 20th century con- be academically related to this discipline. sidered against the critical background of Each student works closely with a faculty Modernism. May be repeated for credit director, who guides his/her progress. The when the topic changes. project must be of honors quality and must

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be finally approved by both the faculty di- systematic approach to changing the way rector and a second faculty member. Course they create, identify and sell these ideas. is eligible for a continuing studies grade. They will also be introduced to a number of prerequisites: honors standing, 3.5 GPA and techniques, concepts and methods that can permission of both the Denit Honors Program be added to their creative skills toolkit. The director and the faculty director course is designed around real methods that have been proven to work in some of the ENGL 497 Topics in Literature (1-3) leading corporations in the world. These Intensive exploration of topics in literature methods are conveyed through both interac- of mutual interest to students and faculty. tive and experiential learning approaches. Content varies according to the concurrent Students will form teams for the purposes of interests of faculty and students. The topic developing creative solutions to problems studied appears under that name in the class and coming up with a concept around schedule. Course may be repeated for credit which a venture can be based. [SS] when topic changes. prerequisite: none unless listed in the class schedule ENTR 300 Principles of Entrepreneurship (3) The entrepreneurial ENGL 498 Seminar in English: The process considered as a paradigm, tracing Modern Tradition (3) A culminating the process and highlighting its practical ap- close examination of a major 20th-century plications. Special emphasis on the creation work in the light of modern literary tradi- and initial growth phases of new ventures, tions. Students relate the work, as a touch- with discussion of related ethical, interna- stone, to other writings of the past and tional and legal issues. Local entrepreneurs present. Emphasis on independent thought serve as guest speakers. Open to all students, culminating in a written project, presented this course functions as a survey course as before the class. Subject may change from well as the first in the specialization in en- year to year. Course may be repeated for trepreneurship sequence. credit when topic changes. prerequisite: senior major status or permission of the program ENTR 320 Opportunity Assessment and director Development (3) A new product development paradigm provides students with in- depth coverage of opportunity analysis as it ENTREPRENEURSHIP (ENTR) pertains to new venture creation and the implementation of a business plan offering Entrepreneurship courses (ENTR) are offered new products and services by an entrepre- by the Merrick School of Business. neurial firm. Topics include strategic planning and market analysis, concept ENTR 101 Imagination, Creativity and generation, technical development and com- Entrepreneurship (3) Students will experi- mercialization processes. This course is ence what it means to discover the patterns cross-listed with MKTG 420. prerequisites: that produce breakthrough ideas when at- ENTR 300 and MKTG 301 tempting to solve business problems. Participants in this class will be exposed to a

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ENTR 330 Internal Control and Growth uously enhancing an overall management for Entrepreneurial Ventures (3) Primary system to guide the entrepreneurial venture focus on managerial accounting practices, as it grows. This course is cross-listed with diagnostic analysis of financial statements MKTG 450. prerequisites: ENTR 320, 330 and implementation of financial and ac- and 430 counting management systems designed to enhance the internal business control mech- ENTR 460 Social Enterprise (3) anism for an entrepreneurial venture. Topics Successful nonprofit organizations are con- are covered in the context of strategic and sistently challenged to expand their impact, tactical decisions regarding entry into and be socially responsible and fiscally account- exit from different product and service mar- able, and find new sources of revenue. In re- kets. prerequisites: ENTR 300, FIN 331and sponse, more and more organizations are ACCT 201 discovering innovative ways to generate both financial and social returns on their invest- ENTR 430 Capital Acquisition and ments. Over this semester, students and se- Strategic Financial Management for lected nonprofits will learn about successful Entrepreneurial Ventures (3) Provides ventures and engage in lectures and hands- knowledge and training in the area of on work to determine the feasibility of en- capital acquisition strategies and tactics trepreneurial ideas, recognize and overcome through the life cycle of an entrepreneurial financial obstacles, and convert social ven- venture and coverage of valuation tech- ture ideas into reality. prerequisites: ENTR niques as applied to the allocation of busi- 320 and ENTR 430 ness assets. Topics include start-up and mezzanine financing and their bridging to ENTR 497 Special Topics in initial public offers on the capital acquisition Entrepreneurship (3) The entrepreneur- side, as well as capital budgeting and inter- ship faculty, from time to time, offer an op- nal control techniques applied in the strate- portunity to integrate new material into the gic context developed in earlier courses. undergraduate program reflecting changes This course is cross-listed with FIN 430. in the field and in the educational needs of prerequisite: ENTR 330 students. prerequisite: ENTR 300

ENTR 450 Entrepreneurial ENTR 499 Independent Study: Organization, Planning and Entrepreneurship (1-3) An independent Implementation (3) The capstone course study completed under the direction of a of the specialization in entrepreneurship. faculty member. For eligibility and proce- Students apply knowledge and experience dures, refer to the Merrick School of Business gained in prior courses to develop and im- Independent Study Policy. plement a business plan of their own or for a client venture. Outside entrepreneurs bring real-world problems to class and students participate in field experiences. Emphasis is placed on creating and contin-

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FINANCE (FIN) Thematic coverage encompasses the traditional, international and ethical dimensions Finance courses (FIN) are offered by the of financial decision making. prerequisites: Merrick School of Business. ACCT 201 and ECON 200 or 3 hours of micro- or macroeconomics FIN 300 Personal Finance (3) A practical introduction to financial concepts and tools FIN 332 Financial Modeling and such as the time value of money, risk-return Communication (3) Designed to equip tradeoffs, asset pricing models, the efficient students with a working knowledge of the market hypothesis, financial databases and technical methods and tools of financial Internet searches. Personal Finance then ap- analysis, as well as to provide them with the plies these concepts and tools to personal fi- ability to design and implement nancial decisions about housing, personal professional-quality written, oral and and small business borrowing, insurance, in- electronic presentation of their results. Topics come taxes, retirement planning and invest- include financial statement constructions, ments in common stock, bonds, mutual creating exhibits for presentation of financial funds, and futures and options. FIN 300 information, and analysis and communica- may not be used as a specialization course by tion of corporate financial policy. prerequi- finance majors. sites: FIN 331 and INSS 300 FIN 312 Real Estate Principles and Transactions (3) Identifies the framework FIN 333 Investment Analysis and in which the acquisition and development Portfolio Management (3) An understand- of real estate are arranged. Particular atten- ing of the basic valuation principles for fi- tion is paid to financing techniques and the nancial instruments such as common underlying financial structures involved in stocks, bonds, and futures and options. real estate investment choices. Emphasis will These instruments are studied in the context be placed on development issues including of modern portfolio theory. Company and site acquisition and evaluation, industry analysis projects provide the chance environmental regulation, market analysis for practical experience. prerequisite: FIN and interaction with constituent groups. 331

FIN 331 Financial Management (3) An FIN 420 Risk and Insurance (3) overview and understanding of fundamental Fundamental concepts of insurance/ principles of financial decision making and reinsurance products as risk management their application to internal and external tools for individuals and corporations. Topics problem solving by the business enterprise. include the regulatory environment, finan- Topics include financial statement analysis cial operations of insurance companies and and forecasting, time value of money and the role of the capital market in the risk security valuation, corporate capital budget- management process. ing, cost of capital and capital structure.

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FIN 430 Entrepreneurial Organization FIN 470 Real Estate Investments (3) and Finance (3) Provides knowledge and Introduces the fundamentals of real estate training in the area of capital acquisition investment analysis, including elements of strategies and tactics through the life cycle mortgage financing and taxation, and ap- of an entrepreneurial venture and coverage plies the standard tools of financial analysis of valuation techniques as applied to the al- and economics to real estate valuation. location of business areas. Topics include Topics include traditional and nontraditional start-up and mezzanine financing and appraisal methods, techniques of bridging to initial public offers on the capi- real estate financing, real estate work-outs, tal budgeting and internal control tech- innovations in real estate financing and niques applied in the strategic context the relationship to the macroeconomic developed in earlier courses. This course is environment. prerequisites: FIN 312 and FIN cross-listed with ENTR 430. prerequisite: 331 FIN 331 FIN 471 Real Estate Finance (3) Analyzes FIN 433 International Financial the instruments, techniques and institutions Management (3) In global financial mar- of real estate finance. Emphasis is placed on kets, exchange rate risk exposure demands the sources of funds, mortgage risk analysis careful management and the use of financial and typical policies and procedures used in instruments for hedging currency risk. financing residential and commercial prop- These include currency options, futures and erties. prerequisites: FIN 312 and FIN 331 swaps. Working capital management and long-term financing and investment deci- FIN 497 Special Topics in Finance (3) sions are also crucial to today’s financial The economics and finance faculty, from managers and need to be understood in the time to time, offer an opportunity to inte- context of expanding global financial mar- grate new material into the undergraduate kets. prerequisite: FIN 331 program reflecting changes in the field and in the educational needs of students. FIN 450 Professional Finance Portfolio prerequisite: FIN 331 (3) Students in this course will apply finance tools and techniques to business plans FIN 499 Independent Study: Finance for selected nonprofit and for-profit firms. (1-3) An independent study under the di- Nonprofit firms will be assisted in establish- rection of a faculty member. For eligibility ing profit-making subsidiaries. Over the se- and procedures, see the Merrick School of mester, students will learn about successful Business Independent Study Policy. ventures and engage in lectures and hands- on experiences. The students’ work for external firms will focus on determining the feasibility of entrepreneurial ideas, analyzing financial obstacles and converting ideas into reality. prerequisite: FIN 332

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FORENSIC STUDIES (FSCS) and analyst certification. prerequisites include Biology I, Chemistry I and II, Organic Forensic Studies (FSCS) courses are offered by Chemistry I and II, and Physics I and II the Division of Criminology, Criminal Justice and Social Policy in the Yale Gordon College FSCS 401Trace Evidence I (4) Introduces of Liberal Arts. Related courses are listed methods of collecting, handling, preparing, under Criminal Justice (CRJU). identifying and comparing items of trace evidence. Topics include hairs, fibers, fabric, FSCS 301 Forensic Science (3) Introduces cordage, tape, glass, paint, paint chips, students to forensic-science topics, including wood, vegetation, soil and other items re- crime-scene processing, fingerprints, quiring microscopic examination. firearms and toolmarks, questioned docu- Laboratory fee required. prerequisites include ments, serology, fire and explosives, trace ev- Biology I, Chemistry I and II, Organic idence, pathology and instrumental analysis. Chemistry I and II, Physics I and II, and Lectures, demonstrations and basic labora- FSCS 400, 405 and 407 tory exercises are used to present the subject matter. FSCS 403 Trace Evidence II (4) A continuation of Trace Evidence I, this course fo- FSCS 307 Crime Scene Investigation (3) cuses on items of trace evidence requiring Focuses on the scientific techniques used to instrument analysis. Topics include flamma- investigate different types of crime scenes, in- ble liquids, explosives, bank dyes, plastics, cluding burglaries, murders, rapes, arsons and polymers, gunshot residue, metals and natu- bombings. Students learn to recognize, iden- ral elements. Laboratory fee required. pre- tify, collect, preserve, transport, record and requisites include Biology I, Chemistry I and process physical evidence such as body fluids, II, Organic Chemistry I and II, Physics I and body fluid stains, items of trace evidence, tire II, and FSCS 400, 401, 405 and 407 and shoe impressions, latent fingerprints, weapons and tools. Laboratory FSCS 405 Microscopy (4) Provides in- fee required. struction in the methods of collecting, handling, preparing, identifying and comparing FSCS 400 Laboratory Safety and Quality items of trace evidence. Topics include use of Assurance (4) Introduces students to the the stereomicroscope, compound micro- various principles of safety and quality as- scope, comparison microscope, micro- surance in a forensic laboratory. Laboratory spectrophotometer, scanning electron safety topics include OSHA standards, ma- microscope, polarizing microscope, flores- terial safety data sheets (MSDS), workplace cent microscope and hot-stage microscope. safety, personal protective equipment, em- These methods are demonstrated, and stu- ployer liability and employee responsibili- dents conduct hands-on analyses of materials ties. Quality assurance topics include quality using some of this equipment. Laboratory concepts and quality assurance principles, fee required. prerequisites include Biology I, documentation, document control, standard Chemistry I and II, Organic Chemistry I and operating procedures, proficiency testing, II, and Physics I and II; prerequisite or co-req- validation standards, test standards, instru- uisite: FSCS 400 ment calibration, instrument maintenance, auditing principles, laboratory accreditation

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FSCS 407 Instrumental Analysis (4) The FSCS 424 Fourth Amendment: use of scientific instruments in forensic test- Interpretation and Application (3) ing. Lectures and laboratories cover instru- Covers the doctrines and cases inherent in mentation theory, data systems, method and arising from the Fourth Amendment: development and qualitative and quantitative the law of arrest, search and seizure, stand- analytical techniques. Techniques discussed ing, forfeiture and derivative evidence. include gas chromatography (GC), liquid Organized as a topical analysis, the course chromatography (LC), thin-layer chromatog- identifies the elements of each constitutional raphy (TLC), ion chromatography (IC), cap- area and references major federal and state illary electrophoresis (CE), infrared cases to illustrate the application and source spectrometry (IR), mass spectrometry (MS) of the rules. and X-ray diffraction (XRD). Laboratory fee required. prerequisites include Biology I, FSCS 426 Innovative Investigative Chemistry I and II, Organic Chemistry I and Techniques (3) Advanced techniques and II, Physics I and II, and FSCS 400 and 405 strategies designed to further aid in investigating serious or complex crimes are pre- FSCS 410 Forensic Serology (4) Exposes sented. Particular attention is paid to the students to both the theoretical and practical procedural aspects of police activity as they aspects of forensic serology.At the end of the relate to the admissibility of evidence in course, students will have gained practical state and federal prosecutions. Content in- experience and will have a comprehensive cludes improvements to basic investigative knowledge of techniques presently being skills and a discussion of alternative tactics. used in the forensic examination of body flu- Also covered are the necessary, suggested ids. Laboratory fee required. prerequisites in- and explicit requirements for a federal Title clude Biology I, Chemistry I and II, Organic III investigation and a Maryland wiretap in- Chemistry I and II, Physics I and II, and vestigation. FSCS 400 and 405 FSCS 430 Specialty Warrants, Wiretaps FSCS 418 Mathematical Applications in and Historical Conspiracies (3) Focuses Police Science (3) Introduces the various on the extreme recourses available to law en- uses and applications of mathematics in law forcement in investigating serious offenders. enforcement. Students learn to interpret and Content includes the legalities involved in construct graphs and tables, calculate clear- obtaining trap and trace devices, electronic ance rates and conduct trend analysis. The and video surveillance and body wires. basics of operational research are explored These investigative techniques are then com- relative to the needs of law enforcement. bined with traditional investigative tech- Probabilities and statistical techniques, niques to develop historical conspiracies which provide the basis for DNA interpreta- against criminal organizations. tion, are addressed.

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FSCS 454 Death Investigation (3) FSCS 482 Moot Court and Trial Presents the medical and legal investigation Advocacy for Forensics (3) Students learn of death. The history and development of courtroom presentation techniques designed forensic pathology are considered. The to elicit direct, persuasive and comprehen- course examines the manners of death, sive testimony as it relates to various eviden- including homicide, suicide, accidental, nat- tiary issues at criminal hearings and trials. ural and undetermined. Postmortem Students prepare and present direct testi- changes are also examined. The course is or- mony and are cross-examined by attorneys ganized in a lecture series format. Lecture in a simulated courtroom setting. topics include sharp and blunt force trauma, thermal injuries, drowning, drug and alco- FSCS 487 Field Internship in Forensic hol abuse, pediatric forensics, gunshot in- Science (3) Provides field experience to stu- juries, asphyxia and motor vehicle trauma. dents through laboratory assignments with various criminal justice entities. This re- FSCS 460 Forensic Photography (3) quirement is completed at the end of the Familiarizes students with, and provides a program. basic understanding of, the camera (35mm, digital and video) with respect to crime FSCS 496 Field Internship in Police scene analysis. Using photographic tech- Science (3) Broadens the educational expe- niques, students will learn how to document rience of students through appropriate ob- a crime scene and pertinent physical evi- servational and work assignments with dence including tire impressions, shoe criminal investigation units. This require- prints, latent prints and blood spatter. In ad- ment is completed at the end of the dition, students will explore available light, program. flash, flash fill and painting-by-light processes. Students will learn how to con- FSCS 497 Topics in Forensics (3) struct and maintain a photographic log and Examines special topics and issues in the how to enter photographs into court as field of forensics such as homicide investiga- evidence. Students will create a portfolio tion, blood spatter analysis, and forensic of their work. Laboratory fee required. medicine and public health. Course may be repeated for credit when the topic changes. FSCS 480 Forensic Documentation (3) Prepares students to document and manage FSCS 498 Laboratory Topics in Forensics cases properly from inception to successful (4) Examines special laboratory topics and conclusion. Students gain a basic under- issues in the field of forensics such as DNA standing of investigative and forensic case analysis, questioned document examination documentation. and drug analysis. Course may be repeated for credit when the topic changes. Laboratory fee required. prerequisite: none unless listed in the class schedule

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GOVERNMENT AND PUBLIC GVPP 324 American Public Policy (3) POLICY (GVPP) Analysis of the formulation and implementation of governmental policies at all levels Government and Public Policy (GVPP) in such policy areas as art and cultural courses are offered by the Division of policy, economic stability, income mainte- Government and Public Administration nance, education, the environment, public within the School of Public Affairs in the finance and older adult policy. prerequisite: Yale Gordon College of Liberal Arts. GVPP 300 or permission of the instructor

GVPP 300 American Political GVPP 326 Urban Politics and Public Institutions (3) The role and interrela- Policy (3) An examination of the organiza- tionship of the federal, state and local tion and main functions of urban govern- governments in the formulation and ment, the major participants and key issues implementation of public policy are exam- in the urban political process, and the ined. Major contemporary issues are ex- political relationship between cities and plored to illustrate the policymaking other levels of government. The distinctive process. characteristics of the political process in the urban setting with special emphasis GVPP 320 Public Administration (3) The on Baltimore. problems of municipal, state and federal governments as these relate to organization, GVPP 340 Constitutional Law (3) The budgeting, personnel, welfare, control, re- role of the Constitution in the American porting, public relations, federal-state-local system of government. Origins and histori- relations, the city government in society and cal development of the Constitution, the the division of state and federal powers. theory and operation of the federal court, and the effects of Supreme Court decisions GVPP 321 Leadership: An Experiential on the relationship between different Approach (3) Organized around develop- branches of government and on the rights of ing leadership, this course will help students individuals in American society. to identify goals and objectives and achieve them. This course will use adventure educa- GVPP 341 Civil Liberties and the Bill of tion and outdoor experience to support the Rights (3) An advanced course about con- development of personal and professional stitutional law that focuses on the Bill of competencies for individuals interested in Rights and issues of civil liberties that have careers in community-serving nonprofit or- arisen as the Supreme Court has changed its ganizations. interpretation of the Constitutional basis of decisions related to those rights. The course GVPP 322 Bureaucracy and Public stresses legal reasoning and research skills; it Policy (3) An understanding of the institu- also provides information about tional political, legal and ethical challenges Constitutional issues in relation to of public policy management in the con- American governmental processes and poli- temporary administrative state. cies. suggested prerequisite: GVPP 340

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GVPP 344 American Presidency (3) An times to the present, focusing on political examination of the presidency in the concepts, principles, ideas and issues. American system of government. The powers of and limits on the president are stud- GVPP 382 Political Ideologies (3) ied, as are the relationships between the Focuses on the philosophical and ideological president and other major actors in the bases for the state. The political economy political system. and social structure of governing ideologies are examined and illustrated in discussions GVPP 345 The Legislative Process (3) An about democracy, capitalism, liberalism, fas- examination of legislatures in the American cism, communism and socialism. system of government. Emphasis is placed Challenges to these ideologies on the study of the representative function as presented by religion and nationalism are of legislatures, the ways in which they oper- also discussed. ate and their impact on public policy. GVPP 384 Comparative Government (3) GVPP 348 State and Local Government An examination of the historical and social (3) Emphasis on the organization, powers background, political process, governments and functions of state, local, county and and institutions of representative foreign municipal governments. Government in governments, including Great Britain, theory and practice at different levels in the France and Germany.The identification, state of Maryland. comparison and evaluation of the main components and characteristics of the GVPP 360 Parties, Campaigns and governing process are examined. Elections (3) A study of the rise, history and functions of political parties in the GVPP 385 International Relations (3) A United States. Campaign management and study of concepts and principles of interna- strategies as well as electoral tactics and tional relations. The nature of national movements are also examined. power. State systems, balance of power, internationalism, causes and consequences GVPP 362 Media and Government (3) A of international stability, trends in interna- study of relationships among governments, tional relations, diplomacy and conflict public opinion and the media. Analysis of resolution. the components of public opinion and their individual and collective influence on gov- GVPP 386 American Foreign Policy (3) ernment. The functioning of the media and An examination of the political, economic its influence on both government and pub- and military considerations involved in the lic opinion. formulation and implementation of United States foreign policy. Included are the GVPP 381 American Political Thought constitutional responsibilities for foreign (3) A study of the political thought in the policy, the economic context, military United States that has provided the founda- doctrine and the country’s traditional tions of American democracy from colonial international relationships.

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GVPP 408 Methods in Government and GVPP 427 Foundations of Democracy II Public Policy (3) Focuses on research and (3) The primary focus is an examination of analytical techniques, statistical measure- the scope of ethical behavior reflected in the ment and methods of science used in the various aspects of the public policy process. study of governmental organizations, elec- Particular attention is given to the adminis- tions, political behavior and policy analysis. trative implementation of policy and the fundamental values inherent in the GVPP 423 Public Budgeting and American democratic process. Personnel Administration (3) Focuses on budgeting and personnel administration at GVPP 461 Maryland Government the national, state and local government lev- Processes and Politics (3) A study of the els. Examined are the form, content and structure of Maryland’s three branches of gov- processes of public budget development and ernment and their relationship to interest its review, execution and management; also groups, political parties and public policies. examined are the principles and functions of public personnel management, salary, sched- GVPP 463 Interest Group Politics and ules, unions, performance evaluation and re- Lobbying (3) Examination of interest tirement. prerequisite: GVPP 320 or groups as key components in the function- permission of the instructor ing of a pluralistic political system. The pro- liferation of interests from trade associations GVPP 425 Administrative Law and to the public, nonprofit interests will be Processes (3) The growth of the adminis- documented. The techniques of lobbying trative process in the United States, the ne- are also explored. cessity for the delegation of legislative authority to administrative agencies and the GVPP 465 Survey Research and Public need for judicial control of the bureaucracy. Opinion Analysis (3) The methodologies Emphasis on federal and state of Maryland of survey research and public opinion analy- administrative and regulatory processes. sis such as sampling procedures, question- naire design and measurement issues. GVPP 426 Foundations of Democracy I Students are introduced to evaluation of (3) Examines the scope and nature of the current political polls and become conver- fundamental values reflected in our system sant with some of the key issues in design- of democratic governance. Democracy joins ing and carrying out polls. individual citizens, neighbors and communities. Acting together they form the essence of GVPP 470/GVPP 471 Individual an associational life—that is to say, a life Research (1-3) Individual research on a sub- lived with reciprocal linkages to the well- ject of mutual interest to both student and being of others and to the common good. supervisory faculty.Depending on the scope Particular attention will be placed on the de- and depth of research,1 to 3 credits may be cision-making and organizational design sys- earned for the successful completion of ei- tems that characterize our social, political ther course. The student may, upon approval, and economic institutions as well as commu- take both courses. prerequisites: a minimum nity-serving nonprofits. of 12 credit hours in GVPP courses earned at

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the University of Baltimore and approval of the on foreign relations, the interrelationship of program director these powers and their relationships with Western European powers, the Soviet GVPP 482 Topics in Political Theory (3) Union, the People’s Republic of China and Selected political theory examines perennial the United States. issues in political thought within the frameworks of classical, medieval, renaissance, en- GVPP 487 Western Europe (3) Political, lightenment and modern political theory. economic and military aspects of Austria, Course may be repeated for credit when the Benelux countries, France, Italy and topic changes. Germany with an emphasis on their contemporary foreign relations. GVPP 483 Aging and Public Policy (3) The development of public policies as they GVPP 488 The Commonwealth of relate to older Americans is examined. Independent States and China in World Analysis of the political attitudes and behav- Affairs (3) International relations of the iors of older persons to determine the effects Commonwealth of Independent States and of older adults on the political process. Major the People’s Republic of China. An example federal legislation developed to respond to of the political, economic and military con- particular problems encountered by older siderations of these two countries in the persons is also analyzed (e.g., income mainte- conduct of their relationships. nance, health care, transportation, housing, employment, nutrition). GVPP 489 The United Nations (3) Study of the development and evolution of the GVPP 484 International Political United Nations. The roles and functions of Economy (3) Examination of the rapid the UN’s principal organs and specialized changes in the postwar system of trade, pro- agencies. Generally offered during the spring duction and finance. Students are exposed semester in association with preparing stu- to discussions concerning the impact that dents to attend a model United Nations these changes have presented to national competition. identities and the public policy responses undertaken by states to maintain and en- GVPP 490/GVPP 491 Internship (3) hance their position in the global trading Internship designed to broaden the educa- system. tional experience of the student through work assignments with appropriate govern- GVPP 485 The Far East in World Affairs mental agencies. Depending on the academic (3) Political, economic and military aspects value of the work assignments, the student of India, Japan and Southeast Asia. Empha- may enroll for up to a total of 6 credits in this sis on their contemporary foreign relations. internship. This course is eligible for a continuing studies grade. prerequisites: major in gov- GVPP 486 The Middle East (3) Political, ernment and public policy or jurisprudence, a economic and military aspects of Turkey, minimum of 12 credits completed in GVPP Iran, Egypt and the other Arab states, Israel courses with a GPA of at least 3.0, and approval and the eastern Mediterranean. Emphasis of the program director

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GVPP 493 Honors Seminar (3) An ad- and practices in government and public vanced interdisciplinary seminar that fo- administration. Open to students who are cuses on important books and issues and not government and public policy majors encourages independent thinking, clear only by permission of the instructor. presentation and an understanding of the concerns and methods of various disciplines. The course may be team taught; HEALTH SYSTEMS topic and instructor(s) may change from se- MANAGEMENT (HSMG) mester to semester. The course may be repeated for credit when topic changes. pre- Health Systems Management courses (HSMG) requisites: 3.5 GPA and permission of are offered by the Division of Government the Denit Honors Program director and Public Administration within the School of Public Affairs in the Yale Gordon College of GVPP 494 Honors Project (3-6) Directed Liberal Arts. individual instruction in an advanced project of the student’s choice; the project must HSMG 300 Health Indicators (3) A basic be academically related to this discipline. introduction to classical approaches typi- Each student works closely with a faculty cally used to describe population health. director, who guides his/her progress. The Emphasizes appropriate summaries and project must be of honors quality and must methods of health utilization data display in be finally approved by both the faculty di- tables and in graphs. Use of rates, ratios and rector and a second faculty member. Course proportions are addressed. Introduces basic is eligible for a continuing studies grade. data management, exploratory data analysis prerequisites: honors standing, 3.5 GPA and and report generation. Students gain hands- permission of both the Denit Honors Program on experience in use of computer applica- director and the faculty director tions such as spreadsheets, statistical packages and database management, while GVPP 497 Topics in Government and becoming acquainted with useful health Public Policy (1-6) Intensive exploration of data sources. topics in political science of mutual interest to faculty and students. Content varies ac- HSMG 370 Overview of Health Care cording to the concurrent interests of faculty Delivery System (3) Provides a systematic and students. The topic for study will ap- overview of the U.S. health services system pear under that name in the class schedule. to familiarize the student with various mechanisms through which health services GVPP 499 Senior Seminar (3) Asenior- are delivered. Systems approach level seminar required of all government assists students in studying details of the and public policy majors. Topics considered various topics while maintaining a broad include the perspectives of the major sub- perspective of health care delivery. fields of government and public policy and their relations with other disciplines. HSMG 371 Principles of Health Students demonstrate their abilities to ana- Management I (3) Provides an understand- lyze, assess and write about relevant issues ing of the conceptual foundations and prac-

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tices of management within health services demiology and epidemiologic approaches to organizations. Presents an overview of the the problems of health and disease. The structure, operation and management of basic principles and methods of epidemiol- health services organizations. Perspectives ogy are presented with applications to pub- from organizational theory and general lic health and clinical practice. management provide a conceptual basis for understanding and analyzing the practice of HSMG 470 Individual Research (3) management in health service organizations. Individual research on an academically Uses the case study approach to develop sound project of interest in the health sys- management skills through the analysis of tems management field. Research is to be health-care industry examples. conducted in consultation with a monitoring faculty member. prerequisite: permission HSMG 372 Principles of Health Care of the program director Management II (3) Provides an understanding of the conceptual foundations and HSMG 475 Managed Care I (3) practices of management within health serv- Introduces the basic theoretical concepts ices organizations. Perspectives from organi- concerning care, practical management is- zational theory and general management sues and areas of controversy as they pertain provide a conceptual basis for understand- to managed care. Topics include benefits de- ing and analyzing the practice of manage- sign in managed care, structure and man- ment in health care organizations. Uses case agement of health care delivery systems, study approach to develop management financing of managed care, medical-surgical skills through the analysis of health-care in- utilization, disease management and future dustry examples. Examines principles of managed management in health service organizations, care trends. specifically focusing on health professional accreditation, licensure, personnel issues, HSMG 476 Managed Care II (3) labor relations and selected issues in mate- Addresses theoretical concepts; health plan rial handling particular to health services operational management; data and informa- organizations. prerequisite: HSMG 371 tion management; public-sector managed care; regulatory, ethical and legal issues; and HSMG 373 Health Policy and Politics finance, budgeting, rating and underwriting (3) An in-depth study of a number of cur- plans. prerequisite: HSMG 475 or permission rent policy issues in the American health of the instructor care system. Particular attention is paid to the roles and powers of nonmedical participants, including consumers, planners, administrators and policymakers.

HSMG 374 Epidemiology (3) Epidemiology is the study of how health and disease are distributed in populations and of factors that influence or determine this distribution. It is the basic science of public health. This course introduces epi-

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HSMG 477 Health Care Law and Risk servation, participation and applying admin- Management (3) A study of the major legal istrative skills in the institutional setting. issues encountered in the health care field by Course is eligible for continuing studies administrators and practitioners. Topics in- grade. clude issues of health care need, cost and quality control, Medicare and Medicaid, HSMG 493 Honors Seminar (3) An access to health care, the business roles of advanced interdisciplinary seminar that health institutions, health care contracts and focuses on important books and issues and claims, right to treatment and federal health encourages independent thinking, clear pres- plans vs. private health coverage. entation and an understanding of the concerns and methods of various disciplines. HSMG 490 Survey Research and Data The course may be team taught; topic and Analysis for Health Services instructor(s) may change from semester to Administration (3) This hands-on course semester. Course may be repeated for credit provides an overview of typical data analysis when topic changes. prerequisites: 3.5 GPA methods used in the health services setting, and permission of the Denit Honors program with an emphasis on surveys, including sta- director tistical analysis used for health management decision making. Reviews typical graphical HSMG 494 Honors Project (3-6) Directed displays of data used in quality assurance individual instruction in an advanced project programs. Basic PC applications necessary of the student’s choice; the project must be for health managers such as spreadsheets and academically related to this discipline. Each databases are introduced. prerequisite: APST student works closely with a faculty director, 308 or equivalent who guides his/her progress. The project must be of honors quality and must be fi- HSMG 491 Health Planning and nally approved by both the faculty director Program Evaluation (3) Enriches the stu- and a second faculty member. Course is eli- dent’s understanding of the complexity of gible for a continuing studies grade. prereq- the planning and evaluation processes used uisites: honors standing, 3.5 GPA and by health care organizations. Covers theoreti- permission of both the Denit Honors Program cal and historical foundations of health plan- director and the faculty director ning, the relationship between health planning and regulation and the application HSMG 498 Strategic Management in of planning methods. Also presented are var- Health Care (3) Examines strategic man- ious planning and evaluation models and agement in health care organizations. techniques necessary to equip the student Includes discussions of the nature of strategic with practical evaluation and planning skills. management, the environment of health organizations, and methods of formulating, HSMG 492 Internship (3) The internship implementing and controlling the strategic serves as a bridge between theory and prac- management of health care delivery. prereq- tice. Students apply their knowledge and ac- uisite: permission of the program director quire insights into the management of health service organizations. This 90- to 120-hour based practicum offers opportunities for ob-

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HISTORY (HIST) HIST 310 Ancient Civilizations (3) The origins of European civilizations are traced History (HIST) courses are offered by the to the societies of the Ancient Near East, Division of Legal, Ethical and Historical Greece and Rome. Special emphasis on the Studies in the Yale Gordon College of Liberal development of complex societies and on Arts. such themes as the individual and society, freedom and slavery, and magic, religion and HIST112 Modern America (3) Focuses rationalism. on the history of the United States from the 1860s to the present with emphasis on HIST 311 Emergence of Europe (3) A major social and cultural trends and move- study of topics in the development ments. Topics include impact of race and of European culture from the decline of ethnicity, rise of the New South, role of Rome through the Renaissance (ca. 400- political ideologies, reform and labor move- 1500). Special emphasis on classical, ments, and migration and immigration. The Christian and Arab influences. history of ordinary people is stressed. [HP] HIST 312 Age of Revolutions (3) Astudy HIST 290 Great Issues in History (3) of European culture and thought from the Focusing on a single topic of great historical Renaissance to the end of the Napoleonic and contemporary interest, this course em- Wars. Special emphasis on the origins and phasizes the ways in which current problems impact of the scientific, industrial and polit- and issues have deep historical roots. ical revolutions. Explores popular and academic debate about historic issues, probes the values and limits of HIST 313 Europe 1815-1914 (3) Surveys historical thinking and highlights the man- European history in the 19th century, a time ner in which students encounter history in a of enormous cultural, social, economic and whole range of contemporary sources. The political change. Focuses on the dominant topic for a given semester appears in the class powers of Europe—England, France, schedule. Germany and Russia—and examines the impact of new ideologies such as national- HIST 300 Exploring the Past (3) An ism, liberalism, socialism and right-wing examination of the methods of historical re- radicalism. search and presentation. Among the methods considered are the gathering of HIST 314 Europe Since 1914 (3) World evidence, procedures for criticism and inter- War I destroyed the institutions and values pretation of primary sources, and special of traditional European society and ushered techniques such as collecting and using oral in a new era of European history. Covers the testimony. Deals with the application of his- two world wars, the rise of totalitarianism in torical methods in a number of vocational the interwar period, the division of Europe settings from museum and archival work to after World War II and the evolution of the planning and policy studies. Required of all European community. history majors.

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HIST 317 Early America (3) A study of HIST 370 Old South and Slavery (3) A the history of the United States to 1860 with social, economic and political study of the emphasis on large-scale social and cultural development of American slavery and the phenomena such as the origin and impact culture of the Old South. Special emphasis of colonial migration, the forming of re- on the plantation system and the emergence gional identities, the role of political ideolo- of sectionalism. gies and the influence of social movements. The focus is on the history of ordinary peo- HIST 375 Civil War and Reconstruction ple—men, women and children from di- (3) A social and political study of the era of verse religious, ethnic and racial disunion and reunion,1848-77,with special backgrounds. emphasis on the causes of the conflict and its impact on race relations, national institu- HIST 331 English Law to 1689 (3) The tions and the Southern states. study of English law as it functioned in constitutional, political and social life from the HIST 377 New South and Civil Rights Anglo-Saxon period to the Glorious (3) A study of the American South from Revolution of 1689.The precedents for Reconstruction to the present, with special American law are discussed. emphasis on the economic and political impact of the Civil War and industrialization, HIST 332 English Law Since 1689 (3) the rebirth of Southern culture and litera- The study of English law as it functioned in ture, and race relations. constitutional, political and social life from 1689 to the modern period. The precedents HIST 380 The Chesapeake World (3) for American law are discussed. Focusing on the period from 1600 to 1830, this course explores central themes in the HIST 340 American Legal History (3) A social, economic and intellectual history of general survey of the development of the Chesapeake Bay region. The region, in- American law from colonial times to the cluding Virginia, Maryland and the Eastern present. Emphasizes the importance of so- Shore, is examined as a case study of Anglo- cial change and political conflict in legal de- European colonization and settlements in velopment. Topics include the reception of the New World. Topics include the pattern English law in the colonies, the establish- of migration to the region, conflict between ment of the federal court system and the colonists and Native American peoples, struggle to modernize American law in the emergence of the plantation system and the 19th and 20th centuries. Coursework in- origins of slavery. Recommended for stu- volves the analysis of original legal docu- dents who wish to take HIST 382/SOCI ments and materials. 382: History of Baltimore.

HIST 344 World War II (3) Acomprehen- HIST 381 American Cities (3) sive study of the origins, events and effects Urbanization as a major theme in American of the 20th century’s second experience in history, beginning with the establishment of total war. American cities and ending with contemporary urban life. Topics include city and the

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frontier; the premodern city; the emergence American society in the 1960s, American in- of industrial cities; urban transportation volvement in Southeast Asia and major networks; immigrants, bosses and reformers; trends in the social and intellectual climate the emergence of urban institutions; the of the era. growth of suburbia; and the urban crises of the 1960s. HIST 434 American Constitutional History (3) A historical study of the back- HIST 382/SOCI 382 History of ground and establishment of the American Baltimore (3) Social and economic changes Constitution and its political and social that took place in American cities. Emphasis effects on American life from 1789 to the is placed on a detailed study of Baltimore as 20th century. it exemplified changes taking place during the period. Major themes are industrializa- HIST 438 Great Trials in History (3) A tion and racial and ethnic diversity. study of the interplay between society and the conduct and outcome of some contro- HIST 383 Community History (3) Using versial criminal trials. With each offering case studies, this course will consider the of the course, some of the following trials history of various efforts at community- are studied: Guiteau, Dreyfus, Casement, making in the United States. The role eth- Sacco-Vanzetti, Scopes, Scottsboro, Hiss and nicity, class, race, gender, occupation, Rosenberg. religion, age and affinity have played in different places at different times will be ex- HIST 440 History of Common Law (3) plored as will nostalgia’s importance to the A study of the common law of Great Britain idea of “community” as a lost quality. and the United States through its development in medieval Europe and into the HIST 390 Film and History (3) Aclose modern period. Both procedure and sub- study of historic events, people and issues as stance are emphasized. Parallels the School interpreted and presented in visual media, of Law course, but is conducted at an un- primarily feature films, documentaries or dergraduate level. Credit earned in this television series. Historical subject and type course cannot be transferred to the School of media program varies from semester to of Law. semester. May be repeated for credit when the topic changes. HIST 445 Topics in the History of Religion (3) Intensive study of particular HIST 420 America Since 1940 (3) topics in the history of religion, ranging Covering in depth and in detail the period from Christianity and Judaism to Eastern from 1940 to about 1970, this course offers religions or American religious history. Topic an exploration of major issues in recent varies depending on the interests of the fac- American history.Topics include the impact ulty and students. May be repeated for of World War II on American society, ori- credit when the topic changes. gins of the Cold War, emergence of McCarthyism, history of the civil rights and women’s movements, polarization of

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HIST 460 The Cold War,1945-90 (3) For HIST 474 Women and Family in almost half a century following World War European History (3) The history of II, the United States and the Soviet Union European women from the old regime of engaged each other and their respective al- the 17th and 18th centuries to the present. lies in an epoch-making global confronta- Topics include the private and public lives of tion known as the Cold War. This course women; changes in family structure, explores the origins, evolution and effects of courtship and fertility; education, work and that conflict and its role in shaping modern professional opportunities; and the social history.Topics include the nuclear arms and political emancipation of European race, the series of crises involving Berlin, the women. U-2 affair, the Cuban missile crisis, related conflicts in Southeast Asia, détente, impact HIST 477 Technology and History (3) on American culture and more. Selected topics in the cause-and-effect relationship of technological developments on HIST 463 History of Germany (3) A societies in various historical periods. study of Germany from unification to the present, with an emphasis on German poli- HIST 478 History of American Business tics, society and economics before 1933, the (3) A historical survey of American business rise and fall of National Socialism, the divi- and labor from Colonial America to the re- sion of Germany after World War II and the cent past. unification of Germany in 1990. HIST 480 Introduction to Public HIST 466 History of Africa (3) Studies in History (3) A survey of the professional ap- African history from early cultures to the plications of historical analysis in settings late 19th century. outside academe focusing on the practice of history in museums, archives, historical soci- HIST 468 American Political History (3) eties and preservation. Guest speakers and Intensive study of dominant political issues site visits are featured. in American society from the founding of the colonies to the recent past. HIST 490 Internship (3) Provides an opportunity to gain experience in the HIST 473 U.S. Women’s History (3) practical application of historical analysis Using case studies, this course examines through work assignments with the appro- the changing roles of women in American priate historical and related cultural agen- society.Topics such as family, work, educa- cies. The course instructor and staff at each tion, sexuality and women’s rights will be agency supervise the student’s participation. explored. Emphasis is placed on both the Course is eligible for a continuing studies variety of women’s experiences and the grade. prerequisite: approval of the instructor evolving concerns and position of American women as a group.

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HIST 492 Independent Study (1-3) HIST 497 Special Topics in History (3) Provides for individual work in research. Intensive exploration of topics in history prerequisites: presentation of a research proof mutual interest to faculty and students. posal to the program director and permission Content varies according to the interests of the program director of the faculty and students. The topic studied appears under that name in the HIST 493 Honors Seminar (3) An ad- class schedule. vanced interdisciplinary seminar that focuses on important books and issues and encourages independent thinking, clear INFORMATION SYSTEMS (INSS) presentation and an understanding of the concerns and methods of various disci- Information Systems courses (INSS) are of- plines. The course may be team taught; fered by the Merrick School of Business. topic and instructor(s) may change from semester to semester. Course may be repeated INSS 100 Computer Information Systems for credit when topic changes. prerequisites: (3) A semester-long organizational simula- 3.5 GPA and permission of the Denit Honors tion will be used to provide students with an Program director understanding of the concepts, terminology and operations that relate to general com- HIST 494 Honors Project (3-6) Directed puter use and the essential knowledge individual instruction in an advanced project needed to function productively and inde- of the student’s choice; the project must be pendently with a computer. Skills learned academically related to this discipline. Each will include the ability to solve problems student works closely with a faculty director, using software, to adapt to new technologi- who guides his/her progress. The project cal environments, and to keep information must be of honors quality and must be fi- organized and communicate effectively using nally approved by both the faculty director and a second faculty member. Course is eligi- technology.Topics will include group work ble for a continuing studies grade. prerequi- and communications using e-mail and on- sites: honors standing, 3.5 GPA and permission line discussion boards, an introduction to of both the Denit Honors Program director and data analysis using spreadsheets, graphical the faculty director and presentation software, writing reports and papers using word processors and using HIST 495 Senior Seminar in History (3) database software to query organizational Students read about and conduct research data. [EI] on a selected topic in history. Emphasis is on the preparation of a major paper based INSS 209 Introduction to Programming on primary sources. Topic changes from (3) Develops logical and analytical thinking semester to semester. through basic programming concepts like looping, simple sequence, decision and HIST 496 Seminar in Public History (3) branching. Provides an exposure to algo- Students research and present a major proj- rithm development for the design of simple ect on a selected topic in public history. programs. Topics include basic concepts of Projects are based on collaboration with data and file organization. external organizations or groups.

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INSS 225 Structured Programming marks and techniques, hardware and soft- Using Procedural Languages (3) ware technical selection, hardware and soft- Introduces good coding practices using ware upgrading and installation, and setup structured programming concepts. Modules of system software. Students are introduced and shared routines with single-entry and to local area and wide area network tech- single-exit points are emphasized. Sequence, nologies. Ethical and legal issues related to selection, repetition and nesting techniques computers, especially to PCs, are presented. are reinforced as acceptable means of con- prerequisite: INSS 100 trolling program logic. Students work on projects that involve analyzing, designing, INSS 327 Program Design and Data coding, executing and testing programs. Structure (3) Develops object-oriented pro- prerequisite: INSS 209 or permission of the gramming skills that include abstract data instructor type construction, data and file structure, and IS applications using data structures, in- INSS 300 Management Information cluding indexed files. prerequisite: INSS 225 Systems (3) Provides a fundamental knowl- or equivalent or permission of the instructor edge of information systems and technology (IS&T) issues from the perspective of busi- INSS 401 Internet and Business (3) ness professionals. This includes information Provides an understanding of the Internet technology concepts and vocabulary, as well and the information superhighway through as insights into IS&T applications in busi- hands-on experience with the main Internet ness organizations. Topics include searching services and applications. The course also and extracting information to solve business answers questions about how to use the problems; the role of organizational context Internet for communications; search for free in IS&T effectiveness; the economic, social, information, files and programs; and create legal and ethical impacts of IS&T; the sys- a presence on the Internet for individuals tems life cycle approach; and key technolo- and businesses using hypermedia and the gies such as the Internet, networking and We b. prerequisite: INSS 300 or permission of database management systems. the instructor

INSS 315 Information Technology (3) INSS 406 System Analysis and Logical Information technology stressing the per- Design (3) Introduces key principles and sonal computer (PC) as a critically impor- techniques used to develop or modify infor- tant tool in today’s business environment. mation systems to support business An advanced foundation in information undertakings. The course will cover the life- technology enabling students to support cycle of software systems, with an emphasis personal computer users in selecting, acquir- on the analysis and logical design phases. ing, customizing, optimizing, maintaining Topics will include the determination and and upgrading their PC hardware and sys- modeling of the requirements of informa- tem software. Topics include characteristics tion systems and software, business process of CPUs, input/output devices, mother- modeling and reengineering, data modeling, boards and expansion cards, operating sys- data gathering and requirements specifica- tems and graphical user interface, memory tion, interface design, and the development management, system performance bench- of system prototypes, including electronic

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forms and reports. Students will gain experi- commerce; business, consumer and govern- ence with leading industry development ment e-commerce uses; and legal, ethical tools such as those from Oracle and and regulatory issues. Technical topics ex- PeopleSoft. prerequisite: INSS 300 or permis- plored include network infrastructure, e- sion of the instructor commerce security and technologies for data transformation and exchange, such as XML. INSS 421 Design of Database prerequisites: INSS 300 Management Systems (3) Introduces the concepts and technologies relevant to the INSS 452 Web Server Management and design, development and implementation of CGI Programming (3) Provides intermedi- database systems. Data modeling concepts ate skills in developing interactive, server- and principles of database design are used to based applications using the Web common illustrate the construction of integrated data- gateway interface (CGI) and includes the bases. Database management systems installation and management of Web server (DBMS) and their purpose, advantages, dis- software, e.g., Apache and other freeware. advantages and application in business are PERL and CGI programming, Visual Basic, covered. prerequisite: INSS 300 or permission C or C++ may be used as an alternative of the instructor CGI programming language. prerequisites: INSS 401 and INSS 225 or 327 or permission INSS 427 Business Data of the instructor Communications (3) Provides a basic understanding of terminology, techniques and INSS 453 Internet and Network Security concepts of business data communications. (3) Familiarizes students with basic security The emphasis is on both the technical as- threats on networks connected to the pects of data communication and related Internet and basic tools to provide user and managerial issues. Topics include, but are not system security resources available on the limited to, physical aspects of data commu- Internet. The main focus is on digital and in- nication, common carrier services, local area frastructure security.Topics include security networks, wide area networks, Internet and framework overview; footprinting; scanning; electronic commerce, network management enumeration; hacking framework; backdoor and network applications. prerequisite: INSS servers and Trojans; root–kits; Windows 300 or permission of the instructor (98/NT,2000/XP) and Linux vulnerabilities; dialup, VPN and network devices vulnerabil- INSS 431 Electronic Commerce (3) ities; firewalls; Intrusion Detection System Provides both a managerial and technical (IDS); Denial of Service (DoS) and Ddos; perspective on e-commerce applications, with buffer overflow; spyware; phishing; social an emphasis on the operational, tactical and engineering and protecting the Web end- strategic applications of e-commerce and the user. This is a project-oriented course using a major technologies involved in their develop- restricted-access UB Lab to practice the use ment. The course will cover the different of hacking and security tools. prerequisites: types of e-commerce, the technologies and INSS 315 and INSS 427 or permission of the techniques involved and the major issues fac- instructor ing organizations conducting electronic commerce. Managerial topics include mobile

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INSS 454 Operating Systems (3) Projects typically include elements of analy- Functions of operating systems, including sis and design as well as database, telecom- process management and concurrency, munications or management of information memory management, scheduling, and user systems. prerequisites: all MIS core courses and file management security are studied, as and permission of the instructor are hardware features required by modern operating systems. Course content also in- INSS 495 Internship in MIS (3) Provides cludes a study of symmetric multiprocess- real-world MIS experience in an organiza- ing, clusters’ hardware and operating tion. This course requires an internship with systems concepts, and the capabilities of sev- a qualified firm based on explicit statement eral commercial operating systems. Provides of student responsibilities and faculty/firm hands-on experience in a specialized labora- monitoring mechanism. Students will work tory that includes PC, work– closely with both the firm and a faculty station, and mini- and mainframe computer member. prerequisites: completion of 15 hours operating systems, including system setup of INSS courses and basic system administration functions. (excluding INSS 300) with a minimum prerequisite: INSS 225 or 327,or permission GPA in those courses of 3.0 and permission of the instructor of the instructor

INSS 460 Component-Oriented INSS 497 Special Topics in Information Programming (3) The current real-world Systems (3) The INSS faculty, from time to software development environment is time, offer an opportunity to integrate new characterized by complex, sophisticated material into the undergraduate program re- frameworks of interdependent tools, func- flecting changes in the field and in the edu- tionalities and languages. Architectures such cational needs of students. prerequisites as J2EE and .NET facilitate the design and appear in each semester’s class schedule development of component-based, distributed, reusable software code for business ap- INSS 499 Independent Study: plications. This course provides an overview Information Systems (1-3) An indepen- of the concepts, principles and practices of dent study completed under the direction of component-oriented applications develop- a faculty member. For eligibility and proce- ment and fosters hands-on skills using one dures, see the Merrick School of Business or more architectures. Topics include soft- Independent Study Policy. ware design, development, assembly and de- ployment issues, comparison with object–oriented approaches, component INTERDISCIPLINARY standards, and libraries and interoperability STUDIES (IDIS) concerns. prerequisite: INSS 209 Depending on the course, Interdisciplinary INSS 490 MIS Capstone Project (3) Studies courses are offered by the First and Student teams undertake an MIS project in Second Year Program, the Yale Gordon College a public- or private-sector organization. of Liberal Arts and/or the Merrick School of Projects emphasize the integration of con- Business. cepts and skills developed in prior courses.

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IDIS 101 First-Year Seminar: Applied necessary to evaluate the kinds of opinion Learning and Study Skills (2) Helps stu- and argumentation they encounter outside dents to develop the academic tools and per- the University. sonal habits of mind required to persist and succeed in their academic goals and to de- IDIS 300 Ideas in Writing: Purpose and velop positive attitudes toward academic Strategy (3) Advanced study of strategies achievement. Students will become inten- applicable to writing both within and be- tional learners. They will develop the habits yond the University. Stresses the interrela- of mind needed to reflect on their learning tionships of careful reading, critical thinking and learning styles preferences, to honestly and effective writing. Building on skills assess their academic strengths and weak- mastered in lower-division composition nesses and to set goals for the improvement courses, students develop the ability to ana- needed to meet goals. Learners will master lyze the contexts within which they write, to core skills that will help them to be efficient define their purposes clearly and to employ and effective in increasingly complex aca- appropriate strategies for accomplishing demic, social and working environments. those purposes. Assigned readings illustrate a variety of writing strategies and promote IDIS 102 Critical Thinking and serious consideration of important ideas and Multicultural Awareness (1) Critical concepts. Students are required to take the thinking is the ability to be both systematic placement test for this course prior to their and creative in analyzing and synthesizing second semester of registration at UB. pre- information to solve problems, and multi- requisite: adequate score on placement test or cultural awareness includes the knowledge, completion of WRIT 200 with a grade of pass skills and personal attributes college graduates need to live and work in a diverse IDIS 301World Cultures (3) An interdis- world. Students will explore critical thinking ciplinary study of different cultures includ- from both a systematic “left brain” and cre- ing economic, political, social and cultural ative “right brain” perspective and then will systems and structures and their interrela- apply that understanding to develop an tionships. Provides an opportunity for stu- awareness of multicultural competency is- dents to compare their own culture with sues. prerequisite: IDIS 101 others through study and research.

IDIS 110 Introduction to Information IDIS 302 Ethical Issues in Business and Literacy (3) Being able to find, assess and Society (3) Provides a structured experience use information effectively is a fundamental in which students from the School of skill needed in any career as well as in day- Business and the College of Liberal Arts to-day life. This course will teach students explore together the interrelationships be- how to define their information needs, tween business and various other sectors of search for information effectively, make logi- society, e.g., the individual, government and cal arguments, understand the different international environment. Emphasis is forms information can take, critically assess placed on values and on the ethical issues information they find and implicit in those interrelationships. present data in an appropriate way. In addition, it will provide students with the skills

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IDIS 304 Arts and Ideas (3) An interdisci- MGMT 301 Organizational Behavior (3) plinary study of enduring works of imagina- An analysis of individual behavior, interper- tion and intellect that have contributed to sonal relationships in organizations, the na- the making of contemporary civilization. ture of work, values and ethics, motivation Examples of art, architecture and music will and morale, teamwork, communications and be used to illuminate central themes in liter- group dynamics, leadership and supervision, ature, philosophy and history.The cultural and organizational theory and change. resources of the Baltimore area are used Course coverage includes significant research wherever appropriate. [ARTS] from the behavioral sciences and examples from the international perspective.

MANAGEMENT (MGMT) MGMT 302 Global Business Environment (3) Enhances students’ abili- Management courses (MGMT) are offered by ties to operate successfully in today’s multi- the Merrick School of Business. cultural, global environment. Students will gain a theoretical basis for understanding MGMT 101 Business in a Changing key aspects of the global business environ- World (3) An introduction to the world of ment, as applied to small companies, multi- business. Students will explore the role of national corporations, multilateral business in society, the dynamics of business institutions and nongovernmental organiza- and public policy, business ethics and social tions. Students will explore the impact of responsibility, the implications of global globalization at home and abroad. Course competition on society, forms of business modules aim to broaden students’ under- organizations, and managing to enhance standing of similarities and differences service, quality and productivity.This course among national political economies, legal will also introduce students to the various systems and sociocultural environments in- functional areas and possible careers in busi- cluding world religions, business ethics and ness including the creation and distribution social responsibility. Students will survey of goods and services, accounting and fi- business functions as they are applied nance, marketing and human resource man- to expand and manage international agement. [SS] operations.

MGMT 300 Human Resource MGMT 339 Process and Operations Management (3) An exploration of compe- Management (3) Provides an overview of tence areas necessary for effectively dealing managing critical resources efficiently and with people in the workplace. Emphasis is effectively to create physical goods, services placed on practical application of knowl- and information goods in manufacturing edge gained in the areas of human resource and service organizations. Topics include op- planning, job analysis, selection, training, erations strategy, project management, fore- compensation and safety/health administra- casting, location and layout of facilities, tion. An overview of labor management re- capacity and process planning, upstream lations is provided. Course coverage includes and downstream supply chains and the role diversity, ethics, communication and inter- of the Internet, operations and environment, national considerations. matching supply and demand, scheduling,

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job design and quality management. analysis of current challenges to human re- Integrated throughout are considerations source managers in small to multinational of ethics, information systems, people in- organizations. Cases and simulations are volved and the domestic and international integral aspects of the learning experience. environment. prerequisites: MGMT 300 and 301or MGMT 300 and concurrent enrollment in MGMT 400 Human Resource Analysis MGMT 301 and Communications (3) An exploration of data analysis and presentation skills for MGMT 425 Employee and Labor human resource decision making. Research Relations (3) An analysis of the history and skills and computer technology are applied development of the American labor move- to planning, selection, compensation, survey ment. Emphasis is placed on labor legisla- data, organizational effectiveness and utilization and present practices in contract tion analysis. Special emphasis is placed on negotiations, analysis and administration. An oral, written and electronic communication overview of international labor issues is pro- skills. prerequisites: MGMT 300 and 301or vided. prerequisite: MGMT 300 MGMT 300 and concurrent enrollment in MGMT 301 MGMT 430 Quality and Productivity Management (3) All aspects of quality in MGMT 410 Employment Relations Law creating goods and services. The relation- (3) An in-depth discussion of employment ships among customers, employees, suppli- law as it applies to recruitment, selection ers and other stakeholders; the impact of and promotion decisions, as well as manage- quality on organizational productivity; ment’s responsibility to comply with the measures of output performance; and many federal laws pertaining to employer- benchmarking. prerequisite: MGMT 339 employee relations. prerequisites: MGMT 300 and concurrent enrollment MGMT 440 Manufacturing Operations in MGMT 301 Management (3) A detailed study of topics related to the design and operation of man- MGMT 415 Compensation and ufacturing systems. Topics include zero in- Performance Management (3) A study of ventory, group technology, flexible the objectives, procedures and problems manufacturing, synchronous production involved in the establishment and adminis- and Grundlichkeit. Interactions with other tration of operative and executive compensa- fields of management such as marketing tion plans. Detailed examinations of job and finance are discussed. Manufacturing descriptions and evaluations, wage and issues related to capacity and demand, salary structures, performance ratings, productivity and quality, flexibility and incentive systems, related legislation and oc- efficiency are also addressed. prerequisite: cupational information are conducted. pre- MGMT 339 requisite: MGMT 300 MGMT 445 Service Operations (3) Ade- MGMT 419 Seminar in Human tailed study of various topics in effective and Resource Management (3) An in-depth efficient management of service operations

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in both public- and private-sector organiza- MGMT 497 Special Topics in tions. Topics include understanding the Management (3) An intensive exploration unique features of services, service strategy, of topics in the area of management. Refer the interface between marketing and opera- to the current class schedule for topic of- tions in service management, design of ser- fered. prerequisites: determined by instructor vice operations, service quality management, customer satisfaction and retention, manag- MGMT 499 Independent Study: ing customer contact, service capacity man- Management (1-3) An independent study agement and location choice. Case studies under the direction of a faculty member. For supplement lectures and readings. eligibility and procedures, see the Merrick School of Business Independent Study Policy. MGMT 465 International Management (3) An intensive introduction to the practice of business in the international setting, as MARKETING (MKTG) well as the various cross-cultural factors found around the world. prerequisite: Marketing courses (MKTG) are offered by the MGMT 302 Merrick School of Business.

MGMT 475 Strategic Management (3) MKTG 301 Marketing Management (3) This capstone course utilizes the case A basic course in the contribution of market- method to study processes, strategy, change ing to the firm or organization that includes and policy issues arising at the general man- decision-making tools for integrating prod- agement level. This course must be taken in uct, price, distribution, and communication the final semester. prerequisites: all upper-di- decisions and processes into an organization vision core courses competing in a global environment. Students also build skills in oral and written commu- MGMT 495 Internship: Management (1- nication. 3) Internship opportunities broaden the education experience and can incorporate MKTG 407 International Marketing (3) skills not practiced in the classroom envi- An application of marketing concepts and ronment. For details, contact the Career tools to international marketing problems Center and the area coordinator. arising in a global business environment. prerequisite: MKTG 301 MGMT 496 International Business Practicum (3) Students have the opportu- MKTG 415 Advertising and Promotion nity to work closely with a company en- (3) Communication theories are investi- gaged in international business. The course gated to provide the tools to effectively plan, requires a substantial work assignment con- implement and evaluate integrated market- sistent with expectations for a 3-credit course ing communication programs. Students ad- in the Merrick School. The faculty member vance their professional competencies in will approve a statement of student responsi- written and oral communication, teamwork bilities and design a monitoring mechanism and critical thinking. prerequisite: MKTG prior to beginning the work. 301

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MKTG 420 Marketing Research (3) An MKTG 470 Real Estate Market Analysis analysis of the methods of collecting, analyz- (3) Emphasizes real estate markets with spe- ing and interpreting marketing information cific attention given to understanding the and specific applications of research to prob- market forces affecting real estate at the lems in the marketing field. Students build urban and regional levels. The main focus critical thinking competencies in data inter- will be on providing insight into the opera- pretation. prerequisites: MKTG 301and tion of urban land and nonresidential mar- OPRE 201 kets and the process of urban growth and regional development. prerequisites: FIN 312 MKTG 440 Product Management (3) and MKTG 301 Examines methods of creating new ideas, developing product prototypes, modifying ex- MKTG 497 Special Topics in Marketing isting products, evaluating market response, (3) The marketing faculty, from time to and commercializing and launching new time, offer an opportunity to integrate new products and services. Competitive and material into the undergraduate program re- global changes, and technological, social, flecting changes in the field and in the legal, economic and related issues educational needs of students. prerequisite: are considered in the assessment of market MKTG 301 potential, corporate resource needs and even- tual success. This course is cross-listed with MKTG 499 Independent Study: ENTR 320. prerequisite: MKTG 301 Marketing (3) An independent study completed under the direction of a faculty mem- MKTG 450 New Venture and Industry ber. For eligibility and procedures, see the Analysis (3) The use of information and Merrick School of Business Independent Study marketing models to analyze consumer and Policy. industrial markets. Students also build professional competencies in using computers to analyze marketing information used for mar- MATHEMATICS (MATH) ket planning. This course is cross-listed with ENTR 450. prerequisite: MKTG 301 Mathematics (MATH) courses are offered by the Yale Gordon College of Liberal Arts. MKTG 460 Advanced Marketing Related courses may be found under Management (3) A study of the organi- Developmental Courses (DVMA). zation and management of a marketing- oriented enterprise using marketing cases MATH 111 College Algebra (3) Provides and integrating the frameworks and skills students with more advanced skills required from Marketing Management (MKTG 301) for high-level applications of mathematics. and New Venture and Industry Analysis Negative and rational exponents; functions, (MKTG 450) to analyze and plan marketing their properties and operations includ- programs. Critical thinking, oral and written ing inverse functions; linear, quadratic, poly- communication and teamwork competen- nomial, rational, absolute value, exponential cies are advanced. prerequisites: MKTG 301 and logarithmic functions are explored. and 450 Students develop graphical and algebraic

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skills and study applications of concepts. pre- MATH 499 Independent Study (1-3) The requisite: adequate placement test score or suc- pursuit of independent study under the su- cessful completion of DVMA 95 [MATH] pervision of a full-time faculty member. Students may earn up to 3 credits for this in- MATH 115 Introductory Statistics (3) An dependent study.The number of credits overview of descriptive and inferential statis- earned is determined by the supervising fac- tics. Statistics is inherently applied; the ulty member before the study begins. prereq- course emphasizes solutions to problems in a uisites: see class schedule or the instructor variety of applied settings. Measures of location and variability, probability distributions, correlation and regression, sampling and NEGOTIATIONS AND CONFLICT sampling distributions, hypothesis testing MANAGEMENT (CNCM) and estimation with confidence intervals for means and proportions are explored. prereq- Negotiations and Conflict Management uisite: adequate placement test score or success- courses are offered by the Division of Legal, ful completion of DVMA 95 [MATH] Ethical and Historical Studies in the Yale Gordon College of Liberal Arts. Related courses MATH 121 Finite Mathematics (3) are listed under Community Studies and Coordinate systems, graphs, linear inequali- Civic Engagement (CSCE). ties, systems of linear equations matrix algebra, sets, counting, binomial theorem, CNCM 101 American Conflict Since probability, independence, tree diagrams, 1890 (3) Reflecting on major political Bayes’ theorem, probability distributions, events, social conflicts and wars over the random variables. prerequisite: Before reg- past century, this course provides an istering, the student must pass placement overview of American approaches to social examination. conflict, conflict management and peace- making and how these events and processes MATH 321 Mathematical Structure for propelled the United States forward nation- Information Technology (3) Number sys- ally and internationally. [SS] tems, sets, Boolean algebra and propositional calculus, relations and databases, directed CNCM 340 Community Conflict: and undirected graphics with applications to Causes, Sources, Solutions (3) algorithms and networks. Understanding and addressing conflict is prerequisite: MATH 111or equivalent critical to community success. This course examines the nature of social conflict from MATH 497 Topics in Mathematics (3) interpersonal to community-wide. Students Intensive exploration of topics in mathemat- will consider sources of conflict; ways in ics of mutual interest to faculty and students. which conflicts develop, escalate and deesca- Content will vary according to the current late; conflict styles, strategies and tactics; and interests of faculty and students. The subject options for managing conflict. This course studied appears under the Topics heading in will also have an experiential component the class schedule. prerequisite: senior stand- that will allow students to develop their own ing or permission of the instructor conflict-management skills.

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CNCM 497 Special Topics in Conflict mix, production planning, personnel sched- Management (3) Topics cover a broad uling and transportation design, among oth- overview of the conflict-management field. ers. Special emphasis is on understanding Their primary emphasis is the study of con- the concepts and computer implementation flict and its management, from conflict be- and interpreting the results to write man- haviors to conflict-intervention techniques. agement reports. prerequisite: MATH 111 Students read about and discuss social conflict in a number of settings ranging from OPRE 330 Statistical Data Analysis (3) A interpersonal to international conflict. second course in the statistical analysis of Course may be repeated for credit when data related to business activities with em- topic changes. phasis on applications in various functional areas including accounting, finance, management, marketing and operations manage- OPERATIONS RESEARCH (OPRE) ment, among others. Topics include estimation, hypothesis testing, contingency Operations Research courses (OPRE) are tables and chi-square test, analysis of vari- offered by the Merrick School of Business. ance and covariance, simple and multiple Related courses are listed under Information regression analysis and correlation analysis. Systems (INSS) and Management (MGMT). Computer implementation using Excel- based statistical data analysis or other rele- OPRE 201 Introduction to Business vant software and interpretation of results Statistics (3) An introductory course in de- for business applications are emphasized. scriptive and inferential statistical concepts prerequisites: OPRE 201 and INSS 100 and techniques used in business. The study of probability concepts includes discrete and OPRE 497 Special Topics in Operations continuous probability distributions. Topics Research (3) An intensive exploration of in descriptive statistics explore measures of topics in the area of operations research. location and dispersion and the correlation Refer to the semester class schedule for exact coefficient. The study of inferential statistics title of topic offered. This course may be re- includes sampling distributions of statistics, peated for credit when topic changes. confidence interval estimation and an intro- prerequisites: determined by the instructor duction to hypothesis testing. prerequisites: adequate placement test scores or successful OPRE 499 Independent Study: completion of DVMA 95: Intermediate Operations Research (1-3) An indepen- Algebra [MATH] dent study under the direction of a faculty member. For eligibility and procedures, see the OPRE 315 Business Application of Merrick School of Business Independent Study Decision Science (3) A study of managerial Policy. decision-making processes using a decision sciences approach. Topics include linear and integer models and decision analysis and their application in investment problems, media selection, market research, product

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PHILOSOPHY (PHIL) PHIL 305 Professional Ethics in Human Services (3) An examination of values, Philosophy courses (PHIL) are offered by the moral principles and ethical issues inherent Division of Legal, Ethical and Historical in, and related to, the human service profes- Studies in the Yale Gordon College of Liberal sions. The major focus is directed toward Arts. determining the moral responsibilities of the human service professions and whether the PHIL101 Introduction to Philosophy (3) moral responsibilities are being realized. Introduces the fundamental questions and problems of philosophy and critically exam- PHIL 309 Eastern Religions (3) Astudy ines how some of the greatest philosophers of the history, beliefs and rituals of in the history of Western cultures have at- Hinduism, Buddhism, Taoism, tempted to answer these questions. Confucianism and Shinto. Emphasis is placed on students’ demonstration of their own abilities to seek answers to PHIL 316 Logic of Language (3) An in- these “eternal questions.”A capstone feature troduction to informal and formal logic. The of the course challenges students to com- use and abuse of language in general is first municate, orally and in writing, the value of considered, then informal fallacies are exam- philosophical thinking in their personal ined. Next, deductive, inductive and analog- lives and their chosen professions. [HP] ical arguments are distinguished. The remainder of the course is devoted to exam- PHIL 301 Ethics (3) A critical examination ining the formal structures of descriptive of fundamental questions in ethics: What is language and the formal rules of logic. good and evil? Why be moral? What is right and wrong moral conduct? What does it take PHIL 317 Ancient Philosophy (3) Acriti- to be a good person, and what does it mean cal examination of the questions, systems to live a good life? Students read a balanced and contributions of the most influential selection of classical and contemporary works philosophers of Western antiquity.The pre- and explore a variety of moral issues in per- Socratics and their legacy of questions and sonal and professional life. world views are first considered. The philosophies of Plato and Aristotle are ex- PHIL 302 Philosophy of Community (3) amined next in light of the attempts of both Covers some of the basic concerns raised by philosophers to deal with the inherited the cosmopolitan liberalism and communi- questions of pre-Socratics and the moral and tarian critique. The goals are to help stu- cultural problems of their time. Concludes dents think through the arguments on each with a look at the Epicurean, Stoic and neo- side of this debate and to help figure out for Platonist philosophies and the influence of themselves the extent to which they want neo-Platonism on Christian theology. their lives and the policies of the communities in which they live to reflect either cosmopolitan liberal or communitarian commitments.

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PHIL 319 Modern Philosophy (3) Traces ligious traditions and developed new sects, the development and influence of British cults and religious traditions. empiricism and continental rationalism from the scientific revolution of the 17th century PHIL 490 Theories of Justice (3) Acriti- through the age of reason, the romantic re- cal examination of the classical and con- bellion and the industrial revolution, and the temporary theories of justice that are the rise of nationalism. Philosophers to be stud- foundations of Western law and morality. ied are Descartes, Locke, Berkeley, Hume, Among the philosophers studied are Plato, Kant, Rousseau, Mill, Hegel, Marx and Hobbes, Locke, Kant, Rousseau, Bentham, Nietzsche. Marx, Rawls and Hart. Emphasis is placed on each thinker’s treatment of such funda- PHIL 320 20th-Century Philosophy (3) A mental concepts as natural law and positive critical examination of the most influential law, human rights and the common good, American and European philosophers of the the social contract, sovereign rights and 20th century.Emphasis is placed on the re- power, the forfeiture of “absolute” rights, bellion against 19th-century idealism and individual liberty and property, and utilitar- metaphysics as manifested in the two diver- ianism and intuitionism as theories of jus- gent and predominant contemporary tice. philosophies: existentialism and analytic philosophy.Russell, Moore, Wittgenstein, PHIL 491 Introduction to Jurisprudence Whitehead, Bergson, James, Dewey, Sartre, (3) Explores historical and contemporary Kafka and Camus are among the philoso- views of the nature of law and the rationales phers considered. underlying various bodies of law. Cases are used to illustrate varying interpretations of PHIL 322 Philosophy of Religion (3) A law and to explore special legal problems. critical examination of the fundamental beliefs of the major religions of the world (not, PHIL 492 Independent Study (1-6) however, a course in the history of religions Provides for individual work in research. pre- or of religious belief).The course reviews the requisites: presentation of a research proposal to rational justifications for such important be- the divisional chair, permission of the chair liefs as the existence of God, the existence and instructor, and senior standing and immortality of the soul, the existence of evil as compatible with a merciful god and PHIL 493 Honors Seminar (3) An ad- the value of miracles, prayer and mystery. vanced interdisciplinary seminar that fo- Concludes with a look at religious alterna- cuses on important books and issues and tives to traditional theism. encourages independent thinking, clear presentation and an understanding of the PHIL 419 Religions in America (3) A concerns and methods of various disci- study of the historical and theological devel- plines. The course may be team taught; opments in Protestantism, Catholicism and topic and instructor(s) may change from se- Judaism on the American continent, from mester to semester. Course may be repeated the colonial period to the present, including for credit when topic changes. prerequisites: a consideration of the ways in which 3.5 GPA and permission of American civilization modified European re- the Denit Honors Program director

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PHIL 494 Honors Project (3-6) Directed director of the Hoffberger Center for individual instruction in an advanced proj- Professional Ethics ect of the student’s choice; the project must be academically related to this discipline. Each student works closely with a faculty PHYSICAL SCIENCE (PHSC) director who guides his/her progress. The project must be of honors quality and must Physical Science courses (PHSC) are offered by be finally approved by both the faculty di- the Yale Gordon College of Liberal Arts. rector and a second faculty member. Course Related courses are listed under Biology is eligible for a continuing studies grade. (BIOL) and Chemistry (CHEM). prerequisites: honors standing, 3.5 GPA and permission of both the Denit Honors Program PHSC 101 Earth in Focus (3) A study of director and the faculty director the origins, composition and physical processes of our planet. The Earth’s land PHIL 495 Existentialism (3) An in-depth masses, bodies of water and atmosphere are study of one of the most provocative examined. Natural phenomena such as philosophies of the modern age. The major earthquakes, volcanic eruptions and global works of the leading philosophers of the weather patterns are explained. Includes a movement are examined as well as the discussion of environmental issues that di- expression of their philosophies in contem- rectly impact people, such as industrial pol- porary art, poetry, fiction and cinema. lution, depletion of natural resources and global warming. [SC] PHIL 497 Special Topics in Philosophy (3) Intensive exploration of topics in philosophy of mutual interest to faculty and stu- PSYCHOLOGY (PSYC) dents. Content varies according to the concurrent interests of faculty and students. Psychology (PSYC) courses are offered by the The subject studied appears under the Division of Applied Behavioral Sciences in the Topics heading in the class schedule. Course Yale Gordon College of Liberal Arts. may be repeated for credit when topic changes. PSYC 100 Introduction to Psychology (3) This survey course is an introduction to the PHIL 498 Internship in Applied Ethics science of psychology, with an explicit focus (3) Designed for students who wish to ob- on the understanding of human behavior serve and gain firsthand experience of the and experience. Methods used by psycholo- practice of business and professional ethics gists to investigate behavior and experience at designated profit or nonprofit organi- will be introduced and an overview of the zations in the Baltimore community. major fields of psychology will be provided, Students work with a mentor at the organi- including discussion of each area’s primary zation of their choice and write a substantial theories and models. [SS] (25- to 30-page) critical essay on applied ethics. May be taken for a continuing stud- PSYC 200 Introduction to Professional ies grade. prerequisites: IDIS 302 or PHIL Practices (3) Psychology majors learn the 301or PHIL 305 and an interview with the problems, methods, thinking styles, ethical

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standards and career opportunities of mod- cycle, sexually transmitted diseases, and ern behavioral science and practice. Students birth control and contraception. participate in classroom discussion on topics of current concern in psychology, practice PSYC 230 Behavior Modification in the writing style of the American Applied Settings (3) Application of oper- Psychological Association, and acquire effec- ant learning theory to problems in everyday tive methods for developing a professional life. Students design, conduct and report on resume. prerequisites: PSYC 100 and satisfac- their own, self-regulated behavior change tion of lower-division general education re- programs based on principles of the “ABC” quirement in composition, or their equivalents model of learning. Topics include how to identify, define and collect information on PSYC 205 Human Development (3) The problem behaviors, how to select effective psychological aspects of the human growth consequences for those behaviors, and how and development process from conception to maintain desirable behaviors in new set- and birth through childhood, adolescence, tings. No prior psychology coursework is re- adulthood and old age. Included are the quired. physical, social and emotional influences on the course of development in role, identity PSYC 240 Educational Psychology (3) and goal orientation. Applications of current psychological theories of learning, cognition and motivation PSYC 210 Interpersonal Psychology (3) within a variety of formal and informal edu- An examination of intrapersonal and inter- cational settings. prerequisite: PSYC 100 or personal dynamics at work within one’s rela- an equivalent introductory psychology course tionship with oneself as well as within or permission of the program director relationships between the self and others. Application of course concepts will facilitate PSYC 250 Social Psychology (3) Acon- students’ own personal discovery processes, sideration of the individual in social situa- and techniques for increasing overall life sat- tions and of the social environment as a isfaction via interpersonal problem-solving source of psychological stimulations and so- will be presented. cial conflicts. prerequisite: PSYC 100 or an equivalent introductory psychology course or PSYC 215 Human Sexuality (3) Reviews permission of the program director the psychological literature on human sexuality, including behavioral patterns, lifecycle PSYC 260 Psychology of Religion and changes, interpersonal attraction and the sci- Spirituality (3) An in-depth, research- entific study of love. Sexual functioning based survey of the study of the origins, throughout the lifespan will be discussed, in development and consequences of religion addition to how it may be influenced by and spirituality from a psychological per- one’s gender, age, sexual orientation, religion, spective. The relationship between religion culture and racial/ethnic background. Topics and social-psychological variables in may include female and male anatomy, love particular will be investigated. Religious and sexuality, intimacy, trust and sexual ex- experiences from a variety of perspectives, pression, date rape, the sexual response including the objective, Freudian, Jungian and humanistic, will be examined. The rela-

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tionship between science and religion will statistical concepts. Topics include basic also be addressed. prerequisite: PSYC 100 or probability theory, the logic of hypothesis an equivalent introductory psychology course testing, simple and complex experimental or permission of the program director design and analysis, internal and external validity of experimental results, and nonpara- PSYC 300 History and Systems in metric research and analysis of techniques. Psychology (3) The historical development Students participate in data collection, data of the major schools and systems of psychol- analysis and interpretation by means of the ogy.The philosophical underpinnings of the microcomputer Statistical Package for the discipline are discussed. Students are in- Social Sciences (SPSS), and in the writing of structed in the social and cultural variables APA-style research reports. Laboratory fee that contributed to the development of psy- required. prerequisite: PSYC 308 chology as a science. Connections are made between the early schools of psychology and PSYC 312 Stress Identification and contemporary perspectives in psychology. Management (3) A study of the interaction The growth and development of applied between a human’s environment and psy- psychology and the professionalization of cho-physiological systems involved in the psychology are also described. prerequisite: generation of stress and development of re- PSYC 100 or an equivalent introductory psy- lated disease processes. The use of electronic chology course or permission of the program instrumentation in the evaluation and ame- director lioration of stress reactions and research are examined. Techniques and strategies of stress PSYC 308 Research Methods and management are discussed. Laboratory fee Statistics I (3) Integrated study of descrip- required. prerequisite: PSYC 100 or an tive psychological research methods and equivalent introductory psychology course or corresponding statistical concepts. Topics in- permission of the program director clude ethical considerations, observational and survey research techniques, graphing, PSYC 315 Motivation (3) An exploration central tendency and variability, correlation of internal and external forces that initiate, and linear regression. Students participate in direct and sustain behavior. This course data collection, data analysis and interpreta- examines biological, cognitive and soci-psy- tion by means of the microcomputer chological theories of motivation and their Statistical Package for the Social Sciences applications in a variety of real-life contexts. (SPSS), and in the writing of APA-style re- Students are encouraged to consider how search reports. Laboratory fee required. pre- these theories can increase their understand- requisites: PSYC 200, IDIS 300 and ings of their own and others’ behavior. pre- satisfaction of lower-division general education requisite: PSYC 100 or an equivalent computer literacy requirement, or their equiva- introductory psychology course or permission of lents the program director

PSYC 309 Research Methods and PSYC 320 Industrial and Organizational Statistics II (3) Integrated study of experi- Psychology (3) Psychological principles mental and quasi-experimental psychologi- and methods applied to problems com- cal research methods and corresponding monly encountered in business and indus-

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try.Topics include personnel selection and PSYC 345 Cognitive Psychology (3) An evaluation, training and development, atti- introduction to the scientific study of the tudes and motivation, leadership, group dy- mind, including historical and current is- namics, organizational structure and sues, concepts, theoretical models, research climate, and job design and working con- methods and evidence regarding the physio- ditions. prerequisite: PSYC 100 or an logical and psychological mechanisms, equivalent introductory psychology course or processes and content of thought. prerequi- permission of the program director site: PSYC 100 or an equivalent introductory psychology course or permission of the program PSYC 330 Health Psychology (3) Health director psychology uses the science of psychology to enhance health, prevent and treat disease, PSYC 350 Abnormal Psychology (3) An identify risk factors, improve the health care analysis of abnormal behavior as a personal, system and shape public opinion with re- social and societal concern. Research find- gard to health. The course focuses on the ings relevant to diagnostic and therapeutic biopsychosocial model of health and the in- issues will be studied. prerequisite: PSYC 100 teractive influences of biological, behavioral or an equivalent introductory psychology and social factors on health/well-being and course or permission of the program director illness. prerequisite: PSYC 100 or an equivalent introductory psychology course or permis- PSYC 355 Interviewing Psychology (3) A sion of the program director consideration of the principles and techniques of the interview as a personnel selec- PSYC 335 Theories of Personality (3) A tion or research tool. Designed for students study of contemporary theories attempting interested in the utilization of interview to describe, understand, explain, measure information in applied settings. and predict the human as an integrated being. Laboratory fee required. prerequisite: PSYC 360 Cross-Cultural Psychology (3) PSYC 100 or an equivalent introductory psy- Educates, sensitizes and stimulates students’ chology course or permission of the program critical thinking about the role of culture director relative to both consistencies and differences in human psychological functioning and so- PSYC 340 Counseling Psychology (3) An cial behavior. Focus will be given to the ef- introduction to the applied psychology field fects of culture on human perceptions, of counseling. History, theories and emotions, expectations and values. Other processes of counseling are surveyed, as are areas that will be explored a variety of specializations and settings in are individualism vs. collectivism, moral rea- which counseling is practiced. Discussions, soning, gender roles and how culture demonstration and exercises give students an influences research strategies. prerequisite: opportunity to explore counseling psychol- PSYC 100 or equivalent ogy as a career path. prerequisite: PSYC 100 or an equivalent introductory psychology PSYC 365 Psychology of Gender (3) course or permission of the program director Psychology of gender explores the psychological, sociocultural, emotional, behavioral and physiological influences on the lives of

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women and men. The course focuses specif- PSYC 403 Training and Development (3) ically on the psychological literature that ad- A comprehensive course designed to help dresses the many ways gender affects our the student develop the skills necessary to experience. This course is designed to facili- design and implement effective training pro- tate greater understanding of the unique ex- grams. The course will investigate needs as- pectations, constraints, dilemmas and sessment, the development of appropriate experiences that face women and men. pre- training efforts and the use of training pro- requisite: PSYC 100 gram evaluations. Techniques included are the use of technology in CBT and Web- PSYC 370 Psycholinguistics (3) An intro- based training. Laboratory fee required. pre- duction to the study of the cognitive requisite: PSYC 100 or an equivalent processes involved in how humans use lan- introductory psychology course or permission of guage. Students will learn about language the program director from a psychological perspective, examining the cognitive aspects of meaning, under- PSYC 404 Organizational Consulting (3) standing, communication, speech and lan- An upper-level, practitioner-oriented course. guage learning. Students will learn the Students will explore and develop skill sets formal structure of language, how linguistic necessary to consult successfully with vari- knowledge is represented and structured in ous client systems. Using experiential learn- the mind and how linguistic knowledge is ing settings, the focus is on demonstrating utilized in the real-time processing of lan- techniques of engaging, contracting, deploy- guage. The course will examine the biologi- ing interventions strategies and disengaging cal and neurolinguistic foundations of the client. Internal and external consulting language. Links with cognitive science, neu- models are included. Laboratory fee re- roscience and philosophy will also be ex- quired. prerequisite: PSYC 100 or an equiva- plored. Laboratory fee required. prerequisite: lent introductory psychology course or PSYC 100 or an equivalent introductory psy- permission of the program director chology course or permission of the program director PSYC 405 Tests and Measurements (3) Introduction to the requirements for instru- PSYC 400 Theories of Learning (3) ments used in the measurement of human Investigation of the factors and processes in- behavior. Includes a study of the theory and volved in the acquisition and maintenance methods of psychological measurement and of new behavior. Both historical and current a review of several representative types of learning theories representing the dominant tests. Laboratory fee required. prerequisite: schools of psychological thought will be PSYC 100 or an equivalent introductory psy- presented, including modern understand- chology course and PSYC 309, or permission ings of the evolution and physiology of of the program director learning. Applications of current learning theories in various real-world, human con- PSYC 413 Psychopathology (3) An upper- texts also will be discussed. prerequisite: division course preparing students for prac- PSYC 300 tice in any health-related field or for graduate school. Students will learn about the symptoms, etiology, course, outcome

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and (to a minor extent) treatment of the ated psychological effects. Death-related major child and adult mental disorders from variables are identified and evaluated as to a biopsychosocial and multicultural per- their contributions to the development of spective. Course materials will focus on individual differences across the life span. original sources and scholarly reviews to en- Discussions center on current research and courage critical and integrative thinking. clinical findings about anxiety, depression, prerequisite: PSYC 100 or an equivalent in- guilt, conflict and defense mechanisms, as troductory psychology course and PSYC 350 or well as techniques for death education and an equivalent abnormal psychology course, or bereavement counseling. prerequisite: PSYC permission of the program director 100 or an equivalent introductory psychology course or permission of the program director PSYC 425 Sensation and Perception (4) A study of the sensory processes and the PSYC 455 Workshop in Counseling (3) A methods and techniques for their measure- practicum experience for students to func- ment with emphasis on experimental study tion as helping persons in a professional set- of perception. Laboratory fee required. pre- ting with intense supervision. prerequisite: requisite: PSYC 100 or an equivalent intro- PSYC 100 or an equivalent introductory psy- ductory psychology course and PSYC 309, or chology course and PSYC 340 or an equiva- permission of the program director lent counseling psychology course, and permission of the program director PSYC 430 Physiological Psychology (3) A study of the biological substrates of be- PSYC 493 Honors Seminar (3) An ad- havior. The role of the central nervous vanced interdisciplinary seminar that fo- system and its relationships to other physio- cuses on important books and issues and logical processes are examined as they affect encourages independent thinking, clear the organism’s adaptation to its presentation and an understanding of the environment. Laboratory fee required. concerns and methods of various disci- prerequisite: PSYC 100 or an equivalent plines. The course may be team taught; introductory psychology course or permission of topic and instructor(s) may change from se- the program director mester to semester. Course may be repeated for credit when topic changes. prerequisites: PSYC 445 Psychology of Aging (3) Asur- 3.5 GPA and permission of the Denit Honors vey of the psychological theories of aging Program director and the psychological changes in intellectual, emotional and social functioning; neu- PSYC 494 Honors Project (3-6) Directed ropsychological dysfunctions; and review of individual instruction in an advanced proj- issues associated with retirement and eco- ect of the student’s choice; the project must nomic self-maintenance. prerequisite: PSYC be academically related to this discipline. 100 or an equivalent introductory psychology Each student works closely with a faculty course or permission of the program director director who guides his/her progress. The project must be of honors quality and must PSYC 446 Death, Dying and be finally approved by both the faculty Bereavement (3) The profound influence director and a second faculty member. of death on human behavior and its associ- Course is eligible for a continuing studies

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grade. prerequisites: honors standing, 3.5 GPA SOCI 300 History of Sociology (3) The and permission of both the Denit Honors subject matter of sociology and the historical Program director and the faculty director forces contributing to revised orientation of its study.Changes in scientific mentality PSYC 497 Topics in Psychology (3) An compared with the 19th- and 20th-century intensive exploration of topics in psychology cultural process in Western society.Methods of mutual interest to faculty and students. of analysis considered within a sociological Content varies according to their concurrent and historical framework. interests. The subject studied appears under the Topics heading in the class schedule. SOCI 301 Social Problems (3) A study of Course may be repeated for credit when factors contributing to the disintegration of topic changes. prerequisite: permission of the social living. Topics studied include juvenile program director delinquency, sexual adjustment, poverty, personal disorganization, changing worker- PSYC 499 Special Projects in Psychology management roles and migration. (1-3) The pursuit of independent work under the supervision of a faculty member. SOCI 302 The American Family in Projects may include research in the labora- Perspective (3) A study of the contem- tory or the library, supervised work in a psy- porary American family in terms of its chological clinic or laboratory or at a historical background, the impact of the training facility in a class. A student may 20th-century culture and significant factors earn up to 9 hours in this course but cannot that influence marital relations and family take more than 3 hours per semester. Exact living. course credit for any project is determined by program director. Course is eligible for a SOCI 303 Urban Sociology (3) An eco- continuing studies grade. prerequisite: per- logical approach to urban society emphasiz- mission of the program director ing the dynamics of urban regions as demonstrated in their growth and structure. The values and methods people have em- SOCIOLOGY (SOCI) ployed to achieve desired ends are examined in the light of modern industrialization and Sociology courses (SOCI) are offered by the communication. Special emphasis is given Yale Gordon College of Liberal Arts. to factors of race, housing, planning and organization. SOCI 202 Introductory Sociology (3) A lower-division course designed to familiarize SOCI 304 Human Ecology (3) The dy- the student with the factors that shape the namics of human population as affected by social life of human beings, including cul- environmental factors with special emphasis ture, personality, social institutions and so- on those individual living habits and prac- cial change. tices that alter one’s physical environment.

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SOCI 305 Cultural Anthropology (3) SOCI 314 World Geography (3) A study of Major principles, concepts and techniques the influence of geographic factors on of cultural anthropology and archaeology.A human life and the adaptation of humans to brief examination of hominid evolution and their environment in different regions of the the development of prehistoric societies. A world. Emphasizes the role geographic differ- survey of the variation and evolution of ences play in the current world situation. human cultures and communities. SOCI 317 Sociology of Poverty (3) SOCI 308 Introduction to Human Examines the sources and dynamics of Services (3) The social basis for human poverty in contemporary society from a service needs is examined with special con- sociological perspective. Human service, in- sideration given to how societies respond come and job programs designed specifi- to these needs through the formation of cally to address the needs of the poor are service delivery systems. Case studies of reviewed and critiqued. Special attention is contemporary human service delivery given to groups disproportionately found in systems are emphasized. poverty, such as the young, the old and the disabled. SOCI 310 Social Theory (3) Examination of theories of social organization and social SOCI 330 Sociology of Art (3) change with particular attention to leading Examination of the role of the artist, the contributors to social thought in the personality of the artist, the creation of art Western world, their work, their social in society and the changing societal defini- setting and the relation of their study to tions of all these components as related to subsequent social thought. the contemporary scene.

SOCI 311 Contemporary Social Theory SOCI 340 Collective Behavior (3) A (3) Structure and function of modern social study of nonorganized, noninstitutional and theory. Functional conflict, interaction and temporary group behavior, the role of the exchange theories are compared with struc- mass media, group leadership and the rela- ture and function of modern social theory tionship of collective behavior to the estab- and with paradigms for examining institu- lished social institutions. Cross-listed as tional and organizational norms in society. PSYC 342: Social Psychology. prerequisite: SOCI 310 SOCI 351 Demography (3) The social im- SOCI 312 Community Organization plications of population growth, distribution Practice and Analysis (3) Concepts of and composition. An analysis of the compo- community are examined and applied to the nents of population growth as they relate to delivery of human services. Perspectives are changes in population structure. developed by which community organizations may be analyzed. Organizational tech- SOCI 352 Social Gerontology (3) Asum- niques and the roles of voluntary mary view of the problem of aging in mod- community organizations are discussed. ern industrial America, including the demographic basis of aging, the aging process, historical treatment of the aged and

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the sociology of aging. Special attention is world. Emphasis on the distribution of given to the aged in the family, specific urban settlements, their functional special- problem areas among the aged and state and ization and the spatial interrelations that community resources. bind them together into a complex, functional whole. Patterns in the residential, SOCI 370 Political Sociology (3) An ex- social and commercial areas, along with the- amination of the social system, with special ories of urban land use. emphasis on the sociological prerequisites for democracy and, in turn, the conse- SOCI 403 Social Research Methods (3) quences of democracy for the nature of the An analysis of principal research methods social structure and especially its hierarchi- employed in the applied social sciences with cal, power and stratification aspects, as these particular emphasis on applications for the are reflected in the current patterning of so- human services. Topics include research de- cial institutions. sign, data collection and data analysis. Practical applications are required through SOCI 380 Race and Ethnic Relations (3) student projects. A study of racial and ethnic minority groups in modern America together with the social SOCI 405 Social Anthropology (3) Asys- and cultural contributions of minority tematic comparison of societies and cultures groups in American life. Problems of accom- of the world within a broad evolutional modation, assimilation, segregation and in- framework. Emphasis is placed on the hu- stitutional racism as these affect minority man culture, history and social institutions of groups and American culture as Africa, Asia and parts of South America, with a whole. specific concentration on the topics of kin- ship, social stratification, simple political in- SOCI 382/HIST 382 History of stitutions and the state and warfare. Baltimore (3) Social and economic changes that took place in American cities. Emphasis SOCI 407 Sociology of the Family (3) is placed on a detailed study of Baltimore as The family as a social institution, with spe- it exemplified changes taking place during cial attention to family development within the period. Major themes are industrializa- Western civilization. Contrasts between tion, urbanization, immigration, social strati- Asian and Western family systems. Types of fication and racial and ethnic diversification. social change and their effects on family structure and customs. Class and ethnic fac- SOCI 390 The Aged in Urban Society tors in family organization, the sociology of (3) A consideration and analysis of the vari- divorce and family disorganization. ous lifestyles of the elderly: living settings, economic constraints and value-change SOCI 408 Factors Contributing to processes among the urban aged; the sociol- Crimes of Violence in Metro Regional ogy, psychology and sexuality of aging. Society (3) A study of causative factors from various disciplines including sociology, SOCI 402 Urban Geography (3) An ex- psychology, political science, law, economics amination of the role that geography plays and communications, as these reflect socie- in the diverse economic development of the tal values.

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why people resort to violent methods of con- SOCI 412 Internship (3) A practical op- frontation in the pursuit of their interests. portunity to gain experience in public or Lethal conflict management whereby one volunteer social agencies. The student’s par- group seeks to coerce another over a disputed ticipation is supervised by the course issue is an accepted form of violence in most instructor as well as by agency staff mem- societies. Course reviews theories of warfare bers. Observation of social factors at work, that relate specific sociological and political reports, analysis and various presentations to factors to the use of violence as a method of the class constitute the academic require- conflict management. Elaborates on mili- ments. Course is eligible for a continuing tarism as an institution and shows how it studies grade. prerequisites: all required soci- developed from the simple “tribal” societies ology core and specialty courses into the vast military-industrial complexes of modern societies. Formerly titled The SOCI 413 Industrial Sociology (3) Anthropology of Violence and Warfare. Emphasis is placed on the meaning of work, economic and occupational systems, SOCI 460 Gender Roles and Society (3) changes within occupational structure and An examination of the cultural, biological, the causes of these changes. Major themes psychological and historical development are social theory and productive systems, oc- and interdependence between male and fe- cupational associations and trade unionism, male sex roles. Topics include the influence occupational mobility and social power, the of heredity and environment, stereotypes structure of industry and the labor market and stigmas, and the position of men and and interrelationships between industry and women within such institutional areas as the wider community. law and education, religion, health, the economy and the political system. SOCI 418 Deviance (3) An analysis of the causes, manifestations, consequences and re- SOCI 461 Sociology of Human Sexuality actions to deviant behavior. Examines such (3) An examination of sexuality from a soci- topics as domestic violence, substance abuse, ological perspective. Topics include how we white-collar crime and rape. learn to be sexual, sexual expression throughout the life course, sexual violence, and how SOCI 420 Social Stratification (3) An such institutions as the family, analysis of the correlates of class, mobility, law, the economy and religion shape our at- status, power and conflict. titudes and behavior about sexuality.

SOCI 430 Physical Anthropology (3) SOCI 464 Medical Sociology (3) Astudy Individual and social biology, methods and of the social, economic, cultural and social techniques. Genetic, cultural and ecological psychological factors associated with the def- backgrounds of human variation. The inition, occurrence, causes and treatment of mechanisms of evolution beginning with illness and sickness in different the fossil record and progressing through socioeconomic groups in Baltimore, the the emergence of modern hominids. United States and other cultures.

SOCI 450 The Sociology of War and SOCI 470 The Sociology of Information Militarism (3) An exploration of the reasons (3) An exploration of the nature of informa-

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tion and its organization, control and use in topics in human services of mutual interest our society.The relation of information to to faculty and students. Examples of the public policy decision-making. Issues related content may include welfare reform, political to privacy and access. The and social legislation as well as policy and use of information as a form of power in program issues. prerequisite: senior-level societal institutions. standing

SOCI 481 Preretirement Planning (3) SOCI 493 Honors Seminar (3) An ad- Special methods of group and individual advanced interdisciplinary seminar that focuses visement of aging persons. Areas of concern on important books or issues and encour- include the legal and tax dimensions of re- ages independent thinking, clear presenta- tirement, the legal rights of retired persons, tion and an understanding of the content legislation and benefits impinging on the re- and methods of various disciplines. The tiree and economic planning for the retire- course is team taught, and the subject and ment years. instructors may change from semester to semester. prerequisites: 3.5 GPA or recommenda- SOCI 482 Community Resources of the tion of the student’s major division chair and Aged (3) A study of the source and distribu- permission of the instructor tion of public and private resources available to the elderly as the delivery or nondelivery SOCI 496 Collegiate Honors Thesis (3-6) of these resources affect the social prospects The research project component of the and attitudes, use of leisure time, special nu- Collegiate Honors Program provides the op- tritional needs and personal interrelation- portunity to demonstrate intellectual creativ- ships among the aged. The city of Baltimore ity and analytical sophistication. The student is especially studied in these regards. identifies and explores an area of investigation in consultation with a faculty SOCI 485 Aging, Suicide and Death (3) adviser. Procedures include approval of the Natural and societal forces that influence, proposal and final draft by the college hon- augment and at times aggravate the ors committee and public presentation of the processes of aging and dying. Conditions approved thesis. May be taken for 3 or 6 contributing to suicide. The perspectives of credits, or for a continuing studies grade. contemporary society on all of these factors. prerequisite: permission of the instructor

SOCI 489 Independent Study in Aging SOCI 497 Special Topics in Sociology (3) (3) Personal experience with, participation in Intensive exploration of topics in sociology and observation of the program, activities, of mutual interest to faculty and students. administration and services of the agencies Content will vary according to the concur- involved in services to the elderly. prerequi- rent interests of faculty and students. The site: enrollment by special permission of the di- subject studied appears under the Topics vision chair heading in the class schedule.

SOCI 492 Senior Seminar in Human SOCI 498 Seminar in Sociology (3) Services (3) A senior-level seminar consist- Group and individual study of the major ing of an extensive exploration of current contributors to sociological thought.

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Theorists will be studied in the context of WRIT 200 Practicum in Writing (3) their historical situation and the social prob- Designed to increase the student’s mastery lems current during their lifetimes. of the word, the sentence and the paragraph. Stratification, power, functionalism and sys- Emphasis is given to correctness and appro- tems theory will be studied in relation to ac- priateness in the choice of words, sentence tual methods. prerequisite: SOCI 310 structures and modes of paragraph development. Models for expository writing will be SOCI 499 Special Projects in Sociology drawn from a variety of contemporary ma- (1-6) The pursuit of independent work terials. May not be counted toward the re- under the supervision of a staff member. quirements of the major. Grading: pass/fail. This work may include research or a class project. The amount of course credit for any WRIT 211 Popular Writing (3) project is determined by the chair of the Explores writing that entertains, informs Division of Criminology, Criminal Justice and persuades. The course includes advertis- and Social Policy.Typically,1 hour of credit is ing, journalism, public relations, blogs, polit- given for each three hours of work per week. ical messages, Web content and other mass Course is eligible for a continuing studies media. The emphasis is on contemporary grade. prerequisite: permission of the division writing and writers. The course chair will consider the effects of visual as well as verbal aspects of communication. Students will complete several writing WRITING (WRIT) assignments in selected forms and styles covered in the course. Writing courses (WRIT) are offered by the Division of English & Communications WRIT 215 Introduction to Creative Design within the School of Communications Writing (3) Design in the Yale Gordon College of Liberal Introduces students to the creative process Arts. Related courses are listed under and craft of writing poetry and fiction by ex- Developmental Courses (DVRW), ploring the elements and techniques of those Communication (CMAT), Literature genres. Students will write and share poems (ENGL) and graduate Publications Design and short fiction in a workshop setting. (PBDS). WRIT 313 Writing for Information WRIT 101 College Composition (3) Systems (3) Designed to help writers learn Helps students develop fluency in writing to adapt specialized subject matter to vari- clear, forceful, effective prose and acquire the ous audiences. Focus on audience analysis, college-level reasoning, reading and writing strategies for organizing information and in- skills that they will find necessary for suc- tegration of verbal text with graphics. cess in other college courses. prerequisites: Writing projects are drawn from students’ adequate score on placement test or completion own disciplines or special interests. of designated developmental writing courses with a grade of C- or higher [WRIT] WRIT 314 Argument & Persuasion (3) For students in all disciplines who wish to develop control and confidence in critical

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thinking and persuasive writing. Instruction munication in organizational settings, in- centers on the analysis and production of cluding memoranda, formal and informal written arguments on issues of current inter- correspondence, routine reports, proposals, est or enduring importance that are en- performance appraisals and cost/benefit riched by cross-disciplinary perspectives and analysis. multiple points of view. WRIT 330 Writing, Editing & WRIT 315 The Art of Memoir (3) An op- Publishing (3) An introduction to profes- portunity to write memoir. Students read sional writing, editorial concepts and the and study memoirs by contemporary au- publication process. Writing and editing for thors to become familiar with the many brochures, newsletters and magazines, with possibilities available to writers working in special emphasis on audience and purpose. this form. Also focuses on issues relevant to Laboratory fee may be required. the writing of memoir, including craft and technique, memory and truth telling, and WRIT 331 Public Relations Writing (3) interior and exterior significance. Experience in preparing news releases, pro- motional spots for radio and television, and WRIT 316 Creative Journalism (3) A brochures and public relations reports for study of famous journalists and journalistic newspapers and magazines. writing, including analysis of the style, language and ideas of writers who have gone WRIT 334/ADVT 334 Writing & beyond basic reporting to break new Graphics (3) Exploration, through hands- ground. Requires a professional approach to on experience, of the relationship between journalistic writing. visual and verbal communication. The basics of graphic design and production are intro- WRIT 317 Techniques of Popularization duced through projects integrating writing (3) Techniques and approaches to making and design. Laboratory fee required. technical information clear and understand- able to nontechnical audiences. WRIT 340 Internship in University Publications (1-4) The University publica- WRIT 318 Creative Writing Workshop: tion as a laboratory. Practical experience in Poetry & Personal Essay (3) The study of the creative process of producing varied forms of poetry, with opportunities to newspapers, magazines and books through practice traditional forms or to create new work on student publications and, where ones. possible, on other publications of the University. Grading: pass/fail. WRIT 319 Creative Writing Workshop: Fiction & Nonfiction (3) The study of WRIT 361/CMAT 361Writing for the forms and techniques of fiction, with Media (3) Scripting for various media, in- opportunities to write both traditional and cluding multi-image, audio, video, interac- experimental prose. tive media and Web pages. Emphasizes the translation of information, ideas and experi- WRIT 320 Writing for Managers & ence into various presentational formats and Executives (3) An overview of written com-

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applies that knowledge to informational, solving are discussed. Advanced graphic pro- persuasive and dramatic scripts. duction is demonstrated. Students take problems from concept to production. WRIT 363/CMAT 363 Creative Writing Laboratory fee required. prerequisite: Workshop: Screenwriting (3) Intensive WRIT 334 writing experience for students interested in writing drama for television and film. WRIT 377 Getting It Printed (3) An ex- Emphasizes characterization, dialogue and planation of the business relationship be- plot development as well as conventions of tween printer and client and the various and script formats for television and film. stages of the printing process itself.

WRIT 370/ADVT 370 The Art of WRIT 380 Syntax, Semantics & Style (3) Advertising (3) Focuses on the creative and Fundamentals of discourse analysis, conceptual aspects of advertising. In addi- addressing both structural and lexical ele- tion to creating layouts and scripts for ads of ments in sentence construction. Survey of their own, students examine past and pres- contemporary grammars, error analysis, so- ent advertising campaigns in both print and ciolinguistic theories of language behaviors, electronic media. editorial issues such as linguistic sensitivity, the influence of informal on formal usage WRIT 371/ADVT 371 Advertising: and the appropriate domain of editorial pol- Writing & Design (3) Principles of verbal icy. and visual communication in creating and executing advertising ideas. Evaluation of WRIT 382 The Writer as Reader (3) This the strengths and limitations of the many course approaches reading as a part of the forms available in persuasive communica- writer’s study of the craft. Emphasizing the tion. Advertising copy and design, with par- distinctive ways that writers read, the course ticular emphasis on writing. focuses on how a piece of writing is constructed by the author and understood by WRIT 374 The Magazine (3) A study of the reader. Students develop the analytic company, trade and mass market (con- skills necessary to understand the choices sumer) magazines and their roles in com- other writers have made in their use of municating ideas and information. The language and form. contributions of each department and relationships among major staff positions are WRIT 401 Publication & Performance explored. The processes of writing articles, (3) A seminar involving a creative project in editing them and art-directing visuals are a particular literary form to be undertaken experienced in a laboratory setting. by each student. Emphasis on exploring the Laboratory fee required. relationships of writing and publications and on developing one’s writing in specific WRIT 375 Graphic Design & publications contexts. Production (3) For students interested in further developing their visual communica- WRIT 407 Internship in Professional tion skills. Approaches to visual problem- Writing (3) An opportunity for students to

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apply skills developed through coursework topic and instructor(s) may change from se- while gaining practical experience in writing mester to semester. Course may be repeated and/or editing within a professional setting. for credit when topic changes. prerequisites: Grading: pass/fail. Course is eligible for a 3.5 GPA and permission of the Denit Honors continuing studies grade. prerequisites: senior Program director status and consent of the program director WRIT 494 Honors Project (3-6) Directed WRIT 430 Copy Editing & Document individual instruction in an advanced proj- Design (3) An advanced technical and pro- ect of the student’s choice; the project must fessional writing seminar in which each stu- be academically related to this discipline. dent presents a formal proposal and a major Each student works closely with a faculty writing project for peer review and critiques director who guides his/her progress. The other participants’ work at all stages of the project must be of honors quality and must project development process. be finally approved by both the faculty director and a second faculty member. Course WRIT 489 Directed Independent Study is eligible for a continuing studies grade. (1-3) In-depth consideration and comple- prerequisites: honors standing, 3.5 GPA and tion of a special topic or project in writing. permission of both the Denit Honors Program Each student works closely with a faculty director and the faculty director member who will help to set goals, develop a course plan and guide progress. The proj- WRIT 497 Topics in Writing (1-3) ect must be carefully planned and have ap- Intensive exploration of topics in writing proval of the instructor involved and the of mutual interest to students and faculty. writing programs director. Content varies according to the concurrent interests of faculty and students. The subject WRIT 490 Thesis in Writing (3) Directed appears under the Topics heading in the individual instruction in the writing of an class schedule. Course may be repeated for original work. Each student works with a credit when the topic changes. prerequisite: faculty director to guide his/her progress. none unless listed in the current class schedule The thesis must be of honors quality and must be approved by both the director and a second reader, one of whom is usually the program director or the division chair. Course is eligible for a continuing studies grade. prerequisite: 3.5 GPA and/or consent of the program director and the division chair

WRIT 493 Honors Seminar (3) An advanced interdisciplinary seminar that focuses on important books and issues and encourages independent thinking, clear presentation and an understanding of the concerns and methods of various disciplines. The course may be team taught;

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(7) “General education” means the foun- Maryland Higher dation of the higher education curriculum Education Commission providing a coherent intellectual experience for all students. and General Education (8) “General education program” means a program that is designed to: and Transfer Policies (a) Introduce undergraduates to the fundamental knowledge, skills, and 1. SCOPE AND APPLICABILITY values that are essential to the study of academic disciplines; This applies only to public institutions of (b) Encourage the pursuit of life-long higher education. learning; and 2. DEFINITIONS (c) Foster the development of educated members of the community and A. The following terms have the meanings the world. indicated. (9) “Humanities” means courses that examine the values and cultural heritage that B. Terms defined. establish the framework for inquiry into the (1) “A.A. degree” means the Associate of meaning of life. Courses in the humanities Arts degree. may include the language, history, literature, (2) “A.A.S. degree” means the Associate and philosophy of Western and other cul- of Applied Sciences degree. tures. (3) “Arts” means courses that examine (10) “Mathematics” means courses that aesthetics and the development of the aes- provide students with numerical, analytical, thetic form and explore the relationship be- statistical, and problem-solving skills. tween theory and practice. Courses in this (11) “Native student” means a student area may include fine arts, performing and whose initial college enrollment was at a studio arts, appreciation of the arts, and his- given institution of higher education and tory of the arts. who has not transferred to another institu- (4) “A.S. degree” means the Associate of tion of higher education since that initial Sciences degree. enrollment. (5) “Biological and physical sciences” (12) “Parallel program” means the pro- means courses that examine living systems gram of study or courses at one institution and the physical universe. They introduce of higher education which has comparable students to the variety of methods used to objectives as those at another higher educa- collect, interpret, and apply scientific data, tion institution, for example, a transfer pro- and to an understanding of the relationship gram in psychology in a community college between scientific theory and application. is definable as a parallel program to a bac- (6) “English composition courses” means calaureate psychology program at a courses that provide students with commu- 4-year institution of higher education. nication knowledge and skills appropriate to (13) “Receiving institution” means the various writing situations, including intel- institution of higher education at which a lectual inquiry and academic research. transfer student currently desires to enroll.

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(14) “Recommended transfer program” tution if the student attained a cumulative means a planned program of courses, both grade point average of at least 2.0 on a 4.0 general education and courses in the major, scale or its equivalent in parallel courses, ex- taken at a community college, which is ap- cept as provided in §A(4) of this regulation. plicable to a baccalaureate program at a re- (2) A student attending a public institu- ceiving institution, and ordinarily the first 2 tion who has not completed an A.A., A.A.S., years of the baccalaureate degree. or A.S. degree or who has completed fewer (15) “Sending institution” means the in- than 56 semester hours of credit, is eligible stitution of higher education of most recent to transfer to a public institution regardless previous enrollment by a transfer student at of the number of credit hours earned if the which transferable academic credit was student: earned. (a) Satisfied the admission criteria of (16) “Social and behavioral sciences” the receiving public institution as means courses that examine the psychology a high school senior; and of individuals and the ways in which indi- (b) Attained at least a cumulative viduals, groups, or segments of society be- grade point average of 2.0 on a have, function, and influence one another. 4.0 scale or its equivalent in par- The courses include, but are not limited to, allel courses. subjects which focus on: (3) A student attending a public institu- (a) History and cultural diversity; tion who did not satisfy the admission crite- (b) Concepts of groups, work, and ria of a receiving public institution as a high political systems; school senior, but who has earned sufficient (c) Applications of qualitative and credits at a public institution to be classified quantitative data to social issues; by the receiving public institution as a soph- and omore, shall meet the stated admission cri- (d) Interdependence of individuals, teria developed and published by the society, and the physical receiving public institution for transfer. environment. (4) If the number of students seeking (17) “Transfer student” means a student admission exceeds the number that can be entering an institution for the first time hav- accommodated at a receiving public institu- ing successfully completed a minimum of tion, admission decisions shall be: 12 semester hours at another institution (a) Based on criteria developed and which is applicable for credit at the institu- published by the receiving public tion the student is entering. institution; and (b) Made to provide fair and equal 2.1 ADMISSION OF TRANSFER treatment for native and transfer STUDENTS TO PUBLIC INSTITUTIONS students. A. Admission to Institutions (1) A student attending a public institu- B. Admission to Programs tion who has completed an A.A., A.A.S., or (1) A receiving public institution may re- A.S. degree or who has completed 56 or quire higher performance standards for ad- more semester hours of credit, may not be mission to some programs if the standards denied direct transfer to another public insti- and criteria for admission to the program:

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(a) Are developed and published by 3. GENERAL EDUCATION the receiving public institution; REQUIREMENTS FOR PUBLIC and INSTITUTIONS (b) Maintain fair and equal treat- A. While public institutions have the auton- ment for native and transfer omy to design their general education pro- students. gram to meet their unique needs and (2) If the number of students seeking mission, that program shall conform to the admission exceeds the number that can be definitions and common standards in this accommodated in a particular professional chapter. A public institution shall satisfy the or specialized program, admission decisions general education requirement by: shall be: (1) Requiring each program leading to (a) Based on criteria developed and the A.A. or A.S. degree to include not less published by the receiving public than 30 and not more than 36 semester institution; and hours, and each baccalaureate degree pro- (b) Made to provide fair and equal gram to include not less than 40 and not treatment for native and transfer more than 46 semester hours of required students. core courses, with the core requiring, at a (3) Courses taken at a public institution minimum, course work in each of the fol- as part of a recommended transfer program lowing five areas: leading toward a baccalaureate degree shall (a) Arts and humanities, be applicable to related programs at a receiv- (b) Social and behavioral sciences, ing public institution granting the baccalau- (c) Biological and physical sciences, reate degree. (d) Mathematics, and (e) English composition; or C. Receiving Institution Program (2) Conforming with COMAR Responsibility. 13B.02.02.16D(2)(b)——(c). (1) The faculty of a receiving public institution is responsible for development and B. Each core course used to satisfy the dis- determination of the program requirements tribution requirements of §A(1) of this reg- in major fields of study for a baccalaureate ulation shall carry at least 3 semester hours. degree, including courses in the major field of study taken in the lower C. General education programs of public in- division. stitutions shall require at least: (2) A receiving public institution may set (1) One course in each of two disci- program requirements in major fields of plines in arts and humanities; study which simultaneously fulfill general (2) One course in each of two disci- education requirements. plines in social and behavioral sciences; (3) A receiving public institution, in de- (3) Two science courses, at least one of veloping lower division course work, shall which shall be a laboratory course; exchange information with other public in- (4) One course in mathematics at or stitutions to facilitate the transfer of credits above the level of college algebra; and into its programs. (5) One course in English composition.

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D. Interdisciplinary and Emerging Issues. H. Composition and literature courses may (1) In addition to the five required areas be placed in the arts and humanities area if in §A of this regulation, a public institution literature is included as part of the content may include up to 8 semester hours in a sixth of the course. category that addresses emerging issues that institutions have identified as essential to a I. Public institutions may not include physi- full program of general education for their cal education skills courses as part of the students. These courses may: general education requirements. (a) Be integrated into other general education courses or may be pre- J. General education courses shall reflect sented as separate courses; and current scholarship in the discipline and (b) Include courses that: provide reference to theoretical frameworks (i) Provide an interdisciplinary and methods of inquiry appropriate to aca- examination of issues across demic disciplines. the five areas, or (ii) Address other categories of K. Courses that are theoretical may include knowledge, skills, and values applications, but all applications courses that lie outside of the five shall include theoretical components if they areas. are to be included as meeting general educa- (2) Public institutions may not include tion requirements. the courses in this section in a general education program unless they provide aca- L. Public institutions may incorporate demic content and rigor equivalent to the knowledge and skills involving the use of areas in §A(1) of this regulation. quantitative data, effective writing, information retrieval, and information literacy when E. General education programs leading to possible in the general education program. the A.A.S. degree shall include at least 20 semester hours from the same course list des- M. Notwithstanding §A(1) of this regula- ignated by the sending institution for the tion, a public 4-year institution may require A.A. and A.S. degrees. The A.A.S. degree 48 semester hours of required core courses if shall include at least one 3-semester-hour courses upon which the institution’s curricu- course from each of the five areas listed in lum is based carry 4 semester hours. §A(1) of this regulation. N. Public institutions shall develop systems F. A course in a discipline listed in more to ensure that courses approved for inclu- than one of the areas of general education sion on the list of general education courses may be applied only to one area of general are designed and assessed to comply with education. the requirements of this chapter.

G. A public institution may allow a speech 4. TRANSFER OF communication or foreign language course GENERAL EDUCATION CREDIT to be part of the arts and humanities A. A student transferring to one public insti- category. tution from another public institution shall receive general education credit for work

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completed at the student’s sending institu- dent has completed the general education tion as provided by this chapter. program.

B. A completed general education program G. A.A.S. Degrees. shall transfer without further review or ap- (1) While there may be variance in the proval by the receiving institution and with- numbers of hours of general education re- out the need for a course-by-course match. quired for A.A., A.S., and A.A.S. degrees at a given institution, the courses identified as C. Courses that are defined as general edu- meeting general education requirements for cation by one institution shall transfer as all degrees shall come from the same general general education even if the receiving insti- education course list and exclude technical tution does not have that specific course or or career courses. has not designated that course as general ed- (2) An A.A.S. student who transfers into ucation. a receiving institution with fewer than the total number of general education credits D. The receiving institution shall give lower- designated by the receiving institution shall division general education credits to a trans- complete the difference in credits according ferring student who has taken any part of to the distribution as designated by the re- the lower-division general education credits ceiving institution. Except as provided in described in Regulation .03 of this chapter Regulation .03M of this chapter, the total at a public institution for any general educa- general education credits for baccalaureate tion courses successfully completed at the degree-granting public receiving institutions sending institution. may not exceed 46 semester hours.

E. Except as provided in Regulation .03M of H. Student Responsibilities. A student is this chapter, a receiving institution may not held: require a transfer student who has com- (1) Accountable for the loss of credits pleted the requisite number of general edu- that: cation credits at any public college or (a) Result from changes in the stu- university to take, as a condition of gradua- dent’s selection of the major pro- tion, more than 10-16 additional semester gram of study, hours of general education and specific (b) Were earned for remedial course- courses required of all students at the receiv- work, or ing institution, with the total number not to (c) Exceed the total course credits exceed 46 semester hours. This provision accepted in transfer as allowed by does not relieve students of the obligation to this chapter; and complete specific academic program re- (2) Responsible for meeting all require- quirements or course prerequisites required ments of the academic program of the re- by a receiving institution. ceiving institution.

F. A sending institution shall designate on or 5. TRANSFER OF NONGENERAL with the student transcript those courses EDUCATION PROGRAM CREDIT that have met its general education require- A. Transfer to Another Public Institution. ments, as well as indicate whether the stu-

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(1) Credit earned at any public institu- (2) Transfer of credit from the following tion in the State is transferable to any other areas shall be consistent with COMAR public institution if the: 13B.02.02. and shall be evaluated by the re- (a) Credit is from a college or ceiving institution on a course-by-course university parallel course or basis: program; (a) Technical courses from career (b) Grades in the block of courses programs; transferred average 2.0 or higher; (b) Course credit awarded through and articulation agreements with (c) Acceptance of the credit is con- other segments or agencies; sistent with the policies of the re- (c) Credit awarded for clinical prac- ceiving institution governing tice or cooperative education native students following the experiences; and same program. (d) Credit awarded for life and work (2) If a native student’s “D” grade in a experiences. specific course is acceptable in a program, (3) The basis for the awarding of the then a “D” earned by a transfer student in credit shall be indicated on the student’s the same course at a sending institution is transcript by the receiving institution. also acceptable in the program. Conversely, (4) The receiving institution shall inform if a native student is required to earn a grade a transfer student of the procedures for vali- of “C” or better in a required course, the dation of course work for which there is no transfer student shall also be required to clear equivalency. Examples of validation earn a grade of “C” or better to meet the procedures include ACE recommendations, same requirement. portfolio assessment, credit through challenge, examinations, and satisfactory com- B. Credit earned in or transferred from a pletion of the next course in sequence in the community college is limited to: academic area. (1) 1/2 the baccalaureate degree program (5) The receiving baccalaureate degree- requirement, but may not be more than 70 granting institution shall use validation pro- semester hours; and cedures when a transferring student (2) The first 2 years of the undergradu- successfully completes a course at the lower- ate education experience. division level that the receiving institution offers at the upper-division level. The vali- C. Nontraditional Credit. dated credits earned for the course shall be (1) The assignment of credit for AP, substituted for the upper-division course. CLEP, or other nationally recognized standardized examination scores presented by D. Program Articulation. transfer students is determined according to (1) Recommended transfer programs the same standards that apply to native stu- shall be developed through consultation be- dents in the receiving institution, and the as- tween the sending and receiving institu- signment shall be consistent with the State tions. A recommended transfer program minimum requirements. represents an agreement between the two institutions that allows students aspiring to

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the baccalaureate degree to plan their (1) Admission requirements and curricu- programs. These programs constitute lum prerequisites shall be stated explicitly in freshman/sophomore-level course work institutional publications. to be taken at the community college in ful- (2) A receiving institution shall admit fillment of the receiving institution’s lower transfer students from newly established division course work requirement. public colleges that are functioning with the (2) Recommended transfer programs in approval of the Maryland Higher Education effect at the time that this regulation takes Commission on the same basis as applicants effect, which conform to this chapter, may from regionally accredited colleges. be retained. (3) A receiving institution shall evaluate the transcript of a degree-seeking transfer 6. ACADEMIC SUCCESS AND GENERAL student as expeditiously as possible, and no- WELL-BEING OF TRANSFER STUDENTS tify the student of the results not later than A. Sending Institutions. mid-semester of the student’s first semester (1) Community colleges shall encourage of enrollment at the receiving institution, if their students to complete the associate de- all official transcripts have been received at gree or to complete 56 hours in a recom- least 15 working days before mid-semester. mended transfer program which includes The receiving institution shall inform a stu- both general education courses and courses dent of the courses which are acceptable for applicable toward the program at the receiv- transfer credit and the courses which are ap- ing institution. plicable to the student’s intended program (2) Community college students are en- of study. couraged to choose as early as possible the (4) A receiving institution shall give a institution and program into which they ex- transfer student the option of satisfying in- pect to transfer. stitutional graduation requirements that (3) The sending institution shall: were in effect at the receiving institution at (a) Provide to community college stu- the time the student enrolled as a freshman dents information about the spe- at the sending institution. In the case of cific transferability of courses at major requirements, a transfer student may 4-year colleges; satisfy the major requirements in effect at (b) Transmit information about transfer the time when the student was identifiable students who are capable of honors as pursuing the recommended transfer pro- work or independent study to the gram at the sending institution. These con- receiving institution; and ditions are applicable to a student who has (c) Promptly supply the receiving insti- been continuously enrolled at the sending tution with all the required docu- institution. ments if the student has met all 7. PROGRAMMATIC CURRENCY financial and other obligations of the sending institution for transfer. A. A receiving institution shall provide to the community college current and accurate B. Receiving Institutions. information on recommended transfer programs and the transferability status of

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courses. Community college students shall have access to this information. C. The findings of the Transfer Mediation Committee are considered binding on both B. Recommended transfer programs shall parties. be developed with each community college whenever new baccalaureate programs 9. APPEAL PROCESS are approved by the degree-granting A. Notice of Denial of Transfer Credit by a institution. Receiving Institution. (1) Except as provided in §A(2) of this C. When considering curricular changes, regulation, a receiving institution shall in- institutions shall notify each other of the pro- form a transfer student in writing of the de- posed changes that might affect transfer stu- nial of transfer credit not later than dents. An appropriate mechanism shall be mid-semester of the transfer student’s first created to ensure that both 2-year and semester, if all official transcripts have been 4-year public colleges provide input or com- received at least 15 working days before mid- ments to the institution proposing the semester. change. Sufficient lead time shall be provided (2) If transcripts are submitted after 15 to effect the change with minimum disrup- working days before mid-semester of a stu- tion. Transfer students are not required to re- dent’s first semester, the receiving institution peat equivalent course work successfully shall inform the student of credit denied completed at a community college. within 20 working days of receipt of the official transcript. 8. TRANSFER MEDIATION COMMITTEE (3) A receiving institution shall include A. There is a Transfer Mediation Com- in the notice of denial of transfer credit: mittee, appointed by the Secretary, which is (a) A statement of the student’s representative of the public 4-year colleges right to appeal; and and universities and the community col- (b) A notification that the appeal leges. process is available in the institution’s catalog. B. Sending and receiving institutions that (4) The statement of the student’s right to disagree on the transferability of general ed- appeal the denial shall include notice of the ucation courses as defined by this chapter time limitations in §B of this regulation. shall submit their disagreements to the Transfer Mediation Committee. The Transfer B. A student believing that the receiving in- Mediation Committee shall address general stitution has denied the student transfer questions regarding existing or past courses credits in violation of this chapter may initi- only, not individual student cases, and shall ate an appeal by contacting the receiving in- also address questions raised by institutions stitution’s transfer coordinator or other about the acceptability of new general edu- responsible official of the receiving institu- cation courses. As appropriate, the tion within 20 working days of receiving Committee shall consult with faculty on notice of the denial of credit. curricular issues.

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C. Response by Receiving Institution. receiving institution and is not subject to (1) A receiving institution shall: appeal. (a) Establish expeditious and simpli- fied procedures governing the ap- 10. PERIODIC REVIEW peal of a denial of transfer of A. Report by Receiving Institution. credit; and (1) A receiving institution shall report (b) Respond to a student’s appeal annually the progress of students who trans- within 10 working days. fer from 2-year and 4-year institutions (3) An institution may either grant or within the State to each community college deny an appeal. The institution’s reasons for and to the Secretary of the Maryland denying the appeal shall be consistent with Higher Education Commission. this chapter and conveyed to the student in (2) An annual report shall include on- written form. going reports on the subsequent academic (4) Unless a student appeals to the send- success of enrolled transfer students, including institution, the written decision in ing graduation rates, by major subject areas. §C(2) of this regulation constitutes the re- (3) A receiving institution shall include ceiving institution’s final decision and is not in the reports comparable information on subject to appeal. the progress of native students.

D. Appeal to Sending Institution. B. Transfer Coordinator. A public institution (1) If a student has been denied transfer of higher education shall designate a transfer credit after an appeal to the receiving insti- coordinator, who serves as a resource person tution, the student may request the sending to transfer students at either the sending or institution to intercede on the student’s be- receiving campus. The transfer coordinator half by contacting the transfer coordinator is responsible for overseeing the application of the sending institution. of the policies and procedures outlined in (2) A student shall make an appeal to this chapter and interpreting transfer poli- the sending institution within 10 working cies to the individual student and to the in- days of having received the decision of the stitution. receiving institution. C. The Maryland Higher Education E. Consultation Between Sending and Commission shall establish a permanent Receiving Institutions. Student Transfer Advisory Committee that (1) Representatives of the two institu- meets regularly to review transfer issues and tions shall have 15 working days to resolve recommend policy changes as needed. The the issues involved in an appeal. Student Transfer Advisory Committee shall (2) As a result of a consultation in this address issues of interpretation and imple- section, the receiving institution may affirm, mentation of this chapter. modify, or reverse its earlier decision. (3) The receiving institution shall inform a student in writing of the result of the consultation. (4) The decision arising out of a consultation constitutes the final decision of the

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C. In-state Status For Admission, To qualify for in-state tuition, a student Tuition and Charge- must demonstrate that, for at least twelve (12) consecutive months immediately prior Differential Purposes to and including the last date available to register for courses in the semester/term VII-2.70 Policy on for which the student seeks in-state tuition Student Classification status, the student had the continuous intent to: for Admission and 1. Make Maryland his or her permanent home; and Tuition Purposes 2. Abandon his or her former home state; and (Approved by the Board of Regents Aug. 28, 3. Reside in Maryland indefinitely; and 1990; Amended July 10,1998; Amended Nov. 4. Reside in Maryland primarily for a 27,2000; Amended April 11, 2003; Amended purpose other than that of attending an ed- June 23, 2006) ucational institution in Maryland.

I. POLICY Satisfying all of the requirements in Section II (and Section III, when applicable) of this A. Purpose policy demonstrates continuous intent and To extend the benefits of its system of qualifies a student for in-state tuition. Stu- higher education while encouraging the eco- dents not entitled to in-state status under nomical use of the State’s resources, it is the this policy shall be assigned out-of-state sta- policy of the Board of Regents of the tus for admission and tuition purposes. University System of Maryland (USM) to recognize the tuition categories of in-state D. Presumption and out-of-state students for the purpose of Either of the following circumstances raises admission and assessing tuition at USM a presumption that the student is residing in institutions. the State of Maryland primarily for the purpose of attending an educational institution B. Burden of Proof and therefore, does not qualify for in-state The person seeking in-state status shall have status under this policy: the burden of proving by clear and convinc- 1. A student is attending school or living ing evidence that he or she satisfies the re- outside Maryland at the time of application quirements and standards set forth in this for admission to a USM institution, or Policy.Assignment of in-state or out-of-state 2. A student is Financially Dependent on status will be made by the applicable USM a person who is not a resident of Maryland. institution upon a review of the totality of This presumption may be rebutted. The stu- facts known or presented to it. dent bears the burden of rebutting the presumption. See “III. Rebuttal Evidence” below. 1Annotated Code of Maryland, Education Article, §12-101.

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II. REQUIREMENTS 9. Has rebutted the presumption that he Before a request for classification to in-state or she is in Maryland primarily status will be considered, a student must com- to attend an educational institution, if the ply with all of the following requirements for student’s circumstances have raised the a period of at least twelve (12) consecutive presumption. months immediately prior to and including III. REBUTTAL EVIDENCE the last date available to register for courses in the semester/term for which the student seeks Satisfying the requirements listed in para- in-state tuition status. The student must graphs 1-8 of Section II, does not rebut the demonstrate he or she: presumption that a student is in Maryland 1. Owns or possesses, and has continu- primarily to attend an educational institu- ously occupied, including during weekends, tion. To overcome the presumption, a stu- breaks and vacations, living quarters in dent must present additional evidence. Maryland. The student must provide evi- To determine a student’s intent, the dence of a genuine deed or lease and docu- University will evaluate evidence of a mentation of rent payments made. In lieu of student’s objectively verifiable conduct. a deed or lease, a notarized affidavit from a Evidence that does not document a period landlord showing the address, name of the of at least twelve (12) consecutive months student as occupant, term of residence, and immediately prior to and including the last history of rent payments made will be con- date available to register for courses in the sidered. As an alternative, a student may semester/term for which the student seeks demonstrate that he or she shares living in-state tuition status is generally considered quarters in Maryland which are owned or an unfavorable factor under this policy. rented and occupied by a parent, legal Evidence of intent must be clear and con- guardian or spouse. vincing and will be evaluated not only by 2. Has substantially all of his or her per- the amount presented but also based upon sonal property, such as household effects, the reliability, authenticity, credibility and furniture and pets in Maryland. relevance of the evidence. 3. Has paid Maryland income tax on all The absence of objective, relevant evi- taxable income including all taxable income dence is generally considered an unfavorable earned outside the State and has filed a factor. A student’s statement of intent to re- Maryland tax return. main in Maryland in the future is generally 4. Has registered all owned or leased not considered to be objective evidence motor vehicles in Maryland. under this policy. 5. Possesses a valid Maryland driver’s li- Additional evidence that will be consid- cense, if licensed. ered includes, but is not limited to, the 6. Is registered to vote in Maryland, if following: registered to vote. A. Source of financial support: 7. Receives no public assistance from a i. Maryland employment and earnings state other than the State of Maryland or history through sources beyond those from a city, county or municipal agency incident to enrollment as a student in other than one in Maryland. an educational institution (e.g., beyond 8. Has a legal ability under Federal and support provided by work study, schol- Maryland law to live permanently without arships, grants, stipends, aid, student interruption in Maryland. loans, etc.), or

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ii. Evidence the student is Financially C. A full-time active member of the Armed Dependent upon a person who is a Forces of the United States whose home of resident of Maryland. record is Maryland or one who resides or is stationed in Maryland, or the spouse or a B. Substantial participation as a member Financially Dependent child of such a per- of a professional, social, community, civic, son. Students that qualify under this provi- political, athletic or religious organization in sion will retain in-state status for tuition Maryland that is not University-related or purposes as long as they are Continuously otherwise incident to enrollment as a student Enrolled regardless of a change in military in an educational institution. assignment or status of the active member of the military. C. Registration as a Maryland resident with the Selective Service, if male. D. A veteran of the United States Armed Forces with an honorable discharge who, D. Evidence showing the student uses his within one year of discharge, presents docu- or her Maryland address as his or her sole mentation that he or she attended a second- address of record for all purposes including ary school in the State for at least three years, on health and auto insurance records, bank and graduated or received the equivalent of a accounts, tax records, loan and scholarship high school diploma from a secondary records, school records, military records, school in the State. The veteran must present leases, etc. documentation and register at a USM institution within one year of discharge for this E. An affidavit from a person unrelated to provision to apply. the student that provides objective, relevant evidence of a student’s conduct demonstrat- E. For UMUC, a full-time active member of ing the student’s intent to live permanently the Armed Forces of the United States on ac- in Maryland. tive duty, or the spouse of a member of the Armed Forces of the United States on active IV. NON-RESIDENTS WHO duty. MAY TEMPORARILY QUALIFY FOR IN-STATE STATUS F. A graduate assistant appointed through a In addition, persons with the following status USM institution for the semester/term of the shall be accorded the benefits of in-state sta- appointment. Except through prior arrange- tus for the period in which they hold such ment, this benefit is available only for enroll- status: ment at the institution awarding the assistantship. A. A full-time or part-time (at least 50 percent time) regular employee of USM or a V. PROCEDURES USM institution. A. An initial determination of in-state status will be made at the time of admission. The de- B. The spouse or Financially Dependent termination made at that time, and any deter- child of a full-time or part-time (at least 50 mination made thereafter, shall prevail for each percent time) regular employee of USM or a semester/term until the determination is suc- USM institution. cessfully challenged in a timely manner.

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B. A change in status must be requested by dent is one who is claimed as a dependent submitting a USM institution’s “Petition for for tax purposes. Change in Classification for Tuition”. A student applying for a change to in- B. Parent: A parent may be a natural parent, state status must furnish all evidence that the or, if established by a court order recognized student wishes the USM institution to con- under the law of the State of Maryland, an sider at the time the petition is due. The due adoptive parent. date is based on the deadline set forth by the USM institution at which the student seeks C. Guardian: A guardian is a person so ap- to enroll. If the applicable USM institution pointed by a court order recognized under has no such deadline, the due date is the last the law of the State of Maryland. published date to register for the forthcom- D. Spouse: A spouse is a partner in a legally ing semester/term for which the change in contracted marriage. classification is sought. E. Child: A child is a natural child or a C. The student shall notify the USM institu- child legally adopted pursuant to a court tion in writing within fifteen (15) days of order recognized under the law of any change in circumstances which may Maryland. alter in-state status. F. Regular Employee: A regular employee is D. In the event incomplete, false, or mislead- a person employed by USM or a USM ining information is presented, the USM insti- stitution who is assigned to a State budget tution may, at its discretion, revoke in-state line or who is otherwise eligible to enroll in status and take disciplinary action provided a State retirement system. Examples of cate- for by the institution’s policy. Such action may gories NOT considered regular employees include suspension or expulsion. If in-state are graduate students, contingent employees, status is gained due to false or misleading in- and independent contractors. formation, the institution reserves the right to retroactively assess all out-of-state charges for G. Continuous Enrollment: each semester/term affected. i. Undergraduate Student—An undergraduate student who is enrolled at a E. Each USM institution shall develop and USM institution for consecutive fall publish additional procedures to and spring semesters, until completion implement this Policy.Procedures shall proof the student’s current degree program vide that on request the institution President or unless on an approved leave of ab- or designee has the authority to waive any re- sence or participating in an approved quirement set forth in Section II if it is de- program off-campus. termined that the application of the requirements creates an unjust result. These ii. Graduate and Professional— procedures shall be filed with the Office of Continuous enrollment for a graduate the Chancellor. or professional student is defined by VI. DEFINITIONS the institution in accordance with program requirements. A. Financially Dependent: For the purposes of this policy, a financially dependent stu-

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III. REGULATIONS GOVERNING Policy on Undergraduate THE INTER-INSTITUTIONAL Student Concurrent REGISTRATION PROGRAM A. Only undergraduates who are enrolled full Inter-Institutional time in degree programs and who have at- Registration tained at least sophomore status and are in good academic standing at the home institution are eligible to participate in the pro- (Approved by the Board of Regents, gram. Students participating in the ROTC February 22,1990) program are exempt from the sophomore standing requirement. I. POLICY In order to permit enrichment of the college B. This program is not available at experience for full-time undergraduate stu- University College or in self-support dents attending System institutions, each in- programs. stitution shall provide opportunities for students to pursue courses for credit at other C. Participation in the student inter- institutions within the University System, institutional registration program shall be with exceptions as provided in III below. entered into only after receiving approval The existence of this policy does not super- from the appropriate authority at the home sede cooperative agreements entered into by institution and with the concurrence of the two or more UMS institutions. Student par- appropriate authority at the host institution. ticipation is on a voluntary basis; however, Approval does not insure availability of a course work should be used to augment the place in the course at the host institution. program of study being pursued at the Students will use the registration procedures home institution. and times applicable to native students at the host institution. II. DEFINITIONS D. All tuition and fees incurred by students A. Home Institution—The institution at shall be paid to the home institution in ac- which the student has been admitted cordance with that institution’s policies. No and is enrolled as an undergraduate degree additional registration fees may be charged. candidate; However, fees at the host institution associated with special courses may be assessed. B. Host Institution—The institution at which the student is registered to pursue E. Ordinarily students may attempt in a courses through the inter-institutional given semester only the number of credits in registration program. combined registration equal to the maximum number permitted students at the home institution. At least fifty percent of the semester course credits must be taken at the home institution.

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F. All credits and grades earned by partici- you do not wish to have directory informa- pating students at a host institution shall be tion released, you are required to submit defined as resident credit and entered on the that request by filing a “Request to academic record of the student at the home Withhold Directory Information” form in institution. Both grades and credits earned the Office of Records and Transcripts prior within this program shall be included in the to the start of each semester. calculation of the grade point average at the FERPA provides students with the op- home institution. portunity to review information contained in their “educational records.” Offices where G. The University of Maryland System and students’ educational records are kept are: each institution shall develop coordinated Records and Transcripts, and in some cases procedures for the implementation of this as applicable: Financial Aid, Veterans Affairs, policy. Undergraduate and Graduate Admissions, Law Admissions, and the offices of the academic deans. Students who wish to review University of their records may do so by making as appointment with the appropriate had of the Baltimore Policies office housing that record.

NON-DISCRIMINATION POLICY PRIVACY The University of Baltimore does not dis- The University complies with the require- criminate on the basis of race, religion, age, ments of both the Federal Educational color, national origin, sex, sexual orientation Rights and Privacy Act (FERPA), 34CFR or disability in it programs, activities or em- Part 99 and the Maryland Public ployment practices. Information about in- Information Act, State Government Article quiries is listed in the University’s Student 10-162. Handbook. In compliance with these acts, the university will only release without a student’s ACADEMIC INTEGRITY POLICY signature, that information that is so designated as directory information. Directory It is the policy of the University of information is defined as the student’s Baltimore: name, hometown, major field of student, • that the academic performance of each participation in officially recognized activi- member of the university community ties and sports, dates of attendance, degrees should fairly reflect that person’s own and awards received, the most recent previ- capabilities and efforts ous educational agency of institution at- • that prohibited actions include cheating, tended and other similar information. plagiarism, falsification, submission of the The Maryland Public Information Act same work in different courses, and any requires the university to provide directories attempts to facilitate these activities of its students upon request. Consequently, • that members of the University of directories may be released to commercial Baltimore community will not condone enterprises, such as credit card companies. If actual or attempted cheating, plagiarism,

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falsification or other academically dishon- LD diagnosis. Results of assessments con- est activities ducted prior to college are deemed in- • that members of the community will take adequate. This documentation will be appropriate actions to report and resolve reviewed by the Office of Disability any suspected violations of the principle of Support Services for all undergraduate and academic honesty following the proce- graduate students and by the associate dean dures established in the appropriate for student affairs for law students. Docu- University of Baltimore policies mentation for LD students must be pre- All members of the University commu- pared by a professional qualified to diagnose nity (students, faculty, administration, and a learning disability, including but not lim- staff) must take academic honesty seriously ited to a licensed psychiatrist, learning dis- by being well informed, by contributing to a ability specialist or psychologist. climate in which honesty is valued, and by Documentation from a licensed clinical taking responsible action to discourage dis- social worker will not be considered as the honesty in the work of others. No member sole criterion for providing services. will condone or tolerate cheating, plagia- Documentation for a learning disability rism, falsification, or other acts of academic must include the testing procedures fol- dishonesty, as these activities negatively af- lowed, the instruments used to assess the fect the community and all its members. For disability, the test results and an interpreta- more specific information regarding the pol- tion of the test results. Documentation relat- icy, see the University’s Student Handbook. ing to all undergraduates and graduates in the College of Liberal Arts and the School ACCESSIBILITY TO STUDENTS WITH of Business will be retained in the Office of DISABILITIES POLICY Disability Support Services; documentation It is the policy of the University of relating to law students will be retained in Baltimore to provide reasonable accommo- the office of the associate dean for student dations for students with disabilities. In affairs. Documentation will remain in these order to provide academic adjustments, offices for the duration of the student’s aca- proper documentation is required and must demic career and will be kept confidential. be presented to the director of disability Upon graduation, documentation will be support services (for liberal arts and busi- destroyed unless the student requests that it ness students) or to the associate dean for be returned to him or her. student affairs (law school). Students with CODE OF CONDUCT sensory (visual, hearing), physical (mobility) or other health impairments (epilepsy, Students are expected to maintain a high AIDS) are required to provide medical re- standard of conduct. Since the University’s ports or a letter from a physician responsible role is to provide the best possible atmos- for treating the student. This documentation phere for learning, individuals who violate must be provided whether the condition is its rules or regulations are subject to disci- permanent or temporary (broken leg, etc.). pline. To the extent described below, the Students with learning disabilities (LD) president of the University delegates author- must provide current documentation (pre- ity over student discipline to the provost pared within the past three years) of their and the dean of students.

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The code of conduct applies to all un- 2) The use of alcoholic beverages is permit- dergraduate, graduate and professional stu- ted only in designated areas on campus, and dents of the University and to all persons provided that such use is in conformity with who are registered or enrolled in any credit all applicable alcoholic beverage laws and or noncredit course or program offered by the specific University regulations, as set the University. No student may withdraw forth in the University’s Student Handbook. from a course while allegations of mis- 3) Violations of laws and University regula- conduct are being investigated and tions regarding the use of controlled/illegal adjudicated. substances and alcohol will be subject to All violations of the code of conduct will prosecution through both civil authorities be adjudicated by either the dean of stu- and the campus judicial system. The range dents or a hearing board. The dean of stu- of University penalties shall include, but not dents will determine, in consultation with be limited to, disciplinary reprimand, loss of the charging party, whether a violation privilege, probation, suspension and expul- might result in a student’s suspension or dis- sion. missal from the University for disciplinary reasons. If so, that violation shall be adjudi- NO-SMOKING POLICY cated by a hearing board. If not, the viola- Smoking can be hazardous to health for tion may be adjudicated by the dean of smokers and non-smokers alike. It can con- students in a disciplinary conference, as de- tribute to heart attack, stroke, high blood scribed below. pressure, emphysema and several forms of The code of conduct applies to acts cancer. The University of Baltimore has of misconduct by students engaged in taken positive steps toward providing for all University-organized activities, whether employees and students a smoke-free envi- committed on- or off-campus. A “University- ronment in which smoking is prohibited organized activity” is any activity conducted within all University buildings. This no- under the sponsorship or supervision of the smoking policy stresses compliance on the university or of registered student groups. part of employees and students. While it is For specific information regarding the best to rely on common courtesy for col- Code see the University’s Student Handbook. leagues and classmates to ensure the success of this policy, the University is prepared to DRUG AND ALCOHOL POLICY enforce it with formal sanctions. Visitors As a member of the University System of who refuse to comply with this policy will Maryland, the University of Baltimore com- be required to leave University premises. plies fully with the Maryland Drug and Alcohol Abuse Control Plan. STUDENT GRIEVANCES 1) Except where permitted by law, the use, The University of Baltimore encourages stu- possession, sale, distribution, and being dents who feel they have been inappropri- under the influence of controlled or illegal ately treated to raise their concerns directly substances while on University premises is with the other person or people involved at strictly prohibited. the earliest possible time. Many problems

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can be understood and solved through di- is retired, whose chief income is derived rect discussion. Attempting to do so early from retirement benefits, and who is not increases the chance that any differences employed full time. will be addressed in a healthy and construc- Senior citizens enrolled at the University tive manner. of Baltimore are issued Golden I.D. cards by If a problem cannot be resolved by the the registrar. They receive, on a space-avail- individuals involved, students may seek able basis, waivers of tuition for not more advice and assistance from the dean of stu- than three undergraduate or graduate (not dents or from the Center for Negotiations law) courses per semester or term. These and Conflict Management, which will students are afforded all services available to provide mediation services to facilitate com- regularly enrolled students, as they pay all munication between the parties when ap- other fees. Subject to certain conditions, propriate. privileges extended to University Golden When it is not possible to resolve matters I.D. card holders from other USM institu- directly between the parties, students may tions include: waiver of tuition for under- use University grievance procedures to seek graduate and graduate courses, use of the review of complaints involving University libraries, and other privileges as determined faculty, administrators, and staff members, by individual institutions. and to obtain a fair and timely resolution. Holders of Golden I.D. cards at other Students may file a grievance with regard to USM institutions are afforded the following University policies, academic grades, and de- privileges at the University of Baltimore: cisions made by or practices of faculty, ad- 1) use of the libraries (subject to restrictions ministrators, or during examination periods) staff members that the students allege to 2) admission to all nonticketed public lec- be unfair. tures and performances The grievance procedure is divided into 3) discount tickets (subject to restrictions) two parts: academic grievances (including for events sponsored by the Henry and Ruth grade challenges and other academic griev- Blaustein Rosenberg Center for Student ances) and non-academic grievances (in- Involvement cluding discrimination complaints and 4) eligibility to join, for a fee, the University other student grievances). Specific proce- of Baltimore Athletic Club. dures for each type of grievance are outlined in the University’s Student Handbook. CATALOG USE AND INFORMATION This 2007-09 University of Baltimore GOLDEN I.D. Undergraduate Catalog outlines the It is the policy of the University System of University’s undergraduate programs, Maryland (USM) to extend special privi- courses, policies and procedures that were in leges, where practicable, to senior citizens effect as of June 30, 2007.Subsequent who are residents of the State of Maryland changes to courses, programs, policies, and are enrolled in one of its institutions. procedures, faculty, staff, and facilities may The term “senior citizen” includes any indi- cause certain information in this catalog to vidual who is 60 years of age or older, who become outdated as time goes by. Hence,

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this catalog is not to be construed by the University Web sites and, in some cases, student as a contract, except in terms of the through mail correspondence or separately policy entitled “Catalog Under Which printed posters, bulletins, notices or other Students Graduate” (as detailed in the communication vehicles. Academic Policies section), and in terms of The University of Baltimore reserves the the student’s compliance with all current right to make policy and program changes policies and procedures of the University. as necessary. Students are urged to review all UB students are informed of changes or University-produced correspondence, class additions to academic and financial policies schedules, mailings, posters and other litera- that may affect them through announce- ture to keep fully informed. ments by e-mail or on appropriate

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Peter Toran Directories Vice President for Planning and University Relations Undergraduate Catalog Directory B.A., Tufts University as of June 1, 2007 M.F.A., Wayne State University SENIOR ADMINISTRATION Wim Wiewel Robert L. Bogomolny Provost and Senior Vice President, President Academic Affairs A.B., Harvard College B.A., M.A., University of Amsterdam LL.B. (J.D.), Harvard Law School Ph.D., Northwestern University

Karen Skivers Drake Judith Wood Vice President, Human Resources CIO, Office of Technology Services B.A., Muskingum College A.A., Anne Arundel Community College M.S., University of Baltimore B.S., University of Maryland University College Harry P.Schuckel Senior Vice President, FULL-TIME FACULTY Administration and Finance The following list of full-time undergraduate B.A., University of Illinois, Champaign- and graduate faculty is current as of April Urbana 2007. M.B.A., American University Veena Adlakha Susan Schubert Professor, Management Executive Assistant to the President B.A., M.A., Delhi University B.S., Towson University M.S., Stanford University M.B.A., Loyola College of Maryland Ph.D., University of North Carolina

Theresa Silanskis Anil K. Aggarwal Vice President, Institutional Advancement Professor, Management Information Systems B.A., St. Mary’s College of Maryland B. Tech., Indian Institute of Technology M.P.A., University of Baltimore M.B.A., Southern Illinois University Ph.D., University of Houston Anita Thomas Associate Vice President, Government Catherine Albrecht Relations Director,B.A.in History B.S., University of Maryland, College Park Associate Professor, Legal, Ethical and J.D., Georgetown University Historical Studies B.A., M.A., Ph.D., Indiana University

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George Andrea Johannes M. Botes Lecturer, Finance Director, M.S. in Negotiations and Conflict B.S., M.S., University of Baltimore Management Ph.D., California Coast University Associate Professor, Negotiations and Conflict Management Hossein Arsham B.A., University of Stellenboch Professor, Management Science M.A., American University Wright Distinguished Research Professor Ph.D., George Mason University B.S., Aryamehr Technical University M.S., Cranfield Institute of Technology Samuel L. Brown D.Sc., The George Washington University Director, Master of Public Administration (M.P.A.) John A. Bates Associate Professor, Government and Public Chair and Professor, Applied Administration Behavioral Sciences B.S., Towson University B.A., Youngstown State University M.B.A., University of Baltimore M.S., Ph.D., University of Massachusetts Ph.D., University of Maryland

Alberto Bento Barry Brownstein Professor, Management Information Systems Professor, Economics BGE Professor, Management Information B.S., City College of New York Systems M.A.,Ph.D.,Rutgers,The State University B.S., M.S., Federal University of Rio de of New Jersey Janeiro Ph.D., University of California John J. Callahan Executive in Residence, Government and Regina F. Bento Public Administration Professor, Management Director, B.S., M.S. in Health Systems M.D., M.S., Federal University of Rio de Management Janeiro M.R.P., Ph.D., Syracuse University Ph.D., Massachusetts Institute of Technology Thomas E. Carney Chair, Division of Legal, Ethical and Kathleen J. Block Historical Studies Director, B.S. in Criminal Justice Director, B.A. in Jurisprudence Associate Professor, Criminology, Criminal Assistant Professor, Legal, Ethical and Justice and Social Policy Historical Studies B.A., University of Wisconsin B.A., M.A., Youngstown State University M.A., Ph.D., University of Maryland, J.D., University of Toledo College Park Ph.D., West Virginia University

Martha Kelly Carr Assistant Lecturer, English & Communications Design B.S., M.S., Florida State

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Virginia Kirby-Smith Carruthers Danielle Fowler Director, B.A. in English Associate Professor, Management Information Associate Professor, English & Systems Communications Design B.A., Curtin University B.A., Goucher College Ph.D., Swinburne University M.A., Ph.D., Duke University Roger W. Friskey Thomas A. Darling Visiting Assistant Professor, English & Associate Professor, Government and Public Communications Design Administration B.A., Colorado College B.S., Cornell University M.S., Northwestern University Ph.D., State University of New York Courtney E. Gasser Jane D. Delury Clinical Assistant Professor, Applied Visiting Assistant Professor, English & Behavioral Sciences Communications Design B.A., University of Missouri B.A., University of California M.S., Ph.D., Iowa State University M.A., The Johns Hopkins University Louis C. Gawthrop James S. Dutt Professor, Government Professor, Management Information Systems and Public Administration B.S., M.A., Ph.D., Pennsylvania State B.A., Franklin and Marshall College University M.A., Ph.D., The Johns Hopkins University M.Div., Weston School of Theology Jessica Elfenbein Director, Center for Baltimore Daniel A. Gerlowski Studies and B.A. in Community Studies Professor, Economics and Civic Engagement B.A., M.A., Ph.D., University of Pittsburgh Professor, Legal, Ethical and Historical Studies A.B., Columbia University Stephanie Gibson M.A., The George Washington University Director, M.A. in Publications Design Ph.D., University of Delaware Associate Professor, English & Communications Design Peter M. Fitz B.A., M.A., Ph.D., New York University Assistant Professor, English & Communications Design Margaret Gillingham B.S., Massachusetts Institute of Technology Visiting Assistant Professor, Government and M.A., The Johns Hopkins University Public Administration B.S., M.S., Carnegie Mellon University Deborah Ford Department Chair, Economics, Finance and Management Science Professor, Finance B.A., M.A., University of Florida M.B.A., Ph.D., University of Pennsylvania

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Edwin Gold Laura S. Hussey Director, Ampersand Institute for Visiting Assistant Professor, Government and Words & Images Public Administration Director, M.F.A. in Integrated Design B.A., University of Notre Dame Professor, English & Communications Design M.P.M., M.A., Ph.D., University of B.A., Maryland Institute College of Art Maryland, College Park

Jami Grant Steven C. Isberg Director, B.S. in Forensic Studies Associate Professor, Finance Assistant Professor, Criminology, Criminal B.A., M.A., Ph.D., State University of Justice and Social Policy New York B.S., Towson State University M.S., University of Baltimore Elaine Johnson Ph.D., University of Maryland, Director, Certificate in Professional College Park Counseling Studies Clinical Associate Professor, Applied Alfred H. Guy Jr. Behavioral Sciences Director, Hoffberger Center for Professional B.A., Central College Ethics M.S., Ph.D., Iowa State University Associate Professor, Legal, Ethical and Historical Studies Sarah J. Jordahl B.A., Auburn University Assistant Professor, English & M.A., Ph.D., University of Georgia Communications Design B.A., Marymount University Kathleen Harmeyer M.F.A., Maryland Institute College of Art Director, B.S. in Simulation and Digital Entertainment Nancy Kaplan Senior Lecturer, School of Information Arts Executive Director, School of Information Arts and Technologies and Technologies B.S., Towson State University Chair and Professor, Division of Information M.S., The Johns Hopkins University Arts and Technologies D.C.D., University of Baltimore Professor, English & Communications Design B.A., University of Michigan Don Haynes M.A., Ph.D., Cornell University Associate Professor, Government and Public Administration Joshua J. Kassner B.A., Old Dominion University Visiting Assistant Professor, Legal, Ethical and M.A., Ph.D., University of North Carolina Historical Studies B.A., Dickinson College Lenneal J. Henderson M.A., University of Maryland Distinguished Professor, Government and J.D., University of Baltimore Public Administration A.B., M.A., Ph.D., University of California

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Edward R. Kemery Michael V. Laric Associate Professor, Management Professor, Marketing B.A., Cheney State College B.A., M.A., The Hebrew University of M.S., Ph.D., Auburn University Jerusalem Ph.D., City University of New York Mohammed Ketel Assistant Professor, School of Information Arts David T.Levy and Technologies Professor, Economics B.S., Polytechnic Institute of Algiers B.A., Michigan State University M.S., Purdue University M.A., Ph.D., University of California M.S., Ph.D., Polytechnic University Elaine S. Loebner Edgar F. Koch Associate Professor, Applied Behavioral Sciences Visiting Assistant Professor, Criminology, B.A., M.A., Ph.D., University of Criminal Justice and Social Policy Massachusetts B.S., Towson University M.S., University of Baltimore Vincent P.Luchsinger Professor, Management Deborah Kohl B.A., Loras College Director, B.A. in Psychology M.A., Ph.D., Texas Tech University Associate Professor, Applied Behavioral Sciences B.A., University of Baltimore C. Alan Lyles M.A., Ph.D., The Johns Hopkins University Director, Doctor of Public Administration Professor, Government and Public Kendra Kopelke Administration Director, M.F.A. in Creative Writing and B.A., Loyola College Publication Arts B.S., Towson State University Associate Professor, English & B.S., University of Maryland School of Communications Design Pharmacy B.A., Ohio University M.P.H., Sc.D., The Johns Hopkins M.A., The Johns Hopkins University University

Phillip J. Korb Peter M. Lynagh Department Chair, Accounting and Professor, Marketing Management Information Systems Frank Baker Professor Associate Professor, Accounting B.S., University of Maryland College Park B.S., M.B.A., University of Maryland, M.B.A., University of Oklahoma College Park Ph.D., Michigan State University M.S., University of Baltimore Susan Lynn Associate Professor, Accounting B.A., Towson University M.B.A., D.B.A., University of Maryland, College Park

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Arthur Magida Rajesh Mirani Writer in Residence, English & Associate Professor, Management Information Communications Design Systems B.A., Marlboro College B.Tech., Indian Institute of Technology M.A., Georgetown University Postgraduate diploma, Indian Institute M.A., California School of Professional of Management Psychology Ph.D., University of Pittsburgh

Daniel W. Martin Thomas E. Mitchell Jr. Professor, Government and Public Director, M.S. in Applied Psychology Administration Associate Professor, Applied Behavioral Sciences B.A., University of Houston B.S., Richmond Professional Institute M.A., Ph.D., Syracuse University M.S., Ph.D., Virginia Commonwealth University Stephen H. Matanle Associate Professor, English & Joel N. Morse Communications Design Professor, Finance B.A., M.A., The Johns Hopkins University A.B., Williams College Ph.D., American University B.B.A., Ph.D., University of Massachusetts

Anne McCarthy Stuart Moulthrop Professor, Management Professor, Information Arts and Technologies B.A. Georgetown University B.A., George Washington University M.B.A., University of Connecticut M.A., Ph.D., Yale University Ph.D., Purdue University Donald C. Mulcahey Tigineh Mersha Director, Center for Negotiations and Conflict Chair, Department of Management and Management Marketing Professor, Legal, Ethical and Historical Studies Professor, Management B.A., St. Paul Seminary B.B.A., Haile Selassie University M.A., Ph.D., The Catholic University M.B.A., Ph.D., University of Cincinnati of America J.D., University of Baltimore Eugene F. Milbourn Jr. Professor, Management Lorenda A. Naylor B.B.A., University of Houston Assistant Professor, School of Public Affairs M.B.A., Lamar University B.S., M.S., Kansas State University Ph.D., North Texas State University Ph.D., American University

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Christine Nielsen Amy M. Pointer Professor, Management Assistant Instructor, English & Yale Gordon Chair of Distinguished Teaching Communications Design B.S., University of Rochester B.A., Middle Tennessee State D.B.A., George Washington University M.A., University of Baltimore M.F.A., Towson University Elizabeth M. Nix Visiting Assistant Professor, Legal, Ethical Margaret J. Potthast and Historical Studies Associate Dean, Yale Gordon College of B.A., Yale University Liberal Arts M.S., Ph.D., Boston University Associate Professor, Applied Behavioral Sciences B.A., Marywood University Marilyn D. Oblak B.A., St. John’s University Associate Professor, Management Science Ph.D., University of Maryland, B.A., College of Mt. St. Joseph College Park M.B.A., D.B.A., Kent State University Linda M. Randall Bridal E. Pearson Associate Provost Director, B.A. and M.S. in Human Services Associate Professor, Management Administration B.A., Swarthmore College Clinical Assistant Professor, Applied M.B.A., Harvard Business School Behavioral Sciences Ph.D., University of Massachusetts at B.A., M.S., University of Baltimore Amherst Ph.D., Morgan State University W.Alan Randolph Heather L. Pfeifer Professor, Management Director, M.S. in Criminal Justice CSX Leadership Professor Assistant Professor, Criminology, Criminal B.I.E., Georgia Institute of Technology Justice and Social Policy M.S.B.A.,Ph.D.,University of B.S., M.S., University of Wisconsin Massachusetts Ph.D., University of Maryland, College Park Lee Richardson Jr. Professor, Marketing Dennis A. Pitta B.S.B.A., University of Richmond Professor, Marketing M.B.A., Emory University Middendorf Chair D.B.A., University of Colorado B.S., Boston College M.S., M.B.A., Canisius College Jeffrey Ian Ross Ph.D., University of Maryland, Associate Professor, Criminology, Criminal College Park Justice and Social Policy B.A., University of Toronto M.A., Ph.D., University of Colorado

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Bansi L. Sawhney Julie B. Simon Professor, Economics Director, B.S. in Corporate Communication Harry Y.Wright Distinguished Research Associate Professor, English & Professor Communications Design B.C., University of Rajasthan B.A., University of Denver M.A., Agra University M.F.A., University of North Carolina M.S., Indiana State University Ph.D., George Washington University Jaya Singhal Professor, Operations Research Jeffrey K. Sawyer B.S., M.S., Marathwada University Director, M.A. in Legal, Ethical and Ph.D., University of Arizona Historical Studies Professor, Legal, Ethical and Historical Studies Kalyan Singhal B.A.,Ph.D.,University of California Professor, Management Doris and Robert McCurdy Professor Lawrence Paul Schrenk B. Tech., Indian Institute of Technology Assistant Professor, Finance M.B.A., D.B.A., Kent State University B.A., University of Michigan M.B.A., M.S., Ph.D., University of Bert P.Smith Maryland, College Park Associate Professor, English & Communications Design Jonathan L. Shorr B.F.A., Maryland Institute College of Art Executive Director, School of Communications M.A., University of Baltimore Design Chair and Associate Professor, English & Cindy J. Smith Communications Design Associate Professor, Criminology, Criminal A.B., M.S., Miami University Justice and Social Policy Ph.D., University of Cincinnati B.S., Baldwin-Wallace College M.S., American University John N. Sigler M.S., National University Associate Professor, Accounting Ph.D., University of California A.B., Princeton University M.S., The Johns Hopkins University Darlene Brannigan Smith M.B.A., Columbia University Associate Dean, Merrick School of Business J.D., University of Maryland Professor, Marketing B.S., M.B.A., University of Baltimore Stuart Silberg Ph.D., University of Maryland, Entrepreneur in Residence College Park B.S., University of Baltimore M.S.A., The George Washington University Ven Sriram Professor, Marketing B.A., University of Madras Ph.D., University of Maryland, College Park

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Debra L. Stanley Larry W.Thomas Chair and Associate Professor, Criminology, Dean, Yale Gordon College of Liberal Arts Criminal Justice and Social Policy Professor, Government and Public B.A., Rhode Island College Administration M.S., Northeastern University B.A., Fairmount State College Ph.D., University of Maryland, M.P.A., West Virginia University College Park Ph.D., University of Tennessee

Kenneth Richard Stanton Michael P.Tomczak Assistant Professor, Finance Visiting Assistant Professor, Criminology, B.A., University of Western Ontario Criminal Justice and Social Policy M.B.A., University of Rochester B.A., Mercyhurst College Ph.D., York University M.S., University of Baltimore M.S., The Johns Hopkins University David W. Stevens Executive Director, Jacob France Institute Richard G. Trotter Research Professor, Economics Associate Professor, Management B.A., California State University B.S., Columbia University Ph.D., University of Colorado M.A., Ph.D., University of Pennsylvania J.D., Rutgers, The State University of Kathryn Summers New Jersey Director, Doctor of Communications Design Director, M.S. in Interaction Design and Thomas Vermeer Information Architecture Associate Professor, Accounting Associate Professor, Information Arts and Ernst & Young Accounting Chair Technologies B.S., George Mason University B.A., M.A., Brigham Young University M.S., Ph.D., University of North Texas Ph.D., Texas Christian University Helga S. Walz C. Richard Swaim Assistant Professor, Applied Behavioral Sciences Associate Professor, Government and Public B.A., M.S., University of Baltimore Administration Ph.D., The Johns Hopkins University B.A., Rutgers, The State University of New Jersey Ellen K. Wayne M.A., Villanova University Assistant Professor, Legal, Ethical and Ph.D., University of Colorado Historical Studies B.A., Wesleyan University Charles L. Sykes M.S., George Mason University Director, B.S. in Applied Information J.D., University of North Carolina Te c h n o l o g y Visiting Assistant Professor, Information Arts and Technologies B.S., M.S., DePaul University

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John Weiss III Laura Wilson-Gentry Lecturer, Entrepreneurship Executive Director, School of Public Affairs B.S., Towson University Professor, Government and Public M.B.A., Loyola College Administration B.A., University of Rhode Island Lourdes White M.A., State University of New York Associate Professor, Accounting D.P.A., University of Oklahoma B.S., Getulio Vargas Fdm. M.S., Federal University of Rio De Janeiro Benjamin S. Wright D.B.A., Harvard University Associate Professor, Criminology, Criminal Justice and Social Policy Wim Wiewel B.S., M.C.J., University of South Carolina Provost and Senior Vice President, Academic Ph.D., Florida State University Affairs Professor, Government and Public Betsy Greenleaf Yarrison Administration Assistant Professor, English & B.A., M.A., University of Amsterdam Communications Design Ph.D., Northwestern University B.A., University of North Carolina M.A., Ph.D., University of Wisconsin Jan Williams Assistant Professor, Accounting and Gunna (Janet) Yun Management Information Systems Assistant Professor, Applied Behavioral Sciences B.S., Hampton University B.S., Kyungpook National University M.S., University of Baltimore M.S., University of Georgia Ph.D., Morgan State University M.A., Ph.D., George Mason University

John T.Willis Susan Rawson Zacur Director, B.A. in Government and Dean, Merrick School of Business Public Policy Professor, Management Visiting Assistant Professor, Government B.A., Simmons College and Public Administration M.B.A, D.B.A., University of Maryland, B.A., Bucknell University College Park J.D., Harvard Law School ADJUNCT FACULTY John Windmueller The following list of adjunct undergraduate Visiting Assistant Professor, Legal, Ethical and and graduate faculty is current as of June Historical Studies 2007. B.A., M.A., Florida State University Ph.D., George Mason University Kathleen Anderson Applied Behavioral Sciences B.A., St. Mary’s College of Maryland M.A., Bowling Green State University

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Michael Babula Sally Brown Operations Research Management B.A., Rutgers University B.S., Cornell University M.B.A., Seton Hall University M.B.A., University of Baltimore Ph.D., University of London Walter Carter Michael Bailey Information Arts and Technologies Criminology, Criminal Justice and Social A.A., Community College of Baltimore Policy County B.A., Southampton College Eugene J. Cassidy Nancy S. M. Bates Criminology, Criminal Justice and Social English & Communications Design Policy B.S., Youngstown State University B.A., York College M.S., University of Nevada M.A., The Johns Hopkins University

Lorraine Bergkvist Michela S. Caudill Information Arts and Technologies English & Communications Design B.A., Trinity College B.A., Columbia University M.Ed., Towson State University Ph.D., The University of Cambridge

Lisa Blatt Dominic Cerquetti English & Communications Design Information Arts and Technologies B.A., M.A., Louisiana Technology B.S., Loyola College of Maryland University Harold C. Cohen David E. Booth Sr. Government and Public Administration Accounting B.S., Towson University B.S., University of Baltimore M.S., University of Maryland, Baltimore M.S., Loyola College County CPA, CFE, CIA Ph.D., Walden University

Shirley J. Brewer Ronald L. Crites English & Communications Design Government and Public Administration B.A., Nazareth College B.A., College of Notre Dame of Maryland M.A., University of Baltimore M.A., M.P.A., University of Baltimore

Irvin Brown Karen K. Daniels Government and Public Administration Applied Behavioral Sciences B.A., Ph.D., Howard University B.A., M.S., University of Baltimore M.P.A., American University

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Patricia M. Dearing John Gurecki Legal, Ethical and Historical Studies Management B.A., Maryland Institute College of Art B.S., M.B.A., University of Baltimore M.A., Temple University M. J. Haulsee Tina DiFranco English & Communications Design Government and Public Administration B.A., Western Maryland College B.S., University of Maryland, Baltimore M.A., The Johns Hopkins University County J.D., Catholic University of America Jeffrey B. Hazard Business Law Caroline Ferree B.A., M.B.A., Loyola College Criminology, Criminal Justice and Social Ph.D., LaSalle University Policy J.D., University of Maryland B.A., University of Colorado CPA M.S., University of Baltimore J.D., University of Denver Nickolena A. Kassolis Herdson English & Communications Design Susan Flinkman B.A., McDaniel College English & Communications Design M.F.A., University of Baltimore B.S., M.A., University of Baltimore Crissa M. Holder-Smith Richard W. Foster English & Communications Design Legal, Ethical and Historical Studies B.A., College of Notre Dame of Maryland B.A., Yale University M.A., Columbia University Fred Hopkins Legal, Ethical and Historical Studies David R. Fowler B.A., Gettysburg College Criminology, Criminal Justice and Social M.Ed., Ph.D., University of Maryland, Policy College Park M.Med., M.B., Ch.B., University of Capetown Jeffry Huddleston Government and Public Administration, Howard B. Gersh Management Information Systems Criminology, Criminal Justice and Social B.A., M.A., University of Baltimore Policy B.S., J.D., University of Baltimore Janice Y. Jackson Applied Behavioral Sciences Michael Gibbons B.A., M.S., University of Baltimore English & Communications Design B.A., University of Maryland, College Park John J. Kaelin M.L.A., The Johns Hopkins University Government and Public Administration M.P.A., Southern University of New York

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Ibrahim Kargbo Dennis R. McGrath Legal, Ethical and Historical Studies Government and Public Administration B.A., St. Augustine’s College B.S., M.A., Ph.D., University of Maryland, M.A., Ph.D., Howard University College Park

Kelly A. Keen Douglas N. McNamara English & Communications Design Information Arts and Technologies B.A., M.A., University of Baltimore B.S., M.S., University of Baltimore

Yoosef Khadem Jessieca “Chee May” McNamara Coordinator, Math Services, Academic Information Arts and Technologies Resource Center B.A., Kings College London Adjunct Professor, Mathematics B.S., Pars University (Tehran, Iran) Joseph B. McNeely M.S., Texas A&M Kingsville Legal, Ethical and Historical Studies B.A., B.S., University of Dayton Timothy Kinlock M.A., Florida Atlantic University Criminology, Criminal Justice and J.D., University of Maryland Social Policy B.A., Towson University Marci S. Messick Ph.D., University of Maryland, English & Communications Design College Park B.A., University of Baltimore M.S., The Johns Hopkins University Brian Lazarus M.A., Salisbury State University Accounting B.A., Towson State University Leslie F. Miller M.B.A., University of Baltimore English & Communications Design B.S., Towson University Atefeh McCampbell M.A., University of Baltimore Marketing B.S., M.B.A., University of Baltimore Karen Motyka D.B.A., NOVA Southeastern University Marketing B.A., Wayne State University John McColgan Management Jane Moore B.S., Towson University Finance B.A., Loyola College Edward McDermitt M.B.A., Mt. St. Mary’s College Legal, Ethical and Historical Studies A.B., M.A., Georgetown University Richard M. Olkowski J.D., University of Santa Clara Marketing B.S., Towson University M.B.A., University of Baltimore

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Daniel Page Bruce C. Robertson English & Communications Design Legal, Ethical and Historical Studies B.A., Bates College B.A., Elmhurst College M.F.A., Ph.D., Brandeis University B.D., Princeton Seminary Ph.D., University of Pennsylvania David Patschke English & Communications Design Danika T.Rockett B.A., B.S., Peabody Conservatory, English & Communications Design The Johns Hopkins University B.A., M.A., Louisiana Technology University F. Carvel Payne Government and Public Policy Francis E. (Ted) Rugemer B.A., The Johns Hopkins University Finance J.D.,University of Maryland,Baltimore B.A., The Johns Hopkins University M.A., University of Maryland, M.A., College of Notre Dame of Maryland College Park M.B.A., Loyola College of Maryland

Timothy Pilachowski Helene P.Schaefer Information Arts and Technologies Management B.A., Loyola College B.S., M.B.A., University of Baltimore M.A., Boston College George L. Shepard Oveta Popjoy Management Management B.S.,University of Maryland,College Park B.A., Michigan State University M.S., Kogod College of Business M.S., American University Administration M.S., University of Baltimore M.B.A., University of Baltimore

Lynnett P.Redhead Randy K. Souza Criminology, Criminal Justice and Information Arts and Technologies Social Policy B.A., Syracuse University B.S., University of the West Indies M.S., University of Baltimore M.A., Towson University Erich W. Spencer Johnny Rice II Information Arts and Technologies Criminology, Criminal Justice and B.S., The Johns Hopkins University Social Policy B.A., M.S., University of Baltimore Nancy H. Stark Ph.D., Morgan State University English & Communications Design B.A., Brigham Young University M.A., San Jose State University

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DIRECTORIES

William Stone Lane Victorson Management Legal, Ethical and Historical Studies B.S., University of Baltimore B.A., Fort Hays State University J.D., University of Maryland M.A., University of Maryland, Baltimore

Mohan Thangadurai Margit B. Weisgal Management Information Systems Marketing B.S., PSG College of Technology B.A.,University of Maryland,College Park M.B.A., University of Baltimore FACULTY EMERITI Dalton A. Tong Zoltan Acs Accounting Professor Emeritus, B.S., M.B.A., University of Baltimore Economics, Finance and Management CPA, FACHE, FHFMA Science, Merrick School of Business Peter Toran English & Communications Design D. Randall Beirne B.A., Tufts University Professor Emeritus, M.F.A., Wayne State University Criminology, Criminal Justice and Social Policy, Samuel Tress Yale Gordon College of Liberal Arts Criminology, Criminal Justice and Social Policy Nijole Benokraitis B.S., University of Maryland, College Park Professor Emerita, M.L.A., The Johns Hopkins University Criminology, Criminal Justice and Social Policy, Jacquelyn Truelove-Desimone Yale Gordon College of Liberal Arts English & Communications Design B.A., M.S., University of Baltimore Nelson M. Blake M.A., Morgan State University Professor Emeritus, Legal, Ethical and Historical Studies, Stephan Tubene Yale Gordon College of Liberal Arts Economics B.S., Institut Facultaire de Sciences Thomas F. Cardegna Agronomiques de Yangambi Professor Emeritus, M.S., Alcorn State University Accounting and Management Information Ph.D., Kansas State University Systems, Merrick School of Business

Charles S. Tumosa William D. Clewell Criminology, Criminal Justice and Associate Professor Emeritus, Social Policy School of Information Arts and B.S., St. Joseph’s College Technologies, Ph.D., Virginia Polytechnic Institute and Yale Gordon College of Liberal Arts State University

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DIRECTORIES

Richard Cuba Arthur B. Kahn Professor Emeritus, Professor Emeritus, Management and Marketing, Accounting and Management Information Merrick School of Business Systems, Merrick School of Business David Dianich Professor Emeritus, William R. O’Brien Economics, Finance and Management Associate Professor Emeritus, Science, Management and Marketing, Merrick School of Business Merrick School of Business

Lawrence Downey Doris Powell Associate Professor Emeritus, Professor Emeritus, School of Public Affairs, Applied Psychology and Quantitative Yale Gordon College of Liberal Arts Methods, Yale Gordon College of Liberal Arts W.Theodore Durr Professor Emeritus, Arthur Roberts Criminology, Criminal Justice Professor Emeritus, and Social Policy, Accounting and Management Information Yale Gordon College of Liberal Arts Systems, Merrick School of Business Robert M. Fisher Associate Professor Emeritus, Ronald Stiff Legal, Ethical and Historical Studies, Professor Emeritus, Yale Gordon College of Liberal Arts Management and Marketing, Merrick School of Business Joan Asher Henley Professor Emeritus, H. Mebane Turner School of Communications Design, President Emeritus, Yale Gordon College of Liberal Arts University of Baltimore

Fred Hopkins William D.Wagman Ombudsman Emeritus, Professor Emeritus, Legal, Ethical and Historical Studies, Applied Psychology and Yale Gordon College of Liberal Arts Quantitative Methods, Yale Gordon College of Liberal Arts Milton Jenkins Professor Emeritus, ACADEMIC ADMINISTRATION Accounting and Management Information (As of June 2007) Systems, Suzanne Behr Merrick School of Business Director, Academic Advising, Yale Gordon College of Liberal Arts B.S., Rowan University M.A., Towson University

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DIRECTORIES

Irvin Brown J. Howard Kucher Associate Dean, Yale Gordon College of Executive Director, Entrepreneurship Liberal Arts Program, Merrick School of Business B.A., Ph.D., Howard University B.S., Kean University M.P.A., American University M.B.A., University of Baltimore

Cydney Delia Gloria Kunik Learning Consultant/Coordinator of Learning Assistant Provost Services, Academic Resource Center B.A., Alma College B.A., St. Mary’s College of Maryland M.A.T., College of Notre Dame of Jacqueline Lewis Maryland Senior Academic Adviser, Merrick School of Business Ray Frederick B.S., Morgan State University Academic Programs Coordinator, Merrick M.A., Coppin State College School of Business B.S., M.B.A., University of Baltimore Sandra Lin Academic Adviser, First and Second Danielle Giles Yea r Pr og ra m Special Projects Coordinator, Merrick School B.S., Lehigh University of Business M.S., The Johns Hopkins University B.A., University of Maryland, College Park Michael Maher Jennifer Hankin Director, Sponsored Research Academic Adviser,Yale Gordon College of B.A., Loyola University Liberal Arts M.A., Ph.D., University of Minnesota B.S., Quinnipiac University M.B.A., University of Baltimore Esther Materón-Arum Coordinator, Helen P.Denit Honors Program Tarikul Islam B.A., University of Pennsylvania Accounting PeopleSoft System Specialist M.S.W, University of Iowa M.S., M.B.A., University of Baltimore Elizabeth Mizell Yoosef Khadem Director, Academic Resource Center Coordinator, Math Services, Academic B.A., University of South Florida Resource Center M.A., University of Florida Adjunct Professor, Math and Operations Research Daniel Page B.S., Pars University (Tehran, Iran) Academic Program Coordinator,Yale Gordon M.S., Texas A&M Kingsville College of Liberal Arts B.A., Bates College M.F.A., Ph.D., Brandeis University

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DIRECTORIES

Lisa Ann Park Darlene Brannigan Smith Coordinator of Academic Operations, Associate Dean, Merrick School of Business Merrick School of Business B.S., M.B.A., University of Baltimore B.S., State University of New York, Geneseo Ph.D., University of Maryland, M.S., University of Baltimore College Park

Margaret J. Potthast Larry W.Thomas Associate Dean, Yale Gordon College of Dean, Yale Gordon College of Liberal Arts Liberal Arts B.A., Fairmont State University B.A., Marywood University M.P.A., West Virginia University M.A., St. John’s University Ph.D., University of Tennessee Ph.D., University of Maryland, College Park Marguerite C. Weber Director, First and Second Year Program Merrill R. Pritchett B.A., American University Director, Institutional Research and Planning M.A., University of North Carolina, Chapel B.A., McMurry College Hill M.A., East Texas University M.Ed., C.A.G.S., East Carolina University D.A., George Mason University Linda M. Randall Associate Provost Susan Rawson Zacur B.A., Swarthmore College Dean, Merrick School of Business M.B.A., Harvard Business School B.A., Simmons College Ph.D., University of Massachusetts, Amherst M.B.A, D.B.A., University of Maryland, College Park Judy Sabalauskas Academic Adviser, Merrick School of Business GENERAL ADMINISTRATION B.A., Hood College (as of April 2007) M.B.A., C.A.G.S., University of New Hampshire Joseph Althoff Director, Athletic Club Karyn Schulz B.S.,University of Maryland,College Park Coordinator of Tutoring, Academic Resource Center Kathleen Anderson B.S., University of Maryland, College Park Associate Dean, Student Affairs M.S., Towson University B.A., St. Mary’s College of Maryland M.A., Bowling Green State University Margaret Shamer Academic Coordinator,Yale Gordon College of Gina Ardito Liberal Arts Communications Specialist, Admissions B. Mus., Oberlin College Conservatory B.A., Loyola College M.P.A., University of Baltimore

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DIRECTORIES

Barbara Aughenbaugh Jonathan Braucher Associate Vice President, Auxiliary Enterprises Assistant Director, Technologies, Yale Gordon B.S., University of Maryland University College of Liberal Arts College B.A.,University of Maryland,Baltimore County Diane Aull Budget Analyst, Schaefer Center for Public Monifa Brooks Policy PS Functional Specialist, Human Resources B.S., University of Baltimore Harold Bailey Psychotherapist, Student Affairs Sally Brown B.A., Loyola College Manager, Compensation, Human Resources M.S.W., University of Maryland School of B.S., Cornell University Social Work M.B.A., University of Baltimore

Jenifer Blair Robert Brulinski Associate Vice Provost, Enrollment Director, Plant Operations, Facilities Management Management B.A., Mary Washington College M.Ed., Ed.D., University of Virginia Wendy Burgess Director, International Services Office Blair Blankinship B.S., Georgetown University Director, Procurement and Materials M.A., American University Management B.S., University of Maryland, College Park Lorna Busch Transcript Evaluator, Admissions Gabrielle Boam B.A., State University of New York at Associate Director, University Relations Buffalo B.F.A., Maryland Institute College of Art M.S., University of Baltimore

David Bobart Anthony Butler Deputy Chief Information Officer, Chief Assistant Director, Henry and Ruth Blaustein Information Security Officer, Office of Rosenberg Center for Student Involvement Technology Services B.A., Salisbury University B.A., The Johns Hopkins University M.A., University of Baltimore

Christa Boren Renata Carneiro International Student and Scholar Adviser, Admissions Counselor International Services Office B.A., University of Baltimore B.A., M.A., American University Patrick Chachulski Services Specialist, Disability Support Services B.A., University of Baltimore

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DIRECTORIES

Andrea Cipolla Mark Emmel Financial Aid Technical Specialist Manager, Training and Development, Human B.S., Pennsylvania State University Resources B.A., Loyola College Melanie Coburn M.A.S., The Johns Hopkins University Assistant Director, Admissions (Transfer) B.A., M.A., Binghamton University Ryan M. Foxworthy Program Coordinator, Admissions Keith N. Costello B.S., Old Dominion University Associate Director, Admissions Technology M.Ed., University of Delaware B.A., American University M.B.A., University of Connecticut Lenora Giles e-Learning Counselor, Admissions Kelly E. Crawford B.S., University of Baltimore Admissions Office Specialist M.S., University of Maryland University B.S., Towson University College

E. Jean Devito Zachary Griffey Sales and Marketing Manager, Auxiliary Conference Services Coordinator, Auxiliary Enterprises Enterprises A.A., Fairmont State College B.S., York College

Max Douge Dawn Griffith Internship Coordinator, Career Center Director, Undergraduate Admissions B.A., Rutgers University B.A., M.A., Hood College

Dean Dreibelbis David Hahn Assistant Director, Graduate Admissions, Office Manager, Henry and Ruth Blaustein Merrick School of Business Rosenberg Center for Student Involvement B.S., Towson State University B.S., University of Baltimore

Jason Duncan Rod Harrison Campus Webmaster, University Relations Manager, Server Operations, Office of B.S., Frostburg State University Technology Services Senior Network Administrator Barry Dunkin Assistant Director, Career Center Chris Hart B.S., Springfield College Manager, Public Information, University M.S., Morgan State University Relations M.S., The Johns Hopkins University B.A., Indiana University

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DIRECTORIES

Aileen N. Hentz Keiver Jordan Counseling Graduate Assistant, Admissions Functional Systems Analyst, Administration B.A., University of Wisconsin and Finance M.Ed., Pennsylvania State University B.S., University of Baltimore

Mike Hoeche Nathan Kale Staff Accountant, Administration and Finance Associate Registrar B.S., University of Baltimore B.A., Susquehanna University M.Div., S.T.M., Lutheran Theological Anne E. Hofstad Seminary Counselor, First and Second Year Program, Admissions Katie Kauffman B.A., Shepherd College Assistant Director, International Services Office Marla Holt B.A., Dickinson College Coordinator, Deaf & Notetaker Services, M.A., University of Maryland, Baltimore Disability Support Services County B.A., M.A., University of Baltimore Abu S. Kumal Doris A. Holtzner Comptroller, Administration and Finance Undergraduate Admissions Data Specialist B.A., Dhaka University A.A., A.A.S., Community College of B.S., American University Baltimore County M.B.A., George Washington University

Robert Hradsky Seth Marc Kamen Vice Provost, Student Affairs Director, Community College Relations B.A., Loyola College B.A.,University of Maryland,College Park M.Ed., University of Vermont M.B.A., University of Maryland University Ed.D., University of Pennsylvania College

Carl Hudec Karen Karmiol Lab Manager, Office of Technology Services University Budget Director, Administration B.A., Ohio Northern University and Finance M.S., Florida Institute of Technology B.S., Towson State University M.S., University of Baltimore Mary Jenkins Budget Analyst, Yale Gordon College of Steven Kitchen Liberal Arts Associate Vice President, Facilities B.A., University of Baltimore Management B.A., San Diego State University

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DIRECTORIES

Catherine Leidemer Barbara L. Miller Manager of Communications, University Director, Financial Aid Relations A.A., Essex Community College B.A., Trenton State College B.S.,University of Maryland,College Park M.A.S., The Johns Hopkins University Starrla Levine Special Projects Coordinator, Office of the Jeffrey Missouri Provost Contract and Parking Management, Auxiliary Enterprises Susan Luchey Director, Henry and Ruth Blaustein Rosenberg Richard Morrell Center for Student Involvement Registrar B.A., Western Maryland College B.A., University of South Carolina M.A., Loyola College M.S., Morgan State University

Kimberly Lynne William Nottage Theater Events Coordinator, University Assistant Director, Career Center Relations B.A., University of Buffalo B.F.A., Loyola College M.S., State University College at Buffalo

Patrice Mason Sandi Nowakowski Recruitment and Training Specialist, Human Program Coordinator, Financial Aid Resources B.S., Illinois State University B.A., The Johns Hopkins University Donna Palmieri Raymond McCree Assistant Registrar Director, Operations, Student Affairs B.A., Towson State University B.A., North Carolina State University Mason F. Paris Betty McNeill Director, PeopleSoft Software and Database Bursar, Administration and Finance Systems, Office of Technology Services B.S., M.S., Coppin State University University of Maryland, College Park

Karen Michalak David Patschke Director, Financial and Administrative Director, Technologies, Yale Gordon College of Systems, Administration and Finance Liberal Arts B.S., University of Maryland, B.A., B.S., Peabody Conservatory,The Johns University College Hopkins University M.S., The Johns Hopkins University Julie Persell Business Analyst, Office of Technology Services

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DIRECTORIES

Claire Petrides Dawn Shockley Business Analyst, Office of Technology Services Program Coordinator, Financial Aid B.A., University of Maryland, Baltimore B.S. Salisbury State University County M.P.A., University of Baltimore Rebecca Spence Associate Director, Human Resources Kristin Redmon B.S., Atlantic Union College Graphic Designer, University Relations M.S., Rensselaer Polytechnic Institute B.A., University of Wisconsin M.A., University of Baltimore Robyne Spencer Captain, University Police Philippia Richardson B.S., University of Baltimore Coordinator, Writing & Learning Services, Academic Resource Center Colleen Sperry B.A., University of Baltimore Assistant Director, Athletic Club M.A., University of Baltimore B.A., LeMoyne College M.B.A., University of Baltimore Juanita Robertson Office Manager, Financial Aid Deborah Stanley Associate Director, Financial Aid Terrence E. Ross B.S., M.A., Bowie State University Program Manager, e-Learning B.S., Illinois Central College Bob Stoner M.A., The Johns Hopkins University Assistant Comptroller, Administration M.S., University of Baltimore and Finance B.S., Fitchburg College Giordana Segneri Communications and Marketing Specialist, Robert Streib Jr. Yale Gordon College of Liberal Arts and Associate Director, Auxiliary Enterprises University Relations B.S., Milligan College B.S., Northwestern University Therese Stumpf Cindy Schuster Assistant Director, Conference Services Business Manager, Office of Technology Services Marlene M. Telak B.S., M.A., University of Baltimore Program Coordinator, Financial Aid M.D.E., University of Maryland, University B.S.,University of Maryland,College Park College M.Ed., American University

Karla Shepherd Phillip Thompson Director, Diversity Education and Programs Information Desk Coordinator, B.S., M.Ed., University of Pittsburgh UB Student Center B.S., Limestone College

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DIRECTORIES

Joe Traino Marguerite C. Weber Director,Technical Services, Office of Director, First and Second Year Program Technology Services B.A., American University B.S., University of Baltimore M.A., University of North Carolina-Chapel Hill Samuel Tress M.Ed., C.A.G.S., East Carolina University Chief of Police D.A., George Mason University Director, Public Safety B.S., University of Maryland, College Park Malka Weintraub M.L.A., The Johns Hopkins University Career Counselor B.A., Vassar College Jacqueline Truelove-DeSimone M.A., Wayne State University Director, Disability Support Services B.A., M.A., University of Baltimore George Weitzel Chief Architect, Office of Technology Services Stephen Turgi Graphic Designer, University Relations B.F.A., David Wells Indiana University Manager, Call Center and Desktop Support, Office of Technology Services Adalberto Valdez B.S., Maine Marine Academy Assistant Director, Financial Aid B.A., University of Massachusetts Janet Whelan Assistant Director, Scholarships, Ronald Vickers Financial Aid Peoplesoft Functional Manager, Enrollment B.A., M.S., University of Baltimore Management B.S., University of Maryland, College Park Debbie A. Winters Payroll Manager, Administration and Finance Toni Wallington B.S., University of Maryland, University Procurement and Materials Management College B.S., University of Baltimore Deborah L. Wolcott Paul Walsh Budget Analyst/Grants Accountant, Manager, Instructional Technology, Facilities Administration and Finance and Support, Office of Technology Services B.S., Towson University John Yeager M.L.A., The Johns Hopkins University Major, University Police B.S.,University of Maryland,College Park Gary Watkins M.P.A., University of Baltimore Supervisor, Mail Services, Auxiliary Enterprises

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DIRECTORIES

INSTITUTIONAL ADVANCEMENT Leslie Marsiglia Noah Brandon Director, Development and External Gift Processor Relations, Yale Gordon College of Liberal Arts B.A., St. Mary’s College of Maryland B.A., Loyola College of Maryland

Melissa M. Burke Jennifer Schwartz Senior Accountant, Chief Financial Officer University of Baltimore Foundation University of Baltimore Foundation A.A., College of Southern Maryland B.A., Loyola College of Maryland M.S., The John Hopkins University Michael Carver Assistant Director, Annual Giving and Laura Shelton Special Gifts Assistant Director, Research B.A., St. Mary’s College of Maryland B.S., Towson University

William H. Cole IV Joi Stanley Associate Vice President, Institutional Assistant Director, Alumni Relations Advancement and City Relations B.A.,University of Maryland,College Park B.A., University of Maryland, College Park M.A., University of Baltimore Wendy Tews Chief Financial and Administrative Officer, Kate Crimmins University of Baltimore Foundation Director, Annual Giving and Alumni B.S.,University of Maryland,College Park Relations B.A., St. Mary’s College of Maryland Paula Whisted Director, Research and Database Fern Foster Management Assistant Director, Donor Relations B.A.,University of Maryland,Baltimore B.A., The Johns Hopkins University County M.B.A., University of Baltimore Leisel Harry-Fowlkes LIBRARY PROFESSIONAL STAFF Executive Administrative Assistant B.A., M.S., Coppin State University Thomas Arendall-Salvetti Librarian Tracy Lisse B.A., Kalamazoo College Assistant Director, Development M.L.I.S., Wayne State University Communications B.A., Pennsylvania State University To m H o l l o w a k Archivist, Special Collections Heather Marchese B.A.,University of Maryland,Baltimore Campaign Manager County B.A., Juniata College M.A., University of Maryland, College M.A., New York University Park

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DIRECTORIES

Jeffrey Hutson Barbara A. Babb Reference Librarian Director, Center for Families, Children B.S.,M.A.,St.John’s University and the Courts M.L.I. S., Simmons College B.S., Pennsylvania State University M.S., J.D., Cornell University Ted H. Kruse Head, Technical Services Gayle M. Carney B.A., M.L.S., University of Minnesota Director, Center for Community Technology M.B.A., Old Dominion University Services B.A., Boston University Stephen LaBash B.S., Spring Garden Institute Director B.A., Arizona State University Ann Cotten M.L.S., Pratt Institute Director, Schaefer Center for Public Policy M.A., University of Baltimore B.S.,M.S.,D.P.A.,University of Baltimore

Michael Shochet Morad Eghbal Reference/Systems Librarian Program Director, School of Law B.A., Cornell University J.D., Howard University M.A., Northwestern University LL.M., University of Pacific M.L.S., University of Maryland, College Park Jessica I. Elfenbein Director, Center for Baltimore Studies Tamara F. Smith A.B., Columbia University Reference/Government Documents Librarian M.A., The George Washington University B.A., University of Maryland, M.A., Ph.D., University of Delaware Baltimore County M.L.I.S., University of Pittsburgh Edwin Gold Director, Ampersand Institute for Words & Susan Wheeler Images Reference/Electronic Resources Librarian B.A., Maryland Institute College of Art B.S., Towson University M.S., Morgan State University Alfred H. Guy Jr. M.L.S., University of Maryland, Director, Hoffberger Center for Professional College Park Ethics B.A., Auburn University CENTERS AND INSTITUTES M.A., Ph.D., University of Georgia José Anderson Director, Stephen L. Snyder Center for Litigation Studies B.A., University of Maryland, Baltimore County J.D., University of Maryland

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DIRECTORIES

Donald Mulcahey David Booth Sr. Director, Center for Negotiations and Conflict Associate Professor of Accounting, Management Community College of Baltimore B.A., St. Paul Seminary County–Essex M.A., Ph.D., The Catholic University of Accounting Advisory Board America J.D., University of Baltimore Darric N. Boyd Vice President, Wealth Management, W.Alan Randolph Private Client Group, Smith Barney Director, Center for Global Business Studies Entrepreneurship Advisory Board B.I.E., Georgia Institute of Technology M.S.B.A., Ph.D., University of Neil Davis Massachusetts Director of Operations Emerging Technology Center Mortimer Sellers Entrepreneurship Advisory Board Director, Center for International and Comparative Law Dean Esslinger A.B., Harvard College Special Assistant to the Secretary of Higher D.Phil., B.C.L., Oxford University Education for International Programs, J.D., Harvard Law School Maryland Higher Education Commission The Center for Global Business Studies David Stevens Steering Committee Director, Jacob France Institute B.S., California State University Deborah Ford M.S., Ph.D., University of Colorado Department Chair, Economics, Finance and Management Science MERRICK SCHOOL OF BUSINESS Professor, Finance ADVISORY BOARD Real Estate Advisory Committee, Chair James Albrecht Retired, McCormick & Co. Newton B. Fowler III The Center for Global Business Studies Partner, Rosenberg Martin Greenberg Steering Committee Entrepreneurship Advisory Board

Richard W.Anderson James L. Francis, C.P.A. Principal, Reznick Group Director, Stout, Causey & Horning State & Real Estate Advisory Committee Local Tax Consulting Accounting Advisory Board John P.Blumer Managing Director, CB Richard Ellis Steve Gershman Real Estate Advisory Committee Partner, KAWG&F Accounting Advisory Board

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DIRECTORIES

Theodore J. Goloboski Fred Lissauer President, Belfast Valley Contractors Vice President, Global Export Business Entrepreneurship Advisory Board Development, McCormick & Co. The Center for Global Business Studies Eugene Hartman Steering Committee Owner, Echelon Service Co. Entrepreneurship Advisory Board Dennis Malone Executive Vice President, Colliers Pinkard Pauline M. Harris Real Estate Advisory Committee Principal, SPIN Real Estate Advisory Committee John McColgan John A. McColgan & Associates Suzanne Fischer-Huettner The Center for Global Business Studies Associate Publisher and Vice President of Steering Committee Sales, The Daily Record Entrepreneurship Advisory Board Jim Melonas Managing Director, World Trade Center Edward J. Kelly Institute CEO,Total Image Care The Center for Global Business Studies Entrepreneurship Advisory Board Steering Committee

Leeann Kelly-Judd Jennifer Munch Real Estate Advisory Committee Retired, The Town and Country Trust Accounting Advisory Board, Co-Chair Phillip Korb Department Chair,Accounting and Joshua Neiman Management Information Systems Senior Development Director, Associate Professor,Accounting Struever Brothers Eccles & Rouse Accounting Advisory Board, Co-Chair Real Estate Advisory Committee

J. Howard Kucher John R. Olsen Executive Director, Entrepreneurship Vice President, Whiting-Turner Contracting Program, Merrick School of Business Co. Entrepreneurship Advisory Board, Chair Real Estate Advisory Committee

Clarke Langrall Jr. Ian C. Parrish President, Forecast Strategic Advisors President and Founder, Investors United Entrepreneurship Advisory Board Real Estate Advisory Committee

Eileen M. Levitt Carolyn Peoples President, The HR Team President and Founder, Jeremiah Housing Entrepreneurship Advisory Board Real Estate Advisory Committee

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DIRECTORIES

Gillian B. Pommerehn William Stone Vice President, Stanton Communications Manager, International Strategic Programs, Entrepreneurship Advisory Board Northrop Grumman Electronic Systems International Alan Randolph The Center for Global Business Studies Professor of Management Steering Committee Director, Center for Global Business Studies The Center for Global Business Studies Athan T.Sunderland Steering Committee, Chair Vice President, Preston Partners Real Estate Advisory Committee Nancy S. Rase President and Director, Homes for America Angel Viladegut Real Estate Advisory Committee Real Estate Advisory Committee

James Reiner Nancy Wallace Partner, Ernst & Young International Operations Director, Accounting Advisory Board Maryland Department of Business & Education Development Chris Ryer The Center for Global Business Studies Project Manager, DHCD Steering Committee Division of Neighborhood Revitalization Real Estate Advisory Committee Sager A, Williams Member, Blumenthal, Delavan & Williams Raymond E. Schlissler Real Estate Advisory Committee Managing Director, Provident Bank Real Estate Advisory Committee John Wilson RSMI Michael Schneider Accounting Advisory Board Executive Director,Technolink China Limited Vernon H. C. Wright The Center for Global Business Studies Retired, MBNA America Bank, N.A. Steering Committee The Center for Global Business Studies Steering Committee Stuart Silberg Entrepreneur in Residence Ellen Yankellow C-Mart Executive (retired) President and CEO, Correct Rx Pharmacy Entrepreneurship Advisory Board Services Entrepreneurship Advisory Board

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DIRECTORIES

YALE GORDON COLLEGE OF James Hill, B.S. ’70, M.P.A. ’83 LIBERAL ARTS ADVISORY BOARD Vice President, Administration and Finance, James B. Astrachan, J.D. ’74 University of Maryland, Baltimore Principal, Astrachan Gunst Thomas Helen Holton, B.S. ’81 Calvin Ball, M.A. ’99 Councilwoman, Baltimore City Council Council Member Howard County Council Debbie Hood, B.A. ’04

Victor A. Broccolino, B.S. ’77 Anne Irby,B.A.’84 President and CEO, Constituent Liaison, Office of Howard County General Hospital Congressman Benjamin Cardin

Linda Jenkins-Brown, M.P.A. and Sylvia Smith Johnson CERT ’80 CEO, Maryland General Hospital LJ Brown and Associates Ed Kane Michael A. Canet, B.A. ’93, LL.M. ’02 General Counsel Owner and Managing Director, A&R Companies Prostatis Financial Advisory Group Rocky Levee Sean Carton, D.C.D. ’05 Director of Sales Chief Strategy Officer Epiphany idfive L. Content McLaughlin, B.A. ’00, Karen G. Colvin, B.A. ’95 J.D. ’03, LL.M. ’05 Attorney, Tydings & Rosenberg Joan Carter Conway, B.A. ’88 Maryland State Senator American Joe Miedusiewski, B.A. ’80 Public Affairs Director, Robyn T.Costello, M.A. ’96 Semmes, Bowen and Semmes Vice President, Aon Consulting Roderick Pullen, B.S. ’80 Ron Eyre, B.A. ’72 Director, Public Safety, Community College President, Eyre Bus Service of Baltimore County, Catonsville

John H. Hennessey Jr., B.A. ’74 James C. Shay, M.S. ’77 Second Vice President, Wealth Management Operations Specialist, U.S. Department of Smith Barney Housing and Urban Development

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DIRECTORIES

Terrence Smith, M.P.A. ’86 BOARD OF VISITORS Senior Associate Vice President, Jana Howard Carey, J.D. ’76, Chair Operations and Planning, Vernon H.C. Wright, B.S. ’69,Vice Chair University of Maryland, Baltimore Frank Adams, B.S. ’67,J.D. ’72 Dorine C. Andrews, D.C.D. ’01 Vincent J. Truant, B.A. ’70 Peter G. Angelos, LL.B. ’61 CEO, Earth Shell Corp. Joseph E. Blair Jr. Donald E. Bowman Walter E. Wilson Linda J. Brown, M.P.A. and CERT ’80 Associate County Attorney, Office of the John Clifford County Attorney Michael Curry, B.S. ’77 Richard Davison Heller Zaiman, M.P.A. ’93 Robert A. Frank, M.S. ’75 Executive Director, The Hoffberger Anthony S. Fugett, B.S. ’77 Foundation Damon Gasque, B.S. ’78 Morton D. Goldman, B.S. ’67 USM BOARD OF REGENTS Michael F. Klein, B.A. ’76 The University of Baltimore is part of Paul C. Latchford, J.D. ’73 the University System of Maryland. Stewart P.McEntee, B.S. ’69 Members of the USM Board of Regents, Sayra Wells Meyerhoff, J.D. ’78, M.S. ’04 as of June 2007,are: Jennifer C. Munch, B.S. ’73 Clifford M. Kendall, Chair Melanie C. Pereira, B.S. ’77,J.D.’87 Robert L. Pevenstein, Vice Chair Peter Pinkard James T. Brady Robert W. Schaefer, B.S. ’55 Thomas B. Finan Jr. Sidney S. Sherr, B.S. ’49 Patricia S. Florestano, Assistant Treasurer Carolyn H. Thaler R. Michael Gill, Treasurer Basil A. Thomas, LL.B. ’35 Barry Gossett Marie Van Deusen, J.D. ’89 Alicia Coro Hoffman, Assistant Secretary Orlan M. Johnson Francis X. Kelly Jr. Cheryl G. Krongard Marvin Mandel Tom McMillan Robert L. Mitchell, Secretary David H. Nevins A. Dwight Pettit Roger L. Richardson, ex officio James Shea Caitlin E. Heidemann, Student Regent

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KNOWLEDGE THAT WORKS UGRAD_CAT_B-2_sized.qxp 8/13/07 12:14 PM Page 279

Index and Campus Map UGRAD_CAT_B-2_sized.qxp 8/13/07 12:14 PM Page 280

CAMPUS MAP

ET TRE E S AS CH 21 20 23 22 19 18 24 T REE ST DLE BID 4

17 16 15

ET RE ST NORTH CHARLES STREET N TO ES PR

13 E NU VE A 12 AL OY R NT OU M

ST . PAUL STREET

1. Academic Center 7. Oliver Street Lot 13. 1304 St. Paul St. 2. Gordon Plaza 8. Bolton Yard Lot 14. Charles Royal Building 3. Mt. Royal Avenue Lot 9. Light Rail station 15. William H. Thumel Sr. Business Center 4. UB Student Center 10. Academic Center Handicapped Lot 16. 1300 N. Charles St. 5. John and Frances Angelos Law Center 11. Penn Station 17. UB Foundation Building (Amtrak/MARC) 6. Langsdale Library 18. Family Justice Building 12. North Charles Street Lot

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CAMPUS MAP

26 TO STATE OFFICE COM PLEX AND METRO

27 9 7 8 3 25 6

5 2 T E E R M T ARYLAND AVEN S UE R 1 E IV L O EXIT 5

EXIT 4 AY SW RES EXP 11 LS FAL NES JO I-83

19. Law Clinics 24. Greek Orthodox Cathedral of the Annunciation 20. 1107 Cathedral St. 25. Associated Jewish Charities 21. Maryland Avenue Garage 26. Maryland Institute 22. Cathedral Street Lot College of Art 23. Joseph Meyerhoff 27. Lyric Opera House Symphony Hall

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CONTACT UB

TELEPHONE NUMBERS YALE GORDON COLLEGE The University’s area code and exchange are 410 OF LIBERAL ARTS and 837,respectively.The main number is Academic Advising ...... 5356 410.837.4200. Extensions are as follows: Office of the Dean ...... 5353 ADMINISTRATIVE OFFICES Schools and Divisions: Applied Behavioral Sciences ...... 5310 Academic Resource Center ...... 5383 Communications Design ...... 6038 Admissions, Undergraduate ...... 4777 Criminology, Criminal Justice Admissions, Undergraduate and Social Policy ...... 6084 (toll-free)...... 1.877.Apply.UB Information Arts and Technologies ...... 6222 Alumni Relations ...... 6131 Legal, Ethical and Historical Studies .....5323 Auxiliary Enterprises ...... 5718 Public Affairs ...... 6094 Book Store ...... 5604 Bursar’s Office ...... 4848 SCHOOL OF LAW Career Center ...... 5440 Admissions ...... 4459 Community College Relations ...... 4766 Office of the Dean ...... 4458 Counseling Office ...... 4172 Disability Support Services ...... 4775 CENTERS AND INSTITUTES Diversity Education and Programs ...... 4760 UB Foundation ...... 6148 Ampersand Institute for Financial Aid ...... 4763 Words & Images ...... 6024 First and Second Year Center for Baltimore Studies ...... 5340 Program Office ...... 4186 Center for Community Henry and Ruth Blaustein Rosenberg Center for Technology Services ...... 6741 Student Involvement ...... 5417 Center for Families, Children Honors Program ...... 6583 and the Courts...... 5661 Human Resources ...... 5410 Center for Global Business Studies ...... 4984 Institutional Advancement ...... 6133 Center for International and Institutional Research ...... 6207 Comparative Law ...... 4532 International Services ...... 4756 Center for Negotiations and Langsdale Library ...... 4318 Conflict Management ...... 5320 Parking Services ...... 4176 Center for Technology President ...... 4866 Commercialization ...... 4935 Provost ...... 5244 e-Learning Center ...... 5078 Public Safety ...... 5520 Entrepreneurial Opportunity Center ...... 5060 Publishing Center (Copy Cat)...... 5238 Hoffberger Center for Records and Registration ...... 4825 Professional Ethics ...... 5324 Student Affairs ...... 4755 Information Systems Research Center ...... 5374 Student Housing ...... 5417 Jacob France Institute ...... 4727 Technology Services MBNA Information Institute ...... 5375 Call Center ...... 6262 Schaefer Center for Public Policy ...... 6188 Campus Labs ...... 5489 Stephen L. Snyder Center for University Relations ...... 6190 Litigation Skills ...... 4398 Veterans Affairs ...... 4763 Weather Closing/Delay ...... 4201 MAILING ADDRESS MERRICK SCHOOL OF BUSINESS The University of Baltimore 1420 N. Charles St. Academic Advising ...... 4945 Baltimore, MD 21201-5779 Main Number/Office of the Dean ...... 4955 Graduate Studies ...... 4944 WEB ADDRESS www.ubalt.edu

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INDEX

Examinations ...... 34 Index Application Deadlines ...... 27,29 College Level Examination Program (CLEP) ...... 34 1304 St. Paul St...... 14 Credit for Prior Learning ...... 35 About the University ...... 5 Credit by Methods Other Than Academic Advising ...... 38 For-Credit College Instruction ...... 34 Academic Appeals, Academic Policies ...... 70 Defense Activity for Nontraditional Academic Calendar ...... 3 Education Support (DANTES) ...... 35 Academic Center ...... 12 English-Language Proficiency Policy . . . . .35 Academic Clemency ...... 65 First-Year Students ...... 26 Academic Policies ...... 61 Foreign Transcripts ...... 35 Acceptance Into a Major ...... 65 Inter-Institutional ...... 30 Academic and Administrative Appeals . . . .70 International Baccalaureate (IB) Academic Clemency ...... 68 Examinations ...... 35 Allowable Grades ...... 63 International Students ...... 36 Applying for Graduation ...... 70 Nondegree Status ...... 29 Attendance ...... 70 Readmission ...... 30 Catalog Under Which Second Bachelor’s Degree ...... 31 Students Graduate ...... 68 Special First-Year Applicant Policies ...... 27 Change of Majors ...... 65 Transfer Credit Policies ...... 32 Continuous Enrollment/ Transfer Students ...... 28 Leave of Absence ...... 67 Undergraduate Admissions ...... 26 Coursework Taken Elsewhere Visiting Students ...... 30 After Enrollment ...... 68 Advance Placement (AP) Examinations . . . . .34 Dean’s List ...... 65 Advance Registration ...... 42 Definitions of Undergraduate Advising ...... 38 Student Status ...... 61 Developmental Courses ...... 40 Grades ...... 62 First and Second Year Program ...... 38 Grade Changes ...... 64 Merrick School of Business ...... 39 Graduation ...... 69 Placement Testing ...... 40 Graduation From Helen P.Denit Yale Gordon College of Liberal Arts . . . . .39 Honors Program ...... 69 Allowable Grades ...... 63 Graduation With Honors ...... 69 Alumni Association ...... 8 Holiday Classes ...... 70 Ampersand Institute for Words & Images . . . . .9 Inter-Institutional Registration ...... 71 AP, Advanced Placement Examinations ...... 34 University System of Maryland ...... 71 Appeals, Academic and Administrative ...... 70 Maryland Institute of Art Program . . . .71 Application Make-Up Policy For Final Exams ...... 70 Deadlines, Admissions ...... 27,29 Midterm Grades ...... 63 Process, Financial Assistance ...... 50 Repeat Courses ...... 65 Athletic Club ...... 23 Satisfactory and Unsatisfactory Progress . . . .61 Attendance Semester Load ...... 65 Policy, Financial Assistance ...... 51 Visiting Student Grades ...... 65 Academic Policies ...... 70 Withdrawal Policies and Procedures . . . . .66 Audit and Challenge, Registration ...... 43 Academic Resource Center ...... 18 Bachelor’s Degree, Second ...... 31 Academic Services ...... 18 Baltimore Studies, Center for ...... 8 Accreditation ...... 7 Buildings and Facilities ...... 12 Aid, Programs ...... 52 Bus Service, Shuttle ...... 18 Administrative Appeals, Academic Policies . . . .70 Business Center,William H. Thumel Sr...... 13 Admissions ...... 26 Business, Merrick School of ...... 82 Advanced Placement (AP) Calendar,Academic ...... 3

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INDEX

Campus Map ...... 286 Counseling Services ...... 20 Cancellation, Registration ...... 43 Course Descriptions ...... 154 Career Center ...... 19 Accounting (ACCT) ...... 154 Alumni Networking ...... 20 Biology and Related Sciences (BIOL) . . . .156 Career Counseling ...... 19 Business Law (BULA) ...... 158 Career Resource Center ...... 19 Chemistry (CHEM) ...... 158 e-Recruiting ...... 19 Communication (CMAT) ...... 158 Internships ...... 19 Community Studies and Civic Job Referral ...... 19 Engagement (CSCE) ...... 163 On-Campus Recruiting ...... 19 Computer Science/Computer Workshops and Seminars ...... 19 Networking and Catalog Under Which Students Graduate . . . .68 Technologies (COSC) ...... 165 Centers and Institutes ...... 8 Criminal Justice (CRJU) ...... 170 Academic Resource Center ...... 18 Developmental (DVMA) (DVRW) . . . . .174 Ampersand Institute for Words & Images . . .9 Economics (ECON) ...... 175 Baltimore Studies, Center for ...... 8 English: Literature and Career Center ...... 19 Language (ENGL) ...... 176 Community Technology Services, Entrepreneurship (ENTR) ...... 181 Center for ...... 9 Finance (FIN) ...... 183 e-Learning Center ...... 8 Fine Arts (ARTS) ...... 156 Entrepreneurial Opportunity Center . . . . .11 Forensics (FSCS) ...... 185 Families, Children and the Courts, Government and Public Policy (GVPP) . . .188 Center for ...... 11 Health Systems Management (HSMG) . . .192 Global Business Studies, Center for ...... 10 History (HIST) ...... 195 Hoffberger Center for Professional Ethics . . .9 Information Systems (INSS) ...... 199 International and Comparative Law, Interdisciplinary Studies (IDIS) ...... 202 Center for ...... 11 Management (MGMT) ...... 204 Jacob France Institute ...... 10 Marketing (MKGT) ...... 206 Merrick Advising Center ...... 84 Mathematics (MATH) ...... 207 Negotiations and Conflict Management, Negotiations and Conflict Center for ...... 10 Management (CNCM) ...... 208 Schaefer Center for Public Policy ...... 10 Operations Research (OPRE) ...... 209 Stephen L. Snyder Center for Philosophy (PHIL) ...... 210 Litigation Skills ...... 12 Physical Science (PHSC) ...... 212 Student Involvement, Henry and Ruth Psychology (PSYC) ...... 212 Blaustein Rosenberg Center for ...... 23 Sociology (SOCI) ...... 218 Technology Commercialization, Writing (WRIT) ...... 223 Center for ...... 11 Coursework Taken Elsewhere, Charles Royal Building ...... 14 Academic Policies ...... 68 Change of Majors ...... 65 Payments ...... 47 Charges and Fees, Other ...... 46 Credit Card ...... 47 CLEP, College Level Examination Program . . . .34 Deferred Payment Plan ...... 47 College Level Examination Program DANTES, Defense Activity for (CLEP) Examinations ...... 34 Nontraditional Education Support ...... 35 College of Liberal Arts, Yale Gordon ...... 102 Dean’s List ...... 65 Community Technology Services, Center for . . .9 Defense Activity for Nontraditional Commuter Services ...... 14 Education Support (DANTES) ...... 35 Computer Labs ...... 15 Degree Status ...... 2 Contact UB ...... 284 Degree Requirements, University-Wide ...... 72 Continuous Enrollment, Academic Policies . . . .67 Denit Honors Program, Helen P...... 69

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INDEX

Department of Public Safety ...... 17 Food Service ...... 16 Developmental Courses ...... 40 Foreign Transcripts ...... 35 Directions ...... 5 Foundation Building, UB ...... 14 Directories ...... 247 General Education Requirements ...... 33 Senior Administration ...... 247 Global Business Studies, Center for ...... 10 Academic Administration ...... 262 Golden I.D., Registration ...... 43 General Administration ...... 264 Grade Changes ...... 64 Institutional Advancement ...... 271 Grades ...... 62 Library Professional Staff ...... 271 Graduation ...... 69 Centers and Institutes ...... 272 Applying ...... 70 Faculty Emeriti ...... 261 Helen P.Denit Honors Program Full-Time Faculty ...... 247 With Honors ...... 69 Adjunct Faculty ...... 256 Grant Programs, Programs of Aid ...... 52 Advisory Boards Health Insurance, Student ...... 20 Merrick School of Business ...... 273 Helen P.Denit Honors Program ...... 22, 69 Yale Gordon College of Liberal Arts . . .276 Henry and Ruth Blaustein Rosenberg USM Board of Regents ...... 277 Center for Student Involvement ...... 23 Board of Visitors ...... 277 Hoffberger Center for Professional Ethics . . . . .9 Disabilities, Services for Students ...... 21 Holiday Classes ...... 70 Disability Support Services ...... 21 Honor Societies ...... 22 Diversity Education and Programs, Office of . . .22 Honors Graduation ...... 69 e-Learning Center ...... 8 Honors Program, Helen P.Denit ...... 22, 69 Eligibility Requirements, Housing, Off-Campus ...... 16 Financial Assistance ...... 50 IB, International Baccalaureate Emergencies ...... 17 Examinations ...... 35 Emergency Closings ...... 18 In-Person Registration ...... 42 Emergency Loan, Laurence Short Program, Instructional Technology ...... 15 Programs of Aid ...... 60 Inter-Institutional Registration ...... 71 Emergency Loans, Programs of Aid ...... 60 Inter-Institutional Students ...... 30 Employment ...... 60 International Baccalaureate (IB) Student Assistantships, Programs of Aid . . .60 Examinations ...... 35 English-Language Proficiency Policy ...... 35 International and Comparative Law, Entrepreneurial Opportunity Center ...... 11 Center for ...... 11 Families, Children and the Courts, International Services Office ...... 21 Center for ...... 11 International Students, Final Exams, Make-Up Policy ...... 70 Admission ...... 36 Financial Assistance ...... 50 Laurence Short Academic Award, Application Process ...... 50 Programs of Aid ...... 60 Attendance, Withdrawal and Return of Funds Jacob France Institute ...... 10 Policy ...... 51 John and Frances Angelos Law Center ...... 14 Eligibility Requirements ...... 50 Judicial Issues ...... 24 Return of Funds Policy ...... 51 Langsdale Library ...... 13 Sample Budget/Typical Expenses ...... 50 Late Registration ...... 42 Satisfactory Academic Progress (SAP) . . . .51 Law Center, John and Frances Angelos ...... 14 Study at Other Institutions/Abroad ...... 51 Learning Goals, Undergraduate ...... 72 First and Second Year Leave of Absence, Academic Policies ...... 67 Advising ...... 38 Library, Langsdale ...... 13 Components ...... 78 Litigation Skills, Stephen L. Snyder Program ...... 77 Center for ...... 12 First-Year Student, Admissions ...... 26 Loan Programs, Programs of Aid ...... 52 First-Year Applicant, Special ...... 27 Location ...... 6

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INDEX

Major,Acceptance of, Academic Policies . . . . .65 Policies Majors, Change of, Academic Policies ...... 65 Academic ...... 61 Make-Up Policy for Final Exams ...... 70 General Education ...... 228 Merrick Advising Center ...... 84 Maryland Higher Education Merrick School of Business, Advising ...... 39 Commission ...... 228 Merrick School of Business ...... 82 Refund, Tuition and Fees ...... 48 Accreditation ...... 82 Return of Funds, Financial Assistance . . . .51 Advising ...... 39 Transfer Credit, Admission ...... 32 Centers and Institutes ...... 83 Transfer Policies ...... 228 Collegewide Degree Requirements ...... 87 Tuition and Fees ...... 47 Facilities ...... 82 Admission, Tuition and Faculty ...... 82 Charge-Differential ...... 237 General Policies and Information ...... 83 Undergraduate Student Concurrent Mission ...... 82 Inter-Institutional Registration ...... 241 Students ...... 82 University of Baltimore ...... 242 Undergraduate Programs ...... 87 Prior Leaning, Credit for ...... 35 Business Administration, B.S...... 88 Private/Alternative Loans, Programs of Aid . . .54 Specializations: Proficiency Policy, Accounting ...... 90 English-Language, Admission ...... 35 Business, General ...... 90 Programs of Aid ...... 52 Computer Information Systems . . .90 Emergency Loans ...... 60 Entrepreneurship ...... 91 Employment ...... 60 Finance ...... 92 Grant Programs ...... 52 International Business ...... 94 Institutional Scholarships ...... 54 Management and Human Laurence Short Academic Award for Resource Management ...... 93 International Students ...... 60 Marketing ...... 95 Laurence Short Emergency Accelerated B.S. /J.D...... 86 Loan Program ...... 60 Management Information Loan Programs ...... 52 Systems, B.S...... 96 Merit Scholarships ...... 54 Real Estate and Economic Private/Alternative Loans ...... 54 Development, B.S...... 97 Registration Deadlines Midterm Grades ...... 63 Special/Donor Scholarships ...... 55 Negotiations and Conflict Management, State Scholarships ...... 54 Center for ...... 10 Veterans Benefits ...... 60 Nondegree Status ...... 29 Public Safety, Department of ...... 17 Northwest Baltimore Park ...... 14 Readmission ...... 30 Off-Campus Housing ...... 16 Refund Policy, Financial Assistance ...... 51 Off-Campus Programs ...... 12 Registration ...... 42 Office Locations ...... 18 Advance Registration ...... 42 Administrative Offices ...... 18 Audit and Challenge ...... 42 Police Communications ...... 18 Cancellation ...... 43 Security Booths ...... 18 Programs of Aid Deadlines ...... 54 Parking ...... 16, 46 Golden I.D...... 43 Additional ...... 17 In-Person Registration ...... 42 General ...... 16 Late Registration ...... 42 Disabled ...... 17 Schedule of Classes ...... 42 Reserved ...... 17 Transcripts ...... 43 Visitor ...... 17 Repeat Courses, Academic Policies ...... 65 Placement Testing ...... 40 Resource Center,Academic ...... 18 Rosenberg Center for Student Involvement, Henry and Ruth Blaustein ...... 23

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INDEX

Satisfactory/Unsatisfactory Progress University-Wide Degree Requirements . . .73 Financial Assistance ...... 51 Undergraduate Student Status Academic Policies ...... 61 Definition of ...... 33 Schaefer Center for Public Policy ...... 7 Degree Status ...... 33 Schedule of Classes ...... 42 Full-Time Status ...... 33 Scholarships Nondegree Status ...... 33 Institutional ...... 54 Part-Time Status ...... 33 Merit ...... 54 UB Coursework as Part of an Special/Donor ...... 55 A.A. Degree ...... 33 State ...... 54 Veterans Benefits ...... 60 Semester Load, Academic Policies ...... 65 Visiting Students ...... Shuttle Bus Service ...... 18 Admission ...... 30 Stephen L. Snyder Center for Grades, Academic Policies ...... 65 Litigation Skills ...... 12 William H. Thumel Sr. Business Center . . . . .13 Student Assistantships, Programs Wireless Access ...... 15 of Aid Student Center, UB ...... 13 Withdrawal Student Employment, Programs of Aid ...... 53 Policies and Procedures, Student Health Insurance ...... 20 Academic Policies ...... 66 Student Involvement, Henry and Ruth Blaustein Financial Assistance ...... 51 Rosenberg Center for ...... 23 Yale Gordon College of Liberal Arts, Student Government Association ...... 23 Advising ...... 39 Clubs ...... 23 Yale Gordon College of Liberal Arts ...... 102 Student Events Board ...... 23 Academic Policies and Information . . . . .108 Student Services ...... 18 Accelerated Bachelor’s/ Study Abroad, Financial Assistance ...... 51 Master’s Program ...... 109 Study at Other Institutions, Advising ...... 39 Financial Assistance ...... 51 Applications of the Liberal Arts ...... 102 Technology Commercialization, Center for . . .11 Centers and Institutes ...... 107 Technology, Instructional ...... 13 Divisions and Schools ...... 103 Thumel Business Center ...... 10 Applied Behavioral Sciences ...... 103 Telephone Numbers ...... 284 Criminology, Criminal Justice Transfer Credit Policies ...... 32 and Social Policy ...... 104 General Education Requirements ...... 33 Communications Design ...... 105 Maryland Community Colleges ...... 34 Information Arts and Technology . . . . .105 Four-Year Institution ...... 34 Legal, Ethical and Historical Studies . . .104 Transfer Student ...... 28 Public Affairs ...... 106 Transcripts, Foreign ...... 27 Graduate Programs ...... 107 Transcripts, Registration ...... 43 Independent Study ...... 110 Tuition and Fees ...... 46 Options and Requirements for Credit Card Payments ...... 47 Undergraduate Students Taking Graduate Credit and/or Refund for Withdrawal . . . .48 Courses ...... 109 Deferred Payment Plan ...... 47 Second Bachelor’s Degree ...... 110 Other Charges and Fees ...... 46 Undergraduate Programs ...... 108 Parking ...... 46 Applied Information Policies ...... 47 Technology, B.S...... 110 Refund Policy ...... 48 Community Studies and Civic UB Foundation Building ...... 14 Engagement, B.A...... 112 UB Student Center ...... 13 Corporate Communication, B.S...... 115 Undergraduate Admission ...... 26 Criminal Justice, B.S...... 118 Undergraduate Learning Goals ...... 72 English, B.A...... 120 First and Second Year Program ...... 77 Discourse & Technology ...... 124

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INDEX

Literature ...... 121 Writing Programs ...... 122 Forensic Studies, B.S...... 126 Government and Public Policy, B.A. . . .130 Health Systems Management, B.S. . . . .133 History, B.A...... 135 Public History, Specialization . . . .137 Human Services Administration, B.A. . .138 Interdisciplinary Studies, B.A...... 140 Jurisprudence, B.A...... 142 Psychology, B.A...... 148 Simulation and Digital entertainment, B.S...... 150

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