BARRY UNIVERSITY

2008-2009 Undergraduate Catalog

Barry University reserves the right to make changes to this catalog without notice. Changes will be available online. www.barry.edu/ugcatalog

Barry University accepts all qualifi ed candidates for admission without regard to race, sex, religion, creed, color, national or ethnic origin, age or physical handicap.

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Inquiries, Applications and Credentials: BARRY UNIVERSITY Division of Enrollment Services 11300 N.E. Second Avenue Miami Shores, Florida 33161-6695

General University Number (305) 899-3000 Toll-Free General University Number (800) 756-6000 Web Address: http://www.barry.edu

Offi ce of Admissions: (305) 899-3100 Toll Free: (800) 695-2279 Fax: (305) 899-2971 E-mail: [email protected]

Offi ce of Financial Aid: (305) 899-3673 Toll Free: (800) 695-2279 Fax: (305) 899-3104 E-mail: fi [email protected]

SCHOOL OF ADULT AND CONTINUING EDUCATION (ACE) Local: (305) 899-3300 ¥ In-State Toll-Free: 1-800-945-2279 ACE Processing: (305) 899-3309

BBRYUG_01.inddRYUG_01.indd 2 44/4/08/4/08 111:02:461:02:46 AMAM 3 ACADEMIC CALENDAR 2008-2009 *Please note that some schools may have another schedule i.e., ACE, GMS *SUMMER 2008 StART I Tuesday-Wednesday, June 24-25 StART II Friday-Saturday, June 27-28 *FALL 2008 Orientation New Faculty/Staff Monday, August 18 Assembly Tuesday, August 19 Professional Development Sessions New Faculty/Staff Tuesday, August 19 StART III Friday, August 22 New Student Investiture Friday, August 22 New Student Orientation Friday-Sunday, August 22-24 Registration Thursday, August 21 (Transfer Students) Friday, August 22 (First-Year Students) Classes Begin Monday, August 25 Labor Day Monday, September 1 Fall Holiday Friday, October 10 Thanksgiving Holiday Thursday-Sunday, November 27-30 Classes End Friday, December 5 Final Exams Monday-Friday, December 8-12 Commencement Saturday, December 13 *SPRING 2009 Registration Thursday-Friday, January 8-9 Spring StART Friday, January 8 Classes Begin Monday, January 12 Martin L. King Holiday Monday, January 19 Spring Break Monday-Friday, March 2-8 Easter Holiday Thursday-Sunday, April 9-12 Classes End Friday, May 1 Final Exams Monday-Friday, May 4-8 Commencement Saturday, May 9 *SUMMER I 2009 Classes Begin Monday, May 11 Classes End Friday, June 19 *SUMMER II 2009 Classes Begin Monday, June 22 Classes End Friday, July 31 School of Adult and Continuing Education (ACE) FALL SEMESTER, 2008 Session A August 11 Ð October 6 Session B October 11 Ð December 13 SPRING SEMESTER, 2009 Session A January 7 Ð March 4 Session B March 7 Ð May 8

BBRYUG_01.inddRYUG_01.indd 3 44/4/08/4/08 111:02:461:02:46 AMAM 4 BARRY UNIVERSITY TABLE OF CONTENTS Academic Calendar ...... 3 Broadcast Communication, B.A...... 105 Accreditation ...... 6 Broadcast Communication Minor ...... 105 Mission Statement ...... 7 Communication Studies, B.A...... 106 General Information ...... 8 Communication Studies Minor ...... 106 Buildings and Facilities ...... 9 Public Relations, B.A...... 107 Admissions ...... 11 Public Relations Minor ...... 107 International Applicants ...... 15 Non-Degree Program Student Life, Division of Student Affairs ...... 18 Speech ...... 110 Dean of Students ...... 18 Department of English and Career Services ...... 18 Foreign Languages ...... 112 Center for Counseling and English, B.A...... 112 Psychological Services ...... 19 Literature ...... 112 Commuter Student Affairs ...... 19 Professional Writing ...... 113 Disability Services ...... 19 Spanish, B.A...... 116 Intercultural Center ...... 22 Language and Literature Leadership & Transition Services ...... 23 Specialization ...... 116 Residential Life ...... 24 Translation and Interpretation Student Health Services ...... 24 Specialization ...... 117 Student Activities ...... 25 Spanish Minor ...... 117 Volunteer and Community Service Center ...... 29 Certifi cate Program Translation/ Tuition, Fees, and Financial Aid ...... 32 Interpretation ...... 117 Academic Information ...... 42 French Minor ...... 119 Policies and Procedures ...... 56 Non-Degree Programs Academic Resources ...... 60 American Sign Language ...... 120 Learning Center ...... 60 Africana Studies ...... 120 CAL Program ...... 62 Film Studies ...... 121 Transition in Language and Culture Program .....63 Humanities ...... 121 Honors Program ...... 64 Italian ...... 122 Study Abroad ...... 66 Journalism ...... 122 Division of Information Technology ...... 67 Department of Fine Arts ...... 124 Center for Excellence in Learning Art, B.F.A., B.A...... 124 and Teaching ...... 67 Painting and/or Drawing David Brinkley Studio ...... 68 Specialization ...... 125 School of Adult and Continuing Education ...... 71 Ceramics Specialization ...... 126 Bachelor of Liberal Studies, B.L.S...... 73 Graphic Design Specialization ...... 126 Bachelor of Professional Studies, B.P.S...... 74 Art History Specialization ...... 126 Bachelor of Public Administration, B.P.A...... 75 Art Minor ...... 127 Bachelor of Science in Administration, B.S...... 75 Art History Minor ...... 127 Health Services Administration, B.S...... 76 Photography, B.F.A., B.A...... 130 Bachelor of Science in Information Photo/Biomedical and Forensic Technology, B.S...... 76 Specialization ...... 131 Bachelor of Science in Legal Studies, B.S...... 77 Photography Minor ...... 131 College of Arts and Sciences ...... 90 Photography Certifi cate ...... 131 General Studies, B.A...... 95 Music, B.A., B.M...... 134 Department of Biology ...... 96 Instrumental Performance Biology, B.S...... 96 Specialization ...... 134 Major: Professional (Pre-Medical, Voice, Opera, and Theatre Pre-Optometry, Pre-Dental, Specialization ...... 135 Pre-Pharmacy, Pre-Podiatry, Sacred Music Specialization ...... 135 Pre-Veterinary Specializations) ...... 97 Music Minor ...... 136 3-Year Accelerated Option ...... 98 Theatre, B.F.A, B.A...... 138 Biotechnology Specialization ...... 98 Acting Specialization ...... 138 Marine Biology Specialization ...... 99 Technical Specialization ...... 139 Major: Non-Medical Specialization ...... 99 Dance Theatre Production Pre-Physical Therapy Specialization ...... 99 Specialization ...... 139 Pre-Physician Assistant Specialization ...... 100 Theatre Publicity Specialization ...... 140 Biology Minors ...... 100 Theatre Minor ...... 140 Department of Communication ...... 104 Dance Minor ...... 140 Advertising, B.A...... 104 Department of History and Political Science ....143 International Advertising History, B.A...... 143 Specialization ...... 105 Political Science, B.S...... 145 Advertising Minor ...... 105 International Studies, B.A...... 147

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Pre-Law, B.A...... 148 School of Human Performance and Social Science Minor ...... 148 Leisure Sciences ...... 208 Peace Studies Minor ...... 148 Department of Intercollegiate Athletics ...... 210 Non-Degree Program Campus Recreation and Wellness, Geography ...... 149 Department of ...... 212 Department of Mathematics and Department of Sport and Exercise Sciences ..... 213 Computer Science ...... 150 Athletic Training, B.S...... 216 Mathematical Sciences, B.S...... 150 Pre-Medical Option ...... 216 Computer Science, B.S...... 155 Pre-Physical Therapy Option ...... 217 Mathematics Minor ...... 155 Florida Teacher Certifi cation Option ...... 217 Computer Information Sciences, B.S...... 156 Athletic Training, Computer Science Minor ...... 156 Five Year, B.S. to M.S...... 220 Computer Information Sciences Minor ...... 156 Exercise Science, B.S...... 221 Computers in Communication Minor ...... 157 Minor in Exercise Science ...... 223 Non-Degree Program Pre-Physical Therapy and Pre-Engineering ...... 160 Pre-Medical Options ...... 223 Department of Physical Sciences ...... 161 Exercise Science, Five Year, B.S. to M.S. ....223 Chemistry, B.S...... 161 Leisure and Recreation Management, B.S. ..225 Biochemistry Specialization ...... 162 Physical Education, B.S...... 226 Environmental Chemistry Endorsements in Teaching ...... 227 Specialization ...... 162 PE-TEP ...... 228 Pre-Dental Specialization ...... 162 Sport Management, B.S...... 228 Pre-Medical Specialization ...... 162 Minor in Sport Management ...... 230 Pre-Pharmacy Specialization ...... 162 Diving Industry Specialization ...... 230 Pre-Veterinary Specialization ...... 162 Minor in Diving Education ...... 232 Chemistry Minor ...... 162 Golf Industry Specialization ...... 232 Non-Degree Programs Sport Management, Five Year, Pre-Pharmacy ...... 164 B.S. to M.S...... 233 Physics ...... 165 Instructional Activities in Sport and Physics Minor ...... 165 Recreation (non-degree) ...... 244 Department of Psychology ...... 167 College of Health Sciences ...... 245 Psychology, B.S...... 167 Allied Health Professions – “3+1” Programs ....246 Psychology Minor ...... 168 Medical Technology, B.S...... 246 Industrial/Organizational Specialization ...... 168 Cytotechnology, B.S...... 246 Women’s Studies ...... 170 Diagnostic Medical Ultrasound Women’s Studies Minor ...... 170 Technology, B.S...... 247 Certifi cate in Women’s Studies ...... 170 Nuclear Medicine Technology, B.S...... 247 Department of Sociology and Criminology ...... 172 Biology, Evening Programs ...... 247 Sociology, B.S...... 172 Histotechnology Specialization ...... 248 Sociology Minor ...... 173 Major for the Medical Laboratory Criminology, B.S...... 175 Science ...... 250 Criminology Minor ...... 175 Cardiovascular Perfusion, B.S...... 252 Environmental Studies, Minor ...... 176 Occupational Therapy ...... 255 Department of Theology and Philosophy ...... 177 Biomedical/Science Post-Baccalaureate Theology, B.A...... 177 Program ...... 256 Theology Minor ...... 177 Division of Nursing ...... 257 Philosophy, B.A...... 181 Basic Option, B.S.N...... 262 Philosophy Minor ...... 182 Two-Year Option, B.S.N...... 263 School of Business ...... 185 Three-Year Option, B.S.N...... 263 Accounting, B.S...... 188 L.P.N. to B.S.N. Option ...... 263 Finance, B.S...... 188 Accelerated Option, B.S.N...... 264 International Business, B.S...... 188 R.N. to B.S.N. Option ...... 264 Management, B.S...... 188 R.N./B.S./B.A. to M.S.N. Bridge Option .....265 Marketing, B.S...... 188 School of Social Work ...... 269 Minor in Business ...... 190 Social Work, B.S.W...... 270 Minor in Economics ...... 190 Board of Trustees ...... 279 Minor in Management ...... 190 Administrative Organization ...... 280 Minor in Marketing ...... 190 Administration/Faculty ...... 289 School of Education ...... 198 Index ...... 312 Elementary Education/ESOL/ Reading, B.S...... 201 Exceptional Student Education/ESOL/ Reading, B.S...... 202

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ACCREDITATION a Histotechnology specialization is approved by the Florida Department of Health, Board of Clinical Barry University is accredited by the Commission Laboratory Personnel and accredited by the National on Colleges of the Southern Association of Colleges Accrediting Agency for Clinical Laboratory Sciences and Schools (1866 Southern Lane, Decatur, Georgia (NAACLS). The Athletic Training Program is ac- 30033-4097; Telephone number 404-679-4501) to credited by the Commission on the Accreditation of award bachelor’s, master’s, specialist, and doctoral Athletic Training Education (CAATE). degrees. The graduate programs in Theology in the All programs offered by the D. Inez Andreas School of Arts and Sciences are accredited by the As- School of Business are accredited by AACSB Interna- sociation of Theological Schools in the United States tional Ð The Association to Advance Collegiate Schools and Canada (ATS). The School Psychology program of Business. is approved by the Department of Education (DOE) of Barry University’s School of Law is fully accredited the State of Florida and by the National Association by the American Bar Association (ABA). of School Psychologists (NASP). The undergraduate and master’s programs for the Division of Nursing are accredited by the Commission on Collegiate Nurs- NOTICES ing Education. The undergraduate nursing program is Barry University does not discriminate on the ba- approved by the Florida Board of Nursing. The teacher sis of race, religion, sex, national or ethnic origin, or education programs in the Adrian Dominican School physical limitation. This includes policies and proce- of Education (i.e., PreK/Primary/ESOL, Elementary dures related to membership on the Board of Trustees, Education/ESOL, and ESE/ESOL) and the School the educational program, employment and personnel of Human Performance and Leisure Sciences (i.e., practices, admissions, scholarships/grants/loans, and Physical Education) are approved by the DOE as participation in athletic, and other student activities. standard teacher training programs, and, because This institution is authorized to enroll non-immigrant of Florida’s reciprocal certifi cation agreement, are alien students. in a position to graduate students eligible for teacher While this Catalog is a description of the graduate certifi cation in most states. The School of Education’s academic programs and regulations as of the date of graduate PreK-Primary/ESOL, Elementary Educa- publication, it is for information only and its provi- tion/ESOL, ESE/ESOL and Reading programs are sions do not constitute an offer for a contract which DOE-approved. The Educational Leadership pro- may be accepted by students through enrollment at the gram is also DOE-approved. The School of Education’s University. The University reserves the right to change Counseling programs in marital, couple, family any provisions, requirements, or fees at any time during counseling and therapy, mental health counseling, and the student’s period of study. The University further school counseling are accredited by the Council for reserves the right to dismiss a student from the Uni- Accreditation of Counseling and Related Educational versity for cause at any time. It also reserves the right Programs (CACREP). The Montessori Education to impose probation, suspension or expulsion on any early childhood and elementary programs are accredited student whose conduct or achievement is unsatisfactory. by the Montessori Accreditation Council for Teacher When a student is dismissed or suspended for cause, Education (MACTE). The Ellen Whiteside McDonnell there will be no refund of tuition or fees paid. Neither School of Social Work’s B.S.W. and M.S.W. programs will there be any refunds in the event the operations of are fully accredited by the Council on Social Work Edu- the University are temporarily suspended as a result cation. The Doctor of Podiatric Medicine Program of any act of God, strike, riot, disruption, or any other in the School of Graduate Medical Sciences is ac- reason beyond its control. credited by the Council on Podiatric Medical Education. Students should conduct their academic affairs The Physician Assistant Program is accredited by the with honesty and integrity. If students are suspected of Accreditation Review Commission on Education for cheating, plagiarism, falsifi cation of University records the Physician Assistant, Inc. (ARCÐPA). or otherwise misrepresenting themselves and/or their The Occupational Therapy Program is accredited work, they will be subject to procedural due process. by the Accreditation Council for Occupational Therapy More detailed information on the above is contained Education. The Cardiovascular Perfusion Program in the General Information Chapter of this Catalog and is accredited by the Commission on Accreditation of in the Student Handbook. Barry University students Allied Health Education Programs (CAAHEP). The are responsible for the contents of both the University Anesthesiology Program is accredited by the Coun- Catalog and the Student Handbook. The information in cil on Accreditation of Nurse Anesthesia Educational this Catalog supersedes all previous regulations, includ- Programs. The Bachelor of Science in Biology with ing tuition and fees previously published.

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THE MISSION OF BARRY UNIVERSITY

PURPOSE NATURE The primary purpose of Barry University, as stated Barry University is an independent, coeducational in the Charter, is to offer its students a quality educa- Catholic international institution of higher education tion. Furthermore, Barry University commits itself that fosters academic distinction in the liberal arts and to assuring a religious dimension and to providing professional studies, in both undergraduate and gradu- community service and presence within a more caring ate education, within the Judeo-Christian heritage and environment. the tradition of St. Dominic. Founded in 1940, the University is sponsored by the Sisters of St. Dominic of Adrian, Michigan, and is governed by an independent, VISION self-perpetuating Board of Trustees. Barry University seeks to instill in its students St. Dominic’s vision of a world that celebrates God’s ENVIRONMENT dwelling within us and among us, where life is rev- erenced and nurtured, where hatred and injustice are Barry University, through its 10 academic schools, eradicated and where the intellectual life is promoted is a comprehensive university with its main campus and supported. located in Miami Shores, Florida with other sites In so doing, Barry University is committed to form- throughout Florida. The University attracts a diverse ing students who student body, including traditional and non-traditional ¥ embrace the intellectual life through study, research students from a variety of geographic, ethnic, religious and refl ection as a means to contribute to the ad- and socio-economic backgrounds who are committed to vancement of knowledge and to the refi nement of taking full advantage of the opportunities provided for the human spirit; learning and personal growth. The University seeks to ¥ understand the value of seeking a personal response recruit and retain a diverse faculty who enrich it with to the presence of God in their lives; their own traditions and heritage, who are dedicated to • refl ect on the fundamental questions of human ex- teaching and advising, to searching for and disseminat- perience and study the responses to these questions ing truth through scholarship, research, and creative proposed by the liberal arts and sciences; activities and to serving both the University and the larger community in a multicultural environment. The ¥ pursue continued spiritual, intellectual, physical, University commits itself to excellence in teaching and professional growth and development; at all levels, and values its undergraduate, graduate ¥ demonstrate concern for all individuals in an atmo- and professional programs supporting their search for sphere where Gospel values prevail, where people knowledge through research and study. The University care for and about one another, where diversity is seeks to maintain a diverse and student-centered staff embraced, where individuals are nourished; and whose activities enhance the quality of University life. ¥ assume responsibility in religious, social, economic, Through its students, faculty and staff Barry University environmental, and political affairs as a means of provides a learning environment that challenges all effecting needed change in the Dominican tradition to accept intellectual, spiritual, ethical, physical, and of activist justice. social responsibilities. Grounded in study and refl ection and guided by prayer, Barry graduates will make responsible decisions for the common good to help shape global communities where peace and justice prevail.

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GENERAL INFORMATION

HISTORY individuals to be excellent lawyers and valuable and contributing members of society. Originally conceptualized by the Most Reverend Barry University has had six Adrian Dominican Patrick Barry, Bishop of St. Augustine, and Reverend Sisters serve as president since its inception: Mother Mother M. Gerald Barry, Prioress General of the Do- M. Gerald Barry, 1940-1961; Mother M. Genevieve minican Sisters of Adrian, Michigan, plans for Barry Weber, 1962-1963; Sister M. Dorothy Browne, 1963- College received active support from Reverend William 1974; Sister M. Trinita Flood, 1974-1981; Sister Jeanne Barry, Pastor of St. Patrick’s Church of Miami Beach, O’Laughlin, 1981-2004; and Sister Linda Bevilacqua, and John Thompson, Mayor of Miami Shores, Florida. July 2004 to the present. In June 1940, a forty-acre tract of tropical vegetation Continued development and expansion of the Barry located in residential Miami Shores was transformed community are promoted to keep pace with the growth into the campus of Barry College. By action of the and excellence of the educational programs and to meet Board of Trustees, the college became Barry University the needs of the ever-increasing student population. on November 13, 1981. Today’s University community The physical plant includes 54 buildings, with indoor is comprised of approximately 9,000 students, served by and outdoor athletic facilities, spread over 80 of the well over 2,100 administrators, faculty members, and University’s 122-acre campus and adjacent areas. The support staff representing diverse religious, cultural, tropical beauty of the campus, its excellent educational and ethnic backgrounds. Barry is coeducational and facilities, and the ideal South Florida climate combine fully accredited. to create an atmosphere conducive to learning and to Since Barry fi rst opened its doors in 1940, the faculty continued personal development. and administration have combined efforts to develop high quality academic programs so that needs of both the students and the local community would be served. UNIVERSITY LIFE Examples of this development include the inauguration The measure of a special university is more than the and accreditation of such programs as Nursing, Teacher size of its student body, its faculty, its campus, or its Education, Medical Technology, and Social Work. longevity. Although Barry University is relatively small Needs of the local community led Barry to begin gradu- and young, it is emerging as a truly special institution ate programs for men and women in 1954, a Continuing of higher education. Education Program in 1974, a School of Business in Barry’s mission transcends the statistics by which 1976, a Division of Biological and Biomedical Sciences many universities measure themselves. As a Catholic in 1983, and a School of Podiatric Medicine in the Fall institution, it goes beyond the traditional emphasis on of 1985, and School of Law in 1999. academic excellence to embody a human quality, with Located near the bustling downtown district of personal attention to a student’s social, moral, physical, Orlando, the School of Law has assembled a faculty emotional, and religious growth. and student body committed to excellence in legal Above all, the purposely intimate scale of the cam- education. While retaining the intellectual challenge pus and the student body, the careful selection of faculty presented by traditional law school courses, the school and staff, and the Judeo-Christian religious dimension has developed an extraordinary skills and clinical pro- combine to create a caring environment. gram. Students develop not only a thorough grounding in legal principles, but are provided the opportunity to develop advocacy, counseling, and mediation skills. STUDENT RIGHT TO KNOW ACT With deep respect for all religious values, the School Barry University is in compliance with Student of Law provides an opportunity to develop the values Right To Know and Campus Security Act (PL 101-542). that will provide lifelong commitment to ethics and Specifi c information regarding this act may be obtained service to the broader community. As a mission driven in the Offi ce of Public Safety. institution, the School of Law is committed to educating

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BENINCASA HALL—Named for St. Catherine of GENERAL GRADUATION RATE DATA th Currently, the 6-year graduation rate is 39.4% for Siena, Benincasa opened fall 2005. Located on NE 115 Street behind the Health and Sports Center, Benincasa full-time, fi rst-time freshmen entering in the Fall of is a mirror-image of Kolasa Hall and is comprised of 2000. double and single rooms with private bathrooms in each. Benincasa houses male and female upper-class students FAMILY EDUCATIONAL RIGHTS AND and is the home of the Honors Program Learning Com- PRIVACY ACT OF 1974 munity and has a lounge on each fl oor, one of which is dedicated to students in the Honors Program. Barry University is in compliance with Family BROWNE HALL—Built in 1985, Browne Hall was Educational Rights and Privacy Act of 1974 (PL 90- named after Sister M. Dorothy Browne, Barry’s third 247). Complete information regarding this act may be president. It houses male and female students in double found in the Student Handbook and a summary of the suites; a bathroom is shared between two rooms. Browne University’s compliance appears in the schedule of houses predominantly upper-class students. classes published each term and/or semester. CENTER FOR COMMUNITY HEALTH AND MINORITY MEDICINE—This building houses classrooms and administrative offi ces for the School of BUILDINGS & FACILITIES Podiatric Medicine. ADMINISTRATION BUILDING—This one-story COR JESU CHAPEL—Built in 1940 through a dona- building, located at Barry University Ð Orlando, houses tion from Margaret Brady Farrell, the Cor Jesu Chapel the university administration, law school dean, law is the center of many campus ministry activities. In school administration and moot court facilities. January 1992, through a gift from Dwayne and Inez ADRIAN HALL—Constructed in 1940 and originally Andreas, the chapel was renovated in honor of Thomas named Angelicus, Adrian Hall houses the Administrative P. and Mildred A. O’Neill. Masses are celebrated here Information Systems Center, Cashier/Business Offi ce, on a daily basis. and Registrar; the administrative offi ces for the School DALTON-DUNSPAUGH HOUSE—Originally known of Natural and Health Sciences, science labs, and the respectively as Regina Caeli and Regina Mundi, Dalton- offi ce of Occupational Therapy. Dunspaugh House was built through the Dunspaugh ADULT AND CONTINUING EDUCATION—The Foundation in 1962. It serves as a co-ed residence hall Ð a School of Adult and Continuing Education building was central lobby separates male and female wings. Dalton, acquired in 1983 and named in honor of Frank J. Rooney, the fi rst female wing, is composed of suites, which share a long-time friend of Barry University. a bathroom between double rooms. Dunspaugh, the male ALUMNI HOUSE—Opened in 1995 to provide a place wing, has a large community bathroom on each fl oor. for alumni to meet and gather, the Vivian A. Decker Dalton-Dunspaugh is exclusively for new students. A Alumni Building also houses the Offi ce of Alumni computer lounge sponsored by the Division of Informa- Association and a memorial to Barry’s fourth president, tion Technology is located in the lobby area. Sister Trinita Flood. DAVID BRINKLEY STUDIO—As part of the Division ANDREAS LAW CENTER—This two-story building, of Information Technology, the David Brinkley Studio located at Barry University Ð Orlando, houses the reg- provides resources for communication students to work istrar, fi nancial aid, classrooms, faculty offi ces, student and learn on state of the art equipment, and facilitates lounge, and campus reception. faculty involvement in distance education by producing ANDREAS SCHOOL OF BUSINESS BUILDING— courses for video broadcast. The studio is located on the Constructed in 1984 and named in honor of Barry’s Chair fi rst fl oor of the Garner Building. Emerita of the Board of Trustees, the D. Inez Andreas EULIANO LAW LIBRARY—This is a three-story Building houses the School of Business. It contains ten building located at Barry University Ð Orlando. In ad- traditional classrooms, two of which have been specifi - dition to being a state-of-the-art law library, the facility cally designed to be used for accounting classes, two houses library administration, faculty offi ces, and a large executive training classrooms, thirty-eight faculty computer lab. offi ces, and the administrative offi ces of the School. FARRELL HOUSE—Dedicated to Margaret Brady ARCHIVES AND HISTORICAL COLLEC- Farrell in recognition of her generous contributions to TIONS—The Barry University Archival Program, Barry University, Farrell was built in 1940. Originally located on the second fl oor of Lehman Hall, was estab- named Maris Stella, it houses several departments of lished in the fall of 1991 to manage and preserve inactive the Division of Business and Finance. These include university records that have administrative, historical, Finance, Purchasing and Accounts Payable. or legal value and to make them available for use. It FINE ARTS QUADRANGLE—The Fine Arts Quad- also receives the donated papers of faculty, staff, and rangle is comprised of art, photography, theater, and alumni. The Historical Collections contain papers and music studios, lecture rooms, faculty offi ces, the depart- memorabilia of the Barry University founders, Congress- mental offi ce of Fine Arts, the Pelican Theatre, and the man William Lehman’s papers, the case histories and Shepard & Ruth K. Broad Performing Arts Center, program fi les of Operation Pedro Pan/Cuban Children’s a 1,000-seat capacity auditorium. Program—Catholic Charities. Materials in the Archives FLOOD HALL—Built in 1987, Flood Hall was named and Historical Collections are available for use by faculty, after Sister Trinita Flood, the fourth president of Barry. staff, students, and alumni. It houses male and female students in double suites; a

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bathroom is shared between two rooms. Flood houses the quadrangle between Adrian Hall, Wiegand Hall and predominately upper-class students. Fine Arts, this facility also includes classrooms, seminar GARNER HALL—Funded through a grant from the rooms, and offi ces for several science and allied health Federal Aviation Administration, the Garner Building programs. was opened in the fall of 1989. Designed as a “high-tech” O’LAUGHLIN HALL—Completed in November of facility, this building houses the Division of Information 2000, the newest of Barry’s academic buildings houses Technology, the Department of Communication, the the Department of Theology and Philosophy and the De- Department of Mathematics and Computer Science. partment of History and Political Science on the second GRADUATE MEDICAL SCIENCES BUILDING— fl oor, and eight classrooms on the fi rst fl oor. This building, located at 11600 NE 2nd Avenue, houses PENAFORT POOL—Built in 1941 through a donation classrooms and administrative offi ces for the School of from Margaret Brady Farrell, Penafort Pool serves as Podiatric Medicine. both a recreational and instructional facility for students GRADUATE STUDIES CENTER—This one-story of Barry University. building, located at Barry University Ð Orlando, houses POWERS BUILDING—Built in 1994, the Powers classrooms, and School of Law faculty. Building is the home of the Adrian Dominican School HPLS ANNEX—This building is located at 99 NW of Education and the Ellen Whiteside McDonnell School 115th St., houses classrooms, laboratories, and offi ces of Social Work. It contains the administrative offi ces of for HPLS. both schools in addition to faculty offi ces, classrooms, INSTRUCTIONAL COMPUTING LAB—As part and seminar rooms. of the Division of Information Technology, the Instruc- R. KIRK LANDON STUDENT UNION—Built tional Computing Lab provides computing resources in 2004, the Student Union houses all Departments to students, faculty, and staff seven days a week. The of Student Services, the Fitness/Wellness Center, the computer lab is located in the Garner Building on the Department of Recreation, Dining Services, Campus second fl oor, Garner Room 247. Bookstore, Student Concierge Center, ID offi ce, Sports JOHN & NETA KOLASA HALL—Located on NE Grill and Public Safety offi ce. 115th Street behind the Health and Sports Center, Kolasa SAGE HALL—Built in 1984, Sage Hall was named opened in 2002 and is comprised of double and single after Robert F. Sage, one of Barry’s benefactors. Sage rooms with private bathrooms in each. Kolasa houses houses male and female fi rst-year and transfer students male and female upper-class students and has a lounge in double suites; a bathroom is shared between two on each fl oor, two of which offer Division of Information rooms. Technology computers and printers for student use. SPORTS COMPLEX—The sports complex includes KELLEY HOUSE—Originally named Rosa Mys- baseball, racquetball, softball, soccer, and tennis fa- tica, it is dedicated to Mabel Kelley for her generous cilities, as well as the Health and Sports Center. The contributions to Barry University. Kelley houses the School of Human Performance and Leisure Sciences, Division of Enrollment Services, Offi ce of Admissions the Department of Sport and Exercise Sciences, and the and Financial Aid. Department of Intercollegiate Athletics are housed within LAVOIE HALL—Originally the site of the Department this beautiful facility. The Health and Sports Center also of Family and Consumer Science and Calaroga dining accommodates a 1500-seat-capacity arena for basketball hall, LaVoie was built in 1940. It now serves as executive and volleyball, a Human Performance Lab, Strength and offi ces for the University. Conditioning Room, Athletic Training Room, locker LEHMAN HALL—William Lehman Hall houses the rooms and classrooms. administrative offi ces for the Dean of the School of Arts THOMPSON HALL—Built in 1962, Thompson Hall and Sciences, and faculty offi ces for the Department of presently houses Human Resources, Payroll, the Busi- English and Foreign Languages and the Department of ness Center, the Buc Stop snack bar, meeting rooms, and Sociology and Criminology. The Archives and Historical a studio for sport, dance, and fi tness instruction. Collections are contained on the second fl oor. In addition, VILLA—In 1953, Barry University acquired a motel to there are classrooms and meeting rooms. be used as a residence. The Villa houses sisters as well LIBRARY—As part of the Division of Information as other campus personnel. Technology, the Monsignor William Barry Memorial WEBER HALL—Built in 1946 through the generosity Library provides materials and services in support of of the Edyth Bush Foundation, Weber Hall was named the educational and cultural objectives of the Univer- for former Barry President Mother Genevieve Weber. sity. The library building also contains classrooms and It houses female, predominantly fi rst-year students. It administrative offi ces. contains single, double, triple, and quad rooms, with MOTTRAM-DOSS HALL—Mottram-Doss residence en-suite and community bathrooms. hall was completed in 1990 and is named after Reneé WIEGAND CENTER—Built in 1970 through a Mottram-Doss, one of Barry’s benefactors. It contains donation from Edwin L. Wiegand, Wiegand Center 16 fi ve-bedroom/two-bath and three-bedroom/one-bath contains classrooms, science labs, faculty offi ces, and apartments. Mottram-Doss houses students in all classes an auditorium. Administrative and faculty offi ces for Ð freshman, sophomore, junior, senior. the Department of Physical Sciences and the Division NATURAL & HEALTH SCIENCES BUILDING— of Nursing are located here. In 1987 a four-classroom Barry’s science facility expands the number of laboratory wing was added and named Wiegand Annex. facilities for student instruction and research. Located in

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ADMISSIONS

APPLICANTS FOR ADMISSION Completed applications are reviewed as soon as all credentials are received, and only completed ap- FRESHMEN APPLICANTS —Applicants who have plications will be reviewed. The Offi ce of Admissions never attended any college or university as a regular reviews applications and notifi es applicants of missing student; and applicants who have attended college, credentials, but the responsibility for having all admis- but who have earned fewer than 12 hours of accept- sion credentials, including required tests, forwarded able credit. to Barry University, rests with the applicant. Once TRANSFER APPLICANTS—Applicants who have credentials are submitted to the Offi ce of Admissions in at least twelve hours of acceptable college credit at one the Division of Enrollment Management, they become or more regionally accredited institutions. the property of Barry University and will not be surren- dered. Photocopies of credentials will not be made from NON-DEGREE APPLICANTS—Applicants who the applicant’s fi le. Any concealment by an applicant of wish to earn credit but not pursue a degree from previous college registration or previous academic or Barry. disciplinary record in a secondary school or college will GUEST APPLICANTS—Applicants who wish to immediately cancel and nullify the admissions process secure credits to transfer to a college where they are at Barry University. Applications must be processed already enrolled in a degree program. and acceptance verifi ed no later than 10 days prior to READMISSION STUDENTS—Applicants who the published date of registration for the semester in have previously been enrolled at Barry, and whose which the student wishes to matriculate. enrollment at Barry has been inactive for two or more The Offi ce of Admissions will notify the applicant consecutive semesters (excluding Summer terms). of the decision in writing. An enrollment deposit is re- quired in order to reserve a space in the entering class. INTERNATIONAL APPLICANTS—Applicants The University has a commitment to admit only quali- who are not U.S. citizens or permanent residents. For fi ed applicants. For details on admission, applicants purposes of admission and academic placement, ap- should read the information below as it applies to their plicants who have received their education outside the particular situation. continental United States, Puerto Rico, U.S. Virgin Acceptance to the University does not guarantee Islands or Guam, will be included in this category. acceptance to some of the clinical or professional programs, e.g., Nursing, Medical Technology, Edu- APPLICATION PROCEDURES cation, Social Work, etc. Refer to each program for All applicants are required to submit a complete specifi c information on admission to clinical/profes- application form and a nonrefundable application fee sional status. payable to Barry University. Applicants may apply on- Applicants to the School of Adult and Continuing line for admission at www.barry.edu/apply. The on-line Education should refer to that section of the catalog for electronic application fee is $20 except for health sci- their admission requirements. ences programs; for which the application fee is $30. Permanent Resident Status—When an applicant If you do not have access to our on-line application, has permanent resident status, the Alien Registration you may submit a paper application, along with a $30 Receipt Card (“green card”) must be presented as a application fee. supplement to the application for admission.

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FRESHMEN APPLICANTS Home Schooled Applicants Freshmen applicants are required to submit: Barry University welcomes applications from home 1. Offi cial high school academic transcript, or equiva- schooled applicants. The following required documen- lent, from an accredited high school. tation will assist us in assessing your past performance The offi cial high school academic transcript should and potential for success at Barry: show: 1. Academic portfolio (transcript of all courses taken, ¥ graduation, or satisfactory progress toward including reading lists and syllabi, with evaluations graduation if applying prior to completion of or grades received for each subject), OR GED; 12th grade; and 2. Transcripts of any traditional high school work; ¥ course work, including English, Social Studies, 3. Transcripts of any college level work; Mathematics, and Natural Science. The mini- 4. Test results from the SAT I or ACT; mum number of specifi c units required in these 5. Copy of the home school rules of the state in which areas will vary, depending on the major program the home school is chartered; pursued at Barry. If a GED (General Educational 6. Any other requirements designated by the rules Development Test) is submitted, the offi cial test of the home state, or proof of certifi cation (if re- results with scores must be included. quired). 2. Test results from the SAT I (Scholastic Assessment Test) or ACT (American College Test). This require- Early Admission ment does not apply to applicants 21 years of age or The University provides an opportunity for ex- older. ceptionally well-qualified high school students, Home schooled applicants should refer to the Home recommended by their counselors for outstanding Schooled Applicants section of this catalog. achievement, to be considered for entry upon comple- International applicants should refer to the Interna- tion of the 11th grade. tional Applicants section of this catalog. The basis of selection for early admission is as Applicants planning to major in Nursing must follows: present satisfactory completion of Algebra II and two 1. Outstanding quality of the applicant’s high school units of laboratory science, including chemistry and record. biology. Prospective Nursing applicants must present 2. A letter of recommendation from the high school a combined SAT I score of at least 970 or a score of at counselor or principal. least 20 on the ACT. Nursing applicants should refer 3. Satisfactory performance on the SAT I or ACT. to www.barry.edu/nursing/bsn/Admission.htm for ap- 4. A letter from the applicant stating his/her reason for plication deadline dates. wishing to enter the University before graduation Applicants planning to major in all Business majors from high school. except International Business must present a combined 5. A letter of approval from the legal guardian(s). SAT I score of at least 850 (Math score of at least 400 is required for all business applicants) or a score of at The procedure for making application for early ad- least 18 on the ACT (Math score of 17 is required for mission is basically the same as for regular admission all business applicants). Applicants for the International to the freshman class. Business major must present a combined SAT I score of Credits earned at Barry University must be approved at least 960 (Math score of at least 400) or a score of at by high school authorities to complete high school least 20 on the ACT (Math score of at least 17). requirements and to earn a diploma. In order for Barry Applicants planning to major in Mathematics must University to forward a student’s transcript of credits present four units of mathematics (including 2 years of to the high school principal, a signed form authorizing algebra, geometry, and trigonometry.) the release of credits must be submitted to the Offi ce Applicants planning to major in Chemistry must of the Registrar. When the high school diploma and present at least three units of mathematics and one unit fi nal transcripts are issued, copies must be fi led with of high school chemistry with laboratory science. the Offi ce of the Registrar at Barry University. Applicants planning to major in Biology or any al- lied health area must present 3 1/2 units of mathematics TRANSFER APPLICANTS (including algebra, geometry, and some background Transfer applicants are required to submit offi cial in trigonometry), as well as 2 units of laboratory sci- transcripts from each college previously attended. ence (including biology and chemistry). Satisfactory Incomplete transcripts must be updated as soon as all completion of these requirements for admission and coursework is completed. Transcripts in the applicant’s successful completion of 30 semester hours, including possession will not be accepted unless in an offi cial freshmen biology, chemistry and mathematics, will sealed envelope from the issuing institution. qualify the student to continue in the School of Natural and Health Sciences.

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Admission to a degree program is based on academic credit on a course-by-course basis. Credit can be performance in all work from regionally accredited or awarded, under certain conditions, for the Baccalaureat internationally recognized colleges or universities. Ap- from France, the German Abitur, the G.C.E. A-level and plicants must be in good standing at the last institution CAPE examinations. attended in order to be considered for acceptance into Credit will be awarded for CLEP and AP test scores the University. in compliance with Barry’s policy on these testing pro- Applicants to the School of Adult and Continuing grams. A statement of this policy may be obtained from Education should refer to that section of the catalog for the Offi ce of Transcript Evaluation. A maximum of 30 their admission requirements as transfer applicants. credits will be accepted from test scores. The credits Applicants interested in pursuing the Cardiovascular must be earned before a student has attained junior Perfusion Program should refer to the appropriate sec- status and are considered as part of the 64 maximum tion of the catalog for their admission requirements. transfer credits accepted from community colleges. Adult applicants interested in pursuing the Evening Credit will be accepted from military service schools, B.S. in Biology program should refer to the appropri- USAFI, and DANTES in accordance with the recom- ate section of the catalog for their admission require- mendations of the American Council on Education. ments. Credit for formal courses and educational programs sponsored by noncollegiate organizations and evaluated Transfer Credit Policies by the American Council of Education’s Program on Noncollegiate Sponsored Instruction and The Univer- Evaluation of all undergraduate course work taken sity of the State of New York’s National Program on prior to admission to the University is performed by Noncollegiate Sponsored Instruction will be accepted transcript evaluators in the Division of Enrollment in transfer with the permission of the dean of the school Management. into which the credits are transferring. Transfer credits from regionally accredited colleges Credit for experiences such as Internship, Field or universities are transferable to Barry in semester Placement, Co-op Education Work Experience, and hour equivalents. Following are the seven regional ac- Practicum may be accepted in transfer, with permis- crediting bodies from which domestic transfer credit sion of the dean of the school into which the credits must originate: New England Association of Schools are transferring, when the credits have been transcripted and Colleges, Middle States Association of Colleges with a course number, title, number of credits, and a and Schools, North Central Association of Colleges grade. and Schools, The Northwest Association of Schools Credit for prior college-level learning attained and Colleges, Southern Association of Colleges and outside a formal institution setting but assessed by a Schools/Commission on Colleges, Western Association regionally accredited institution during the applicant’s of Schools and Colleges/Accrediting Commission for matriculation there (such as Life Experience, Prior Community and Junior Colleges, and Western Associa- Learning Assessment, Experiential Learning Assess- tion of Schools and Colleges/Accrediting Commission ment, Portfolio Assessment and Departmental Ex- for Senior Colleges and Universities. amination) are not normally acceptable in transfer. Applicants with international credentials may refer Exceptions may be made with permission of the dean to the International Applicants section of this catalog. of the school into which the credits are transferring, Credits completed at a foreign institution will be consid- when such credits have been transcripted with a course ered for transfer if the institution is recognized by that number, title, number of credits, and a grade. country’s Ministry of Education (or equivalent). A maximum of 90 credits will be accepted in trans- Transfer credit is awarded for grades of C or better. fer to Barry University from all transfer sources. For Credit is not allowed for developmental, preparatory or graduation, the last 30 credits of the degree, as well as vocational course work. Grades and grade point aver- the majority of the major and minor coursework, must ages will not be transferred, nor will they appear on be completed at Barry. Distribution and upper level the Barry transcript. Grades of P, CR, or S are eligible requirements must also be met. for transfer if a statement that the work is of at least C Acceptance of credits in one school at Barry Univer- quality is received from the institution where the credit sity does not guarantee acceptance by another school was earned. should the student change degree programs. A maximum of 64 credits will be accepted by the Transfer credit equivalencies at Barry University University in transfer from regionally accredited com- are determined by the academic school offering the munity/junior colleges. Only six of these credits may course(s). The school of the student’s program is re- transfer with upper-level status. sponsible for the distribution of credits to meet gradu- A maximum of six graduate level credits will be ation requirements. accepted in transfer toward an undergraduate degree. When an applicant applies for readmission, transfer Applicants who have successfully completed the credits will be re-evaluated according to the policies of higher-level International Baccalaureate (IB) examina- the catalog year in which the applicant is reapplying. tion with grades of 4 or better may be granted transfer

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Transferability of credits is at the discretion of the Level Examination Program. Credits are accepted on accepting institution. It is the student’s responsibil- a credit/no credit basis. A maximum of 30 credits will ity to confi rm whether or not credits earned at Barry be accepted through the Advanced Placement Program. University will be accepted by another college of the Barry University will accept a total of 30 credits from student’s choice. all testing programs. To facilitate transfer of photography credits from other accredited colleges or universities, Barry Uni- COLLEGE LEVEL EXAMINATION PROGRAM versity will accept all transfer photography credits of C or better as Barry University photography electives. (CLEP) During registration, transfer applicants’ portfolios will All CLEP credits must be earned prior to a student be reviewed by the faculty to determine which courses achieving junior status at Barry University (60 credit should be taken at Barry University. A minimum of 15 hours). For new applicants, the award of CLEP credit credits in Photography must be taken at Barry. is made by the Offi ce of Admissions; for enrolled stu- International Credentials: Barry University will dents, the award of credit is processed through the Of- accept transfer credits from international sources pro- fi ce of the Registrar. All CLEP credit is accepted on a vided the presented credential represents postsecondary credit/no credit basis. A maximum of 30 credits will be learning at an institution recognized as postsecondary accepted through CLEP. Barry University will accept a degree granting by the country’s Ministry of Education total of 30 credits from all testing programs. (or equivalent). Credit will not be awarded in cases of duplication, International credentials must be evaluated by a nor will equivalencies be changed to remedy such foreign credential evaluator who is a member of the duplication. CLEP credit will not supercede earned National Association of Credential Evaluation Ser- college credit. CLEP credits in any one discipline may vices. The Offi ce of Admissions maintains a listing of not exceed six. approved evaluation agencies. The admission decision and transfer evaluation require offi cial transcripts, NON-DEGREE APPLICANTS/GUEST translation and professional evaluation. The cost of APPLICANTS the professional evaluation is the responsibility of the applicant. Non-degree applicants are those applicants who wish to earn credit but not pursue a degree from Barry University. Guest applicants are those applicants who ARTICULATION AGREEMENT BETWEEN wish to secure credits to transfer to a college where they BARRY UNIVERSITY AND THE FLORIDA are already enrolled in a degree program. Both non-de- COMMUNITY COLLEGE SYSTEM gree and guest applicants must submit the Non-degree In the Spring of 1993 Barry University and the Application for Admission. Non-degree applicants are Florida State Board of Community Colleges entered required to submit proof of a high school diploma, or into an agreement which governs the matriculation at equivalent, as an admission credential. Guest applicants Barry University of Associate of Arts graduates from are required to present a letter from the dean of the the Florida Community College system. Information college in which they are enrolled stating that they are regarding transferring credits between Florida’s col- in good standing in all respects. Those applicants not leges and universities may be found at www.facts.org. currently enrolled must submit an offi cial copy of the transcript from the last institution in which they were enrolled. Undergraduate applicants admitted to non- ADVANCED PLACEMENT (AP) degree status are limited to 30 credits in this category. The Advanced Placement Program, a program Non-degree-seeking applicants who wish to change sponsored by the College Entrance Examination Board, their status to degree-seeking must complete a degree provides for the establishment of college-level courses application and meet all the requirements for degree- in secondary schools. Students who take such a course seeking applicants. Enrollment as a non-degree student or courses may then take special examinations prepared in no way implies admission to a degree program. by the College Entrance Examination Board. Credit for Advanced Placement examinations is CAMPUS INTERCHANGE PROGRAM based on the one-year AP experience. Credit is given only in cases of scores of 3 or better. French and Spanish Barry University is part of the fi ve-campus Domini- must be passed with a score of 4 or more. Credit varies can Colleges Campus Interchange Program. This coop- from 3 to 8 semester hours, depending on equivalencies erative educational experience is available through the available at Barry University. A list of equivalencies joint efforts of Aquinas College, Grand Rapids, Michi- can be obtained from the Offi ce of Transcript Evalu- gan; Dominican University of California, San Rafael, ation. Advanced Placement credit cannot be dupli- California; Siena Heights University, Siena Heights, cated either in regular courses or through the College Michigan; St. Thomas Aquinas College, Sparkhill, New York; and Barry University, Miami Shores, Florida.

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Applicants wishing to spend a semester at Barry INTERNATIONAL APPLICANTS University as part of the Campus Interchange Program For the purpose of admission to Barry University, must: an international applicant is one who has received 1. Obtain the application for the Campus Inter- secondary school and/or university-level education change Program from their home school and outside of the United States and/or an applicant who send it to Barry University, Offi ce of Admis- requires a student visa. For immigration purposes, an sions, 11300 NE Second Avenue, Miami Shores, international applicant is one whose country of birth, Florida 33161. citizenship, and permanent residency is not the United 2. Complete Barry University’s Non-degree Ap- States. plication for Admission. In general, an international freshman applicant must 3. Submit all offi cial transcripts from previously meet the university entrance requirements in place attended and current institution(s). for the country from which he/she has graduated. For Completed applications are reviewed as soon as all international transfer applicants, admission to a degree credentials are received. The Offi ce of Admissions will program is based on academic performance in all work notify the applicant of the decision in writing. from regionally accredited or internationally recognized Additional information may be obtained from the colleges or universities. Applicants must be in good academic information section of this catalog. standing at the last institution attended in order to be considered for acceptance into the University. A list of required credentials can be found in our International READMISSION AND CHANGE OF STATUS Student brochure or at www.barry.edu. Any undergraduate student whose enrollment at Barry has been inactive for two or more consecutive semesters (excluding Summer terms) must submit a Application Procedures new application to the Offi ce of Admissions. This does 1. Please follow application procedures for freshmen or not apply to students on an approved medical leave of transfer applicants, depending on your entry status, absence. Those students should refer to the Medical as stated earlier in this catalog. Leave Policy section of this catalog. Readmission is 2. Educational documents must be supplied as fol- contingent upon approval of the dean of the school in lows: which the applicant was last enrolled, the dean of the a. Offi cial transcripts should be sent to Barry Uni- school to which the applicant is applying, and the Vice versity directly from all institutions attended. President of Student Services. If approved, the degree b. Certifi ed and notarized records from foreign requirements in place at the time of readmission must institutions may be submitted by applicants, but be met, and the applicant re-entering Barry University is the University may insist that such transcripts be bound by the policies dictated by the current catalog. sent directly to Barry University from the issuing The Undergraduate Application for Admission institutions. Applicants from all countries with must be completed by the applicant and submitted to school-leaving examinations must submit offi cial the Offi ce of Admissions at least 30 days prior to the examination results. fi rst day of registration for the semester of expected c. Once credentials are submitted to the Offi ce of matriculation. Admissions, they become the property of Barry Students returning to the program after suspension University and will not be surrendered. or a leave of absence (other than approved medical leave) are bound by the regulations in place at the time 3. Transcript Evaluation Policy: International cre- of readmission. dentials from an educational system other than the Students who were enrolled as non-degree seeking United States must be evaluated by a foreign cre- students or guest students and who now wish to enter an dential evaluator who is a member of the National undergraduate degree program at Barry must complete Association of Credential Evaluation Services. The an undergraduate application. These applicants must Offi ce of Admissions maintains a listing of approved meet the requirements for undergraduate admission by evaluation agencies. The admission decision and submitting all necessary credentials for the approval of transfer evaluation require offi cial transcripts, Eng- the Offi ce of Admissions. lish translation and professional evaluation. The cost The process of readmission and change of status of the professional evaluation is the responsibility is different for students in the School of Adult and of the applicant. Continuing Education (ACE). Students in this school 4. English Translations: Documents in a language must meet with an ACE academic advisor to complete other than English must be accompanied by certi- a new application. fi ed English translations including course syllabi. Translations supplement but do not replace original documents. Both should be sent.

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5. English Profi ciency: An international applicant who Enrollment Requirements does not give evidence of being a native English Certifi cation of Eligibility (Form I-20 A) — The speaker, including those applying for transfer from United States Bureau of Citizenship and Immigration U.S. institutions, is required to submit either a score Services, SEVIS Certifi cate of Eligibility (Non-Immi- of at least 550 on the Test of English as a Foreign grant “F-1” Student Status) will be provided to admitted Language (TOEFL), at least a 213 on the computer- applicants upon completion of all admission require- based TOEFL or at least 79 on the Internet based ments and receipt of required fi nancial statements. The TOEFL. The undergraduate applicant whose TOEFL fi nancial statements should include: score is between 500 and 549 (173-212 on the com- 1. A Financial Verifi cation form indicating fi nancial puter-based test or 61-78 on the Internet based test) support or government sponsorship guaranteeing may be admitted to the Transition in Language and payment of tuition and fees, books, room and board, Culture (TLC) Program and enroll concurrently for medical insurance, and personal expenses for one academic and English courses. An applicant who academic year (two semesters) and that, barring scores less than 500 (173 computer-based or 61 unforeseen circumstances, adequate funding will Internet-based) will be required to improve his/her be available from the same or equally dependable English profi ciency. For TOEFL application refer sources for subsequent years. to www.toefl .org or write to: The TOEFL Program, 2. A bank letter stating that the applicant or his/her Box 899, Princeton, NJ 08540, U.S.A. sponsor has the funds available to pay the total cost Consideration may be given to waiving the TOEFL associated with attending Barry University. The requirement for international applicants who meet required amount is determined by the program. The one of the following situations: fi nancial verifi cation form and the bank letter must ¥ The international freshman applicant presents a be dated no more than six months prior to starting composite SAT or ACT test score (English ver- classes at Barry University. sion) which, at minimum meets the admission An enrollment deposit is also required to reserve a standard and also refl ects a verbal score that space in the entering class. demonstrates English profi ciency. The University does not award need-based fi nan- ¥ The international transfer applicant has attended cial assistance to international applicants. Payment of an accredited college/university in the U.S.A., tuition and fees is required at the beginning of each has completed at least 24 hours of transferable term. All checks should be made payable to Barry college credits, and is in good standing at the last University. institution attended. International applicants should be familiar with the ¥ Satisfactory proof of English profi ciency on the regulations of their governments about sending money College-Level Academic Skills Test (CLAST) to the United States and should make arrangements to refl ecting a passing score in the English por- have the necessary funds available at the designated tion. times of enrollment. Documentary evidence of means An international applicant under consideration for of fi nancial support must be attached to the SEVIS a waiver of the TOEFL must also satisfy all other Certifi cate of Eligibility when applying for the student requirements for admission to the University. visa at the United States Embassy or Consular offi ce. Intensive English instruction is offered at Barry International students on F-1 visa status must fulfi ll the University through the ELS Language Centers. following conditions: Applicants who complete master’s level 112 at the ¥ Pursue a course of study as a full-time, degree- ELS Language Centers are not required to sit for seeking student. the TOEFL examination. ¥ May not transfer schools or work off-campus Applicants who wish to study in the ELS Language without Bureau of Citizenship and Immigration Centers prior to applying for an academic program Services permission. should contact [email protected] or write to: ¥ Keep a current passport and visa which are valid Director, ELS Language Centers for at least four years into the future. Barry University Arrival-Departure/School Transfer—Non-immigrant 11300 N.E. Second Avenue visa students are required to attend Barry University as Miami Shores, Florida 33161-6695 indicated on the I-20 Eligibility form by Barry Univer- United States of America sity and later approved and stamped by immigration offi cials at the U.S. port of entry. They are expected to complete at least one semester at this institution prior to requesting transfer to any other educational institution.

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Medical Requirements—It is assumed that an ap- Financial Information plicant is in good health and able to maintain a serious Barry University does not offer need-based fi nancial program of study. Before coming to the University, assistance to international applicants (applicants with- accepted candidates are strongly encouraged to submit out United States citizenship or permanent residency). a physician’s report in English for approval by Barry’s Merit-based academic scholarships are available to Student Health Services Offi ce. Proof of adequate qualifi ed, entering international undergraduate appli- health insurance is required (with coverage of at least cants. These scholarships are available to fi rst-year, as U.S. $50,000.00). Proof of insurance benefi ts must be well as transfer applicants, on a competitive basis. In provided in English to Barry’s Student Health Services order to be considered, an application for admission Offi ce. If proof is not available, a student will be is- must be submitted. sued health insurance by the University, and billed Scholarships are not available once applicants have accordingly. matriculated at the University. All international ap- Admitted applicants must also demonstrate that plicants entering Barry on F-1 visa status must show they have had all vaccinations including diphtheria and proof of adequate funding to meet their expenses. tetanus within the last ten years, measles, mumps, and (This includes personal, travel, vacation, as well as all rubella (two doses). All students without U.S. perma- University-related expenses). nent residency or citizenship are required to comply with University policy. Note: An admitted applicant may not register for classes without having met these medical requirements through Barry University’s Student Health Services Offi ce.

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STUDENT LIFE

DIVISION OF STUDENT AFFAIRS CAREER SERVICES The Student Affairs Division of Barry University Career Counseling adheres to the philosophy that students succeed when The Career Counselors provide counseling and all aspects of their development are at the optimum development services to students, alumni, faculty and level. staff, in accordance with the University’s mission im- The developmental purposes of the division are per- perative of a caring environment. The goal of Career sonal growth, the coordination of out-of-the classroom Services is to encourage each student to take personal activities, the general well being of individual students responsibility to utilize the services to develop his or and student groups, and the establishment of a caring her career planning skills from freshman through se- environment where learning can take place. This de- nior year and beyond. Career counseling is available velopmental approach to total education stresses such on an appointment basis. In order to serve all students, traits as values, maturity, responsibility for self and evening appointments are available by request. others, a religious dimension, and a sense of community Career Services strives to provide the following ser- service. vices in an atmosphere of respect and confi dentiality: The Student Affairs staff is privileged to help foster 1. Career development and planning to assist stu- the caring environment facet of the mission. The staff works with members of the Academic Affairs Division dents and alumni. in assisting students in their academic endeavors, and 2. Innovative, informative career programs includ- provides ongoing programs of leadership training for ing activities, presentations, and seminars. members of student organizations. Students are as- 3. Interaction with area employers to promote sured information to assist them in their educational career development within the surrounding com- pursuits and prepare them to be concerned citizens who munity. Career Services offers communication contribute to society in a positive way following their and interaction with employers nationwide to graduation from the University. increase recruiting opportunities. 4. Collaboration with faculty and staff to provide DEAN OF STUDENTS services for students in a comprehensive manner. 5. A commitment to extend Career Services’ re- The Offi ce of the Dean of Students provides sup- sources beyond a traditional Monday - Friday port for the intellectual and personal development of all students through a combination of advocacy, format by utilizing Internet technology. Career programming, and services that enhance the quality of Services is committed to serve all of Barry campus life. Additional areas of responsibility include: University’s satellite campuses in this manner. guidance, fostering educational goal attainment, mak- The following services are available to all Barry ing appropriate referrals, promoting faculty-student University students, faculty, staff and alumni: collaboration, alcohol & other drug education, and man- ¥ Career Expos and Interview Days aging the disciplinary process. Other special initiatives ¥ Career Interest Inventories include the Mentor Program, the Bookstore Lecture ¥ Career Library Resources Series, and the Dean of Students Forum series. ¥ Full-time and Part-time Job Listing via E-BUC$ ¥ Individual Career Counseling

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¥ On-campus Recruiting functions as a resource to commuter students about the ¥ Resume Writing, Interview Skills Assistance university and our community. It is the policy of Career Services to provide services Commuter Affairs provide a variety of programs and to employers whose mission is consistent with the mis- services which are intended to enhance the commuter sion of the University. experience by broadening the students’ knowledge of resources, events, services, and opportunities that will ORI 300 Senior Transition (1) assist them during their college experience. Services Special one-semester course open to all second- include transit information, discounted metro passes semester junior or senior students. The goals of the and metro decals, locker rentals, carpooling, commuter course are to begin the adjustment process from the meal plans, off-campus housing listings, a commuter undergraduate academic life to graduate school or the lounge, and private study area. world of work. Furthermore, the Office of Commuter Affairs provides an informal avenue of redress for commuter CENTER FOR COUNSELING AND students’ problems and grievances, which arise in the course of interacting with the institution. PSYCHOLOGICAL SERVICES DISABILITY SERVICES Personal Counseling The purpose of the Offi ce of Disability Services is to The purpose of the Center for Counseling and Psy- provide information, advocacy and academic accommo- chological Services is to provide the following services dations to those students with documented disabilities. in an atmosphere of respect and confi dentiality: The offi ce supports the caring environment of Barry 1. Personal Counseling, including individual and group University through its one-on-one relationships with Counseling students and strives to provide a holistic educational 2. Wellness-related programs, including activities, experience which prepares each student to be united and presentations and workshops to students. equal with the non-disabled population, while assuring 3. Interaction with other universities statewide includ- their human and legal rights. ing promotion of responsible and healthy lifestyle choices with regard to substance abuse, and address- Procedures and Guidelines ing other areas of interest and concern. Students must present medical or extensive educa- Personal counseling is available on an appoint- tional documentation of all disabilities. Accommoda- ment basis, if possible. Twenty-four hour emergency tions for students with disabilities are granted on a counseling services are available through a cell phone case-by-case basis, in accordance with medical and system. professional information in the student’s record, legal Confi dential personal counseling is available to all precedent, and the national standards for services for students at Barry University. Students are encouraged students with disabilities. Reasonable accommodations to use the counseling services when those services are made on a case-by-case basis. Appeals of accom- would be helpful. When requested, or when appropri- modation requests may be made through the Disability ate, referrals are made to the University’s consulting Appeals procedures. psychiatrist, to physicians and/or community agencies. Faculty are encouraged to contact the Director of These referrals are made through the Counseling Cen- Disability Services for more information regarding ter. Confi dentiality is maintained. accommodations and services. Currently enrolled students who, by their actions, are suspected of being psychologically unable to func- Appeals process tion as members of the student body, may be required Accommodations are granted on a case-by-case to provide a clearance from the University’s consulting basis by those students who are eligible under our psychiatrist, as a condition for continued enrollment documentation guidelines and in compliance with all in the University. This condition of clearance from the Federal and State Laws. University’s consulting psychiatrist also applies to those The Student may appeal any decisions related to students who withdraw from the University for psychi- their request for accommodations to the Director of Dis- atric treatment and subsequently seek re-admission. ability Services in writing within 10 days. Any position, paper, brief, medical documentation or other written OFFICE OF COMMUTER AFFAIRS material which the student desires to be reviewed shall Commuter students currently comprise two-thirds be submitted together with the notice of appeal. The of the Barry University student body. The purpose of Director shall investigate and respond in writing to the the Offi ce of Commuter Affairs is to meet the practical, notice of appeal stating his or her decision together social, academic, informational, and advocacy needs with the reasons for either affi rming or reversing either of all commuter students, including undergraduate, previous decision as to an accommodation or auxiliary graduate, ACE, and off-campus site commuters. It also aid. If the student wishes to appeal the decision of the

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Director, she/he may fi le a grievance with the University General Guidelines for Documentation of a ADA Coordinator, Dr. Eileen McDonough. Disability In order to evaluate requests for accommodations or Defi nition of an Individual with a Disability auxiliary aids, the university will need documentation To be covered by these procedures, students must of the disability that consists of an evaluation by an ap- have a disability as defi ned in the Americans with Dis- propriate professional and describes the current impact abilities Act as: of the disability, the documentation should include the ¥ a person who has a physical or mental impair- following seven elements: ment which substantially limits one or more ¥ A diagnostic statement identifying the disability, major life activities. date of the most current diagnostic evaluation, ¥ a person who has a record of such an impair- and the date of the original diagnosis. ment ¥ A description of the diagnostic tests, methods, ¥ a person who is regarded as having such an and/or criteria, used. impairment ¥ A description of the current functional impact of The ADA also covers: the disability, which includes specifi c test results ¥ protection from discrimination for individuals and the examiners narrative interpretation. based on their relationship or association with a ¥ Treatments, medications, or assistive devices/ person with a disability services currently prescribed or in use. ¥ retaliation or coercion against individuals who ¥ A description of the expected progression or opposed any act the ADA makes unlawful, stability of the impact of the disability over time, participated in the enforcement process, or en- particularly the next fi ve years. couraged others to exercise their rights under the ¥ The credentials of the diagnosing professional if ADA not clear from the letterhead or other forms. ¥ all individuals, regardless of national origin or ¥ The diagnosing professional may not be a family status member. ¥ The credentials of the diagnosing professional if Eligibility for Services not clear from the letterhead or other forms. To be eligible for services, students must be enrolled at Barry University. Students with disabilities must Accommodations: Procedures for identify themselves and present professional docu- Obtaining Accommodations mentation to the Offi ce of Disability Services (ODS). ¥ Students with Disabilities requesting accom- ODS provides accommodations for eligible students on modations must meet with an ODS counselor a case-by-case basis in compliance with Federal and for an intake interview. Accommodations will State laws. be discussed at this time. In general, the less obvious the disability, the more information is required to assess a student’s needs and ¥ Students must provide suitable documentation make accommodation recommendations. Documenta- that supports their disability and the accom- tion should be recent (within the last 3 years) relevant, modations requested. (See Documentation comprehensive, and where appropriate, should contain guidelines) test scores and interpretation. If the original documen- ¥ Arrangements for accommodations are made on tation is incomplete or inadequate to determine the an individual basis and are designed to equalize extent of the disability or reasonable accommodations, access to educational opportunities. the university has the discretion to require additional ¥ The university assigns the authority to ODS to documentation. determine reasonable and appropriate accom- Any cost incurred in obtaining additional or initial modations based on the documentation provided documentation is borne by the student. Until appropri- by the student. ate documentation is provided, ODS cannot support the ¥ A packet of letters listing the appropriate accom- student’s request for services. Faculty members are not modations will be prepared for students to hand expected to provide a service unless students present deliver to their professors. verifi cation of needs from ODS. ¥ After the initial appointment, if accommodation needs remain the same, students may renew their Documentation accommodation requests each semester by mak- Documentation is necessary to establish a disability ing contact with ODS at the beginning of each and the need for accommodations. Students must pro- semester to continue accommodations. vide current documentation (within the past 3 years) ¥ Students should schedule an appointment with an that supports their disability and their requested accom- ODS staff member if they need to modify their modations. accommodation requests, they are experiencing

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academic diffi culties, or they have questions or the School Committee may determine that the student need advice. need not attempt the course another time with accom- ¥ Students should arrange an individual appoint- modations. ment with their professors to discuss their ac- I. In most cases the student should attempt the course, commodation needs during the fi rst week of the requesting accommodations. semester. A. If the student believes accommodations are ¥ Students must present their accommodation necessary, the student should request a meeting letters to their professors in a timely manner in with his ODS counselor to discuss these accom- order to receive accommodations. modations. It is the student’s responsibility to ¥ Late requests for accommodations may cause a make this request. Students are urged to inform delay in the requested services. instructors of accommodation needs as early as possible in the semester. They will need to Course Substitution Policy present an accommodation memo from ODS In compliance with federal regulations, it is the documenting that he or she is registered with the policy of Barry University to respond to student re- ODS, has a documented disability and will need quests for course substitutions due to a disability, on a to be provided the outlined accommodations. The case-by-case basis and in a manner that does not result student must give ODS permission to release this in discrimination. information. It is the policy of the University that substitutions B. The instructor and student will work out the for courses that are an integral part of the students details of implementing accommodations. major will not be granted. However, it is possible for C. The student and ODS counselor and teacher students with a disability to petition for a substitution should continue to meet periodically for feedback of certain course requirements that are not integral to on how the accommodations are working, mak- his/her major. ing revisions as needed. Procedures II. If a good faith effort has been made on the part of the instructor and the student to accommodate for the The student should make the request in writing to disability, and the student still believes the required the Director of the Offi ce of Disability Services (ODS), course has the effect of discrimination based on the along with all clinical documentation that would be relative to the request. Clinical documentation must disability, the student may request that a substitution be no more than 3 years old and meet the documenta- be made. However, in some instances, because the tion guidelines of the university. (All documentation accommodation would be so involved or time con- guidelines are listed on our web site at www.barry. suming that it would signifi cantly alter the course; edu/disabilityservices). The Director of the ODS will the student may make the request before attempting forward it to the Chair of the Department of the student’s the course. academic major along with her/his recommendation. III. Requesting a substitution: The Chair of the Department will present the request to A. The student should make a written request to: the appropriate School academic committee (which will I. The Director of ODS be set up in each School and will include the Dean of the II. The request will be forwarded to the Chair School and any relevant faculty and/or staff including a of the Department of the student’s academic representative from the General Education/Distribution major. Requirements Curriculum Committee if the course is a B. The request should include: distribution or general education course). If the request I. the course in question; is approved, then the School Committee will recom- II. the nature of the disability and the reason for mend a course substitution and respond in writing to the request (the reason that taking the required the student with a copy sent to the ODS, the student’s course would amount to discrimination based academic advisor and the Offi ce of Registrar to be placed on the disability); in the student’s permanent fi le. If the course substitu- III. the student’s history with the course or sub- tion is denied, the student must be informed in writing ject matter, including any attempts to pass within 10 days of the committee’s meeting with the the class, whether accommodations were reasons for denial. A copy of all correspondence must go to the ODS. requested, and what accommodations were The following procedures are guidelines, and the available; School Committee will recognize that individual cir- IV. The student should attach documentation of cumstances may alter them somewhat. For example, the disability from a qualifi ed diagnostician, in the case of a student with a learning disability after and may attach letters or other documents attempting a course twice or more and who has made supporting the request. Documentation refers good faith efforts to complete the course requirements, to a diagnosis made by medical, psycho-

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logical, education, rehabilitation, of other ing a multicultural living and learning community. professionals qualifi ed to make the particular And fi nally, it functions as a crucial liaison within the diagnosis. Barry community, and various local, state and federal C. Once the School Committee has made a decision, agencies. the Committee Chair will respond in writing to Every effort is made to promote student awareness the student within ten (10) working days follow- of the benefi ts available to international students under ing the receipt of the request. If the student is federal regulations. To provide effi cient service, ICC located at a remote off-campus site, the decision requires all international students to provide up-to- of the School Committee will be provided by date information regarding changes in personal and telephone and followed in writing via certifi ed or academic status. These changes may include a new academic program, change in address, fi nancial status, mail. In addition, any denial of the request will and transfer to another university. In accordance with include reasons for that decision in writing. If United States Citizenship and Immigration Services the request is denied, and the student wishes to regulations, ICC maintains a complete fi le on each inter- pursue the request the following procedures need national student that includes: a copy of an endorsed I- to be followed; 20, passport, visa, I-94 card, and related documents. D. The request will go to a second committee, International students are required to be registered known as “The 504 Committee” The Chair of full time 12 credit hours per semester for undergradu- the 504 Committee will review the request and ates and 9 credit hours per semester for graduate, and documentation, and will set a meeting to occur 6 credits for doctoral students. At all times, a student no later than (thirty) 30 working days following must make satisfactory progress toward completion of receipt of the request. The 504 Committee Chair a degree program. will invite representatives from the affected The Intercultural Center also provides advisement academic departments and the student may be with regard to any academic, fi nancial, personal, and present at this meeting as well. immigration matters during business hours, Monday E. The student will be given a minimum of ten (10) through Friday, 8:30 am to 5:00 pm. ICC works closely working days advance notice of the meeting date. with the international admissions offi ce to ensure a The student will be informed at this time that he smooth transition upon arrival at the university. A or she may bring representatives knowledgeable mandatory check-in and orientation program for new about the disability. These representatives might international students is held prior to registration for be staff from ODS, Rehabilitation Counselors, Fall and Spring semesters. In accordance with USCIS faculty members who specialize in the disability, regulations, students are responsible for bringing the following documents during check-in: endorsed I-20 or persons qualifi ed in the diagnosis/treatment of or DS-2019 form, a valid passport, a valid visa and an the disability. arrival/departure card (I-94). Failure to submit these F. The 504 Committee Chair will schedule addi- documents will subject the student to IS restriction tional meetings if needed, and the 504 Commit- which prevents registration of classes. tee will reach a decision based on the individual ICC promotes international awareness to the Barry circumstances and the law. Community by sponsoring the: G. The 504 Committee Chair will inform the student 1. International Assistant Program in writing within ten (10) working days of the 2. ICC forums, workshops and events decision. 3. Festival of Nations H. The 504 Committee decision may be appealed 4. Cultural Extravaganza to the Provost who will make the fi nal decision Students should feel free to bring their ideas, con- and respond in writing within ten (10) working cerns and questions to the Center. days of notifi cation. Internship Requirement — The United States Citizen- ship and Immigration Services (USCIS formerly INS) INTERCULTURAL CENTER defi nes “curricular practical training” as employment The Intercultural Center (ICC) provides resources, which is an integral or important part of your cur- services, and programs designed to develop the riculum, including: internship, externship, practicum, multicultural and international dimensions of Barry or any other type of required internship or practicum University. ICC provides immigration advising, advo- which is offered by sponsoring employers through cacy, support, and other key resources and services to cooperative agreements with Barry University. All international students and scholars. The Center further international students must receive employment autho- seeks to challenge existing cultural stereotypes and rization on the back of their I-20D which would specify misconceptions, to enhance the college’s awareness permission to engage in curricular practical training of the perspectives and needs of its diverse community (cpt) and must be careful to limit cpt to no more than members, and to aid the college’s mission of achiev- 20 hours per week.

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CENTER FOR LEADERSHIP & TRANSITION Orientation — serves as the second major component SERVICES (CLEATS) in the university’s transitional support efforts for new students. Mandatory for all new students, New Student The purpose of the Center for Leadership and Tran- Orientation focuses on cultural, spiritual and social sition Services (CLEATS) is rooted in the University’s orientation to Barry University. Orientation is collection mission of providing a quality education, the assurance of programs and activities facilitated by undergraduate of a religious dimension, service to the community, and student leaders called the Orientation Team. The Orien- presence within a more caring environment. The Center tation Team facilitates numerous small group gatherings is responsible for developing comprehensive transition which, provide a give-and-take pattern of learning and support, retention, family outreach, and leadership de- establishing new relationships among new students and velopment programs for the Division of Student Affairs their peers. This program is attended by both freshman from a multicultural approach. and transfer students. The Center supports a student-focused environment and provides students with opportunities to explore New Student Investiture — is the offi cial welcoming and set personal goals, identify, understand, and apply ceremony for new students to Barry University. Held their own personal value system, explore the richness at the start of the fall orientation, the New Student of Barry University’s diverse community, learn the Investiture is an inter-faith ceremony which highlights connection between leadership, academic excellence, the religious dimension of Barry University and com- and career development, establish a connection with memorates the opening chapter of college life at Barry campus life, and develop attitudes and skills encourag- for the entering class. New students and their families ing lifelong learning. are the honored guests at this ceremony. The Center will foster collaboration among campus departments, individual students, and student organiza- LEADERSHIP DEVELOPMENT PROGRAMS tions toward the goal of presenting a comprehensive College is about more than what is taught within the transition support and leadership development program walls of a classroom. It is about getting involved and that facilitates social, educational, spiritual, cultural, becoming a part of campus life. From joining a student cognitive, and ethical development. organization to volunteering in the community, leader- ship skills are a necessity and the personal development and growth that students experience will make them TRANSITION SUPPORT PROGRAMS more organized, confi dent and capable of handling the The fi rst year of college is critical to the long-term responsibilities of college and their career. Students success of students. The difference between a successful will have the chance to greatly enhance their ability to fi rst year and an unsuccessful one can be as simple as work in a more effective and effi cient manner with a getting help with a class or roommate. CLEATS was broader scope of people. created to assist students in making their way through CLEATS provides leadership development through a college, with a special emphasis and focus placed on program called BLAST (Barry’s Leadership and Skills the satisfaction of fi rst-year students. It assists fi rst- Training). BLAST is facilitated by a leadership team to year students in solving problems and is committed to aid students with opportunities to develop and enhance building the confi dence of fi rst-year students so they can a personal philosophy of leadership that includes self- focus on their academic responsibilities. The fi rst-year understanding, respect for others and acknowledgement student formula for success is very simple: participate of responsibilities inherent in a community. Through a in activities, make friends, and work toward academic variety of programs, students can choose the course of achievement. action that best fi ts their needs and interests. Leadership StART — “Student Advanced Registration and Tran- programs offered through the Center include: sitioning” is a two-day program designed to introduce ¥ Emerging Leaders fi rst-year undergraduates to life at Barry and serve as a ¥ Leadership Conferences major component to the university’s student transitional ¥ Leadership Luncheons support efforts. Through the StART program’s infor- ¥ Leadership Recognition mational sessions, placement and challenge testing, ¥ Leadership Speaker Series meetings and receptions, new students will become acquainted with the Barry University community. Course Descriptions— Students will meet with representatives from their Orientation Prefi x: ORI academic school and register for fall semester classes. 100 Freshman Seminar (1) They will also discover the rich variety of activities and programs available at Barry University. A special one-semester course open to all freshman and new students. Goals of the course are to help stu- StART also offers an important opportunity for students dents adjust to the University, and to develop positive and their families to meet faculty and staff and to learn attitudes about themselves and the learning process fi rsthand about the philosophy of education that will while learning skills essential for academic and per- guide your studies at Barry University. sonal success.

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OFFICE OF RESIDENTIAL LIFE healthy individuals as critical components of student The purpose of the residential life program is to learning. work with students, staff, and faculty in the creation of Services provided include: a caring and learning environment in which students 1. Assessment of injury or illness by a registered can fi nd opportunities to excel academically and in- nurse terpersonally. The department provides ways in which 2. Referral to an on campus nurse practitioner * students can better understand themselves and others 3. Referral to off campus health care providers in their community. Freshmen are encouraged to apply (student must assume fi nancial responsibility for for housing and experience on-campus living. these services). On-campus accommodations within the residence 4. Provisions of over the counter medications halls are available only to full-time, degree-seeking, 5. Limited in-house prescription services * undergraduate students. A limited number of housing 6. Administration of immunizations including: spaces are available off-campus for graduate students. MMR’s, Tetanus, Hepatitis A&B, Varivax, Acceptance by the University does not assure a PPD’s, Menomune, & Flu * student of on-campus housing. The student must com- 7. Administration of the student health care insur- plete an application for housing in order to receive ance benefi ts consideration. Housing assignments are made on a 8. Health education and illness prevention fi rst-applied, fi rst-served basis, in priority order of the 9. Pharmacy delivery service from a local pharmacy date of application. In applying for housing, each applicant must pay a *Please Note: There will be a nominal fee billed to the $200.00 room security deposit. This deposit will remain student account for these services. in a separate account and carry over from year to year Responsibility of Students: while the student is residing on campus. After a room ¥ Based on the ACHA guidelines for institutional has been properly checked out, the $200.00 deposit will prematriculation immunizations, all students be released. Students must contact the Cashier/Business residing in campus housing, and international Offi ce to receive a refund of any monies. students attending Barry University on an F-1 A resident moving out of the residence halls during or J-1 visa are required to provide proof of two his/her agreement period must cancel the agreement in MMR (measles, mumps, Rubella) vaccinations the Offi ce of Residential Life in writing, and will forfeit his/her deposit. There are three agreement periods: and a tetanus diphtheria and pertussis vaccina- Fall/Spring, Summer I, and Summer II. tion (Tdap) in the last 10 years, and the Menin- Students offered housing must provide proof of gococcal vaccination prior to entry into Barry health insurance or will automatically be billed for uni- University. versity insurance. A Health Information Form must be ¥ The SHC recommends that all registered fulltime completed and submitted to Student Health Services. student not only receive MMR and Tdap, in ad- The residence halls and dining facilities are closed dition all students are strongly encouraged to during the Christmas holidays and during the period provide a statement of good health and proof between the end of the summer session and the open- of hepatitis B, hepatitis A, Varicella, Meningo- ing of the fall semester. Resident students should plan coccal, annual Infl uenza vaccinations and PPD ahead to make travel arrangements and living accom- screenings prior to attending Barry University. modations around these dates. ¥ All resident and international students are required to complete a current health history STUDENT HEALTH CENTER (included in the health form). The Health Center located in Landon 104, is open ¥ All fulltime students are recommended and all from 9:00 a.m. to 5:00 p.m. Monday through Friday. students residing in campus housing and all inter- For emergencies during the evening and weekend national students attending Barry University on hours, student health advisors are available and an F-1 or J-1 visa are required to obtain adequate can be contacted via the Residential Life Advisors health insurance. Due to the inconsistency of (RA’S) or beeper system through the University many privately sponsored international insurance Security. plans, beginning Fall, 2007, all International The Student Health Center serves as the primary students attending Barry University on an F-l or advocate for the health of Barry University students J-l visa will need to purchase the student insur- by integrating the critical role of college health into ance plan unless they are covered by an embassy the university mission. insurance plan or an United States corporate SHS provides quality health care utilizing a nursing sponsored plan through an employer. Proof of model in collaboration with a local contracted family insurance will be required by an online waiver. practice physician to promote a healthy community and More information can be obtained by visiting the

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Student Health Center’s web site @ www.barry. designed to enhance cultural, intellectual, leadership, edu/healthservices. personal, and professional development. When af- • Proof of insurance and a completed insurance forded these opportunities for learning and growing, waiver must be received in Student Health students will graduate from the institution with a bet- Center (SHC) prior to the fi rst 14 days of the ter understanding of themselves and their peers, as it semester or the fee for the Barry sponsored relates to their organizations, chosen professions and student insurance plan may be assessed to responsibilities as part of a larger community. the student’s account. If a student insurance The Offi ce of Student Activities encompasses stu- fee has been assessed to a student’s account dent organizations, leadership development, student due to lack of compliance with the university programs and events, Multicultural affairs, club and organization governance, Greek life and Commuter policy, such fees are irrevocable and will not affairs. The staff, through the implementation of stu- be credited under any circumstance. Failure dent development theories in a variety of instructional to comply with the University policy may settings, assists students in developing environments negatively affect the student’s U.S. visa status which enhance diversity, promote ethical and moral and/or the arrangements for campus hous- development, encourage civic engagement, promote ing. If the academic program requires proof the establishment of meaningful interpersonal relation- of insurance, they will provide the student ships, and provide leadership and experiential learning with instructions regarding the completion opportunities. of a waiver. Failure to comply with academic program requirements may negatively affect Multicultural Affairs the student’s participation in such programs. All programmatic decisions are handled by The purpose of Multicultural Affairs is to foster a more diverse campus community by supporting stu- the compliance offi cer of that program, not dents that have been historically underrepresented and the SHC. underserved because of their ethnic/racial background, ¥ According to Barry University class attendance gender, religion, or sexual orientation, to succeed both policy it is the responsibility of the student to academically and socially. By providing resources, notify the professor in advance of an absence advocacy and implement programs that celebrate, regardless of the reason. The SHC never provides educate, raise awareness and create opportunities for an excused absence. The excusal is at the profes- intercultural exchanges, Multicultural Affairs is work- sors’ discretion. Reasons for medical absences ing to ensure a more diverse learning environment for are limited to hospitalization, communicable all students at Barry University. disease, or long-term illness and are only sent at the request of the student seen in the SHC. Campus Events & Programming ¥ All students are encouraged to make an ap- While academics will be a major focus of your col- pointment prior to coming to the SHC. Walk-in lege career, the Offi ce of Student Activities at Barry students will be triaged by a registered nurse or University believes that a complete college education student health advisor upon arrival at the SHC requires involvement in activities, events, and programs and an appropriate treatment plan or referral will outside the classroom. Therefore, the offi ce plays a be given to the student. major role in the social and educational programming ¥ The SHC hours are Monday-Friday 9AM-5PM. throughout the campus. There is a Student Health Advisor available The Campus Activities Board (C.A.B.) Ð an ad- trough the RA or Campus Security for on after visory board to the Offi ce of Student Activities, plans, hours on campus emergencies. Student Health coordinates and presents many of the on and off campus Advisors are 3rd and 4th year nursing students, wide programs, trips and events. C.A.B. strives to pro- who are trained as fi rst responders. In addition, all vide dynamic and diverse programs and events that meet students covered by the Barry University student the needs and interests of the Barry University student insurance policy have access to a 24 nurse line. community. Programs include evening entertainment such as bands, comedians, talent shows, and game STUDENT ACTIVITIES shows. Large scale and/or traditional programs include the Labor Day Pool Party, Founders’ Day Celebration, The Offi ce of Student Activities (OSA) is commit- and Homecoming. Fall Holiday trips to Walt Disney ted to the mission of Barry University and the Division World and Busch Gardens are scheduled annually as of Student Affairs. The guiding philosophy of the Offi ce well as trips to local attractions. C.A.B. also implements recognizes that the development of the whole student is cultural and educational programs such as the Culture achieved through in-class and out-of-class learning op- Shox Series. Each event is designed to educate beyond portunities and experiences provided through programs the walls of a classroom.

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Adventure Series COMMUNICATION/MEDIA The Adventure Series serves the educational, recre- ORGANIZATIONS ational, and developmental needs of the Barry Univer- Buccaneer Newspaper sity community by utilizing human-powered outdoor Lambda Pi Eta Honor Society adventure pursuits, experiential education methods, and WBRY Radio Station the natural environment. The program provides oppor- EDUCATION ORGANIZATIONS tunities for challenging experiences in outdoor settings Bachelor of Social Work Network while promoting a responsible and sustainable land-use Education Association at Barry ethic. In doing so, Adventure Explorers can address American Society for Training and Development individual recreational needs as well as provide out-of- Kappa Delta Pi Honor Society classroom academic support experiences. Students are Phi Delta Kappa Honor Society encourage to discover the thrilling adventures of South Florida such as sailing, hiking, rock climbing, scuba GOVERNING ORGANIZATIONS diving, kayaking, horseback riding & more. Campus Activities Board Interfraternity Council (IFC) Mosaic Panhellenic Council (PHC) National Pan-Hellenic Council (NPHC) Mosaic Cultural & Creative Arts Series developed Multicultural Greek Council (MGC) by the Offi ce of Student Activities newest for students Student Government Association to explore an array of cultural arts programs and activi- Student Organization Council ties through a variety of mediums. Whether attending a theatrical performance, one of the world’s fi nest bal- GREEK ORGANIZATIONS lets, going to a cultural festival or experiencing a new Alpha Delta Gamma Fraternity artisan’s work at an exhibit, Mosaic enables students Alpha Phi International Sorority to celebrate their freedom of expression and inquiry as Kappa Alpha Psi Fraternity well expose them to the rich tapestry of culture and arts Lambda Theta Phi Fraternity that South Florida is renowned for. Omega Phi Chi Sorority Phi Sigma Sigma Sorority Synergy Tau Kappa Epsilon Fraternity Zeta Phi Beta Sorority Synergy is a series of skill building and training workshops to aid students in the development of their HONOR SOCIETIES leadership style and personal development. An integral Alpha Chi (Coeducational Junior and Senior) component of Synergy is to prepare participants to Alpha Mu Gamma (Languages) utilize critical thinking, to develop effective verbal, Beta Beta Beta (Biology) non-verbal and written communication skills, how to Chi Sigma Lota (Counseling) delegate and collaborative and cooperative teamwork. Delta Epsilon Sigma (Juniors and Seniors) Students can attend workshops “a-la-carte” or they Gamma Sigma Epsilon (Chemistry) can apply to the Leadership Academy Ð a track based, Kappa Delta Pi (Education) intensive leadership and skill developing program. Kappa Gamma Pi (Graduating Students) Successful completion of the Leadership Academy Lambda Pi Eta (Communication) culminates with a graduation ceremony and recognition Phi Alpha Theta (History) as a certifi ed student leader. Phi Delta Kappa (Education) Phi Epsilon Kappa (Sport/Exercise) Student Organizations Phi Eta Sigma (Freshmen) Phi Gamma Mu (Social Science) The opportunities for student involvement in campus Psi Chi (Psychological) activities are endless. There are more than 75 students Sigma Tau Delta (English) organizations that meet the needs and interests of Sigma Theta Tau (Nursing) students. United by the Student Organization Council Sigma Xi (Research) (S.O.C.) and funded by the Student Government Asso- Theta Alpha Kappa (Theology) ciation (S.G.A.), these groups encompass a wide range of interests and welcome your participation. INTERNATIONAL ORGANIZATIONS Black Student Association ARTS ORGANIZATIONS Caribbean Student Association Dance Club Haitian Inter-Cultural Association Gospel Choir Jamaican Association Opulent Image Models Latin American Students Association Virgin Islands Student Association BUSINESS ORGANIZATIONS Accounting Association

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HEALTH CARE ORGANIZATIONS STUDENT UNION OFFICE American Medical Students Association Concierge Center Biomedical Society Information Desk Nursing Students Association ID Services Phi Epsilon Kappa Honor Society Union Facility Services Pre Physician Assistant Club Landon Hall #103, 305-899-4900 Sigma Theta Tau Honor Society e-mail: [email protected] POLITICAL ORGANIZATIONS Web Page: http://www2.barry.edu/vpss/id.htm Bachelor of Social Work Network Student Government Association Hours of Operation: RECREATIONAL/SPORTS Monday through Friday Ð 7:30am Ð 10:00pm* ORGANIZATIONS Saturday and Sunday Ð 10:00am Ð 6:00pm* B.L.I.S.S. * (Hours vary during holidays and summer terms) Cheerleading Team Dance Club Concierge Center and Information Desk Soccer Club Our campus specialist can inform you about loca- RELIGIOUS ORGANIZATIONS tions, hours, and services offered on campus and in the Campus Crusaders for Christ local community. Our qualifi ed staff will do everything Delta Epsilon Sigma Honor Society possible to assist you with your various needs. Kappa Gamma Pi Honor Society Some of the standard services we offer include local Theta Alpha Kappa Honor Society phone calls, sending and receiving of faxes, lamination, change for on-campus laundry and vending, on-site SCIENCE ORGANIZATIONS daily newspapers, database of information on local and Chemistry Club state-wide events and attractions, and more. Beta Beta Beta Honor Society Gamma Sigma Epsilon Honor Society ID Services Psi Chi Honor Society Photo identifi cation cards are issued to each student Sigma Xi Honor Society at the time of their initial registration at the university. It SERVICE ORGANIZATIONS is expected that the ID card will be retained throughout Habitat For Humanity the students’ university experience. Pals 4 Paws Students are expected to carry their ID at all times Student Ambassador Team while on campus. The card is the property of Barry University and ALL STUDENT ORGANIZATIONS ARE SUBJECT is intended solely for its use. When requested by a TO REGISTRATION RENEWAL. university offi cial, students are required to produce Greek Life their identifi cation. It is not transferable and must be returned upon request. Misuse of the ID card will result The Greek men and women of Barry University in disciplinary action. are founded upon the principles of developing quality Currently, the library, the computer lab, and athletic leaders through commitment to academic excellence, dedicated service to the University and its surrounding facilities are using our computerized magnetic stripe community and the promotion of healthy and respon- system. Therefore, those services can only be accessed sible social interaction while maintaining a unifi ed with a valid ID Card. Sodexho food services, the Fol- Greek environment. lett bookstore and most on-campus laundry facilities Greek affi liation is an excellent way to enhance your also accept the Barry ID Card as a mode of payment. college career. Governed by the Interfraternity, Panhel- However, money or a meal plan must be added to your lenic, National Pan-Hellenic, and Multicultural Greek ID card prior to make any purchases with your card. Councils, Barry’s fraternities and sororities encourage Bookstore and Laundry money can be added to the ID interpersonal, academic, moral, ethical and professional card account through Student Account Services (Adrian development through a wide range of leadership and Hall Room 112). Student ID cards must be validated for involvement opportunities. The fraternities and sorori- each semester. To validate ID’s students must present ties at Barry University include: a current printout of classes or other acceptable proof Alpha Delta Gamma Fraternity of registration for the current term. Alpha Phi International Sorority Kappa Alpha Psi Fraternity Inc. Omega Phi Chi Sorority Phi Sigma Sigma Sorority Tau Kappa Epsilon Zeta Phi Beta Sorority Inc.

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Union Facility Services SPORTS AND RECREATION Barry’s on-campus, Health & Sports Center includes Room Reservation an indoor gymnasium, a strength and conditioning center The Landon Student Union Hall serves as the pri- with a full complement of cardiovascular machines and mary facility for students to meet and gather on campus. free weight equipment, a human performance lab, a bio- Specifi c space within Landon Hall can be reserved for mechanics lab, and student locker rooms. In addition, student-oriented functions on a fi rst come, fi rst serve there are lighted outdoor baseball, softball, and soccer basis. All Landon Hall space reservation must be re- fi elds, as well as a racquet sports complex that includes quested through the Student Union Offi ce on a Barry lighted tennis courts and three-walled racquetball courts. University Reservation form. For more details, simply Also located on campus is a new, state-of-the-art fi tness stop by our offi ce. center located in the Landon Student Union; the Miller Studio which serves as the primary site for wellness Posting and Publicity activities and modern dance instruction; an outdoor pool Only registered student organizations, academic and a sand volleyball court. Students, as well as faculty units, university departments and approved non-univer- and staff, are welcome to use these outstanding facilities. sity entities may publicize in Landon Hall. All publicity Participants are required to present a valid Barry ID for material intended for Landon Hall must be approved all recreational facility use. and by the Student Union Offi ce. For more details simply stop by our offi ce. Messages can also be posted Intercollegiate Athletics on the Barry Television Information Channel. Request Barry offers twelve varsity sports which compete forms are available in our offi ce or on the Student Web. at the NCAA Division II level. Barry University cur- Just go to www.student.barry.edu, click on Student Life, rently competes in 12 intercollegiate sports for men click on information center, and then click on the link and women. Women’s sports include basketball, golf, “Information Channel Request Form.” rowing, soccer, softball, tennis, and volleyball. Men’s sports include baseball, basketball, golf, soccer, and HONOR SOCIETIES tennis. Please refer to the Department of Intercolle- giate Athletics section found elsewhere in this catalog Phi Eta Sigma is a National Honor Society for men under the School of Human Performance and Leisure and women open to freshmen with a 3.5 grade point Sciences. Opportunities are provided for students to average. Kappa Gamma Pi (National Catholic Women’s “try out” for any of twelve sports by contacting the Honor Society) is open to graduating seniors who have appropriate head coach. Barry has captured 7 NCAA a 3.50 grade point average and an outstanding record of Championship titles since 1989 (3 in Women’s Soccer leadership and service. Delta Epsilon Sigma National in 1989, 1992, and 1993; 3 in Women’s Volleyball in Scholastic Honor Society for Men and Women is open 1995, 2001, and 2004, and Men’s Golf in 2006). to juniors and seniors who hold a 3.50 grade point average and demonstrate leadership in their respective Campus Recreation & Wellness, fi elds. Alpha Chi is a national, coeducational honor Intramurals, and Club Sports society open to graduating seniors with a 3.70 grade point average and exemplary character. All grade point The mission of the Department of Campus Recre- averages are based on college level graded courses. ation & Wellness (CRW) is to provide the University Seniors who have a grade point average of at least 3.00 community with structured sports activities, wellness (B) and a good leadership record may also be chosen to programming, and leisure recreational opportunities be listed in WHO’S WHO AMONG STUDENTS IN that allow the development of lifetime patterns for AMERICAN COLLEGES AND UNIVERSITIES. healthful living. These programs and wellness activities Barry also holds memberships in the following are instrumental in the physical, emotional, and social national honor societies: Sigma Theta Tau Interna- development of students. CRW strives to encourage tional, the honor society of nursing, is open to juniors, the promotion of the ideals of recreation and wellness seniors, and RN-BSNs in the top third of their class. by incorporating such values as sportsmanship, fair Sigma Tau Delta (English); Alpha Mu Gamma (Foreign play, and camaraderie, while supporting an atmosphere Languages); Beta Beta Beta (Biology); Beta Gamma which promotes equitable opportunity for all. Sigma (Business); Kappa Delta Pi (Education); Phi CRW extends campus awareness of a healthy, Alpha Theta (History); Phi Epsilon Kappa (Physical holistic approach toward recreation and fi tness during Education); Psi Chi (Psychology); Theta Alpha Kappa leisure hours and encourages cooperation with other (Religious Studies); Gamma Sigma Epsilon (Chemis- organizations and institutions which share the same try); Lambda Pi Eta (Communication Studies); Alpha objectives. Epsilon Rho (Communication); and Pi Gamma Mu Wellness activities are the hottest activity classes on (Social Sciences). campus. Ranging from aerobics to yoga, Barry students can enjoy the cardiovascular benefi ts of heart pounding

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activities, or meditate and stretch in classes designed to ¥ provides opportunities for community service, focus on inner strength. The variety of classes and the social analysis, and theological refl ection on issues extensive schedules cater to even the busiest student. of peace and justice. Best of all, they are FREE to students, and some classes ¥ strives to create an environment where the full poten- can even be taken for credit as part of our Instructional tial of all people may be realized and reverenced. Sports and Recreation (ISR) program. Intramural sports draw a number of students with perennial favorites like fl ag football, softball, soccer VOLUNTEER AND COMMUNITY SERVICE and basketball leading the way. Extramural teams may CENTER compete with other schools in select sports. The Volunteer and Community Service Center was A variety of club sport offerings give students an established in 1992 in the wake of Hurricane Andrew. opportunity to participate in organized sport activities Its purpose is to further Barry University’s mission of which are not included among Barry’s selections of service to the community at both the local and global NCAA intercollegiate teams. Intramural sports, extra- levels. The Center serves as a link between students, mural sports, and club sport participants must show faculty and staff who wish to work with those in need proof of medical insurance. within the greater Miami area. Open recreational facilities for the Barry University Opportunities for involvement include: community include the Landon Student Union fi tness ¥ Habitat for Humanity — currently involved in center which features state-of-the-art Cybex cardiovas- building houses for families in the local com- cular equipment including treadmills, elliptical train- munity ers, stair climbers, and recumbent and upright bikes. In addition, it is equipped with a full line of Cybex ¥ Camillus House — a local homeless shelter and plate-loaded resistance training machines, and a full soup kitchen gamut of free weights, including squat/power racks ¥ Alternative Spring Break — a weeklong excur- and Smith machines. The main court gymnasium, the sion fi lled with meaningful and educational work outdoor tennis and racquetball courts, the Thompson with underprivileged communities in the US or Hall Studio, the swimming pool, the sand volleyball abroad court, and our lighted, multipurpose fi elds round out ¥ America Reads — a literacy program with place- an array of recreational facilities available for student ments in area schools in conjunction with Federal participation. All CRW participants are required to Work-Study present a valid Barry ID for admission. The Center works closely with numerous South Students who plan to remain on campus during the Florida agencies to ensure every student has the op- summer may fi nd work opportunities with the BUCkid’s portunity to be matched with a community experience Summer Camp. This summer program targets our designed specifi cally to meet personal and academic student, faculty, and staff population with school age needs. children between the ages of 5-13. The Volunteer and Community Service Center is charged with organizing a Volunteer Fair, facilitating OFFICE OF MISSION AND MINISTRY Freshman Volunteer Day, establishing a Community Service Leadership Roundtable, serving as a liaison This Offi ce includes Campus Ministry and Mission to national service organizations; developing a fully Integration. The Offi ce of Mission and Ministry coor- integrated service learning program and maintenance dinates and fosters the awareness and articulation of the of co-curricular transcripts. University’s mission, values and Dominican tradition among individuals and upon the organizational life. The staff brings leadership to the mission as it is expressed CAMPUS BOOKSTORE in the worship and prayer life of the community. In Barry Bookstore, operated by Follett Higher Educa- addition, the staff tion Group, is open for the services and needs of Barry ¥ develops educational and retreat opportunities for students. The bookstore, located on the fi rst fl oor of the the spiritual and ethical formation of students, fac- R. Kirk Landon Student Union, supports your academic ulty and staff. needs with textbooks, reference materials, supplies, ¥ provides opportunities for the study of the Catholic and academic software. Barry Bookstore also carries faith, including preparation for Sacramental initia- bestsellers, gift cards, DVDs, CDs, snacks, electronics, tion into the Catholic Church. and a wide variety of Barry Merchandise. Purchases ¥ offers hospitality and support to students, faculty may be made using cash, credit/debit card with a VISA and staff. or Mastercard logo, personal check, and/or University debit card. Items may also be purchased on line at www. ¥ designs programs to deepen our understanding of barry.bkstr.com. the Adrian Dominican tradition and our commitment as a sponsored institution.

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DINING SERVICES Buc Stop Café: Barry University Dining Services offers a variety of (Thompson Hall, 1st Floor) dining choices for students and visitors to the Miami The Buc Stop Café features Einstein’s Bagels Shores campus. All resident students are required to (including shmeared bagel sandwiches, Bistro Salads, choose from one of fi ve meal plan options. Commuter fresh baked cookies and pure squeezed orange juice students can purchase a commuter meal plan through among many others); Starbucks coffee and espresso the Cashier/Business Offi ce or make cash purchases at drinks; Edy’s Ice Cream cones, cups, shakes and any of the dining facilities. ) The opening of the Landon sundaes; The Grille (serving up burgers, grilled sand- Student Union in the Fall of 2004 brought a new upscale wiches and fried favorites); Grab ‘n Go sandwiches, dining experience to campus. The following gives a salads and sushi; plus a wide variety of snacks and brief description of each facility, along with its regular cold beverages. hours of operation. Please be sure to check the campus This facility serves resident and commuter students, website for updated information and changes that may plus faculty, staff and guests of the University. Pur- occur during break periods and holidays. chases can be made with cash, credit or debit cards, Flex Bucs, or declining balance accounts from resident Roussell Dining Hall: or commuter meal plans. Regular semester hours of (Landon Student Union, 2nd Floor) operation are: Monday Ð Thursday, the Café is open Roussell Dining Hall offers restaurant-quality food from 7:30 a.m. to midnight with Einstein’s Bagels open with unlimited seconds! Roussell Dining Hall centers from 7:30 a.m. to 6:00 p.m. and the Grill open from 7:30 on quality and variety. Choose from the many culinary a.m. to midnight. On Friday, the Café is open from 7:30 platforms we offer at Barry University: Classics (tradi- a.m. to 8:00 p.m. with Einstein’s Bagels open from 7:30 tional entrees and sides); International (the ultimate a.m. to 6:00 p.m. and the Grill open from 7:30 a.m. to sauté station); Pizzarette (pizzas, hot sandwiches and 8:00 p.m. On Saturday, the Café and Einstein’s Bagels individual casseroles); The Grille (burgers, fries and are open from 8:30 a.m. to 2:00 p.m. and the Grill is more); Sub and Sandwich (made to order deli); Soup closed. On Sunday, the Buc Stop Café is closed. and Salad (fresh and healthy); Desserts (cookies, cakes and fresh baked treats); and Beverages. This facility serves resident and commuter students, Le Café International plus faculty, staff and guests of the University. Full- Le Café International provides a selection of grab- service meals are served seven days per week. Regular and-go items, Espresso coffees, baked goods, smooth- semester hours of operation are: Monday Ð Friday, hot ies, sandwiches, and some salads. breakfast from 7:30 a.m. to 10:00 a.m., continental There are two locations to serve students, faculty, breakfast from 10:00 a.m. to 11:00 a.m., hot lunch from staff and guests Ð one in the lobby of Wiegand, and the 11:00 a.m. to 2:00 p.m., light lunch from 2:00 p.m. to other outside the south end of Garner. Purchases can be 3:00 p.m., and dinner from 4:30 to 7:30 p.m. Roussell made using cash, credit cards, or Flex Bucs. Regular Dining Hall features a Late Night meal on Mondays and semester hours of operation are: Monday Ð Friday 7:30 Wednesdays from 10:30 p.m. to 11:30 p.m. On Saturday am to 6:30 pm. at the Wiegand location and 7:30 am to and Sunday, brunch is served from 11:00 a.m. to 2:30 7:30 pm at the Garner location. p.m. and dinner from 5:00 p.m. to 7:00 p.m. PUBLIC SAFETY Grill 155: Landon Student Union, Room 100 (Landon Student Union, 1st Floor) Barry University has a full-time security force The Grill 155 features Starbucks coffee and supplied by 50 State Security Service, Inc. Under the espresso drinks; signature burgers, grilled sandwiches guidance of the university’s Director of Public Safety, and fried favorites; monthly () specials; Grab ‘n Go this trained group of security offi cers helps to preserve sandwiches, salads and sushi, plus a variety of cold the academic environment and high quality of life on beverages. campus. Public Safety also offers programs regarding This facility serves resident and commuter students, personal safety and crime awareness. plus faculty, staff and guests of the University. Pur- chases can be made with cash, credit or debit cards, Flex Bucs, or declining balance accounts from resident or commuter meal plans. Regular semester hours of operation are: Monday Ð Wednesday, from 11:00 a.m. to 8:00 p.m., Thursday from 11:00 a.m. to 11:00 p.m. and on Friday, from 11:00 a.m. to 5:00 p.m. The Grill 155 is closed on weekends.

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THEATRE, MUSIC AND DANCE ALUMNI ASSOCIATION PERFORMANCES From graduation day forward, all alumni of Barry The University Department of Fine Arts produces University are members of the Alumni Association. The a diversifi ed program of dramatic, dance, and music Association is governed by a Board of Directors that is presentations. All departmental performances, are free representative of over six decades of Barry alumni and of charge and open to the entire campus and local com- the University’s ten schools. munity. The Alumni Board meets four times a year on the Barry campus to plan goals and manage the supporting activities of the Association. BARRY UNIVERSITY CIVIC CHORALE The Association fosters scholarship programs and The Civic Chorale is an organization dedicated to promotes the engagement of alumni through clubs developing singing expertise and profi ciency in inter- that are emerging in the University’s home state of ested individuals, all styles and periods of music. It is Florida and around the country. The clubs are charged open to non-Music major students for course credit, with offering worthwhile activities and projects that and to interested community participants. The Chorale foster networking among Barry alumni and provide performs in public concerts in the Fall and Spring in a continued stake in the life of the University for all combination with the University Chamber Ensemble. participants. The Alumni Relations Offi ce, located in the Vivian FINE ARTS EXHIBITIONS A. Decker Alumni House, 103 N.E. 115 Street, Miami The Art and Photography faculty schedule student Shores (across from the main campus) assists and exhibitions and faculty exhibitions, and on an oc- supports the efforts of the Association and its clubs. casional basis exhibitions by outside contemporary With support from the Alumni Relations offi ce, the artists. Barry University points with pride to graphic Association keeps alumni connected through E-News, design, art and photographs executed by senior Art and the electronic newsletter, the on-line Alumni directory Photography majors which are displayed throughout and the Alumni website www.barry.edu/alumni. Alumni campus buildings. achievements are featured in Alumni Connection, a special section of Barry Magazine. The Alumni Benefi ts Brochure details all services provided to alumni. PUBLICATIONS Annual events include Alumni and Family Reunion University publications include Barry Magazine and Weekend (a celebration of the Barry spirit and an op- Alumni Connection, co-published three times a year, portunity to relive memories of university life) and the and BUCWIS, an on-line, employee newsletter posted bi-annual Distinguished Alumni Awards Dinner recog- daily, all by the Department of University Relations. A nizes alumni from each of Barry’s ten schools. number of schools and departments also publish their Throughout the year, the Alumni Association hosts own newsletters. In addition, the Barry Buccaneer is family events, such as Breakfast with Santa and the written and published monthly by students. Annual Easter Egg Hunt. For information about the Alumni Association, please call the Alumni Relations Offi ce at 305-899- 3175 or you may visit our website at www.barry. edu/alumni.

BBRYUG_01.inddRYUG_01.indd 3131 44/4/08/4/08 111:02:531:02:53 AMAM 32 BARRY UNIVERSITY TUITION, FEES, AND FINANCIAL AID STATEMENT OF RESPONSIBILITY In consideration of acceptance for enrollment at Barry University, the student and guarantor(s) guarantee the payment of all fees for tuition, room, board, and all other fi nancial obligations incurred while in attendance at the University. In addition, all fi nancial obligations to the University must be met as a condition of graduation and participation in commencement ceremonies.

2008-2009 TUITION AND FEE SCHEDULE* FEES: Enrollment Deposit ...... 225.00 Effective July 1, 2008-June 30, 2009 International Deposit ...... 1000.00 TUITION: Application (all programs) ...... 30.00 CLEP, per credit ...... 100.00 Undergraduate Credit by examination (per credit) ...... 100.00 Full-time, 12-18 credits per Professional Liability ...... 50.00 semester** ...... $12,750.00 Health Insurance ...... Variable Part-time, per credit ...... 765.00 Corporate Deferred Payment Plan Credits in excess of 18, per credit ...... 765.00 Per semester ...... 50.00 B.S. Biology/Histotechnology (off campus) ....505.00 Tuition Management Payment Plan B.S. Biology/Histotechnology (on campus) .... 680.00 Per semester ...... 75.00 Adult and Continuing Education, Annually ...... 90.00 Undergraduate, per credit ...... 425.00 Returned Check ...... 100.00 Portfolio Fee ...... $1,600.00 Declined Credit Card ...... 250.00 Portfolio Materials ...... 20.00 Special Course Fee (see class schedule) ...... Variable Lab/Material Fee for NSE Prefi x Courses/ Late Payment Corporate or Deferred Plan ...... 500.00 (non-refundable) ...... $300/500.00 Tuition Management System Late Payment .... 100.00 Technology Fee ...... $50.00 Lost I.D. Card ...... 15.00 (Note: For further fi nancial information/policies, Transcript, each offi cial ...... 10.00 please refer to The Frank J. Rooney School of Adult Graduation Application Fee** ...... 150.00 and Continuing Education Student Bulletin) Late Registration Fee ...... 100.00 Education, 2 + 2 Programs, per credit ...... 425.00 CCAL Program, per term ...... 3,300.00 HOUSING: Summer II, 2008, per credit ...... 765.00 Room Deposit (mandatory) ...... 200.00 Summer I, 2009, per credit ...... 765.00 Room Rate, per semester Single, PB ...... 5,283.00 Single, SB ...... 5,178.00 Single, CB ...... 4,968.00 Double, PB ...... 4,443.00 Double, SB ...... 4,243.00 Double, CB ...... 4,128.00 Triple/Quad, SB ...... 3,698.00 Triple/Quad, CB ...... 3,593.00 ** Fee applies each time a student registers for graduation.

ALL COSTS ARE SUBJECT TO CHANGE WITHOUT PRIOR NOTICE AND MAY BE INCREASED BY ACTION OF THE BOARD OF TRUSTEES. ** Twelve to eighteen credits, in any combination Main Campus (Fall) and A.C.E. (Fall), twelve to eighteen credits, in any combination Main Campus (Spring) and A.C.E. (Spring), results in the administration of the full-time rate of $12,750.00. ARRANGEMENTS FOR PAYMENT OF ALL EXPENSES MUST BE MADE PRIOR TO COMPLETION OF REGISTRATION.

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At Barry University, the purpose of the Cashier/ Any registration that is paid for by a check that has Business Offi ce (CBO) and the Offi ce of Financial been returned or a credit card that has been declined Aid is to act in partnership with students to provide may be subject to immediate deletion. the necessary guidance in fi nancial planning related to enrollment. Students are encouraged to contact PROFESSIONAL DISCOUNTS PROVIDED BY and Fees the Offi ce of Financial Aid, at (305) 899-3673, or the Tuition Cashier/Business Offi ce (CBO), at (305) 899-3585, for THE UNIVERSITY information and assistance. Nurses: Scholarships are available for registered nurse All students are assessed tuition and fees on a se- students enrolled in the B.S.N. or M.S.N. Nursing Pro- mester basis. All costs given are subject to change gram are entitled to a 30% reduction on tuition. Students without notice. enrolled in the Doctoral Nursing Program are entitled Graduating students with outstanding financial to a 20% reduction on tuition. obligations of $1,000 or greater will not receive a cap Clergy/Religious: Members of religious communities and gown and will not be permitted to participate in the are entitled to a reduction on tuition. Proof of affi liation graduation ceremony. is required at each registration. Teachers: Any full-time **Florida teacher present- REGISTRATION PAYMENT ARRANGEMENTS ing a signed contract for 2008-2009, or a letter from The following terms and conditions are fi nancial his/her principal at the time of registration, is entitled requirements of your education related to all registra- to a 30% reduction on tuition for Education programs. tions. The contract or letter of employment is required at ¥ Once you formally register for classes, you assume each registration. the responsibility for understanding Barry Univer- sity’s offi cial policies concerning schedule changes, **Refers to one place of employment. Must be actively satisfactory academic progress and the fi nancial teaching. polices of the University as described in the Barry **Grades PreK-12 only University Student Handbook. You will check your NOTE: bucmail daily and keep your postal address current ¥ School of Education courses for certifi cation and to ensure receipt of all University correspondence. It re-certifi cation are offered at a reduced rate without is your responsibility to keep track of your account any further discount. balance and fi nancial aid information. ¥ Various tuition discounts exist in other schools of ¥ Registration constitutes a financial agreement the University. Please inquire within each school for between you and the University. Tuition, fees and details. other charges you incur, including but not lim- ¥ These discounts do not apply if tuition is paid ited to housing, meal plans, and bookstore charges through a grant or other subsidy, nor do they apply (“Charges”), shall be added to your student account, to discounted tuition, or to programs with special and are considered a loan for educational benefi t. rates. Installment payment arrangements will be automatic ¥ These discounts are not applied retroactively. with a non-refundable deferred payment fee for any Charges which are not covered by fi nancial aid or AUTOMATIC DEFERRED PAYMENT PLAN have not been paid in full within ten (10) business AGREEMENT days of the charge. For fall you have until the fi rst Monday in July and for the spring the third Monday I (Student) Agree That If I Default On My Payments, of November before the ten (10) days begins. The Entire Balance Will Become Immediately Due ¥ In the event that you become delinquent in paying And Payable. Charges or default in repaying Charges you will I Further Agree To Waive Demand, Notice Of Non- be liable for attorneys' fees and any other costs Payment, And Protest. incurred by Barry to collect any monies due from I Understand That Delinquency May Result In Assign- you, whether or not litigation is instituted. ment To A Collection Agency, An Attorney, Or Both. If fi nancial obligations are not satisfi ed or deferred payment arrangements are not approved, students may I Agree To Pay The Full Balance Due Plus Any Late be administratively withdrawn. Students may be rein- Payment Fees, Collection Agency Fees, Attorney’s Fees stated upon settlement of an account and the University (Including A Reasonable Hourly Attorney’s Fee For will make every effort to honor the student’s original Time Spent By Any In-House Attorney), Court Costs, course selection and housing priority, but cannot guar- And All Other Charges Associated With The Collection antee those selections. Of This Debt.

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If I Default On This Debt I Authorize Barry Univer- CHANGES MADE DURING THE PERIOD OF sity To Disclose Any Relevant Information To Credit SCHEDULE ADJUSTMENT Bureau Organizations And Collection Agencies, And Further Authorize Barry To Contact My Employer Students dropping courses during the Period of Schedule Adjustment will receive total refund/credit Any delinquent payments or cancellation of plans for the course and special course fee, if applicable, as may result in the assessment of a $500.00 fee. long as the student remains enrolled in the University. The Period of Schedule Adjustment ends on the third CORPORATE REIMBURSEMENT day of the semester. DEFERMENT Refundable credit must be claimed within one cal- endar year. Students who receive corporate reimbursement may defer the portion of the reimbursable tuition until six weeks after the last day of class. There is a $50.00 TOTAL WITHDRAWAL POLICY processing fee per semester. Proper documentation on Students who register but do not attend classes, or company letterhead must be submitted at the time of who withdraw for any reason after attending classes, each registration stating eligibility, amount/ percentage will not receive credit/monetary reimbursement unless reimbursed, grade requirement, etc. Under no circum- they withdraw offi cially by submitting a written notice stances will payment be deferred for more than one of withdrawal to the offi ce of the dean of their respective term (e.g. incomplete grades, continuous matriculation, school. The effective date of withdrawal will be the date etc.). Payment becomes due immediately upon course on which the notice is received by the respective dean withdrawal or course failure. and the percentage of reimbursement will be determined by this date. FLORIDA PREPAID COLLEGE PROGRAM Tuition, and Room and Board Fees will be credited towards reimbursement on this basis: If the student All students who are enrolled in the Florida Prepaid leaves within the fi rst two weeks of the Fall or Spring College Program are required to fi ll out the Florida semester, 80% of the full semester charge is credited; Prepaid form and submit a copy of their card with each within the fi rst three weeks, 60% is credited; within the registration. fi rst four weeks, 40% is credited; within the fi rst fi ve weeks, 20% is credited. After the fi fth week there is no TUITION MANAGEMENT SYSTEMS credit. For purposes of determining the percentage of PAYMENT PLANS credit, the fi rst week of classes will be considered the Barry University offers the services of Tuition Man- start of the semester. agement Systems, Inc. (TMS), providing an alternative Withdrawal from the university prior to the start method of paying for tuition and fees. Arrangements of class(es) incurs a $225.00 fee. with them must be made within 10 business days of registration to avoid additional fees. It is the student’s SUMMER SCHOOL REFUNDS responsibility to budget the proper amount with TMS If the student leaves within the fi rst week of the for each semester. TMS will assist students in budgeting summer session, 60% of tuition, room and board is monthly payments for tuition and fees and offer a wide credited; within the second week, 20% is credited. range of fi nancing alternatives. Since many of these After the second week, there is no credit. Refundable plans require payments beginning in the summer pre- credit must be claimed within one calendar year. For ceding the student’s fi rst semester at Barry University, purposes of determining the percentage of credit, the interested students and their families are urge to contact fi rst week of classes will be considered the start of the TMS directly at 1-800-722-4867 for additional informa- Summer Session. tion. Any delinquent payments or cancellation of plans All fees, outside of tuition and room and board, are may result in the assessment of a $500.00 fee. nonrefundable.

WITHDRAWAL POLICY FOR STUDENT DISMISSAL INDIVIDUAL COURSES A student dismissed for academic or disciplinary Students who drop individual courses after the Pe- reasons at any time shall not be entitled to any claim riod of Schedule Adjustment (add/drop period) and who or refund. are still enrolled in the University are NOT ENTITLED to any refund or credit. The Period of Schedule Adjust- ment ends on the third day of the semester. Refundable credit must be claimed within one cal- endar year.

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HEALTH INSURANCE You may be required to make a repayment when cash Proof of insurance and a completed insurance waiver has been disbursed from fi nancial aid funds, in excess must be received in Student Health Center (SHC) prior of the amount of aid that you earned (based on the date to the fi rst 14 days of the semester or the fee for the of your total withdrawal) during the term. The amount Barry sponsored student insurance plan may be as- of Title IV aid earned is determined by multiplying sessed to the student’s account. If a student insurance the total Title IV aid (other than FWS) for which you fee has been assessed to a student’s account due to qualifi ed by the percentage of time during the term that lack of compliance with the university policy, such you were enrolled. fees are irrevocable and will not be credited under any ¥ If less aid was disbursed than was earned, you circumstance. Failure to comply with the University may receive a late disbursement for the differ- policy may negatively affect the student’s U.S. visa ence. status and/or the arrangements for campus housing. ¥ If more aid was disbursed than was earned, the If the academic program requires proof of insurance, amount of Title IV aid that you must return they will provide the student with instructions regard- (i.e. not earned) is determined by subtracting ing the completion of a waiver. Failure to comply the earned amount from the amount actually with academic program requirements may negatively disbursed. affect the student’s participation in such programs. All The responsibility for returning unearned Title IV programmatic decisions are handled by the compliance aid is shared between the University and you. It is al- offi cer of that program, not the SHC. located according to the portion of disbursed aid that could have been used to cover University charges, and DELINQUENT ACCOUNTS the portion that could have been disbursed directly to If a student’s account shall become delinquent, the you once those charges were covered. Barry University account may be referred to a collection agency or to will distribute the unearned aid back to the Title IV an attorney or both. In such event, the student shall be programs, as specifi ed by law. You will be billed for liable for the balance due plus any fees of the collection the amount that you owe to the Title IV programs, as agency, attorneys’ fees, court costs, and all other charges well as any amount due to the University, as a result of associated with the collection of the debt, together with Title IV that were returned that would have been used interest at the maximum rate allowed by law. to cover University charges. For additional information on refunds to Title IV sources, please contact the Offi ce of Financial Aid at Total Withdrawal and Return of Title IV Funds 1-800-695-2279 or (305) 899-3673. When a student receiving Title IV student fi nancial aid withdraws from all courses, the aid must be adjusted in accordance with rules established by the U.S. Depart- Refund Policy for State of Florida Funds ment of Education. These calculations may result in the A refund will be due to the State of Florida when student owing the University a balance. a student is not enrolled full time at the end of the If you withdraw or stop attending classes before institution’s established add/drop period, or 30 days completing 60% of the term, a portion of the total fed- from the start of the semester, whichever comes fi rst. eral aid you received, excluding Federal Work Study The State requires a full refund of monies. This policy earnings, may need to be repaid. immediately. The includes the Florida Resident Access Grant and the amount of federal aid that you must repay is determined Florida Student Assistance Grant. via the Federal Formula for Return of Title IV funds. This law also specifi es the order in which funds are to Refundable Credit be returned to the fi nancial aid programs from which Any refundable credit that results from a payment they were awarded, starting with loan programs. that was made by a credit card will be refunded by a direct credit to the original credit card. ORDER OF RETURN OF TITLE IV FUNDS 1. Unsubsidized Federal Stafford Loans Grade Report/Transcript Diploma Release 2. Subsidized Federal Stafford Loans 3. Federal Perkins Loans Grade reports, unofficial or official transcripts, 4. Federal Parent PLUS Loans diplomas, or offi cial letters of degree completion will 5. Federal Pell Grant not be released to students with outstanding fi nancial obligations to the University. Payment by local personal 6. Federal Supplemental Educational Opportunity check requires a minimum of 10 business days for Grants (FSEOG) check clearance. For other checks, please contact the 7. Other Title IV assistance (not including FWS) Cashier/Business Offi ce (CBO).

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FINANCIAL AID the student is registered as full time. Review for satis- The purpose of the Offi ce of Financial Aid at Barry factory academic progress is done annually at the end University is to provide service to students who need of the spring semester. If a student has not completed fi nancial assistance in order to enroll, or to continue at 24 credits by the start of the fall semester, or has not the University, in the form of fi nancial aid and fi nan- obtained a 2.00 cumulative GPA by the end of the spring cial planning for their education. The commitment of semester, he/she will be placed on probation for no Barry University to providing fi nancial assistance to its longer than one calendar year. If that same student has students is generous, personal and on-going. The Offi ce not obtained a 2.00 GPA by the end of the probationary of Financial Aid fulfi lls this commitment by following period, and has not completed the required number of established procedures and practices which ensure the credits, he/she will be ineligible for fi nancial aid for equitable and consistent treatment of all fi nancial aid the next academic period. applicants. In order to qualify as an eligible non-citizen, students The programs are administered in accordance with must be permanent residents with an Alien Registration nationally established philosophies of fi nancial aid for Card, Form I-551, I-151, or I-94, with a currently valid post-secondary education. The basis of these philoso- expiration date. Passports stamped with the notation phies is the belief that the family is the primary resource ÇProcessed for I-551 , Temporary Evidence of Law- for meeting educational expenses and fi nancial aid is ful Admission for Permanent ResidenceÈ with a valid available for bridging the gap between those resources expiration date are also acceptable. No federal or state and college costs. The total cost of attending college fi nancial aid is available to International Students. will include not only tuition and fees, room and board, books and supplies, but personal and travel expenses, Enrollment Status as well. The majority of fi nancial aid programs are designed The Free Application for Federal Student Aid for full-time undergraduate students seeking their fi rst (FAFSA), is the document used by Barry University baccalaureate degree while enrolled in programs for to collect confi dential information from parents and which the full rate of tuition is applied. Full-time sta- students for the purpose of determining a student’s need tus is obtained by being enrolled for at least 12 credits for fi nancial aid. This information is processed by the per term. Students enrolled for less than 12 credits federally-approved Multiple Data Entry processors, but at least half-time (6 credits) are eligible to apply and the results are sent to Barry at the request of the for Federal Stafford Loans. Students registered for a student. minimum of 3 credits and who demonstrate suffi cient PRIORITY DATE: Barry University does not have a fi nancial need (as determined by the FAFSA) may fi nancial aid deadline. However, since some fi nancial be eligible for a Federal Pell Grant. The amount will aid programs have limited funding we encourage you vary depending upon fi nancial need and the number of to provide us with a complete and accurate fi nancial credits enrolled. aid application by our priority date of March 15th. This ensures that you will have the maximum fi nancial aid Summer Enrollment opportunities. All applications received after that date Most grants and scholarships are available during the will be processed and funds awarded until they are Fall and Spring semesters. Student loans and Federal exhausted. Pell Grants may be available for the summer terms to those who qualify. DETERMINING ELIGIBILITY FOR FINANCIAL AID APPLYING FOR FINANCIAL AID A student is eligible for fi nancial aid when he or she After applying for admission, students should meets all of the following criteria: submit the Free Application for Federal Student Aid — Enrollment, or acceptance for enrollment, in a (FAFSA). Individuals whose applications are se- degree-seeking program of study. lected for verifi cation may have to submit additional documentation. Students will be notifi ed if parent’s or — U.S. citizenship, or qualifi cation as an eligible student’s tax returns or verifi cation forms are required non-citizen. to complete the verifi cation process. — Satisfactory academic progress. The Free Application for Federal Student Aid — Completion of the necessary fi nancial aid ap- (FAFSA) should be forwarded to one of the federally plications by the appropriate deadlines. approved Multiple Data Entry Processors designating For federal fi nancial aid purposes, “satisfactory Barry as the recipient of the application data. Barry academic progress” is defi ned as successfully complet- University’s Federal School Code is 001466. Other ing 24 credit hours each academic year, and achieving supporting documentation should be sent directly to a cumulative grade point average of 2.00 or above, if the Offi ce of Financial Aid at Barry.

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You are encouraged to complete the FAFSA on the $750 for the year. Second year students (up to 48 credits internet at http://www.fafsa.ed.gov. Please remember earned ) may be eligible for an amount up to $1,300. to sign your application either electronically with a NATIONAL SCIENCE AND MATHEMATICS AC- PIN number, or by printing out the signature page and CESS TO RETAIN TALENT GRANT (NATIONAL mailing it to the address specifi ed. Incoming students who apply for fi nancial aid can SMART GRANT). The National Science and Math- expect to receive notifi cation of their fi nancial aid ematics Access to Retain Talent Grant, also known as awards following notifi cation of acceptance to Barry. the National Smart Grant is available during the third Returning students will be notifi ed of their fi nancial aid and fourth years of undergraduate study to full-time awards upon completion of their fi nancial aid fi le. students who are eligible for the Federal Pell Grant and who are majoring in physical, life, or computer TYPES OF FINANCIAL AID FOR sciences, mathematics, technology, or engineering or in a foreign language determined critical to national UNDERGRADUATE STUDENTS security. The student must also have maintained a Barry University participates in federal and state cumulative grade point average (GPA) of at least 3.0 fi nancial aid programs. In addition, Barry provides in coursework required for the major. The National institutional funding to supplement federal and state SMART Grant award is in addition to the student’s funding. There are three types of fi nancial aid. They are Pell Grant award. gift-aid, work-aid, and loan-aid. Gift-aid is comprised of scholarships and grants from a variety of sources. FEDERAL FAMILY EDUCATION LOAN PRO- Work-aid, in the form of jobs on campus, is federally GRAM (FFELP). Low-interest loans for students funded. Loan-aid can come from federal and private and parents are provided by private lenders such as sources. banks, credit unions, and other organizations. There Gift-Aid does not have to be repaid. There are two are two types of FFELP loans: Stafford (subsidized types of gift-aid: scholarships and grants. Scholarships and unsubsidized student loans) and Parent Loan for are awarded to students based on academic promise, Undergraduate Students (PLUS). The Subsidized Fed- and grants are usually awarded on the basis of fi nancial eral Stafford Loan is based on fi nancial need using a need. federal formula. The government pays the interest for Work-Aid awards allow students to work on campus the student while he or she is enrolled in school at least to help defray the cost of education, while at the same half time and during grace and deferment periods. Re- time gaining valuable work experience. payment of principal begins six months after graduation Loan-Aid, unlike scholarships and grants, is money or when enrollment drops below half time. Repayment that must be repaid. Repayment of these student loans may extend up to 10 years. The Unsubsidized Federal usually begins six or nine months after the student Stafford Loan is not based on need and is available to leaves school or ceases to be enrolled at least half- students regardless of family income. However, because time. the loan is not subsidized by the government, the stu- dent is responsible for all interest which accrues during FEDERAL PROGRAMS in-school, grace and deferment periods. There is an origination fee and a federal default fee, not to exceed FEDERAL PELL GRANT. The Federal Pell Grant 4% combined. For dependent students, the annual loan serves as the foundation to which other sources of aid limits for combined subsidized and unsubsidized loans are added. The awards range, depending on the need are $3,500 for freshmen, $4500 for sophomores, and of the student, from an estimated $400 to $4,731 per $5500 for juniors and seniors. For independent under- academic year. This grant is offered to eligible full-time graduate students, those amounts may be exceeded by and part-time undergraduate students. an additional $4000 for freshmen and sophomores, and FEDERAL SUPPLEMENTAL EDUCATIONAL $5000 for juniors and seniors. OPPORTUNITY GRANT (FSEOG). Students with Under the Federal Parent Loan for Undergraduate exceptional fi nancial need may qualify for this federally Students (PLUS), parents of dependent students may subsidized grant. Barry generally awards FSEOG in borrow up to the difference between the cost of educa- amounts from $400 to $1400 per academic year. tion minus other fi nancial aid. Eligibility is determined FEDERAL ACADEMIC COMPETITIVENESS by the school, but it is not based on fi nancial need. The GRANT. The Federal Academic Competitiveness borrower must have a good credit history. There is an Grant is designed for full-time undergraduate students origination fee and a federal default fee, not to exceed who have completed a rigorous secondary school pro- 4% combined. gram of study and are also eligible for the Federal Pell Repayment begins immediately following disburse- Grant. First year students may be eligible to receive an ment. Parents have up to 10 years to repay. Academic Competitiveness Grant in the amount up to

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FEDERAL PERKINS LOAN PROGRAM. This University. The Bright Futures program is comprised of low-interest (5%) loan, made by Barry University, but the following three awards: Florida Academic Scholars federally subsidized, is awarded to students based on Award, Florida Medallion Scholars Award, and the exceptional fi nancial need. A student must complete Florida Gold Seal Vocational Scholars award. The and sign a promissory note with the school. Repayment amount is equal to a percentage of the state of Florida begins 9 months after leaving school. These loans are tuition rate. Students should contact their high school generally awarded up to $4,000. guidance counselor or the Offi ce of Financial Aid at FEDERAL WORK-STUDY PROGRAM (FWS). Barry University for additional information. This federally funded, need-based program enables Students from Barry University also participate students to work part time to help defray educational in the Jose Marti Scholarship Challenge Grant Fund, expenses. A minimum of 7% of Federal Work-Study “Chappie” James Most Promising Teacher Scholarship funds will be used in community service jobs, giving Loan Program, and the Critical Teacher Shortage Stu- students an opportunity to work on behalf of individuals dent Loan Forgiveness Program, as well as other state in our community needing assistance. Through the as- programs. Information on any of these programs may sistance of the FWS Coordinator, students are assigned be obtained from high school guidance counselors or by to available jobs based on their skills and abilities, contacting the Offi ce of Student Financial Assistance, and are paid on a monthly basis. Federal Work-Study Florida Department of Education, Tallahassee, Florida, gives the student a unique opportunity to earn money 32399-0400. Telephone: 1-888-827-2004. Web: http:// for college while at the same time gaining valuable www.fl oridastudentfi nancialaid.org/osfahomepg.htm work experience. FLORIDA PRE-PAID COLLEGE PROGRAM STATE OF FLORIDA PROGRAMS While this program was designed initially for use at Florida public colleges and universities, these funds FLORIDA RESIDENT ACCESS GRANT (FRAG). can be applied toward expenses at Barry University. For This program provides tuition assistance to full-time further information please contact the Florida College undergraduate students from Florida attending private, Pre-Paid program at 800-552-4723. independent colleges and universities located in the state. Students who have been residents of Florida STATE GRANT PROGRAMS OUTSIDE for other than educational purposes for at least twelve FLORIDA consecutive months may be eligible for the grant. Incoming students from Alaska, Delaware, the This program provides approximately $3000 per District of Columbia, Vermont, Rhode Island and academic year, subject to state budget appropriations. Pennsylvania should know that their state grants are The student automatically applies for this grant when “portable.” Students from these states who qualify, completing the Free Application for Federal Student based on fi nancial need, can use these grants to attend Aid (FAFSA). a college or university outside their state. These grants FLORIDA STUDENT ASSISTANCE GRANT can, therefore, be applied towards a student’s cost of (FSAG). This need-based grant provides approximately education at Barry University. Students should contact $1,000 per academic year to full-time undergraduate their State Department of Education for further details, students from Florida, subject to state budget appropria- since there may be a deadline for application. tions. Students must complete the Free Application for Federal Student Aid to apply. It is recommended that the application be completed prior to March 15th, as UNIVERSITY PROGRAMS these funds are limited and will be awarded on a fi rst- come, fi rst-serve basis. ACADEMIC SCHOLARSHIPS PROVIDED BY THE UNIVERSITY Renewal Requirements for FRAG and FSAG Barry scholarships are awarded annually to tal- Students awarded FRAG and/or FSAG the previous ented incoming freshmen and transfer students based academic year must complete 24 credits (from the on scholastic achievement. The amount ranges from previous Summer, Fall and Spring semesters) with a $1,000 to $15,500 annually and is also based on the cumulative GPA of at least 2.00 in order to be consid- student’s housing status. Students must maintain a cu- ered for renewal. FSAG recipients must also continue mulative grade point average of 3.0 or above to renew to demonstrate fi nancial need and submit the Free Ap- scholarships, and any change in housing status may plication for Federal Student Aid (FAFSA). also impact the amount of the scholarship. Scholarships Florida Bright Futures Scholarship Program: for graduate, ACE and students enrolled in off-campus Florida students who have earned a Florida Bright programs are limited. Futures Scholarship can utilize these funds at Barry

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PRIVATE SCHOLARSHIP FUNDS College of Arts and Science Inquiries regarding student scholarships should be Ann Bishop Memorial Journalism Scholarship directed to the Offi ce of Financial Aid and/or the in- Patricia Johnston O’Hearne Scholarship dividual school. The Financial Aid Offi ce maintains a Ann Fels Wallace Fine Arts Scholarship list of available scholarships including selection criteria Father Cyril Burke Memorial Scholarship and application procedures. If awarded a scholarship, Evelyn and Phil Spitalny Scholarship Award the funds are distributed to the student’s account by the Sister Paul James Villemure Endowed Scholarship Offi ce of Financial Aid. Minnaugh Family Memorial Scholarship Sister Thomas Gertrude, OP (Catherine Brennan) ENDOWED SCHOLARSHIP FUNDS Scholarship Endowed scholarships are established by individu- Sister Maura Phillips, OP Scholarship als and/or foundations and trusts to assist students in Dr. Marie-France Desrosiers Scholarship perpetuity. Interest earned by endowed scholarships is Sister Jeanne O’Laughlin Arts & Sciences Endowed awarded. Scholarship Alexis Cabrera Endowment Fund Andreas School of Business Dr. Lloyd D. Elgart Scholarship School of Podiatric Medicine Carroll F. Knicely Management Scholarship The Patricia Ellsworth Kopenhaver, BA, MA, DPM Sister Judith Shield, OP Endowed Scholarship Endowed Scholarship Fund Ocean Bank Business Scholarship Dr. Marvin and Ruth Steinberg Memorial Scholarship Fund Adrian Dominican School of Education Dr. Herbert Feinberg Memorial Scholarship Fund Mildred Anne Browne Memorial Scholarship Physician Assistant Program Luigi Salvaneschi Scholarship William Randolph Hearst Endowed Scholarship School of Human Performance and Leisure Fund Science Goizueta Foundation Scholars Fund for 2+2 Program Marie A. Fitzgerald Scholarship Ella Evans Memorial Scholarship Professor Neill Miller Scholarship Fund North Dade Medical Foundation Scholarship Phyllis T. Saunders Memorial Scholarship Need-Based School of Adult and Continuing Education Forrest J. Flamming Trust Scholarship (ACE) William C. Martino & Delrose Marlene Martino Scholarship Sister Marilyn Morman ACE Scholarship Fund Sister Trinita Flood, OP Endowed Scholarship Sister Elaine Scanlon Scholarship Averill Stewart Scholarship Mansolillo Family Scholarship School of Social Work Sister Elaine Scanlon Scholarship Dr. Beulah Rothman Scholarship Fund Mary Agnes Sugar Scholarship Fund John and Dr. Neta Kolasa Scholarship George Coventry Roughgarden & Nina Schmidt Nina Fox Memorial Scholarship Fund Roughgarden Fund

College of Health Science Miscellaneous Sister John Karen Frei, OP, PhD Scholarship Florida Organization of Jamaicans Scholarship Sister Agnes Louise Stechschulte, OP, PhD Sister Dorothy Brown Alumni Scholarship Scholarship George J. Wanko, PhD Scholarship Albert W. Shellan Memorial Scholarship Deborah Lyn Feigelson Memorial Scholarship for Judith A. Balcerski/Blue Cross and Blue Shield Disabled Students Scholarship Barry University Alumni Association Endowed William Randolph Hearst Endowed Scholarship Scholarship Fund Miami Children’s Hospital Scholarship North Dade Medical Center Foundation Scholarship

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ANNUAL SCHOLARSHIP FUNDS Need-Based Annual scholarships are established by individuals Bateman Scholarship Fund and/or foundations and trusts to assist students yearly. Sylvia G. McCleskey Memorial Scholarship Funds do not earn interest. Adelaide Frey Memorial Scholarship Pamela and Stewart Greenstein Scholarship Andreas School of Business Olga and David Melin Scholarship Marie Baier Scholars Program Barry University Annual Fund Assurant Solutions and Assurant Specialty Property Scholarship Fund GRANTS PROVIDED BY THE UNIVERSITY Andreas School of Business Scholarship ATHLETIC GRANTS. Barry University offers ath- Ocean Bank Business Scholarship letic grants to students who show outstanding ability. These grants are available in most of the intercollegiate Adrian Dominican School of Education sports programs offered by the University. Interested Dr. Gerry Bohning Scholarship Fund students should contact the appropriate Head Coach or Irene Maliga Scholarship Trust the Athletic Department. BARRY ACCESS GRANTS. Funds are provided School of Adult and Continuing Education (ACE) by the University to assist students who demonstrate Sister Loretta Mulry Scholarship fi nancial need. Award amounts vary. These awards are made on a fi rst-come, fi rst-served basis. The student automatically applies for this grant when completing the School of Social Work Free Application for Federal Student Aid (FAFSA). School of Social Work Scholarship Dr. John Riley Memorial Scholarship TUITION EXCHANGE PROGRAMS Dr. Marilyn Zide Memorial Scholarship Barry University participates in two separate recip- Joan Gerstein Memorial Scholarship rocal tuition exchange programs: Tuition Exchange, Inc. at www.tuition.exchange.org and CIC Tuition Exchange College of Health Science Program at http://www.cic.edu/tep/. These programs Lettie Pate Whitehead Scholarship provide the opportunity for eligible family members of Alec J. Santora Memorial Award faculty and staff to receive undergraduate scholarships John T. Macdonald Foundation Scholarship at one of the participating member institutions. Each R.A. Ritter Foundation Scholarship Fund member institution is to maintain a balanced student exchange program. That means keeping a reasonable College of Arts and Science match between students from Barry going to other schools (exports) and students coming to Barry from Northeast Miami Women’s Club Scholarship other schools (imports). A member institution generally Music and Theatre Scholarship may not export more than it imports. Because of that, Theology Scholarship Barry may have to limit the number of TE Scholarships Assurant Solutions and Assurant Specialty Property awarded if we have more applicants from faculty and Scholarship Fund staff families (potential exports) than we have student Physical Sciences Honor Scholarship imports. These scholarships are extremely limited and A. Julieta O’Farrill de Secades Scholarship Fund not everyone who applies will receive an award. Incoming students interested in attending Barry School of Podiatric Medicine University and utilizing one of these programs should Goldie Fein Memorial Scholarship apply for the exchange program at their home institu- Carolyn P. Rosser Memorial Scholarship tion, who will forward the application to the Financial Catherine M. Parkhurst Memorial Scholarship Aid Offi ce at Barry University. Clinical Podiatric Faculty Scholarship Fund VETERANS AND ELIGIBLE DEPENDENTS School of Human Performance and EDUCATIONAL ASSISTANCE Leisure Science The Federal Government has programs, which Human Performance and Leisure Science provide fi nancial assistance for veterans and eligible Scholarship dependents of certain veterans. Information may be Sister Eulalia LaVoie Scholarship obtained from the local or regional Veterans Admin- Coca-Cola Scholarship istration Offi ces. A student must be fully accepted into a degree-seeking program approved by the State Approving Agency for Veterans Training. The Veterans

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Administration will make determination of eligibility CREDIT FOR PREVIOUS TRAINING. Students for benefi ts. Effective for the 2007-2008 academic year, eligible to receive educational benefits from the enrollment certifi cation for Veterans Programs will be U.S. Department of Veterans Affairs with previous completed by the Registrar’s Offi ce. post-secondary training/experience must request of- STANDARDS OF PROGRESS POLICY FOR fi cial transcript(s) be sent to Barry University. If the VETERANS. A Satisfactory Progress Average (SPA), a transcript(s) is not received by the end of the fi rst variation of the Quality Point Average (QPA), indicates semester, the student’s educational benefi ts will be satisfactory progress for a student receiving veteran’s terminated until the transcript(s) is received. Should educational benefi ts. An SPA of 2.00 or greater for an credits be accepted, the student’s training time and undergraduate student is satisfactory; less than 2.00 total tuition costs* will be reduced proportionately. is not satisfactory. Any time a student’s SPA is not The VA and the student will receive a written notice satisfactory; he/she will be certifi ed, in a probationary of credits allowed. status, for only one additional semester. If, at the end of OUTSIDE SOURCES OF SCHOLARSHIPS this additional semester, the student’s SPA is still below the satisfactory level, the Veterans Administration (VA) AND ASSISTANCE will be notifi ed of the unsatisfactory progress and the Many organizations not affi liated with the Univer- student’s veterans educational benefi ts will be termi- sity, such as local civic groups and fraternal organiza- nated. A student whose educational benefi ts have been tions, offer grants and scholarships for which many terminated by the VA for unsatisfactory progress may students are eligible. Students are encouraged to inquire petition the Registrar of the University for readmission. about these potential sources of assistance by contacting A University offi cial will discuss the problems relating the Offi ce of Financial Aid. to the unsatisfactory progress with the student. If the cause of the unsatisfactory progress has been removed, and the student is readmitted, he or she will be recerti- fi ed for veteran’s educational benefi ts.

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ACADEMIC INFORMATION

ACADEMIC AWARDS courses to take so that students can progress toward completion of their degrees. On the other hand, advisors DEAN’S LIST are guides and mentors to students who are often un- sure of their life goals, their academic abilities, or their To be eligible for the Dean’s List, students must career preferences. Academic advisors are assigned have achieved a grade point average of 3.50 taking at by the dean of the school in which the student’s major least 12 credits on a graded basis with no incomplete is housed. Advisors meet with students periodically grades or grade lower than a C. In-progress (IP) grades to plan the academic program and evaluate progress. and developmental courses will not be included in any Registration forms must have the advisor’s signature calculations used to determine eligibility. before being processed each semester. PRESIDENT’S LIST To be eligible for the President’s List, students must AUDIT have achieved a grade point average of 4.0 taking at Students wishing to audit a course must meet ad- least 12 credits on a graded basis with no incomplete mission requirements. Regular tuition charges apply to grades. In-progress (IP) and developmental courses will audited coursework. not be included in any calculations used to determine eligibility. ATTENDANCE GRADUATING WITH HONORS Students are expected to attend classes and laborato- ry sessions. At the beginning of the semester, all instruc- In order to qualify for graduation with distinction, a tors will defi ne specifi c requirements for attendance in student must have taken a minimum of 56 credit hours their classes as they relate to the course grade. at Barry carrying letter grades of A,B,C, or D, and must The College of Arts and Sciences adheres to the have maintained a cumulative grade point average of following attendance policy: A total of 6 class hours of 3.50 or above. Portfolio credits cannot be applied to absence can result in withdrawal with W, WP, or WF the 56 credit hours required to graduate with honors. if within the designated withdrawal period, or with an If a student returns for a second degree, he/she must automatic F if not. It is the responsibility of the student complete all requirements for graduating with honors, to initiate the withdrawal during the designated with- not to include credits used for previous degree. Only drawal period. Otherwise, an F will be issued at the end courses taken at Barry are computed in determining of the term. honors. The GPA will be rounded using the third deci- mal place. For distinction, CUM LAUDE, a cumulative grade CAMPUS INTERCHANGE PROGRAM point average of 3.50 is required; for MAGNA CUM Barry University is part of the fi ve-campus Do- LAUDE, 3.70; and for SUMMA CUM LAUDE, minican Colleges Campus Interchange Program. Barry 3.90. students have the opportunity to spend an academic semester at one of four cooperating institutions located ADVISORS in different geographic areas of the country while re- maining degree candidates at Barry. This cooperative At Barry University, advising students is a respon- educational experience is available through the joint sibility shared by faculty. Advisors perform dual func- efforts of Aquinas College, Grand Rapids, Michigan; tions. On the one hand, they counsel students on what Dominican University of California, San Rafael, Cali-

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fornia; Siena Heights University, Adrian, Michigan; and 4. Application for participation during the Spring St. Thomas Aquinas College, Sparkill, New York. semester must be submitted by November 1 of the These colleges have much to offer the Barry student: current academic year. exposure to people with different sociological and 5. The completed application must be submitted to the historical perspectives; the benefi ts of varied cultural Dean, College of Arts and Sciences, by the appropri- opportunities; the possibilities for travel to different ate deadlines. Application forms are available from historical sites as well as to a wide variety of natural this offi ce, located in Lehman 333. habitats; and the interests and expertise of other faculty 6. All applicants must have written approval from members. their academic advisors of the course of studies to The possibilities of participating in the educational be pursued at the exchange college. and other personally enriching opportunities present in 7. Acceptance for participation will be subject to the this interchange program should be seriously consid- approval of the Dean, College of Arts and Sciences, ered by Barry students who have at least second-semes- ter sophomore standing. Students who travel to another in addition to the consent of the exchange college. campus for a semester remain degree candidates at Barry and the credits earned are transferred to Barry. CHALLENGE TESTING Students must request a catalogue and class schedule from the college they are interested in attending so that Placement they have a complete picture of the courses that are Students who need to take courses in English and offered prior to requesting approval. Math will be placed in these classes according to their Aquinas College, Grand Rapids, Michigan, is located level of profi ciency. In each area, profi ciency is deter- on a wooded campus nestled in the heart of Michigan’s mined by SAT or ACT scores. second-largest city. The picturesque campus boasts a Transfer credits in English 111 and 112 or 210 are blend of historic architecture and state-of-the-art ameni- accepted to fulfi ll distribution requirements. If a student ties and is within minutes of a vibrant downtown and has passed the State CLAST test and is transferring in its diverse cultural and entertainment offerings. Math courses from another institution, these courses are validated by the CLAST and no placement test is Dominican University of California in San Rafael is required. located on one hundred wooded acres in a residential district just one-half hour’s drive north of San Francisco Math Placement across the Golden Gate Bridge. All students will be placed in a Math course based on Siena Heights University is located in Adrian, a small their level of profi ciency as determined by their SAT or city in the heartland of the Midwest. Neighboring the ACT scores or the results of a Math placement test. lake-dotted Irish Hills, it combines the cultural advan- tages of three colleges with the rural beauty of southeast Computer Placement Michigan and the nearby bright lights of Ann Arbor, All Barry students are required to demonstrate com- Detroit, and Toledo. puter profi ciency. This requirement may be satisfi ed St. Thomas Aquinas College, Sparkill, New York is by completion of CS 180 or CAT 102. Students who located on twenty-four rolling acres at the foot of the believe that they already have profi ciency may request Clausland Mountains, an area noted for its natural the computer challenge test. beauty at the edge of the Hudson River Valley. It is within easy commuting distance of New York City, English Placement where students may avail themselves of frequent visits ENG 095 SAT-V 480 and below to museums, theatres, art galleries, and libraries. ACT 21 and below TOEFL 500-599 APPLICATION REQUIREMENTS ENG 111 SAT-V 490 and above 1. All applicants must have at least second-semester ACT 22 and above sophomore status during the semester of exchange TOEFL 600 and above and must have completed at least two semesters at ENG 095/111 Placement Testing is available to Barry University prior to the exchange semester. students with an SAT Verbal score of 470 or 480 (or 2. All applicants must have a minimum cumulative an ACT English score of 20 or 21). Students with an grade point average of 3.00 as well as a minimum SATV of 460 or below (or an ACT/E of 19 or below) grade point average of 3.00 in all major courses. are automatically placed in ENG 095. These students 3. Applications for participation during the Fall semes- are not eligible to take the placement test. Students with ter must be submitted by April l of the preceding an SATV of 490 or above (or an ACT/E of 22 or above) academic year. are placed in ENG 111.

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If, as a result of the ENG 095/111 Placement test, a An undergraduate student’s status is determined student is placed in ENG 095, they must complete ENG by the number of credit hours attempted in a given 095 before taking ENG 111. Once a student has taken semester/term as follows: the Placement Test, they are not eligible to re-take the Full-time 12 credits or above test. Part-time 11 credits or below Exceptions: Freshmen who have Advanced Place- ment Credit (AP). If a student has AP credit for ENG 111, placement will be in ENG 112 or 210. If a student CLASS LOAD has AP credit for ENG 112 or 210 only, placement will The recommended undergraduate academic course be in ENG 111. If a Freshman has AP credit in both load is 15-17 credits during a regular semester and 6 ENG 111 and ENG 112 or 210, no further English is credits during a summer session. To attempt more than required. 18 or 6 credits, respectively, requires the recommenda- tion of the faculty advisor, written approval of the ap- Chemistry Placement propriate dean, and a 3.00 (B) average. The maximum If SAT-M is less than 440, then CHE 110. class load for students in the Evening Business Program If SAT-M is 480 or more, than CHE 111. is twelve (12) credits per semester. If SAT-M is between 440-480, the decision of whether to place the student in CHE 110 or 111 is left CREDIT/NO CREDIT to the discretion of the academic advisor. Students may select one course per semester, in ad- Exemptions dition to Instructional Activities in Sport and Recreation Specifically exempt from this policy are second courses and certain developmental courses, subject to bachelor’s degree candidates, students admitted into the the usual maximum course load limitations, for which Nursing Transition Program (RN/BSN), Nursing Accel- the offi cial record of performance shall indicate only erated Option, B.S. in Biology/M.L.S. and B.S. in Biol- whether or not course requirements are completed ogy/Histotechnology and Cardiovascular Perfusion. satisfactorily. A student on academic probation may not elect the CR/NC option. CHANGE OF MAJOR AND/OR SCHOOL This option may not apply to courses in the student’s Students wishing to change their academic major or major/minor or to courses required for professional to add another major to their academic program, or to preparation. The student must elect the option at the change schools, must submit a Request for Change of time of registration; any changes must be made within Major and/or School Form with the offi ce of the dean the regularly-scheduled period for class adjustments. of the school in which the student is enrolled. Students A student may not repeat a course under the CR/NC are bound by the requirements for the major published option for which the previously earned grade was other in the course catalog for the academic year in which than W. the new major is declared. For all other academic and A maximum of twenty-four (24) credits, in addi- graduation requirements, students remain bound by tion to physical education and certain developmental the regulations published in the course catalog for the courses, may be taken under the CR/NC option (CLEP academic year of initial acceptance to and enrollment and Proficiency Examinations excluded). Credits in a Barry University program. earned under this option are applicable to the number of Students returning to the university after an absence credits needed to fulfi ll degree requirements. Students of one calendar year or more are bound by all require- must enroll for the Credit/No Credit option in all sport ments published in the course catalog for the academic and recreation courses; no letter grades are issued. year of readmission. DECLARATION OF MAJOR CLASS ADJUSTMENTS All students, including transfers, must declare a Changes to original schedules must be done during major at the completion of 60 credit hours. registration on a “Registration Adjustment” form. Ad- justments must be authorized by the student’s advisor. DEGREES, MAJORS & MINORS FOR CLASSIFICATION AND STATUS OF UNDERGRADUATE STUDENTS UNDERGRADUATE STUDENTS In its undergraduate programs, the University offers An undergraduate student’s classifi cation is deter- the degrees of Bachelor of Arts (B.A.), Bachelor of mined by the number of credits earned as follows: Music (B.M.), Bachelor of Science (B.S.), Bachelor of Fine Arts (B.F.A.), Bachelor of Science in Nursing Freshman 1 to 29 credits earned (B.S.N.), Bachelor of Professional Studies (B.P.S.), Sophomore 30 to 59 credits earned Bachelor of Liberal Studies (B.L.S.), Bachelor of Public Junior 60 to 89 credits earned Administration (B.P.A.), and Bachelor of Science in Senior 90 credits or above earned Legal Studies (B.S.L.S.).

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The University offers over 50 Exercise Science Minor undergraduate majors: Finance (B.S.) Accounting (B.S.) General Studies (B.A.) Administration (B.S.) Health Services Administration (B.S.) Advertising (B.A.) History (B.A.) Art (B.F.A.) (B.A.) Honors Art History Information Technology (B.S.) Ceramics International Business (B.S.) Graphic Design International Studies (B.A.) Painting and/or Drawing Legal Studies (B.S.) Athletic Training, B.S. Leisure and Recreation Management (B.S.) Pre-Medical Option Liberal Studies (B.L.S.) Pre-Physical Therapy Option Management (B.S.) Athletic Training, Five Year B.S. to M.S. Marketing (B.S.) Biology (B.S.) Mathematical Sciences (B.S.) Major: Professional Specialization Actuarial Science Pre-Dental Applied Pre-Medical Computational Pre-Optometry Medical Technology (B.S.) Pre-Pharmacy Music (B.A.) (B.M.) Pre-Podiatry Instrumental Performance Pre-Veterinary Voice, Opera, Musical Theatre 3-Year Accelerated Option Sacred Music Biotechnology Specialization Nuclear Medicine Technology (B.S.) Major for the Medical Laboratory Technician Nursing (B.S.N.) Histotechnology Specialization Generic Major: Non-Medical Specialization Accelerated Option, B.S.N. Marine Biology Specialization Basic Option, B.S.N. Post-Baccalaureate Program L.P.N. to B.S.N. Option Pre-Physical Therapy Specialization Three-Year Option, B.S.N. Pre-Physician Assistant Specialization Two-Year Option, B.S.N. Broadcast Communication (B.A.) Transitional Cardiovascular Perfusion (B.S.) R.N. to B.S.N. Option Chemistry (B.S.) R.N./B.S./B.A. to M.S.N. Bridge Option Environmental Option Philosophy (B.A.) Pre-Dental Photography (B.F.A.) (B.A.) Pre-Medical Photo/Biomedical/Forensic Pre-Pharmacy Physical Education (B.S.) Pre-Veterinary Teacher Education Program (PE-TEP) Communication Studies (B.A.) Political Science (B.S.) Computer Information Sciences (B.S.) Pre-Engineering Computer Science (B.S.) PreK-Primary Education (B.S.) Criminology (B.S.) Pre-Law (B.A.) Cytotechnology (B.S.) Pre-Major (Undeclared) Diagnostic Medical Ultrasound Technology (B.S.) Professional Studies (B.P.S.) Diving Education Minor Psychology (B.S.) Elementary Education (B.S.) Industrial/Organizational Specialization English (B.A.) Public Administration (B.P.A.) Literature Public Relations (B.A.) Professional Writing Social Work (B.S.W.) Exceptional Student Education (B.S.) Sociology (B.S.) Exercise Science (B.S.) Spanish (B.A.) Pre-Medical Option Sport Management (B.S.) Pre-Physical Therapy Option Diving Industry Specialization Exercise Science, Five Year B.S. to M.S. Golf Industry Specialization

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Sport Management 5 year B.S. to M.S. Andreas School of Business Sport Management Minor Master of Business Administration, M.B.A. Theatre (B.A.) Master of Science in Accounting, M.S.A. Acting Master of Science in Management, M.S.M. Dance Theatre Postgraduate Certifi cate Programs: Technical Theatre Accounting, Finance, International Theatre Publicity Business, Management, Management Theology (B.A.) Information Systems, Marketing Undergraduate Minors Adrian Dominican School of Education Minor concentrations are available in specifi c sub- ject areas, as well as in the interdisciplinary areas of Counseling, Ph.D. Peace Studies, Women’s Studies, and Film Studies. Curriculum and Instruction, Ph.D. Additional courses are offered in the following areas Specializations: of study: Early Childhood Education 1. Geography Elementary Education 2. Humanities Culture, Language, and Literacy (TESOL) 3. Nutrition Curriculum Evaluation and Research 4. Physics Reading 5. Secondary Teacher Certifi cation-Biology Educational Leadership, M.S., Ed.S. 6. Speech Educational Technology Applications, M.S., Ed.S. A number of courses and programs at Barry Teaching and Learning with Technology University provide for an interdisciplinary approach Exceptional Student Education, M.S. to education. Examples include Biomedical Ethics, Endorsements in Autism and Gifted Environmental Studies, Humanities, Peace Studies, School and Counseling, M.S., Ed.S. Pre-Law, and International Studies. Higher Education Administration, M.S. Human Resource Development and DEGREES AND MAJORS FOR GRADUATE Administration, M.S. STUDENTS HRDA Leadership of Not-for-Profi t/ Religious Organizations, M.S., Certifi cate (More detailed information may be found in the Leadership and Education, Ph.D. Barry University Graduate Catalog.) Specializations: Educational Technology School of Adult and Continuing Education Exceptional Student Education Administrative Studies, M.A. Higher Education Administration Public Administration, M.P.A. Human Resource Development Leadership College of Arts and Sciences Marital, Couple and Family Counseling and Clinical Psychology, M.S. Therapy, M.S., Ed.S. Broadcast Communication, M.A. Marital, Couple and Family Counseling and Liberal Studies, M.A. Therapy and Mental Health Counseling, M.S., Organizational Communication, M.S. Ed.S. Pastoral Ministry for Hispanics, M.A. Mental Health Counseling, M.S., Ed.S Photography, M.A. Mental Health Counseling and Rehabilitation Photography, M.F.A. Counseling, M.S., Ed.S.. Practical Theology, M.A.P.T Montessori Elementary Education, M.S., Ed.S. Psychology, M.S. Montessori Early Childhood, M.S., Ed.S. Public Relations and Corporate Reading, M.S., Ed.S., Endorsemant Communications, M.A. Rehabilitation Counseling, M.S., Ed.S. School Psychology, S.S.P. Doctor of Ministry, D. Min. School of Podiatric Medicine Doctor of Podiatric Medicine, D.P.M. Physician Assistant Program, M.C.M.S. Anatomy, Master of Science, M.S.

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School of Human Performance and Leisure Basic English Composition, MA 010 Mathematics Sciences Skills for General Knowledge Test Ð GKT, MAT 090 Movement Science, M.S., with Specializations in: Pre-Entry Math, MAT 091, Preparatory Mathematics Athletic Training I, MAT 093 Preparatory Mathematics II, and MAT 095 Biomechanics Preparatory Mathematics III. All developmental courses must be completed successfully by the end of 45 credit Exercise Science hours or, in the case of transfer students, within the fi rst Sport and Exercise Psychology academic year in residence. or the General Option DISTRIBUTION REQUIREMENTS Sport Management, M.S. Dual Masters Degree in Sport Management & Mission Statement Business Administration with Andreas School Informed by the Catholic and Dominican traditions, of Business, M.S./M.B.A. a Barry education is intentional; the values framed by the University mission are infused throughout the School of Law* distribution requirements curriculum. This curriculum Juris Doctor, J.D. is designed as a liberal arts foundation to the baccalau- reate degree and is based on the belief that education College of Health Sciences should empower students to believe in their ability to Anesthesiology, M.S. create a world in which hatred and injustice are opposed Biology, M.S. and in which creative and intellectual expression are Biomedical Science, M.S. celebrated. Health Services Administration, M.S. The curriculum presents a broad range of perspec- Nursing, M.S.N., with Specializations in Nursing tives or approaches to knowledge, including the arts, Education; Nurse Practitioner (Family), Nurse humanities, social and behavioral sciences, mathemat- Practitioner (Acute Care); and Nursing Admin- ics, natural sciences, physical sciences, philosophy, istration, including a dual degree with Andreas and theology. In addition, competencies in writing, School of Business, MSN/MBA reading, oral communication, critical thinking, re- Doctor of Philosophy in Nursing, Ph.D. search methodologies, quantitative reasoning, and computer technology are taught in specialized courses Occupational Therapy, M.S. and embedded across the curriculum. This curriculum Public Health, M.P.H. encourages students to gain the knowledge, skills, and School of Social Work values leading to success in their chosen professions as well as a disposition to critical thinking and life-long Master of Social Work, M.S.W. learning. Doctor of Philosophy in Social Work, Ph.D. The spirit of liberal learning fosters intellectual * Admissions and Academic information published in Barry Univer- fl exibility, curiosity, and creativity; promotes a sense of sity at Orlando, School of Law Catalog. Contact 407-275-2000 for social responsibility on the part of the educated person; further information. and encourages the connection between formal learning and action for the betterment of the world and respect DEPARTMENTAL PROFICIENCY for human dignity. EXAMINATIONS Students who believe that they are qualifi ed in any Learning Goals course offered by the University and are interested The following learning goals have been established in placement and/or credit may petition to take a de- for each curricular area of distribution requirements. partmental examination covering the course, with the Student learning outcomes for each distribution course approval of the dean, providing such an examination are based on these goals. is offered. These examinations do not satisfy residency requirements. A fee of $20.00 per credit must be paid Written and Oral Communication to cover administrative costs. Oral Communication DEVELOPMENTAL COURSES 1. To communicate information clearly, logically, and precisely, using audience-appropriate lan- To fulfi ll its responsibility to educate students, Barry guage, during oral presentations. University offers a series of developmental courses for 2. To demonstrate effective interaction skills across the benefi t of those students who need to strengthen dyadic, small group, and public communication some of their skills. These courses include ENG 095 settings.

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3. To acquire, evaluate, and synthesize information Fine Arts from sources that will support arguments made 1. To explore visual or performing arts within his- during a persuasive speech. torical contexts or from creative view points. 4. To articulate sensitivity for cultural diversity and 2. To explore and understand the principles of explain how that stimulates a deeper understand- artistic expression and the creative process. ing and respect. Foreign Languages Written Communication 1. To demonstrate profi ciency/competence in a 1. To demonstrate effective critical thinking skills second language by acquiring and enhancing the and clear, precise, well-organized writing which understanding, reading, writing, and speaking, demonstrates standard English usage. and show knowledge of the distinct features of 2. To demonstrate competence in the research the culture associated with that language. process by differentiating between primary and secondary sources and appropriately evaluating Science and Mathematics and incorporating source materials into written Science assignments. 1. To develop an understanding of scientifi c con- cepts with emphasis upon scientifi c observation, Theology and Philosophy scientific methods, analytical thinking, and Philosophy (All philosophy courses which satisfy scientifi c literacy. the University distribution requirements meet at least four of the fi ve learning goals.) Mathematics 1. To understand the historical roots and develop- 1. To develop habits of analytical thought and ment of basic contemporary issues. problem-solving and to appreciate the beauty 2. To understand the objective nature of morality. and the contribution of mathematics as part of 3. To understand that reasoning can be logically human culture. valid or invalid. 2. To help students improve their ability to present 4. To understand the value of a philosophy of life oral and written communications of mathematical (i.e., a reasonable and comprehensive world view). proofs, applied problems and computer-related 5. To develop students’ ability to use philosophical work through assignments and class presenta- concepts appropriately and accurately in written tions. and oral communication. Social and Behavioral Sciences Theology (All theology courses which satisfy the 1. To develop a critical understanding of individual University distribution requirements meet at least and social behavior through the concepts, theo- fi ve of the six learning goals.) ries, and methods of the social and behavioral 1. To explore the biblical foundations of Judaism sciences. and Christianity. 2. To demonstrate oral and written communicative 2. To understand the different methods of interpret- competence in the fundamental concepts and ing scripture and religious traditions. ideas of the social and behavioral sciences 3. To understand the development of Christian 3. To identify and defi ne the principles and strate- doctrine in relation to contemporary culture. gies that can create more compassionate interper- 4. To explore the foundations of Jewish and Chris- sonal relationships and social institutions based tian morality. on equity and social justice. 5. To acknowledge the inherited wisdom and re- spective contributions of world religions to the Undergraduate Graduation Requirements understanding of transcendent mysteries. (1) Satisfactory completion of at least 45 credits of 6. To develop students’ ability to use theological distributed coursework, including 9 credits in each vocabulary appropriately and accurately in writ- of the following curricular divisions with a minimum ten and oral communication. of 3 credits in each of the ten subdivisions: 1. Theology and Philosophy 9 credits Arts and Humanities 2. Written and Oral Communication 9 credits Literature/Humanities 3. Physical or Natural Science and 1. To explore literary texts within historical, philo- Mathematics 9 credits sophical, and cultural contexts. 4. Social and Behavioral Sciences 9 credits 2. To explore literary periods, literary genres, and critical theory. 5. Humanities and the Arts 9 credits 3. To enhance the ability to read literary texts critically. Total Distribution Requirements 45 credits

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The above distributed coursework must be selected GRADE REPORTS from an approved list of courses from the areas Grade reports are issued at the end of each term. below. Any error in designation, grade appeal or omission of Students can obtain copies of the approved lists of a course should be reported to the Registrar within two courses from their academic advisors. weeks of receipt. Students may not receive a transcript Philosophy of credits until their financial accounts have been Theology settled. Written Communication: Excluding ENG 095 Oral Communication GRADING SYSTEM Fine Arts: Art, Dance, Music, Photography, Barry’s undergraduate grading system, based on Theatre class work and examination, follows: Humanities: English Literature, French, Humani- Superior ties, Spanish Achievement A 4.00 honor points per credit Mathematics: Excluding MAT 090, 100, and 105 A- 3.70 honor points per credit Natural Sciences: Biology, SES 360/360L, B+ 3.40 honor points per credit Environmental Science (ACE offers courses Above Average B 3.00 honor points per credit with an EVS prefi x that are used to satisfy the B- 2.70 honor points per credit science requirement.) C+ 2.40 honor points per credit Physical Sciences: Chemistry, Physics excluding Average C 2.00 honor points per credit CHE 110 Below Average D 1.00 honor points per credit Behavioral Sciences: Anthropology, Criminology, Failure F No honor points credit Psychology, Sociology Credit CR Awarded for achievement Social Sciences: Economics, Geography, History, at or above the D level (C Political Science level in ENG 095, 111, All Methods of Teaching courses (XXX 376, 476) and 112; MAT 090, 100A, are excluded. 100B, 100C, 105); no honor points; not com- (2) Satisfactory completion of a minimum of 120 credits puted in GPA; equivalent with a cumulative average of 2.00 (C). Of the total, a to passing grade A-D minimum of 48 credits must be in courses numbered Audit AU No honor points per credit above 299. The last 30 credits and the majority of Not Reported NR No Grade Reported is the major coursework must be completed at Barry given when the professor University. fails to turn in his/her (3) Individual schools require satisfactory completion grades on the date due. of an integrative experience in the major fi eld(s). Upon submission, the NR Examples of integrative experiences are capstone is changed accordingly. courses or seminars, written or oral comprehensive Course In exams, national certifi cation or licensure exams, Progress IP Course in Progress internships, and clinical fi eld work. No Credit NC No credit awarded; achievement below D level (4) Completion of a major. Specifi c requirements are (C level in ENG 095, 111, given in the introduction to each of the majors. and 112; MAT 090, 091, 093, All requirements for the degree must be completed 095); not computed in GPA; before students take part in a graduation ceremony. equivalent to F grade. Graduating students with outstanding fi nancial ob- Incomplete I An incomplete grade ligations of $1,000 or greater will not receive a cap must be made up within the and gown and will not be permitted to participate semester following its receipt. in the graduation ceremony. It is the student’s responsibility to arrange with the instruc- FRESHMAN COMPOSITION tor for satisfactory comple- The freshman composition sequence, English 111 tion of course requirements. and 112 or 210, must be completed successfully by the Incomplete grades assigned end of 60 credit hours or the student may not be allowed in the semester of graduation to register for any additional courses at Barry Univer- will result in postponement of sity. Exceptions to this policy require the approval of graduation. Upon completion the Dean of the College of Arts and Sciences. of the course, the student must reapply for the next graduation.

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Incomplete grade Admissions Offi ce must have the approval of the dean redeemed with of the appropriate school to readmit a student following grade of A IA 4.00 honor points per credit suspension. Reference should be made to Readmission redeemed with and Change of Status procedures. grade of A- IA- 3.70 honor points per credit A student suspended for any reason will be subject to redeemed with those criteria and guidelines specifi ed in the University grade of B+ IB+ 3.40 honor points per credit Catalog in effect at the time of readmission. redeemed with grade of B IB 3.00 honor points per credit redeemed with GORDON RULE grade of B- IB- 2.70 honor points per credit Students who plan to transfer to a college or uni- redeemed with versity in the Florida State system should fulfi ll the grade of C+ IC+ 2.40 honor points per credit Gordon Rule relative to writing and math requirements: redeemed with 1) four courses (12 credits), each including a minimum grade of C IC 2.00 honor points per credit of 6,000 written words; 2) two math courses (6 credits) redeemed with at or above the level of college algebra. grade of D ID 1.00 honor points per credit redeemed with grade of F IF No honor points per credit GRADUATE CREDIT FOR QUALIFIED redeemed with UNDERGRADUATE SENIORS grade of CR ICR Credit but no honor Undergraduate students at the senior level with a points awarded high academic average in their fi eld may be authorized redeemed with to enroll in six graduate credits while completing under- grade of NC INC No credit graduate requirements. Such course work will require Withdrew W Grade earned for students who offi cially withdraw the written approval of the dean. This approval does not during the 1st 1/3 of the presume automatic admission into a graduate program. course. Grade does not These credits may be applied towards fulfi llment of calculate into GPA; attempt undergraduate degree requirements if they satisfy a does count for repeat pur- specifi c requirement. However, these credits cannot be poses. used towards both undergraduate and graduate degree WP/ requirements. WF Grade earned for student during the 2nd 1/3 of the INCOMPLETE course. Grade does not Only in an emergency situation may a student request calculate into GPA; attempt an incomplete “I” grade. It is the student’s responsibility does count for repeat pur- to arrange with the instructor for satisfactory comple- poses. tion of course requirements. An incomplete grade must Note: The plus/minus grading option is not used in the be redeemed within the semester following its receipt, Nursing program. unless otherwise stated, or the student will be automati- cally awarded a fi nal grade of “F”. “I” grades, even when redeemed, are part of the offi cial transcript. GOOD STANDING—PROBATION— SUSPENSION INDEPENDENT STUDY A student is in Good Academic Standing if the cu- Independent study may be an option for degree-seek- mulative grade point average (GPA) is 2.00 or above. ing students in certain academic areas. Students must A student is on Academic Probation if the cumula- have plans for the research project approved by the tive grade point average (GPA) falls below 2.00. The academic advisor, the faculty member who will super- dean of the appropriate school may require a student vise the project, and the dean. Students may register for on probation to register for a limited load. no more than one such project each semester. Regular A student will be suspended: a) whose cumulative tuition charges are applied to independent studies. GPA falls below a 1.00 anytime following the fi rst semester of attendance at Barry University; or b) im- INTERNSHIP mediately following the second time a student’s Barry Internship experience under qualifi ed supervision. cumulative GPA falls below a 2.00 (excluding the fi rst Requires a minimum of 120 hours. Department chair semester of enrollment for fi rst-time college-entering and dean approval required. freshmen). All international students must receive employment A student who has been suspended for academic authorization on the back of their I-20D which would reasons generally may not petition the Offi ce of Admis- specify permission to engage in curricular practical sions for readmission until one year has elapsed. The training (cpt) and must be careful to limit cpt to no more

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than 20 hours per week. The student must be enrolled in fi le is released. In rare instances the original may be school during their training in order to maintain lawful released and the copy retained, with a notation to this F-1 status. effect being placed in the fi le. Students have the right to access or have copies KNOWLEDGE OF REGULATIONS made of the information in their fi le (per the Buckley Privacy Act, 1974), with the following exceptions: Students are bound by the academic regulations 1. Transcripts from other institutions: Students must published in the course catalog for the academic year of request a copy of the transcript from the originating initial acceptance to and enrollment in a Barry Univer- sity program. Students are responsible for compliance institution. with the regulations of the University and should famil- 2. Health records iarize themselves with the provisions of that respective 3. Confi dential recommendations, if: catalog distributed by the Offi ce of Admissions; the a. the student has waived the right to see the recom- Student Handbook, distributed by the Offi ce of Student mendations, and/or Affairs; semester schedules; posted offi cial notes; and b. the person making the recommendation has offi cial instructions given to students. While Barry Uni- noted on the form that the student is not to see versity provides academic advising, the responsibility the comments. for planning individual programs rests with the students. Students are expected to become familiar with the re- REPEAT COURSES quirements of the University, of the schools in which No Barry University course may be attempted more they are enrolled, and of their major disciplines. than 3 times. Withdrawals are counted as attempts. Students returning to the university after an absence With prior written authorization from the appropri- of one calendar year or more are bound by all academic ate advisor and dean, a student may repeat a course to and published requirements applicable to the academic improve the cumulative grade point average. year of readmission. If a student has an F and repeats the course and receives an A, only the A counts. Quality points and PERMANENT RECORDS credits attempted and earned for the second attempt are The University defi nes the offi cial permanent record counted in lieu of those earned for the initial attempt. as the electronic transcript (hardcopy transcripts for Though both attempts remain part of the student’s records prior to 1987). The offi cial transcript carries permanent record, the cumulative grade point average the following information: will refl ect only the grade earned on the second attempt. ¥ Courses completed with credit carried, credits The Credit/No Credit Option cannot be exercised during earned, grades, grade points, grade point average, the second attempt to remove a previous letter grade. credit by examination, and an explanation of the grading system. REQUEST TO REGISTER AT ANOTHER ¥ Transfer credit is posted in summary totals on INSTITUTION the offi cial permanent record. Off-Campus Enrollment/Transfer of Credits POLICY ON RELEASE OF INFORMATION A Barry student is expected to fulfi ll all coursework at Barry University. Barry University students who wish Barry makes every endeavor to keep the student’s to take courses at another institution for the purpose of educational records confi dential and out of the hands transferring the credits back to Barry must obtain prior of those who would use them for other than legitimate written approval from the dean of the Barry University purposes. All members of the faculty, administration school within which the student’s major is offered. and clerical staff respect confi dential information about Substitute coursework intended to satisfy graduation students which they acquire in the course of their work. requirements will only be accepted when this approval At the same time, Barry tries to be fl exible enough in has been granted in advance by the dean on the TRAN- its policies not to hinder the student, the institution, or SIENT STUDENT COURSE REQUEST FORM. This the community in their legitimate pursuits. form must be submitted to the offi ce of the dean a Documents submitted by or for students in support minimum of 30 days prior to the anticipated class start of an application for admission or for transfer credit date. A copy of the course description from the respec- cannot be returned to the student, photocopied, nor tive institution’s catalog must be included with the form. sent elsewhere at his/her request. In exceptional cases, Additional documents (e.g., course syllabus) may also however, where another transcript is unobtainable, or be requested in order to validate that the content of the can be secured only with the greatest diffi culty (as is substituted course is comparable to Barry’s course. sometimes true with international records), copies may All policies described in the “Transfer Credit Poli- be prepared and released to prevent hardship to the cies” of the Undergraduate Course Catalog apply. In student. The student should present a signed request. addition, grades and GPAs for substituted coursework Usually a certifi ed copy of what is in the student’s

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will not be included in the minimum of 56 credit hours order to be eligible for scholarships and ultimately of completed coursework at Barry used to determine commissioning. “graduation with honors.” Students who have obtained junior status (60+ cr. Scholarships hrs.) may not transfer credits from a community college A variety of AFROTC scholarships for 1, 2, 3 and 4 or junior college. years are available on a competitive basis and include a Courses taken through consortia are resident credits $600 textbook allowance per semester plus a non-tax- and are not counted as transfer credits. Only credits are able $250 - $400 stipend each month during the school transferred, not grades or grade point averages. year. Some scholarships provide full college tuition It is the student’s responsibility to assure that two while others begin at $15,000 per year. In selected copies of the offi cial transcript are sent to the Registrar at academic areas, scholarships may be extended to meet Barry University following completion of this course. a 5-year degree program recognized by the college. The Barry accepts transfer credits only from colleges and 1-year program is for students preparing for occupa- universities that have regional accreditation (i.e., schools tions for which the Air Force has a special need. The that are accredited by one of the six regional accrediting majority of 2 to 4-year scholarships are for students bodies). This policy is clearly stated in this Undergradu- pursuing degrees in certain fi elds of engineering, sci- ate Catalog under Transfer Credit Policies. ence, and math, with a limited number going to other academic degrees. A number of scholarships are also RESERVE OFFICER TRAINING CORPS available to students enrolled in certain non-technical (ROTC) degree programs such as: business administration, ac- counting, economics and management. Scholarships for Air Force (AFROTC) careers in the medical fi eld are also offered. Barry University, in cooperation with the Depart- Benefi ts ment of Aerospace Studies, Air Force Reserve Offi cer All AFROTC cadets receive uniforms, books and Training Corps (AFROTC), at the University of Miami equipment for ROTC classes at not cost. Upon being provides academic instruction and training experiences commissioned a 2nd Lieutenant in the Air Force, cadets leading to commissioned service in the United States will receive a starting salary and allowances worth Air Force. more than $35,000 per year. Free medical and dental AFROTC is an educational program designed to care, 30 days paid annual vacation paid annual vaca- give men and women the opportunity to become Air tion and added educational benefi ts are also part of the Force offi cers while completing a Bachelor’s degree. compensation package. The AFROTC program is designed to prepare them to assume positions of increasing responsibility and Courses importance in the modern Air Force. AFROTC offers several routes to an Air Force com- AIS 101/102 Foundations of the United States Air mission. Optimally, the program lasts four years, but it Force (Lecture 1, Leadership Lab* 0) can be completed in 3, 2 or even just 1 year if you are Aerospace Studies 101/102 is a survey course designed majoring in a critically needed area. Depending on the to introduce students to the United States Air Force and program chosen, attendance at either a 4-week or 6-week Air Force Reserve Offi cer Training Corps. Featured summer fi eld-training course will be required. AFROTC topics include: Air Force heritage, military customs and cadets will receive junior offi cer training, career orienta- courtesies, Air Force offi cer career opportunities, Air tion, and learn about how the Air Force operates. Travel Force core values, interpersonal communications, team to and from the base and where fi eld training occurs is building and an introduction to communication skills. paid for by the Air Force. The end product of the AF- Leadership Laboratory is mandatory for AFROTC ca- ROTC program is to produce 2nd Lieutenants in the Air dets and complements this course by providing cadets Force upon graduation. For more information, contact with followership experiences. Captain McAndrew at (305) 284-2870. AIS 201/202 The Evolution of USAF Air and Space Enrollment Power (Lecture 1, Leadership Lab* 0) There is no military obligation to sign up for AF- Aerospace Studies 201/202 is a knowledge course ROTC. To take classes students must be U.S. citizens designed to examine general aspects of air and space or resident aliens, and must be U.S. citizens to receive power through a historical perspective. Utilizing this a commission. It is possible to begin AFROTC as a perspective, the course covers a time period from the resident alien and earn a commission once citizenship fi rst balloons and dirigibles to the space age. Historical is obtained. AFROTC cadets must also pass the Air examples are provided to extrapolate the development Force Offi cer Qualifying Test, a physical fi tness test of Air Force capabilities and missions to demonstrate including a 1.5-mile timed run, push-ups and sit-ups the evolution of what has become today’s USAF air and pass a Department of Defense physical exam in and space power. In addition, the students will continue

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to discuss the importance of the Air Force core values of the department before enrolling. Students must be with the use of operational examples and historical physically/medically fi t and able to graduate and earn Air Force leaders, and will continue to develop their their commission before their 30th birthday. communication skills. Scholarships AIS 301/302 Air Force Leadership Studies Three and two year scholarships are offered to quali- (Lecture 3, Leadership Lab* 0) fi ed ROTC students for use at Barry. Scholarships pay Aerospace Studies 301/302 is a course designed to up to $17,000 annually toward tuition, $600 annually examine several key aspects of leadership. The course for books, and from $250 (Freshmen) to $400 (Seniors) starts with a basic overview of leadership and moves monthly directly to the student. For more information, into basic skills in leadership. The curriculum then contact the Enrollment and Scholarship Offi cer at (305) explores military relationships, taking an in-depth look 348-1619. at professional and unprofessional relationships. The course also directs the cadets’ attention to advanced Special Programs skills in leadership and concludes with ethics in leader- Prior service members and members of the National ship and a capstone lesson that engulfs a majority of Guard and Army Reserve have special entrance consid- the subjects covered in AIS 301/302. eration and may be entitled to other monetary benefi ts. AIS 401/402 National Security Affairs and Call the number listed above for more information. Preparation for Active Duty (Lecture 3, Students that did not participate in ROTC during Leadership Lab* 0) their fi rst two years in college may attend a four week ROTC Leadership Training Course at Ft. Knox, KY Aerospace Studies 401/402 is a course designed to during the summer. This course is voluntary and does examine the national security process, regional stud- not require enlistment or further commitment to the ies, advanced leadership ethics, and Air Force doctrine. service in order to attend. All transportation, lodging, Special topics of interest focus on the military as a uniforms and meals are provided. Additionally, students profession, offi cership, the sister services, joint opera- earn $800-$900 for attendance. tions, law of armed confl ict, the Uniformed Code of Military Justice and character development preparation Benefi ts for entrance into active duty. Continuing emphasis is Contracted students, regardless of scholarship, placed on the refi nement of communication skills. receive $350 (Juniors) and $400 (Seniors) monthly. * In addition to their respective classroom session, AFROTC Once commissioned, active duty Second Lieutenants cadets will be required to attend Leadership Lab once per earn a starting salary averaging $34,000 annually, have week. The Leadership Lab consists of hands-on leadership 30 days paid vacation annually, are entitled to further and management training necessary to prepare cadets for their education benefi ts, and free medical/dental care. career as future Air Force offi cers.

US Army (AROTC) Courses Barry University in partnership with the U.S. Army MSL 1001 Foundations of Offi cership (2), MSL offers the Army Reserve Officer’s Training Corps 1001L Leadership Laboratory (0) at Florida International University. This is a college Examines the unique duties and responsibilities of elective that is designed to teach and instill the leader- offi cers. Discuss organization and role of the Army, ship skills necessary to become offi cers in the Active review basic life skills pertaining to fi tness and com- Army, National Guard, or Army Reserves. Students, munication and analyze Army values and expected who complete the ROTC curriculum and earn their ethical behavior. Bachelor Degrees in most undergraduate majors, will be commissioned as Second Lieutenants. Army MSL 1002 Basic Leadership (2), MSL 1002L ROTC classes are taught on the Florida International Leadership Laboratory (0) University’s University Park Campus (SW 8th Street). Presents fundamental leadership concepts and doctrine. For more information, call the Enrollment Offi cer, at Practice basic skills that underlie effective problem (305) 348-1619 or e-mail at armyrotc@fi u.edu. solving, apply active listening and feedback skills, examine factors that infl uence leader and group effec- Enrollment tiveness, and examine the offi cer experience. Freshman and sophomore do not require departmental MSL 2101 Individual Leadership Studies (2) MSL permission to sign up for the course. There is no military 2101L Leadership Laboratory (0) obligation to take the course. At a minimum, students Develops knowledge of self, self-confidence, and must be resident aliens to participate and must be U.S. individual leadership skills. Develop problem solving citizens to earn a commission. Any student enrolling in and critical thinking skills, and apply communication, the MSL 3201/2 and MSL 4301/2 must have the approval feedback, and confl ict resolution skills.

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MSL 2102 Leadership and Teamwork (2), MSL MSL _900-999 Miscellaneous, Supervised and/or 2102L Leadership Laboratory (0) Independent Study (1-3) Focuses on self-development guided by knowledge of Supervised reading and independent study in United self and group processes. Challenges current beliefs, States Military History, writing requirements. Permis- knowledge, and skills, and provides equivalent prepa- sion of the instructor is required. ration for the ROTC Advanced Course as the Leader’s All MSL Leadership Laboratories are scheduled on Training Course. Thursdays from 11:30 a.m. Ð 1:45 p.m. MSL 3201 Leadership and Problem Solving (3), MSL 3201L Leadership Laboratory (0) SECOND BACHELOR’S DEGREE Examines basic skills that underlie effective problem Students who have earned a bachelor’s degree from solving. Analyze the role offi cers played in the transi- another accredited institution may qualify for a second tion of the Army from Vietnam to the 21st Century, bachelor’s degree from Barry University under the fol- review the features and execution of the Leadership lowing conditions: Development Program (LDP), analyze military mis- ¥ A formal application must be submitted to the sions and plan military operations and execute squad Division of Enrollment Managrment, Offi ce of battle drills. Records Management. MSL 3202 Leadership and Ethics (3), MSL 3202L ¥ The student must fulfi ll all admissions, prereq- Leadership Laboratory (0) uisite and course requirements in the second Probes leader responsibilities that foster an ethical degree program; the majority of the major must command climate. Develop cadet leadership com- be completed at Barry University. petencies, prepare for success at National Advanced ¥ If nine (9) credits of Theology and Philosophy Leadership Camp, recognize leader responsibility to are not included in the fi rst degree, they must be accommodate subordinate spiritual needs and apply completed for the second degree. Other distribu- principles and techniques of effective written and oral tion requirements are considered completed. communication. ¥ At least thirty (30) semester hours in residence of upper-level credit over and above the require- MSL 4301 Leadership and Management (3) MSL ments for the fi rst bachelor’s must be completed 4301L Leadership Laboratory (0) at Barry. These courses must be completed with Builds on National Advanced Leadership Camp experi- a letter grade. ence to solve organizational and staff problems. Discuss ¥ The student must achieve a cumulative grade staff organization, functions and processes, analyze point average of 2.00 or higher, with 2.00 or counseling responsibilities and methods, examine higher in the second major. Some schools at principles of subordinate motivation and organizational Barry have a requirement that each course in the change and apply leadership and problem solving prin- major, as well as the core business curriculum in ciples to the complex case study/simulation. the School of Business, must be completed with MSL 4302 Offi cership (3), MSL 4302L a C or better grade. The applicant is advised to Leadership Laboratory (0) review the catalog section dedicated to the major Capstone course designed to explore topics relevant to of interest to determine the grade requirements second lieutenants entering the Army. Describe legal as- for that major. pects of decision making and leadership, analyze Army Students who have earned a bachelor’s degree from organization for operations from the tactical to strategic Barry University may qualify for a second bachelor’s level, assess administrative and logistics management degree from Barry University under the following functions, discuss reporting and permanent change of conditions: station (PCS) process, perform platoon leader actions ¥ A formal application must be submitted to the and examine leader responsibilities that foster an ethical Division of Enrollment Services, Offi ce of Re- command climate. cords Management. MSL 4400 United States Military History (3) ¥ The student must fulfi ll all admissions, prereq- Examines the Military Heritage of the United States uisite and course requirements in the second from colonial wars to the present; focuses on the op- degree program; the majority of the major must erational and strategic levels of warfare. be completed at Barry University. ¥ At least thirty (30) semester hours in residence of upper-level credit over and above the require- ments for the fi rst bachelor’s must be completed at Barry. These courses must be completed with a letter grade.

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¥ The student must achieve a cumulative grade to a third party. If the transcript is for third party point average of 2.00 or higher, with 2.00 or use, the name and complete address of the person higher for the second degree program. Some or institution must be provided. schools at Barry have a requirement that each ¥ the number of transcripts required course in the major, as well as the core business Additional Information: curriculum in the School of Business, must be ¥ Signature must appear on transcript request. completed with a C or better grade. The applicant ¥ Transcript request from anyone other than the stu- is advised to review the catalog section dedicated dent will not be honored. to the major of interest to determine the grade ¥ When requesting transcripts in person, identifi cation requirements for that major. is required. ¥ The same degree from Barry University may ¥ Transcripts are processed within 3-5 business days be awarded more than once only if all degree upon approval from the Cashier/Business Offi ce requirements are met for the second degree (CBO). program according to the academic regulations ¥ The fee for each offi cial transcript is $10.00. in the course catalog for the academic year of ac- ¥ Transcripts are sent by fi rst class mail. Barry as- ceptance to and enrollment in the second degree sumes no responsibility for fi nal delivery. program. Transcript requests should be mailed to: Offi ce of the Registrar SPECIAL TOPICS Barry University Contents of Special Topics classes will be deter- 11300 NE Second Avenue mined by the individual departments as requested Miami Shores, FL 33161-6695 by faculty and/or students to fi ll specifi ed needs or For further information, please call (305) 899-3866. interests. Special Topics are designated by the course numbers 199 and 300. TUTORIAL SUMMER SESSIONS In unusual circumstances, an academic dean may approve the offering of a course listed in the catalog Summer sessions are held every year, one during on a one-to-one (tutorial) basis. Regular tuition charges May and June, and the other in June and July. A student apply to coursework taken as a tutorial. may earn six (6) credits each session. Requirements for admission to the summer sessions are the same as for the regular academic year. Students matriculated WITHDRAWALS at another college must have written permission from Students withdrawing from the University must do their dean to take specifi c courses at Barry. No other so offi cially by submitting a written notice of with- academic credentials are needed for guest students. drawal to the offi ce of the dean of their respective school The length of the summer sessions may vary within before the deadline for withdrawing (dates for each individual schools. For example, the Andreas School semester/term are available online at http://www.barry. of Business offers only one summer session for their edu/vpaa-registrar). The effective date of withdrawal evening programs, and the School of Education offers will be the date on which the notice is received by the summer courses of varying lengths. dean. Students withdrawing from courses must do so offi cially by obtaining the course withdrawal form from TRANSCRIPT REQUESTS either their advisor or the Offi ce of the Registrar. The withdrawal form must be signed by the advisor and the If money is owed to the University, release of dean, and then sent to the Offi ce of the Registrar for transcripts, diplomas or other offi cial letters are pro- fi nal processing before the deadline for withdrawing hibited. (dates for each semester/term are available online at To request an offi cial transcript, students must sub- http://www.barry.edu/vpaa-registrar). No withdrawals mit their request in writing stating: (total or course) will be accepted after the deadline. ¥ student’s current name and complete address This policy is strictly enforced. ¥ name under which student attended Barry Univer- sity, if different from student’s current name ¥ currently enrolled, hold transcript for current semes- WITHDRAWAL POLICY FOR ter grades or degree conferral, if applicable FULL SEMESTER CLASS ¥ the type of transcript required: e.g., student copy, First 1/3 of course = W offi cial transcript to be sent to student in a sealed Second 1/3 of course = WP or WF envelope, or an offi cial transcript to be sent directly

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POLICIES AND PROCEDURES

PROCEDURE FOR APPEAL OF GRADES a. If the student’s school or division has a grade appeal There will be a standing University committee, the procedure, such procedure will be followed and all purpose of which is to address requests for revision of such remedies must be exhausted prior to fi ling a academic grade(s) after preliminary means of appeal petition. In the event that the grievance is not settled have been exhausted. at the school or division level, the student may fi le The standing committee known as the Committee the Grade Appeal Form with the chair of the Com- on Grades will consist of three faculty members and mittee on Grades, whereupon the procedure set forth two students, one undergraduate and one graduate. will apply. The student must fi le the form no later The committee members will be proposed annually by than fi ve working days after the fi nal decision of the the Academic Affairs Council and be approved by the student’s school or division. Provost/Vice President for Academic Affairs. One of b. If the student’s school has no grade appeal proce- the faculty members on the committee will be named dure, the following will apply: chair by the Provost/Vice President for Academic Af- (1) If the grade challenged is in a course, the student fairs. An alternate faculty and student member will also will fi rst discuss the matter with the faculty mem- be appointed following the above procedure, and will ber teaching the course in an effort to resolve serve in case of illness or in case a member is party the grievance informally. If the grievance is not to an appeal. The committee will establish its internal settled, the student may then fi le the Grade Ap- decision-making procedure which will be made public. peal Form with the chair of the department who The committee is free to seek the advice of others when will seek an informal reconciliation. The form it feels it lacks the expertise in a particular academic must be fi led no later than 120 calendar days area. The faculty member responsible for the course is after the date on which the grade was due in the the only person who may make a grade change. When Offi ce of the Registrar. a student appeals a grade, the student will provide the (2) If the grade is received in a comprehensive ex- faculty member with a copy of all petitions. amination or on a thesis, the student may fi le the A challenge to a grade received in a course, com- Grade Appeal Form with the chair of the depart- prehensive examination, thesis, or other graduation ment who will seek an informal reconciliation. requirement will be considered only when the student The form must be fi led no later than fi ve working alleges that the grade received refl ects other than ap- days after the grade is received. propriate academic criteria, that is, achievement and If reconciliation is not achieved at the departmen- profi ciency in the subject matter as stated in the course tal level, the student may fi le the Grade Appeal syllabus. Form with the dean of the school. The form must The following procedures are applicable in all be fi led no later than fi ve working days after schools and divisions with regard to challenges to receiving the department chair’s decision in the grades. A student wishing to challenge a grade will case. The dean will make an informal investiga- proceed in the following manner: tion, hearing both the student and the faculty

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member, and attempt an informal reconciliation. courses (even if the normal deadline for withdrawal The dean will render a decision within thirty without academic penalty has passed), and the stu- calendar days and inform the student and faculty dent will be obligated to adhere to the readmission member in writing. requirements outlined below if he or she desires to c. If the student wishes to appeal the decision of the return to Barry after the problem has been treated and dean, he or she may fi le the Grade Appeal Form with resolved. the chair of the Committee on Grades. The form Similarly, the University may require a student to must be fi led no later than fi ve working days after the take a medical leave-of-absence if, in the judgment of student is notifi ed of the dean’s decision. The Com- the Vice President for Student Affairs or his/her desig- mittee on Grades will make a formal investigation, nee, the student (a) poses a threat to the lives or safety of himself/herself or other members of the Barry com- hearing both the student and faculty member. The munity, or (b) has a medical or psychological problem committee will reach a decision within thirty calen- which cannot be properly treated in the University dar days and notify the student, the faculty member, setting, or (c) has evidenced a medical condition or and the Provost/Vice President for Academic Affairs behavior that seriously interferes with the student’s in writing. The decision will be either that the grade ability to function and/or seriously interferes with the will stand, or that the faculty member will change educational pursuits of other members of the Barry the grade as recommended by the committee. If the Community. While on medical leave a student may not faculty member disagrees with the recommended return to the campus without prior permission from the change, he or she will promptly inform the commit- Vice President for Student Affairs, or designee. tee chair of that decision. The committee chair will In making the decision to require a student to take then notify the Registrar, through the Provost/Vice a medical leave, the Vice President for Student Affairs President for Academic Affairs, that the grade will or his/her designee acts out of concern for the student not affect the student’s grade point average, cause and his or her rights, concern for other students and the course to be repeated, or prevent continuation concern for the University as a whole. The Vice Presi- in the University. dent will have to consider whether the University is d. The student and/or the faculty member may appeal able to provide the level of care and guidance needed, the decision of the Committee on Grades by sending whether there is a likelihood that the student will pose a the Grade Appeal Form to the Provost/Vice President threat to himself/herself or others and/or to what extent for Academic Affairs no later than fi ve working days the student seriously interferes with the rights of the after notifi cation of the committee’s decision. The others in the community to carry on their educational decision of the Provost/Vice President is the fi nal pursuits. For both voluntary and required leaves, the policy University appeal. The Provost/Vice President will on refunds contained in the Catalogue will apply. make a decision within thirty calendar days and inform the student and faculty member in writing. In instances where the Provost/Vice President recom- READMISSION REQUIREMENTS FOR mends a grade change and the faculty member does MEDICAL LEAVES not follow the recommendation, the Provost/Vice If a student must leave Barry University for medical President will inform the Registrar that the grade reasons, he or she must take suffi cient time away (nor- will not affect the student’s grade point average, mally six months to a year) to adequately address the cause the course to be repeated, or prevent continu- issues that necessitated the leave. During this absence, ation in the University. the University expects the student to undergo profes- sional healthcare treatment as the primary method of re- POLICY ON MEDICAL LEAVE solving the problems. Failure to seek ongoing treatment of a kind appropriate to the health problems will raise The purpose of this policy is to ensure that all Barry serious doubt as to the student’s readiness to resume students with incipient emotional, mental health or student status, and in such cases the University may physical needs receive timely assessment and access to withhold readmission until such time that appropriate service. The policy shall cover all students unless the treatment has been received. specifi c school or department in which the student is en- A student on medical leave, who wishes to return, rolled has a more specifi ed or comprehensive policy with must initiate a request for readmission at least one respect to mental and physical health and disposition. month prior to anticipated return by writing a letter When a student experiences serious medical or to the Vice President for Student Affairs, or his/her psychological problems while enrolled as a student designee, detailing what has been accomplished during in Barry University, he or she may request to take a the absence. The student’s letter and a supporting letter voluntary medical leave-of-absence. If approved by from an appropriate healthcare professional are the ba- the Vice President for Student Affairs, the student will sis upon which the Vice President, or his/her designee, leave campus, be granted grades of “W” in all enrolled

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makes the judgment that the health circumstances caus- report his/her criminal drug statute conviction for a vio- ing the student to leave have been adequately addressed lation occurring in the University to the Administration and that there is a reasonable assurance that the student not later than fi ve (5) days after such conviction. If said will be able to resume his/her studies. employee/student is receiving federal grant or contract The letter from the healthcare professional must funds, the University is required to give notice of the address at least the following questions: what were the conviction to the contracting agency within ten (10) reasons for the student seeing you, how often did you days after learning of it. Employees/students convicted meet, what gains were made, do you feel the student is must, under the terms of this policy, have sanctions able to handle the intellectual, physical and personal de- imposed within thirty days of the date the University mands of being a full-time resident/commuter student, Administration learns of the conviction. (For complete do you feel the student is ready to return to full-time policy, contact Offi ce of Vice President for Student studies at Barry, and are there any special conditions Services or the Human Resources Offi ce on campus.) under which the student should be readmitted? This let- ter should be directed to the Vice President for Student POLICIES AND PROCEDURES RELATING TO Affairs, or his/her designee. The information gathered is reviewed by the ap- SEXUAL HARASSMENT propriate healthcare professionals at Barry and by the Barry University seeks to prevent harassment of Vice President for Student Affairs, or his/her designee. its students, employees and those who seek to join the The decision to readmit a student from a medical leave- campus community in any capacity. of-absence is a professional judgment which may be Sexual harassment includes sexual advances, re- reversed if a student fails to be a responsible member quests for sexual favors, and other verbal or physical of the Barry community. When a student is permitted conduct of a sexual nature directed toward an employee, to return, special conditions or requirements may be student, or applicant, when: outlined at the time, and upon return, the student is ¥ Toleration of the conduct is an explicit or implicit expected to meet periodically with the Vice President term or condition of employment, admission or or his/her designee. Similarly, it is advisable for the academic evaluation. student, during the fi rst term back, to establish a pro- ¥ Submission to or rejection of such conduct is fessional relationship with a member of the Health used as a basis for a personal decision or aca- and/or Counseling Center. [Note: The Vice President demic evaluation affecting such individuals. for Student Affairs renders a decision for readmission ¥ The conduct has the purpose or effect of inter- to the University, not readmission to individual schools fering with an individual’s work performance, (majors). This is the prerogative of respective deans. or creating an intimidating, hostile, or offensive Dialogue regarding readmission to a particular school working or learning environment. is the responsibility of the individual students.] The above defi nition is in line with the Equal Em- ployment Opportunity Commission’s regulations on SUBSTANCE ABUSE sexual harassment. Barry University acknowledges the problem of sub- Barry University, its offi cers and employees are stance abuse in our society and perceives this problem responsible for maintaining a working and learning as a serious threat to employees and students. It is the environment free from sexual harassment. Existing intent of the University to establish and maintain a disciplinary and grievance procedures or informal pro- drug-free workplace. It is the University’s further intent cedures, as appropriate, shall serve as the framework for to comply in every respect with the Drug-Free Schools resolving allegations of sexual harassment. Responsi- and Communities Act Amendment of 1989 (Public Law bilities include making widely known the prohibitions 101-226) as presently constituted to be amended in against sexual harassment and ensuring the existence the future. of appropriate procedures for dealing with allegations Barry University condemns the possession, use or of sexual harassment. distribution of illicit drugs and the abuse of alcohol and drugs/substances, whether prescriptive or non- ACADEMIC DISHONESTY POLICY prescriptive. Any student or employee found to be in (From the Barry University Faculty Handbook) the possession of, using, selling, trading, or offering for sale illicit drugs or alcohol on the University’s property or as part of the University’s activities will be subject Cheating and Plagiarism: Defi nitions to disciplinary action as well as applicable local, state, Cheating is defi ned as the attempt, successful or and federal laws. not, to give or obtain aid and/or information by illicit As a condition of employment, all employees and means in meeting any academic requirements, including students must abide by the terms of this policy. Under examinations. Cheating includes falsifying reports and federal law, an employee working under, or student documents. receiving funds from a federal grant or contract, must

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Plagiarism is defi ned as the use, without proper The faculty member shall decide how the student acknowledgement, of the ideas, phrases, sentences, or will be graded for the course in which cheating or larger units of discourse from another writer or speaker. plagiarism occurred. Typical penalties include: Plagiarism includes the unauthorized copying of soft- a. The student may be required to resubmit the as- ware and the violation of copyright laws. signment or take a new examination. b. The student may receive a failing grade on the An Incident of Cheating or Plagiarism assignment or examination in question. An incident upon which a faculty member may c. The student may receive a failing grade for the take action will be an event which the faculty member course. witnesses or has written evidence to support. A faculty For a second or subsequent offense, the student member must observe this evidence directly and may shall be subject to suspension or dismissal from the not take action solely on the report of another party. University by the Provost/Vice President for Academic Affairs. Procedures for Handling Cheating and The student may appeal any of the above decisions Plagiarism in writing to the Provost/Vice President for Academic Any faculty member discovering a case of suspected Affairs within 30 working days. cheating or plagiarism shall make a responsible effort to confront the student with the evidence within fi ve Responsibilities of the Faculty working days. If the student can explain the incident to the sat- Faculty should, at the beginning of each course and isfaction of the faculty member, no further action is on the syllabus, explain plagiarism and cheating, and warranted. the penalties for such behavior and refer students to If the student denies cheating and the faculty mem- University publications which state the policies. ber continues to believe cheating has occurred, the Faculty should do everything within reason to pre- faculty member will send an Academic Dishonesty vent cheating and plagiarism. Form to the faculty member’s dean. a. The dean will hold a hearing in which the faculty Responsibilities of Students member will present the evidence against the Students are responsible for knowing the policies student. The dean will decide who, in addition regarding cheating and plagiarism and the penalties for to the above, may be present at the hearing. such behavior. Failure of an individual faculty member b. The dean will determine whether or not the to remind the student as to what constitutes cheating evidence indicates that cheating/plagiarism has and plagiarism does not relieve the student of this taken place. responsibility. If the student has admitted or has been found guilty Students must take care not to provide opportunities of cheating or plagiarism, the following records will be for others to cheat. kept: Students must inform the faculty member if cheating a. The faculty member will send an Academic Dis- or plagiarism is taking place. honesty Form to the student’s dean and advisor. The dean will inform the student in writing that Policy on Hazing these forms have been sent. Hazing is defi ned as any act whether physical, b. The faculty member’s dean shall place on fi le the mental, emotional or psychological, which subjects records of the incident to be kept in the Offi ce of another person, voluntarily or involuntarily, to anything the Provost/Vice President for Academic Affairs. that may abuse, mistreat, degrade, humiliate, harass, This record shall be destroyed upon graduation or intimidate him or her, or which may in any fashion or other forms of separation from the University compromise his/her inherent dignity as a person. if no further incidents of cheating or plagiarism Hazing is inherently in confl ict with the mission of occur. Barry University and, therefore, will not be tolerated. c. If the records in the Offi ce of the Provost/Vice Every effort will be made to insure that students will President for Academic Affairs indicate that the not encounter the humiliation and danger of hazing. student has committed two offenses, both inci- dents become part of the student’s permanent academic record.

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ACADEMIC RESOURCES

LEARNING CENTER Carol Clothier, Olena Drozd, James Poulos, Mark Rokhfeld, Esther Sampol

The Learning Center, located in Garner 113, serves and research papers and assists graduate and post- as a primary resource for all undergraduate, graduate, graduate students with specifi c writing problems. The and adult learners at Barry University. The mission of Mathematics Laboratory offers a full range of support the Barry University Learning Center is to develop in- for students on a one-to-one basis, supporting cours- dependent, successful learners through the provision es ranging from basic developmental mathematics of professionally designed and delivered academic through calculus, trigonometry, physics, and statistics. services. The Learning Center actively seeks to pro- The Reading Laboratory provides academic counsel- vide professional assistance to all University depart- ing, diagnostic testing, and learning prescriptions to ments in meeting the academic needs of their students. students who wish to improve their reading compre- Emphasis is on provision of strategies to meet the de- hension, vocabulary, and study skills. mands of successful college writing, reading, mathe- The Learning Center provides a review course matics, critical thinking, and test-taking. The Learning for GKT preparation (MA 010) presented during Center offers this intensive instruction through indi- the Fall and Spring semesters prior to each testing. vidual and small group work with professional staff, Independent preparation through computer-assisted collaborative study groups, and technology-based, and videotaped instructional modules is available to independent learning groups using computer-assisted students. and videotaped materials. The Learning Center administers and/or directs a The Learning Center provides a variety of sched- wide range of assessment measures. It is responsible uled seminars. Supplemental support seminars are for challenge and placement testing of incoming stu- offered to support specifi c courses in the academic dents and for providing additional specifi c evalua- disciplines. In addition, special support seminars are tions as requested by students or faculty. An English provided for students, focusing on developing skills Assessment Test is administered at the request of the and strategies necessary to academic success. A com- individual schools. Diagnostic and achievement tests prehensive ESL program (English-for-Speakers-of- are administered through the Reading Laboratory. other-Languages) is available for students who seek MA 010 Mathematics Skills for General additional improvement in oral and written English Knowledge Test - GKT (1) language skills. Preparation for the Mathematics section of the GKT. The Learning Center has a Writing Center, Assesses students through pre/post-test of competen- Mathematics Laboratory, and a Reading Laboratory cies, provides review of necessary mathematical areas which are open throughout the day and evening, where through a performance-based module approach, and the students work largely on a one-to-one basis with a uses correlated computer aided instruction. Satisfi es professional staff. The Writing Center provides writing requirement for students who must register for the assistance to the University community and serves the GKT examination. Does not meet distribution or de- undergraduate population’s needs for writing essays gree requirements. CR/NC option only.

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MAT 090 Pre-Entry Math (3) SI 010 Active Reading and Learning This course prepares a student to take MAT 091 or Strategies 1 cr. 093. A variety of individualized strategies are used, SI 031 Statististics Laboratory 2 cr. including programmed materials, computer-aided instruction, and one-on-one tutoring. Does not fulfi ll SI 040 Grammar & Syntax 1 cr. distribution or degree requirements. Placement in this SI 043 Conversations in English 1 cr. course is by appropriate score on the placement test. SI 059 Writing for Research 2 cr. CR/NC option only. SI 070 CHE 109 Recitation 1 cr. ENG 095 Basic English Composition (3) Basic English Composition is a writing course SI 071 CHE 111 Recitation 1 cr. primarily for fi rst-year students who have not had SI 072 CHE 112 Recitation 1 cr. instruction in a formal academic setting or students SI 073 CHE 152 Recitation 1 cr. who need remedial English writing instruction. Writing assignments are given on a variety of contemporary SI 074 CHE 153 Recitation 1 cr. topics. If a student is placed in ENG 095, he/she must SI 075 CHE 243 Recitation 1 cr. successfully complete the course before taking ENG 111. CR/NC option only. SI 076 CHE 244 Recitation 1 cr. HUM 207 U.S. Culture (3) SI 080 PHY 110 Recitation 1 cr. This course examines the history and practice of SI 081 PHY 151 Recitation 1 cr. American culture thematically from a cross-cultural SI 082 PHY 152 Recitation 1 cr. perspective through expository writings, histori- cal documents, literature, and North American fi lm. SI 083 PHY 201 Recitation 1 cr. Themes included democracy, structure of govern- SI 084 PHY 202 Recitation 1 cr. ment, ideology, American beliefs and values, cultural SI 085 PHY 210 Recitation 1 cr. infl uences on American society, racism, women in the U.S., and mass culture and media. Does not meet dis- SI 086 PHY 211 Recitation 1 cr. tribution or degree requirements. (TLC students only) SI 087 PHY 212 Recitation 1 cr. Supplemental Instruction Courses A supplemental instruction course is designed to de- liver individualized or small group instruction. The content is to be determined each semester by the Learning Center as requested by the specifi c school, faculty, and/or students to fi ll specifi ed needs or in- terests. Does not fulfi ll distribution or degree require- ments. CR/NC only. SI credit does not count toward degree.

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CAL PROGRAM Phyllis R. Sandals, Ed.D., Director

The Center for Advanced Learning (CAL) Program First-year, transfer, and currently enrolled Barry at Barry University is built on the research-supported University students who are in need of these special belief that students with learning disabilities and services are welcome to apply. Students admitted to the attention defi cit disorders can succeed at the university CAL Program are expected to meet the requirements level if given adequate and accessible professional of the University and their specifi c degree programs. support. The CAL Program is designed to meet the Students are admitted to the CAL Program on a case- needs of students with learning disabilities and attention by-case basis upon the recommendation of the Program defi cit disorders who have the intellectual potential and Director and the Division of Enrollment Services. motivation to complete a university degree or graduate Admission into the CAL Program will be determined studies. It is a comprehensive, professionally staffed, by a review of standardized test scores; high school and structured approach which aims to increase or college transcripts; current psychoeducational test academic self-direction, socioemotional maturity, and results; IEP; additional diagnostic or medical reports; career development. The goal of the program is for an essay; a letter of recommendation; and a personal students to develop an understanding of the skills and interview with the Program Director. strategies they may employ to successfully manage ST 010 Strategies for Professional and their individual learning challenges during college Academic Success (1) years and beyond. A required course designed to meet the transitional Services include: needs of college students with learning disabilities ¥ intensive, individual, subject area tutoring to and attention defi cit disorders. The course will focus improve reading, writing, oral communication, on the development of self-regulating and self- and mathematics skills needed at the university advocacy skills and includes compensatory strategies level; to assist students in meeting the demands of post- ¥ instruction in learning and study strategies secondary education. This is a requirement for all based on individual needs; CAL students. ¥ small-group subject area tutoring; ¥ assistive technology; ¥ academic counseling and advising; ¥ individual and small-group personal and career counseling; ¥ testing and classroom accommodations; and ¥ advocacy with faculty to facilitate course success.

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TRANSITION IN LANGUAGE AND CULTURE PROGRAM Carol Clothier, Assistant Dean

The Transition in Language and Culture Program as curriculum content provides the students with (TLC) is a transitional program which fosters the an understanding of the culture of which they have development of language profi ciency and cultural become a part, as well as meeting their need as understanding in a supportive environment. It is members of the global marketplace to have knowledge designed to meet the needs of those students who have of the prevalent international culture. In addition to met with academic success in their primary language. developing a knowledge base, the program is designed The goal of the program is to increase the cognitive to strengthen cultural consciousness and intercultural and academic language ability of the English- competence, to increase awareness of global dynamics, language-learners in order for the student to become and to build social awareness skills. more profi cient in the manipulation of language in the Special attention will be paid to providing the decontextualized academic situation. Courses in this students with the ability to assess their learning transitional program do not count towards the degree. styles and strategies. Emphasis will be placed on the Based on current language acquisition theory, recognition of the styles and strategies of the student’s the curriculum focuses on the needs of the second- indigenous culture and those necessary for success in language-learner; it emphasizes the fi ve basic an American university. elements of language—listening, speaking, writing, reading, and culture. The courses are commensurate COURSES with the intellectual and academic pursuits of a fi rst- ENG 095 Basic English Composition year liberal arts education. The entire curriculum is (3 credits) based on an integrated thematic approach which HUM 207 United States Culture (3 credits) fosters the acquisition of knowledge and language in a social-communicative setting, creating a meaningful ELECTIVES and effi cient context which engenders the connection SI 043 TLC/Accent Reduction (1 credit) and association of ideas. The focus on U.S. culture SI 040 Grammar and Syntax (1 credit)

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HONORS PROGRAM Pawena Sirimangkala, Ph.D., Director

Purpose of the Program Qualifi cation The Barry University undergraduate Honors To participate in the program as a fi rst-year student, Program is designed to add both breadth and depth to you must: the educational experience of students in the Honors ¥ Attain a minimum combined SAT score of program. The Honors curriculum offers the intel- 1250; lectually curious student an opportunity to analyze ¥ Attain a minimum cumulative GPA of 3.70 in problems, synthesize theories and actions, evaluate high school. issues facing our complex society and develop leader- To participate as a transfer student, you must: ship skills. The program gives superior students the ¥ Attain a minimum cumulative GPA of 3.7 from opportunity to interact with faculty members whose a regionally accredited university. knowledge and expertise will enable these students to challenge the frontiers of their ability. To participate as a second-year Barry student, you must: Being an Honors Program (HP) student is translated ¥ Attain a minimum cumulative GPA of 3.5 in into several academic rewards: your fi rst year at Barry; ¥ HP classes have 10 Ð 15 students per class; ¥ Obtain a letter of recommendation from you ¥ Small class size means ample opportunity to academic advisor; engage in an in-depth classroom discussion; ¥ Submit an admissions essay. ¥ HP courses are reserved for HP students only; ¥ HP students have an opportunity to engage in Scholarship Opportunity an independent research (HON 479: Senior The Honors Scholarship is guaranteed for the Honors Thesis), preparing them for their future duration of your bachelor’s degree program at Barry graduate studies; provided that you meet the program’s requirements. ¥ HP students are eligible for paper presentations HP requirements include: at the yearly National Collegiate Honors Council ¥ Meeting at least once a semester with the Honors and Southern Regional Honors Council; Program Director to determine eligibility and ¥ HP students have access to the HP computer lab report academic progress; (located in Landon Student Union 202 O). ¥ Enrollment at Barry as a full-time undergradu- ate student (which requires completion of a minimum of 12 credits per semester);

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¥ Registering for a minimum of one Honors Course Descriptions— Program class per semester; (HONORS PROGRAM ONLY) ¥ Maintaining a minimum cumulative GPA of 3.5; ENG 199 H1 Special Topics in Literature (3) ¥ Submitting the Honors Thesis Proposal by the Content to be determined each semester. Honors 4th week of the enrolled semester; Program students will take this course in lieu of ENG ¥ Completion of 21 credit hours in Honors 112 or 210. Prerequisite: ENG 111. Program courses. THE/PHI 191 H1 Judeo-Christian Doctrine (3) A fundamental examination of the Judeo-Christian tra- Program Requirements dition, beginning with a consideration of the relation- To participate in the Honors Program and to receive ship between theology and philosophy. Foundational the designation of Honors Program participation on religious affi rmations will be examined from the per- the fi nal transcript, the Honors Program students must spective of both disciplines. Honors Program students complete 21 credit hours in Honors Program courses. will take this course in lieu of THE 201. Year 1 Semester Hours CHE/PHY/MAT 240 H1 History and Philosophy of Science (3) Fall: The course examines scientifi c and mathematical THE/PHI 191 H1 Judeo-Christian Doctrine* 3 thought from a historical and philosophical perspec- Spring: tive. The connection between the disciplines of chem- ENG 199 H1 Special Topics in Literature* 3 istry, physics, and mathematics will be highlighted. Year 2 The development of scientifi c thought throughout his- Fall: tory will be studied and paradigm shifts will be em- CHE/PHY/MAT 240 H1 History and phasized. Philosophy of Science** 3 HUM 199 H1 Dimensions of Culture I (3) Spring: This course addresses the importance of understand- HUM 199 H1 Dimensions of Culture I*** 3 ing theory and its relationship to how society/culture is produced and sustained. Various theoretical/philo- Year 3 sophical assumptions that contribute to the production Fall: of cultural knowledge will be examined. SOC 394 H1 The World in America** 3 HUM 300 H1 Dimensions of Culture II (3) Spring: This course will address the importance of theory in HUM 300 H1 Dimensions of Culture II*** 3 understanding and studying the concept of culture. Year 4 The course will examine how culture is shaped by Fall: major social institutions and how these institutions HON 479 H1 Senior Honors Thesis or shape cultural products such as literature, fi lm, and Research Project*** 3 art. The underlying assumption that guides the domi- nant cultural standards of America will be evaluated. th Submit the Honors Thesis Proposal (by the 4 week of Prerequisite: HUM 199 H1. the enrolled semester) SOC 394 H1 The World in America (3) Spring: The central focus of this course is to analyze and HON 479 Oral Defense (the defense should be understand current relations of inequality within the scheduled one month prior to graduation) context of the United States and Latin AmericaÐ par- Total 21 ticularly as they relate to race and class. HON 479 H1 Senior Honors Thesis/Research * These courses will fulfi ll the University distribu- Project (3) tion requirements and Arts and Sciences general Students will conduct an original research that stems education requirements. from a collaboration between the student’s academic ** These courses will fulfi ll the University distribu- major and the Honors Program’s curriculum. Topic tion requirements. must be approved by the Honors Program’s director *** These courses will fulfi ll general elective require- and an examining committee. A supervisory commit- ments. tee will oversee the thesis/project.

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Barry University offers a variety of Study Abroad ANDREAS SCHOOL OF BUSINESS STUDY options. Students may choose from summer, semes- ABROAD PROGRAMS ter, or year long programs. Among the programs are The Andreas School of Business Study Abroad Barry courses taught abroad by Barry faculty mem- Program offers students in the School of Business bers, study abroad at a number of foreign universities the opportunity to study in another country during with which Barry has bilateral exchange agreements, one of their semesters at Barry University. The pro- and participation in the College Consortium for gram is an ideal way for students to experience the International Studies in which Barry students can par- culture of the country and to learn and practice a ticipate in over 75 programs in thirty countries offered foreign language. The locations currently available by the member colleges and universities. Information are: London (United Kingdom), Madrid and Seville about the above programs is available from Dr. Lillian (Spain), Monterrey (Mexico), Geneva (Switzerland), Schanfi eld, Department of English and Foreign Vienna (Austria), Leiden (Netherlands), Quito Languages, School of Arts and Sciences. (Ecuador), Nuremberg (Germany), Santiago (Chile), Students interested in Study Abroad should plan Ch-am (Thailand), Shanghai (China) and Bucharest their course of study well in advance of their projected (Romania). The Study Abroad Program also provides foreign travel so as to meet registration deadlines in International Business majors with the possibility of a timely manner and any other program-specifi c doing an internship abroad. This internship would ful- requirements as mandated by the institution of study. fi ll the international internship course requirement for In addition, they should consult with their academic International Business majors. advisors and deans to ascertain how Study Abroad is Students interested in studying abroad need to plan best accommodated within their academic programs well in advance in order to ensure that the study abroad and to obtain approval. experience fi ts into their degree program appropriate- ly. In addition, application deadlines for the various locations can be very early. Students who would like to obtain more information on the program should contact Dr. Manuel Tejeda, Director of International Business, at the School of Business.

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DIVISION OF INFORMATION TECHNOLOGY Yvette Brown, M.S., Interim Chief Technology Offi cer

The administrative offi ces of the Division of distance learning (http://student.barry.edu->Academic Information Technology are housed in the Garner Resources->Distance Learning & Teaching). The fac- building. The division provides library, distance edu- ulty is updated regarding trends in instructional design cation and technology services for the University. through two newsletters published by CELT (DoIT It is the mission of the division to provide the user News and CELT Review Newsletter, http://bucwis. community with the highest level of technical service barry.edu->News and Publications) and it collaborates and support; to provide the University with a strong, with the Faculty Senate to provide special faculty de- dynamic, competitive edge through the strategic plan- velopment events. Call 305-899-4005 for more infor- ning and deployment of new technologies; and to max- mation. imize cost-effective use of resources through the use of a centralized model for technology management. The division consists of an administrative layer called DESKTOP COMPUTING SERVICES IT Administration, and eight support departments ad- Wesley Ng-Fook, B.S., Director dressing the different resource needs of the University. Desktop Computing Services provides an effi cient All non-instructional support from the division is co- and cost effective support structure for the University ordinated through a centralized helpdesk. owned/leased computers and peripheral equipment, both on campus and at the off-sites. DCS advises on CENTER FOR EXCELLENCE IN technology needs, and is responsible for the confi gu- ration, installation, and maintenance of all desktop LEARNING & TEACHING (CELT) computing equipment. Linda Cahill, Ph.D., Associate Dean for Distance Education Support and Director and Instructional IT SUPPORT DESK Designer The Center for Excellence in Learning & Teaching Darrell D. Duvall, M.S., Director (CELT) was originally created to support faculty and The IT Support Desk provides a wide range of ser- staff in the effective use of instructional and workplace vices for students on and off campus. They provide technologies. Training for faculty and staff is regularly support to students connecting to BarryNet, which is held for small groups in the CELT training lab, Library the university’s wired and wireless network. They also 301, and it is also customized according to topic, time, provide support to all students experiencing problems and location of training participants. CELT’s four full- accessing on-line resources such as the library’s elec- time trainers and instructional designers extend support tronic databases and their Barry email account. In ad- to students via in-class orientations and guest lectures dition to this, they assist students with username and on topics such as the use of Barry’s course manage- password issues. ment platform and basic applications. It also main- The IT Support Desk is located in Garner Hall, tains an online orientation for students that addresses room 241, and can be contacted by calling (305) 899- student computing in general, with a special focus on 3604, by visiting the support website at http://help.

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barry.edu, or by sending e-mail to helpdesk@mail. Lab Hours (During Fall and Spring barry.edu. The hours of operation are available on Semesters) the support website and by calling. Barry University During the Fall and Spring semesters, the main has an arrangement with Dell Computer Corporation computer lab maintains the following hours: where educational pricing is extended to students, fac- Sunday 12:00 PM Ð 10:00 PM ulty, and staff interested in purchasing PC’s, peripher- Monday Ð Thursday 7:30 AM Ð 12:00 AM als, and software. In addition to this, Microsoft Offi ce Friday 7:30 AM Ð 10:00 PM Professional is available to students for purchase at a Saturday 8:00 AM Ð 10:00 PM signifi cantly discounted price. Visit http://help.barry. Special hours are kept over holiday periods, end- edu for further information. of-semester periods, and summer sessions. Current computer lab hours can be obtained at (305) 899-3893 INSTRUCTIONAL COMPUTING or at Barry University Web site. SERVICES Printing Services Hernan Londono, M.S., Associate Dean, Instructional Laser printing is available in the main lab for a Computing Services fee of 5 cents per page. Color printing costs $1.00 Instructional Computing is responsible for provid- per page for plain paper printouts and $1.50 for color ing academic users with the highest level of service overhead transparencies. The cost of making thermal and support in the use of current academic computing black transparencies is 50 cents each. services. Audiovisual Department Computer Labs Lynch Hymn, B.L.S., Manager John Beynon, M.S., Manager The Audiovisual Department provides, maintains, The Main Computer Lab, located in Garner-247, is and supports audiovisual equipment throughout the available to all students and faculty and provides ac- main campus. Mobile computers and projection sys- cess to various application packages, various operat- tems are only a few of the equipment that faculty and ing systems, electronic mail, and the Internet. The lab staff can check out. Students need to coordinate with is equipped with over 80 Windows-based computers, their professors if they need equipment for presenta- scanners, color printers, and networked laser printers. tions. Faculty and staff can reserve equipment online http://bucwis.barry.edu/doit2/instructional/audio- For teaching, there are nine networked classrooms at visual/default.htm for hands-on computer usage. Each room is equipped . Twenty-four hour advance notice with an average of 25 Windows-based computer work- is required to reserve equipment. For additional infor- stations, and a multimedia projection system. Faculty mation, please call (305) 899-3764. wishing to reserve a room can do so at http://bucwis. barry.edu/ics/classLabs/classroomRequest.htm or by David Brinkley Studio calling extension 4043. Mary Rode Worley, B.A., Production Coordinator & Studio Manager The David Brinkley Studio provides resources for Communication students to work and learn on state of the art equipment, and facilitates faculty involve- ment in distance education by producing courses for video broadcast. Students work on many projects, in- cluding the fi lming of professional commercials, the video-taping of community and campus events, and the broadcasting of television courses. The studio is also available for commercial productions when not engaged in educational endeavors. For additional in- formation, contact the studio manager at (305) 899- 3462.

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LIBRARY SERVICES TECHNICAL SERVICES Kenneth S. Venet, M.L.S., Interim Director Marietta DeWinter, M.L.S., Head of Technical Services/ The Monsignor William Barry Memorial Library Librarian provides material and services in support of the edu- Technical Services is responsible for acquiring and cational objectives of the University. Students have processing material selected for the library by librar- access to a collection of 910,528 items; over 250 elec- ians, faculty, and input from students. The material tronic databases many with full text availability; and selected follows the collection development policy, to over 2,000 journal titles. support the quality education of the University. PUBLIC SERVICES NETWORK AND INFORMATION Beverly Brown, Head SYSTEMS Public Services are responsible for circulation, re- Justin Moses, Director for Server and Messaging serves, periodicals, interlibrary loan and study room Systems usage. Kerri-Quaan Stewart, Director for Applications Library hours (during fall and spring semesters) Development and Database Administration Sunday Noon Ð 12:00 a.m. Network and Information Systems is responsible Monday Ð Thursday 7:30 a.m. Ð 12:00 a.m. for the administration of a number of computer serv- Friday 7:30 a.m. Ð 10:00 p.m. ers running on Microsoft Windows platform. These Saturday 10:00 a.m. Ð 10:00 p.m. computers are the primary servers for “BARRYNET,” Special hours are kept over holidays, end of se- the campus-wide Ethernet network. They collectively mesters, and summer sessions. Hours are posted at the provide network fi le and print services, electronic mail Library, library Web page or for more information call services, online library applications, special applica- (305) 899-3760. tions for instructional purposes, and the hosting of Valid library card (University photo ID) must be Barry’s Internet, Intranet, and instructional web serv- used to borrow materials. ers. The Internet domain for the University is “barry. Undergraduate students may check out materials edu.” World wide access via the Internet is available at for 3 weeks. Two renewals are allowed as long as there http://www.barry.edu is not a hold request for an item. Interlibrary policy Computer Accounts and reserves policies may be found at the circulation desk and on the library Web page. All registered students have a free computer ac- count. The account provides access to all university computing resources, including electronic mail ser- REFERENCE SERVICES vices, web resources, and network applications.

Kenneth Venet, M.L.S., Assistant Director Web Based Email System The Library provides reference services to sup- Students have access to a web based messaging port education, research and general information. system (http://webmail.barry.edu) that provides them Reference service is offered on using print and elec- with calendar and task management features in addi- tronic resources in several ways: tion to their electronic mailbox. ¥ in the reference area ¥ via telephone Remote Access Services ¥ via electronic mail Barry University maintains a web based proxy ¥ by appointment server (http://access.barry.edu) that provides students ¥ through bibliographic instruction scheduled by with access to restricted web based resources such as the faculty the library, the student web and other instructional Reference collection is developed to provide print sites. and non-print resources that will support the educa- tion, research and general information needs of the students, faculty and staff. Reference services are provided during the library’s hours of operation.

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INFORMATION TECHNOLOGY INFRASTRUCTURE SERVICES Terry Kushi, Director Information Technology Infrastructure Services in- stalls, manages, and maintains the structured cabling network that provides the physical connectivity for us- ers clients. This allows user clients to access BarryNet applications, the library system, the administrative system, telephone service and the Internet. The Barry University enterprise network is comprised of over 3,550 Ethernet connection points that are accessed through 147 switches located in 75 buildings. Information Technology Infrastructure Services in- stalls, manages, and maintains the structured cabling network that provides the physical connectivity for us- ers in 15 off-campus sites throughout the state. Information Technology Infrastructure Services manages, installs and maintains the Cisco CallManager IP Telephony System that provides IP Telephony for user clients in the upgraded offi ces both on the main campus and remote campus sites.

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FRANK J. ROONEY SCHOOL OF ADULT AND

CONTINUING EDUCATION Continuing Education School of Adult and Carol-Rae Sodano, Ed.D., Dean Thomas Ayers, M.S., Executive Associate Dean Judith O. Brown, Ed.D., Associate Dean Lee Dutter, Ph.D., Associate Dean Marilyn Jenkins, Associate Dean Patricia D. LaBahn, Ph.D., Associate Dean Heidi McLaughlin, D.B.A., Associate Dean Charles McBee, M.S., Assistant Dean Carlos Pineiro, M.S., Assistant Dean Anita Zavodska, Ph.D., Assistant Dean Faculty: Alexakis, Allen, Braunstein, Brock, Davis, Deeb, Feito, Horner, Kinzel, Loutzenhiser, Luckett, Maybee, Meloun, Olson, Orman, Pita, Provitera, Mitchell-Reed, Rushing, Scully, Sussman, Swaner, Zavodska

STATEMENT OF PURPOSE Adult students often have attained knowledge out- The purpose of the Frank J. Rooney School of side of the classroom that is appropriate for academic Adult and Continuing Education is to provide adult credit. The School of Adult and Continuing Education students with graduate and undergraduate credit, non- grants such credit toward an undergraduate degree if credit and certifi cate programs which recognize the students can demonstrate college-level learning. Each educational needs of the adult learner and promote student works with an academic advisor who assists lifelong learning. These degree and certifi cate pro- the student in preparing for the assessment of experi- grams are designed for adult men and women who, ential learning. because of family and work responsibilities, are unable In accordance with the Mission Statement of the to attend class in a traditional manner or at traditional University, students are encouraged to continue to times. The School seeks to attract a diverse student participate in community service and to assume lead- body and to show a caring attitude toward each stu- ership roles in effecting social change. dent regardless of individual backgrounds. The same quality educational programs upon which Barry Uni- DEGREE/MAJOR PROGRAMS versity’s reputation is founded are made available for The following programs are offered to adult stu- these students on the main and off-campus locations dents through the School of Adult and Continuing in Florida. Recognizing the breadth of experience of Education: adults, course offerings afford opportunities for fur- Bachelor of Liberal Studies (B.L.S.) ther exploration of truth within the Judeo-Christian Bachelor of Professional Studies (B.P.S.) and Dominican traditions. Bachelor of Public Administration (B.P.A.) Students must meet the same graduation require- Bachelor of Science in Administration (B.S.) ments as other Barry University students. However, Bachelor of Science in Health Services they may choose from a number of learning options Administration (B.S.) which allow for greater fl exibility in program plan- Bachelor of Science in Information Technology ning and scheduling. Courses are taught by faculty (B.S.) who possess both academic and professional exper- Bachelor of Science in Legal Studies (B.S.) tise which is complemented by their understanding of Master of Arts in Administrative Studies (M.A.) adult learners. Master of Public Administration (M.P.A.)

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Students in the B.S. in Administration may pursue in which a minimum cumulative grade point average a specialization in Health Services Administration, of 2.00 must be achieved at Barry University. Upon Human Resource Administration, or Organizational successful completion of 12 credits with a cumulative Leadership. grade point average of at least 2.0 at Barry, full accep- Degree seeking students may pursue a minor in Ad- tance will be granted. ministration, Information Technology, Legal Studies, Those who are unable to complete the admission Network and Systems Engineering, Public Adminis- requirements (See Criteria for Full Acceptance) at the tration or Software Engineering. time of application are limited to twelve credit hours Post-baccalaureate students may pursue a cer- at Barry University. To enroll in additional course- tifi cate in Health Services Administration, Human work, the student must submit all required credentials Resource Administration, Information Technology, before subsequent enrollment. Legal Studies, Network and Systems Engineering, Public Administration, or Software Engineering. NEW STUDENT INFORMATION For details on these specializations, minors and certifi cates, consult the ACE Student Bulletin. ORIENTATION COURSE ADMISSION INFORMATION New students with 30 credits or less are required to complete ORI 202 Introduction to the College Ex- Application for admission to Barry University’s perience. School of Adult and Continuing Education is a pro- cess separate from the registration process and must COMPUTER PROFICIENCY ASSESSMENT be completed prior to course registration. All Adult and Continuing Education (ACE) students are required to demonstrate computer profi - Admission Requirements ciency through a successful completion (a grade of C Criteria for Full Acceptance or better) of CAT 102. This requirement may be also satisfi ed through equivalent computer coursework ap- ACE has traditionally served adult learners. To proved by the IT Academic Coordinator and accepted qualify for portfolio credits a minimum of 5 years of in transfer by Barry University. Students must fulfi ll full-time professional work experience, and/or com- this requirement during the fi rst year of enrollment. munity service is required. The portfolio is mandatory Students may test out of CAT 102, IT 190, or IT 200 or optional depending upon the degree selected. courses through “Credit by Examination”. These Ð Interview with an academic advisor/director; challenge exams, which require the payment of a Ð Submit a completed application form with ap- non-refundable fee, may only be attempted once. The propriate application fee; Challenge Exam results are fi nal and cannot be dis- Ð Provide one offi cial transcript of credits taken at cussed or disputed regardless of the circumstances. all colleges attended and, if applicable, CLEP, DANTES transcripts, or, if no college credit or ENGLISH PLACEMENT ASSESSMENT fewer than 12 credits have been earned, provide Before or during their fi rst semester (Session A or one offi cial transcript indicating graduation B), students must take the English Placement Assess- from high school or G.E.D.; ment during which they have one-and-a-half hours to Ð Achieve a 2.00 cumulative grade point average write a brief essay based on an assigned reading of or better in all previous academic work; general interest. The essays are evaluated by ACE Eng- Ð Applicants holding an Associate Degree or its lish instructors who identify the students’ fi rst writing equivalent must possess a minimum of 3 years courses. Each student will be placed in a course within full-time professional work and/or community the English writing curriculum: ENG 102, ENG 202, service experience past high school; and ENG 302. Students must enroll in an English Ð Applicants not holding an Associate Degree writing course within the fi rst two semesters. or its equivalent must possess a minimum of 5 years of full-time professional work and/or com- MATHEMATICS SKILLS ASSESSMENT munity service experience past high school. The Mathematics Skills Assessment must be taken Criteria for Provisional Acceptance by students who do not have college-level mathemat- ics transfer credits accepted by Barry University and Provisional acceptance is extended to those whose must be taken during the fi rst semester (Session A transcripts refl ect less than a 2.00 cumulative grade and B) at Barry. The Mathematics Skills Assessment point average at the time of application. A student en- consists of forty multiple choice questions which the rolling under this option is limited to twelve credits student will have one hour to answer. Resulting scores

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will range from 0 to 40. Students will be advised into Students must submit their near-completed portfoli- course work based on their scores, which may include os to their directors/advisors in suffi cient time to allow either MAT 090 and MAT 091, or 091, prior to enroll- for revisions. Completed portfolios must be submitted ing in MAT 107 or MAT 152, within their fi rst year at to the Miami Campus in accordance with published Barry. MAT 090, Pre-Entry Math, is a 3-credit course deadline dates in the Term Schedules. Meeting these that prepares students for the algebra in MAT 091 by deadlines is the responsibility of the student. strengthening their basic arithmetical skills. MAT Normally the portfolio will be assessed by the 091, Preparatory Mathematics I, is a 3-credit course Portfolio Evaluation Committee eight weeks after the that prepares students for MAT 107 and MAT 152 by submission deadline. Upon evaluation, the student strengthening their basic algebraic skills which are will be notifi ed of the credits awarded. needed for college-level work in mathematics. MAT Please refer to the ACE Student Bulletin and The 090 serves as a base for MAT 091. Once students earn Instructional Modules for the Preparation of Experien- a CR in MAT 090, they may register for MAT 091. If tial Learning Portfolios for assessment procedures and they earn a grade of NC, they will need to retake MAT appeal provisions. ACE also grants credits for selected 090 and/or MAT 091. Neither course fulfi lls distribu- professional licenses. Please refer to the Assessment tion or degree requirements and both are graded using of Prior Learning Fact Book for details. the CR/NC option, where CR stands for credit and NC The portfolio administrative fee is due upon sub- stands for no credit. Students should take MAT 107 or mission of the portfolio. MAT 152 as soon as possible following MAT 091, as delay in taking the mathematics classes may lead to a loss of profi ciency in the subject matter. BACHELOR OF LIBERAL STUDIES (B.L.S.) THE PORTFOLIO The Bachelor of Liberal Studies degree program is The portfolio is comprised of four major com- designed for students who choose to pursue a liberal ponents: an experiential learning resume, a learning arts program of study. assessment worksheet, an autobiographical learning The degree is fl exible in its design and thereby re- essay and documentation. sponds to diverse student interests and needs. Students Students must demonstrate college-level compe- pursuing the Bachelor of Liberal Studies degree must tence in one or more of the following disciplines in meet Barry University’s distribution requirements and order to receive credit for professional work experi- must select elective coursework in their chosen liberal ence or community service: General Administration, arts fi eld. Behavioral Sciences, Communication, Humanities, Students must select an area of specialization in Natural Sciences, Social Sciences, Special Topics: one of the following: Behavioral Sciences, Humani- Computer Sciences, Education, Legal Studies. ties and Literature, Psychology, or Social Welfare Students must meet all of the following criteria at Services. Students interested in earning a second the time of portfolio submission: specialization should discuss this with an Academic 1. Students must have been fully accepted (see Advisor. Criteria for Full Acceptance in this bulletin/cata- The program requires students to complete an log). area of specialization. However, students may opt to 2. Students must have completed English 302 with complete both a portfolio and a specialization. The a grade of at least C or have demonstrated profi - portfolio provides the mechanism for translating doc- ciency on the English exam. umented learning experiences into Barry University 3. Students must be in good academic standing (cu- credit. mulative grade point average of 2.0 in all Barry University coursework). DISTRIBUTION REQUIREMENTS: 4. Students are able to document at least 5 years of 45 CREDITS full-time professional work experience and/or PORTFOLIO OPTION: community service. UP TO 30 CREDITS (of which six credits can 5. Students attended a portfolio seminar be used in specialization electives) 6. Student’s Goals Statement and Autobiographical Learning Essay has been reviewed by the writing ELECTIVES: lab or site tutor. VARIABLE (STUDENTS SELECT COURSES IN ANY APPROVED AREA.) If students do not meet the above criteria, the port- folio may not be submitted. AREA OF SPECIALIZATION: AT LEAST 21 ELECTIVE CREDITS

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Students who choose to earn an area of special- must meet Barry University’s distribution requirement ization will select elective courses in the following and must select coursework in their chosen profes- areas: sional fi eld. Behavioral Sciences (24 credits) The program requires students to complete an Humanities and Literature (30 credits) area of specialization. However, students may opt to Psychology (24 credits) complete both a portfolio and a specialization. The Social Welfare Services (24 credits) portfolio provides the mechanism for translating the University policies regarding an area of specializa- documented learning experiences into Barry Univer- tion are as follows: sity credit. Students interested in earning a second 1. An area of specialization consists of no less than specialization should discuss this with an Academic 24 credit hours but no more than 30 of appropri- Advisor. ate and approved course work (24 credits for 30 DISTRIBUTION REQUIREMENTS: credits for Humanities and Literature, 24 credits 45 CREDITS for Psychology, Behavioral Science, and Social PORTFOLIO OPTION: Welfare Services). UP TO 30 CREDITS (of which six credits can 2. 18 of the 24 credit hours must be taken through Barry University and bear Barry University course be used in specialization electives if not trans- prefi xes and numbers for the specialization in ferred into degree) Behavioral Sciences, Psychology and Social ELECTIVES: Welfare Services and 24 credit hours must be taken VARIABLE (STUDENTS SELECT COURSES through Barry University and bear Barry University IN ANY APPROVED AREA.) course prefi xes and numbers for the specialization in humanities. AREA OF SPECIALIZATION (Mandatory): 3. 18 of the 24 credit hours must be in upper division AT LEAST 21 ELECTIVE CREDITS courses, namely, 300 and 400 level courses for the Students may count a maximum of 30 total cred- specialization in Behavioral Sciences, Psychology it hours from all sources having Andreas School of and Social Welfare Services. 24 of 30 credit hours Business prefi xes (ACC, BUS, ECO, FIN, MGT, MIS must be upper division courses for the Humanities and MKT) toward their degree requirements. and Literature specialization. To earn an area of specialization, students will select 4. Only one Special Topic course may be included in approved courses in the following areas: the specialization. The Special Topic course must Administration be directly related by name and course content to Exercise Science the area of specialization. Health Services Administration 5. The course title, prefi x, and number will be the Human Resources Administration determinant for course work in an area of special- Information Technology ization. Legal Studies 6. Prerequisites must be honored. Network and Systems Engineering 7. Up to six aggregate credits in portfolio and/or Personal Financial Planning transfer into the specialization electives of the Public Administration Behavioral Sciences, Humanities and Literature Software Engineering with the academic coordinator’s approval. Sport Management 8. Up to 3 upper-level portfolio and/or transfer credits University policies regarding an area of specializa- into the specialization electives of Social Welfare tion are as follows: Services with academic coordinator’s approval. 1. 15 of the 21 credit hours must be taken through 9. No portfolio credits may be transferred into the Barry University and bear Barry University course Psychology specialization electives. prefi xes and numbers. 2. 15 of the 21 credit hours must be in upper division BACHELOR OF PROFESSIONAL courses, namely, 300 and 400 level courses. 3. Only one Special Topic course may be included in STUDIES (B.P.S) the 21 credit hours. The Special Topic course must The Bachelor of Professional Studies (B.P.S.) de- be directly related by name and course content to gree program is designed for students who choose to the area of specialization. pursue a professionally-oriented program of study. 4. The course title, prefi x, and number will be the The degree is fl exible in its design and thereby re- determinant for course work in an area of spe- sponds to diverse student interests and needs. Students cialization, e.g., PUB 403 “Public Budgeting and pursuing the Bachelor of Professional Studies degree Finance.”

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5. Prerequisites must be honored. gram director in health service administration, parks 6. Only elective courses may be applied toward an and recreation, social work, psychology, legal studies area of specialization. or sociology or portfolio credits attributable to any 7. Bachelor of Professional Studies with a special- of the disciplines included in this paragraph. These ization in Administration, Legal Studies, Public twenty-one credits may be transferred from another Administration, Human Resources Administration, institution, gained through a portfolio and may be low- Health Services Administration—up to 6 credits in er-level credits. Licensure credits (see Assessment of portfolio and/or transfer into certain specialization Prior Learning Fact Book for list of licenses) may not electives. Please consult with an ACE Academic be applied to any area of the student’s major in public Advisor. administration but may be used in general electives. BACHELOR OF PUBLIC BACHELOR OF SCIENCE IN ADMINISTRATION (B.P.A.) ADMINISTRATION The Public Administration degree is of special The Bachelor of Science in Professional Adminis- interest to the working professional in public and not- tration degree is designed to provide students with the for-profi t organizations or those who wish to pursue administrative and leadership competencies needed a career in public management. The course work is by all organizations, whether private, public or non- designed to provide the student with an understanding profi t, in order to achieve their missions and achieve and working application of the principles essential to their goals. Course offerings focus on contemporary the effective management of all public agencies. At organizational theory and practice, with emphasis on select locations, a specialization in Parks and Recre- workplace applications. ation Management is available. See the ACE Student The program of study, while addressing a broad Bulletin for details. range of organizational principles and practices, also DISTRIBUTION REQUIREMENTS: allows for individualized emphasis in minor areas such 45 CREDITS as Information Technology, Network and Systems En- gineering, Legal Studies, and Public Administration. PORTFOLIO OPTION: In completing the requirements for the Bachelor of UP TO 30 CREDITS (of which 21 credits can Science in Administration major, students will select be used for “Additional requirements” minus either a major of 45 credits consisting of core course- any transfer credits) work and an approved minor; or a major of 30 credits Required Courses 18 credits of core coursework and the Experiential Learning Students should plan their programs with advisor Portfolio Option*. assistance so that courses can be completed in the se- *Experiential Learning Portfolio Option: A student quence which follows. can earn up to 30 credits for college level learning POS 303 Public Policy and Administration acquired through work experience and/or community PUB 402 Values and Ethics in Public service. Administration NOTE: Students NOT choosing to do a specializa- PUB 403 Public Budgeting and Finance tion ARE REQUIRED to submit an Experiential PUB 404 Concepts and Issues in Public Planning Learning Portfolio in order to satisfy the degree PUB 406 Human Resources in the Public Sector requirements. PUB 410 Methods and Techniques for Public DEGREE REQUIREMENTS: Administration Required Electives 6 credits DISTRIBUTION COURSES 45 credits PUB 405 Administrative Law and Process MAJOR CORE 30 credits PUB 407 Productivity Improvements in the Public SPECIALIZATION OPTION 15 credits Sector PORTFOLIO OPTION up to 30 credits PUB 408 Public Administration and the Political ELECTIVES Variable Process Minimum Total Degree Requirements 120 credits PUB 409 Contemporary Issues in Public Safety Required Courses 18 credits Additional Requirements 21 credits ADM 303 Administrative Theory & Practice* Twenty-one additional credit hours shall be earned in ADM 306 Services Marketing** public administration, management, business, emer- ADM 320 Financial Administration gency medical training, political science, criminal ADM 353 Leadership Development justice, fi re science or classes approved by the pro- ADM 412 Quality & Productivity

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ADM 464 Strategic Human Resource PORTFOLIO REQUIREMENT: Administration UP TO 30 CREDITS (of which 6 credits can be ADM 499 Administrative Capstone Course used for restricted electives if not transferred * or the approved substitute: MGT 305 Organizational into the degree) Behavior and Management Required Courses 18 credits ** or the approved substitute: MKT 306 Marketing Students should plan their programs with advisor Concepts and Applications assistance so that courses can be completed in the se- Additional Requirements 12 credits quence which follows. HSA 319 Health Care Finance Any four ADM, PUB, HSA, IT, PLA, ACC, BUS, HSA 339 Health Law ECO, FIN, MGT, MIS, or MKT prefi x courses not HSA 410 Management in Health Care used to satisfy the above required courses. HSA 425 Public and Community Health Portfolio and/or Transfer Credits HSA 441 Health Care for the Elderly The majority of a student’s major coursework must HSA 475 Issues in Health Care be taken at Barry University. Up to 6 credits from the HSA 499 Capstone in Health Service student’s portfolio and/or transfer credits may qualify Administration to be used toward the additional requirements. Required Electives 12-15 credits PLEASE NOTE: HSA 301 The Health Care System (1) Some minors may not be offered at all ACE course HSA 459 Independent Study in Health Care delivery sites. Approved ADM, PUB, or PSY courses. (2) Specialization courses may not duplicate courses used to satisfy the major core. BACHELOR OF SCIENCE IN BACHELOR OF SCIENCE IN HEALTH INFORMATION TECHNOLOGY SERVICES ADMINISTRATION The Bachelor of Science in Information Technolo- gy offers students the opportunity to develop and apply DEGREE PROGRAM technological expertise in solving workplace prob- The Health Services Administration degree pro- lems. The program is designed for adults employed in gram and Post-Baccalaureate Certifi cate Program both the private and public sectors in settings which are designed to provide a broad view of today’s require the utilization of technology for information health care system and to prepare graduates for en- processing and decision-making. Business and in- try and middle management positions in such areas dustry, government, and education professionals will as hospitals, medical or dental clinics, group medical benefi t from a strong academic program in Informa- practices, managed care organizations, long-term care tion Technology. facilities, insurance companies, home health agencies, Students will choose a specialization in Informa- and government agencies. The curriculum emphasizes tion Systems Administration, Network and Systems skills for use in any health care setting. Engineering, Software Engineering, and Telecommu- Students having health care experience should be- nications may choose electives in either fi eld. Students gin study with either HSA 319 Health Care Finance, not wanting to complete a specialization must com- HSA 339 Health Law or HSA 410 Management in plete the 30 credit major core and submit a portfolio. Health Care. This experience requirement consists A portfolio will document college-level learning out- of at least fi ve years of experience, preferably with at side the classroom. See the ACE Student Bulletin for least one year in a supervisory or management capac- additional details. ity. Otherwise, students should begin with HSA 301 DISTRIBUTION REQUIREMENTS: The Health Care System, which is required prior to 45 CREDITS the six required course in Health Care Administration. Students who wish to enroll in HSA courses without PROGRAM PREREQUISITES: 3 CREDITS the experience requirement or the HSA 301 prereq- MAJOR CORE 30 CREDITS uisite may take the 400 level course work only with SPECIALIZATION OPTION 15 CREDITS permission of the academic coordinator. PORTFOLIO OPTION UP TO 30 CREDITS DISTRIBUTION REQUIREMENTS: 45 CREDITS ELECTIVES VARIABLE

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MINIMUM TOTAL DEGREE PORTFOLIO REQUIREMENT: REQUIREMENTS 120 CREDITS Up to 30 CREDITS PREREQUISITE COURSE 3 CREDITS MINIMUM TOTAL: 120 CREDITS CAT 102 Basic Computer Applications* Required Courses 15 credits Required Courses 30 credits Students should plan their programs with advisor IT 190 Microcomputer Operating Systems* assistance so that courses can be completed in the rec- IT 200 Foundations of Information ommended sequence which follows. Technology* PLA 301 Law and the Legal System IT 310 Telecommunication and Computer PLA 310 Legal Research Networks PLA 315 Legal Writing IT 320 Computer Security PLA 320 Civil Litigation IT 338 Web Design, Authoring and Publishing PLA 430 Criminal Law Practice CS 372 Software Engineering Required Electives 15 credits IT 400 Project Management Any combination of PLA courses at the 300 or 400 CS 426 Databases level to total 15 credits. IT 499 Integrated Capstone Project One three-credit 300 or 400 level CS, IT, or NSE Remaining elective credits can be satisfi ed by a course combination of acceptable transfer credits, course work undertaken in residency and portfolio cred- * Students may attempt to earn “Credit by its. The portfolio process, whereby academic credit Examination”. is awarded for experiential learning, is a mandatory component of the Bachelor of Science in Legal Stud- BACHELOR OF SCIENCE IN LEGAL ies program. A grade of C or higher in each Legal Studies course is necessary to satisfy the Legal Stud- STUDIES ies major requirements. The Bachelor of Science in Legal Studies is de- signed to provide a broad background in fundamental OFF CAMPUS LOCATIONS: legal studies to students who desire to become parale- In addition to classes on the Barry University Main gals or Legal Assistants working under the supervision Campus, the School of Adult and Continuing Educa- of a lawyer. Legal Assistants assume paralegal respon- tion has administrative and academic offi ces in each sibilities as skilled members of a legal team in law of the Florida locations listed below. fi rms, fi nancial institutions, insurance companies, governmental agencies, and related entities. Dade County Students with no experience in the legal commu- Adult Education Building nity should begin study with PLA 301 Law and the 11415 N.E. 2nd Avenue Legal System. Miami, FL 33161-6695 Students who are seeking a Bachelor of Science Telephone (305) 899-3300 degree with a Legal Studies major or a Bachelor of West Dade Professional Studies degree with a Legal Studies spe- 8070 N.W. 53 Street cialization must take the Certifi ed Legal Assistant Suite 100 (CLA) examination, administered by the National Miami, FL 33166 Association of Legal Assistants, Inc., (NALA), prior Telephone (305) 591-7240 to submitting an application for graduation. Proof of Barry University-Main Campus sitting for the CLA examination must be attached to 11300 N.E. 2nd Avenue the application for graduation. The CLA examination Miami, FL 33161-6695 is offered at least twice each calendar year in Florida. Toll Free No. (800) 945-BARY Information on the CLA examination, eligibility and testing dates and sites can be obtained from NALA South Dade at http://www.nala.org or by writing to NALA, 1516 8990 S.W. 97 Avenue South Boston, Suite 200, Tulsa, Oklahoma 74119. Miami, FL 33176 Telephone: (305) 275-2761 DISTRIBUTION REQUIREMENTS: 45 CREDITS 18958 S. Dixie Highway Miami, FL 33157 Telephone: (305) 969-5833

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Broward County Brevard County Rolling Hills Complex 135 E. Merritt Avenue 8001 S.W. 36 Street, Suite 1 Merritt Island, FL 32953-3410 Davie, FL 33128 Telephone: (321) 453-6253 Telephone: (954) 472-1160 1333 Gateway Drive, 18055 N.W. 8 Street, #103-109 Suites 1018-1019 Pembroke Pines, FL 33029 Melbourne, FL 32901 Telephone: (954) 443-0561 Telephone: (321) 409-5553 1835 S. Perimeter Road, Suite 170 Barry University at Polk Community College Ft. Lauderdale, FL 33309-3066 999 Avenue “H”, NE, WAD-Station S Telephone: (954) 493-8892 Winter Haven, FL 33881 South Palm Beach County Orlando Area 1501 N. Corporate Drive, Suite 230 2000 N. Alafaya Trail, Suite 600 Boynton Beach, FL 33426 Orlando, FL 32826 Telephone: (561) 364-8220 Telephone: (321) 235-8400 North Palm Beach County Florida Mall Business Center 9123 North Military Trail, #206 1650 Sandlake Road, #390 Palm Beach Gardens, FL 33410-4808 Orlando, FL 32809-9108 Telephone: (561) 622-9300 Telephone: (407) 438-9774 Treasure Coast Barry University at Seminole Community College 337 S.E. Port St. Lucie Blvd. 100 Weldon Blvd. Port St. Lucie, FL 34984 Sanford, FL 32773 Telephone: (772) 871-8000; (800) 947-BARY Telephone: 407-328-4722 ext. 3609 Barry University at Polk Community College Barry University at Central 999 Avenue H, NE Florida Community College Winter Haven, FL 33881 University Center Telephone: (863) 297-1010 (ext.5901) 3001 SW College Road Collier/Lee Counties Ocala, FL 34474 12381 S. Cleveland Telephone: (352) 854-2322 ext. 1805 Suite 502 Tallahassee Fort Myers, FL 33907 Woodcrest Plaza, Bldg. D, Room 102 Telephone: (239) 278-3041; (800) 388-2279 325 John Knox Road Barry University at South Florida Community Tallahassee, FL 32303 College Telephone: (850) 385-BARY 600 West College Drive Avon Park, FL 33825 SERVICEMEMBER’S Telephone: 863-257-1268 OPPORTUNITY COLLEGE (SOC) Barry University at St. Petersburg College University Partnership Center The Barry University School of Adult and Con- 9200 113 Street North tinuing Education has been identifi ed by the American Seminole, FL 33772 Association of Community and Junior Colleges as a Telephone: 727-394-6267 Servicemember’s Opportunity College (SOC) provid- ing educational assistance to active duty servicemen. Barry University at Santa Fe A SOC institution offers the following benefi ts for Community College servicemembers: 3000 NW 83 Street 1. Use of admissions procedures which insure access Bldg. R Ð ROOM 244 to higher education for academically qualifi ed mil- Gainesville, FL 32606 itary personnel; Telephone: (352) 395-6373 2. Evaluation of learning gained through military experiences and academic credit awarded where applicable to the servicemember’s program of study;

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3. Evaluation of non-traditional learning and award- degree status, but do meet established administrative ing of academic credit for such learning where criteria. The CEU is defi ned as “ten contact hours of applicable to the servicemember’s program of participation in all organized continuing education study; experiences under responsible sponsorship, capable 4. Evaluation of requests for inter-institutional direction and qualifi ed instruction.” Programs of less transfer of credits and acceptance of such credits than ten contact hours in length can carry a percentage whenever they are appropriate to the servicemem- of a CEU. Individuals enrolled in a degree program, ber’s program and are consistent with the college’s which has a portfolio option, or requirement at Barry curriculum; University may include records of CE professional de- 5. Flexibility to servicemembers in satisfying resi- velopment training in their portfolio of learning from dence requirements by making adjustments for work experience. For futher information call (305) military students who transfer when there are other 899-3320. assurances of program balances; NOTE: FOR A COMPLETE LIST OF ALL 6. Designation of personnel with appropriate aca- COURSES OFFERED, CONSULT THE ACE demic qualifi cations and experience to administer STUDENT BULLETIN and supervise SOC-related activities and to devel- op policies and procedures appropriate to the scope of their voluntary-education programs; Course Descriptions— 7. Educational services for veterans. Administration Prefi x: ADM 301 Labor Relations CONTINUING EDUCATION Detailed examination of the collective bargaining sys- tem with attention given to negotiation and the admin- PROGRAMS istration of agreements. Special consideration will be In addition to undergraduate and graduate de- given to the impact mergers, joint ventures, govern- gree programs, the School of Adult and Continuing ment regulatory agencies, the legal environment sur- Education offers a variety of continuing education rounding the negotiated process, and other topics. programs and services designed to respond to the 303 Administrative Theory and Practice diverse educational interests and lifelong learning An examination of the general principles of organi- needs of individuals of all ages. These programs and zational leadership and administration. Topics include services offer opportunities for acquiring and updat- contemporary approaches to leadership, planning, ing knowledge and skills for purposes of professional organizing, staffi ng and control, and the conceptual advancement and personal enrichment. They expand foundations of modern organizations. the School’s ability to establish community-based 306 Services Marketing partnerships, pilot innovations, and position itself on This course will explore services marketing strategies the leading edge of current issues. and methods. The focus will be on distinctions which Among the programs and services offered are open exist in the marketing of intangibles and methods de- subscription seminars, workshops and certifi cate pro- signed to increase the effectiveness of services mar- grams; customized in-house training; consultation for keting for private, public and not-for-profi t organiza- business and nonprofi t organizations; and personal tions. enrichment classes. Whether one’s interest is in ob- taining CE credits required to maintain current status 312 Training and Development in a particular occupation, learning new skills needed Practical approaches for improving individual and for a present position, retraining for a new position team performance and organizational productivity or fi lling leisure time in meaningful ways, the School will be reviewed in this course. Topics include adult has programs that will be responsive. Continuing learning theory, approaches to program development, education programs place heavy emphasis on qual- implementation and evaluation, instructional systems ity, practicality, accessibility, affordability, timeliness, and human performance improvement relevance and service. All offerings contribute to the 315 Diversity in the Workplace self-fulfi llment and intellectual stimulation that are This course examines the effect diversity has in the the rewards of lifelong learning pursuits. workplace and focuses on issues related to racial, eth- Some programs carry continuing education units nic, religious, linguistic, physical, gender, and age dif- (CEU). The CEU is a nationally recognized method ferences, among others. for measuring and recording participation in continu- ing education programs that do not carry credit toward a degree and cannot be automatically converted to

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320 Financial Administration 445 Service Operations Explores the fundamental issues that are affected by This course will explore strategies and methods for the profi t planning and control process. Emphasis is improving customer value and customer service. The on understanding the broad organizational context management of service operations will be explored within which budgets and plans are prepared and im- and case studies will be analyzed as it applies to the plemented. private, public and not-for-profi t organizations. 330 Alternative Dispute Resolution 462 Public Relations This course examines the effect mediation and arbitra- Study of various public relations media. Emphasis on tion have in both the workplace and legal system. It cases and readings from professional journals. The focuses on theories and skills related to alternative dis- historical and psychological aspects of public rela- pute resolution including how to create, organize, and tions in context with and in relationship to various perform a mediation or arbitration. Same as PLA 330 public media. 335 Employment Law 464 Strategic Human Resource Administration This course provides an overview of federal statutes A comprehensive review of general human resource and state-regulated areas that impact the person- theories and practices related to managing personnel nel function which must be considered by employ- more strategically. Major topic areas include staffi ng, ers and attorneys and their paralegals. Among topics human resource development compensation and ben- addressed are EEO and Affi rmative Action, OSHA, efi ts, employee and labor relations, health, safety, and ERISA, FMLA, and the ADA; employee privacy is- security. Legal issues, principles of applied research sues (polygraph testing, drug and alcohol testing, em- and measurement, and student projects will be empha- ployer searching and monitoring); regulation of dis- sized as they apply to private, public and not-for-profi t crimination in employment; and wrongful discharge. organizations. (Same as PLA 335). 499 Administrative Capstone Course 353 Leadership Development This is a course in which students integrate and syn- Analysis and interpretation of leadership skills and thesize the learning experience acquired in the admin- abilities. Self-analysis will be used to develop a re- istration program. Students will demonstrate mastery lationship between current work environments and through the completion of a research paper, case study managerial theory. and comprehensive exam. Prerequisites: completion 361 Negotiation: Theory and Practice of core courses. This course examines the effect negotiation has in the Anthropology Prefi x: ANT workplace and focuses on issues related to planning, communication, rationality, persuasion, and power 308 Perspectives in Anthropology among others. (formerly ANT 306) Analysis of the different fi elds of cultural anthropol- 410 Recruitment and Selection ogy which are integrated to create a holistic perspec- This course will provide the student with a thorough tive of human behavior. Special emphasis is devoted understanding of the human resource function of to economics, religion, culture and personality. recruitment and selection in private, public and not- for-profi t organizations. The inter-play of applied Art Prefi x: ART research methods, the legal system, administrative 312 Experiencing Art theory and practice will be integrated into this course. An art appreciation course that will teach students the Promotions, a specifi c application of selection, and process of visually analyzing art. Students will in- placement and orientation will also be investigated. tegrate the process of “learning how to see” with an Emphasis will be on theory-to-practice. Students will understanding of the elements of design and drawing. develop applications from principles and best practic- This may be accomplished by the completion of vari- es, including how to improve the oral interview pro- ous art exercises, visits to museums, viewing of slides cess as a selection method. This course is designed for and fi lms. etc. (studio course). advanced students in human resource administration. 321 Contemporary Art 412 Quality & Productivity A look at mixed media painting, craft, and perfor- The course focuses on issues such as continuous im- mance art from the 1960’s up to the present. provement, organizational change, teamwork, motiva- tion and leadership which support both quality and productivity in organizations.

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322 20th Century American Art 409 Biological Oceanography The evolution of American art within the context of An in-depth study and analysis of the ocean environ- important social, historical, and intellectual events. ment and the biological interrelationships necessary Stylistic developments and artistic movements devel- for a healthy, productive marine habitat. The course oped since 1910 in painting, sculpture, and architec- emphasizes the relationships between various forms ture. of oceanic life forms, their adaptations to the marine 400 Ancient Greek Art environment and the effects of human activities upon Detailed analysis and examination of Greek Art them.(replaces Bio 306) from 2000 B.C. to the end of the Hellenistic Period. Sculpture, vase painting, and architecture will be Computer Applications prefi x: CAT compared and contrasted with art through the ages by 102 Basic Computer Applications connecting them with Greek philosophy, mythology, This course provides students with basic computer and history and their aesthetic concepts. applications training. Hands-on training will be pro- Biology Prefi x: BIO vided in a Windows-Based operating environment, electronic mail, the World Wide Web, computerized 302 Human Biology library skills, word processing and electronic spread- A course designed for the non-science major with an sheets. This course will provide the necessary intro- interest in the structure and function of the human ductory level training for students who have never body. Course will explore the relationship between the used microcomputers and/or applications software. It form of the body and how this form relates to func- is a hands-on lab course. No prerequisites tion. A “who you are and how you work” course with fl exibility to allow the students’ interests to shape the English Prefi x: ENG emphasis. 311 Focus on Nutrition and Wellness 102 College Writing for the Adult Learner An exploration of the basic concepts of nutrition sci- This course introduces the adult learner to utilizing ence, guidelines for making food choices, and tech- the writing process to meet the expectations of an aca- niques for meeting the challenge of health mainte- demic community, with emphasis on audience, aim, nance. This course applies a framework of traditional and mode. The focus is on writing as communication, and non-traditional life-style principles to help ensure employing the writing process to produce idiomatical- the achievement of a healthier, more fulfi lling life. ly and grammatically correct prose to convey ideas at the college level. ENG 102 prepares students to enroll 342 Biology of Women in ENG 202. Placement is by the School’s assessment A course designed to provide non-science majors with instrument. A minimum grade of C is required. Two a general understanding of the female anatomy and attempts maximum. physiology. Topics include make/female comparative anatomy, fertility and reproduction, cancer, hormonal 202 Strategies for College Writing cycles, menopause, body maintenance, and nutrition. This course solidifi es students’ understanding and ap- A focus on various stages of women’s development plication of strategies for producing expository prose emphasizing current women-specifi c health issues. that is revised and edited to be suitable for an academic Ultimately, the course aims to provide both genders audience. It emphasizes that writing is a process rather with an opportunity to understand and appreciate the than merely an act of recording and that writing is a signifi cance of women’s health. tool of learning, the disciplined means of both gaug- ing our own thinking and creating meaning. ENG 202 343 Men’s Health Issues and Reproduction prepares students to enroll in ENG 302. Placement is A course designed to provide non-science majors by the School’s assessment instrument or by success- with the fundamental principles of men’s health and ful completion of ENG 102. A minimum grade of C is reproduction, bringing together the basic concepts of required. Two attempts maximum. research and the clinical practice of andrology to ex- plore and understand the anatomy, physiology, and re- 302 Academic Writing and Research productive functions of the male. Students will discuss This is an advanced writing course stressing the ana- current male-specifi c health issues such as impotence, lytical thinking and writing skills common to a host of erectile dysfunction, infertility, andropause (male academic disciplines. The course offers instruction in menopause) and cancer. Students will study topics effective and persuasive research methods while ex- such as male/female comparative anatomy growth and amining aspects that contribute to analytical discourse development, aging, illnesses, physiological aspects such as rhetorical styles and arrangements, the link- of sexuality, body maintenance and nutrition. ing of evidence to claims, patterns of induction and

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deduction, and the testing and strengthening of a the- 320 Physical Oceanography sis. A minimum grade of C is required. Two attempts A detailed coverage of the basic physical, chemical maximum. (Mandatory Course). Prerequisite: ENG and geological aspects of the ocean and how they are 202 interconnected. It includes ocean-atmosphere relation- 318 Modern American Playwrights ships that infl uence climate and weather; and waves, Important American playwrights from the 1940’s to tides and currents. the present day. Emphasis will be on major styles 400 Geology and themes and how the plays refl ect the changes in Minerals, rock classifi cation, history of life, the con- American society. Prerequisite: ENG 302 cept of geologic times, the surface of the earth, the 348 Caribbean Literature earth’s interior, geophysical aspects of the earth, and Study of representative works from the region known as the theory of plate tectonics and sea-fl oor spreading. the Caribbean. Texts are examined within their socio- 415 Weather and Climate of Florida political and historical contexts. This course, ground- An analysis of Florida’s weather and climate includ- ed in post-colonial theory, introduces the student to ing thunderstorms, tornadoes, hurricanes and cold contemporary writers in English, French and Dutch. and warm fronts. Considered Florida’s most valuable Students will gain an appreciation for Caribbean cul- physical resources, weather and climate demand our ture and an understanding of how the history of the attention and understanding of the dynamic nature of region affects and inspires the literature. The course the atmosphere. focuses on the multicultural dynamics of the area 425 Human Impact on Global Changes and on the contributions of African, European and A detailed and practical analysis of global warming, Indigenous peoples. The work and cultural contribu- stratospheric ozone depletion and acid deposition tions of Anglophone, Hispanophone and Francophone from different points of view: How these phenomena writers of the Caribbean will be explored in a postco- affect living and non-living components of the eco- lonial context. Prerequisite: ENG 302 sphere. Examines scientifi c, as well as social issues, 349 Women and Fiction related to all three, Global warming section includes This course examines representative works by and discussion of the El Niño Southern Oscillation. about women from historical, social and literary per- spectives as it explores how gender identities develop Health Service Administration: HSA within the context of the novel genre. Prerequisite: ENG 302 301 The Health Care System An overview of the United States health system exam- 353 Technical and Professional Writing ining the facilities and organizations which make up This course will help students communicate purpose- the system, as well as a survey of the economic, social fully and clearly at the workplace. The course pro- and political aspects of the health care system. vides an overview of writing and rhetorical strategies 319 Health Care Finance that will be of interest to those writing and speaking The concepts of fi nancial management for health care professionally in a number of sectors, including police institutions relating to acquisition, planning, budget- and emergency, utilities, tourism and hospitality, en- ing, and control of funds to meet organizational ob- tertainment, health care, human resources, non-profi t, jectives. corporate, and small business/entrepreneur. Does not 339 Health Law fulfi ll distribution requirements Examination of the broad legal aspects that have an impact on the operation of health care, including an Environmental Science Prefi x: EVS introduction to the legal system, health related legisla- 306 Environment tion, regulatory issues affecting health care facilities, A conceptual approach to understanding the interre- and medical malpractice. (same as PLA 339) latedness of natural processes at work in the environ- 410 Management in Health Care ment. Application to local issues as well as broader Application of management theory, concepts and prin- problems and prospects will be made. ciples as they relate to health care organizations. Case studies are utilized to analyze the practical application of management concepts and principles.

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425 Public and Community Health 200 Foundations of Information Technology Study of the impact on the health status of individu- This course is intended to provide students with an als as a result of public health practices and services, understanding of computer-based information sys- including topics in epidemiology and preventive mea- tems and technologies, as well as the strategies used sures. for managing them. The course examines the dynamic 441 Health Care for the Elderly interaction of people, technology, and organizations An overview of the physical, social, and health care engaged in and affected by the collection, retention, needs of the older adult, including long-term care and dissemination of information through the use of nursing services and alternatives in use today. hardware and software. Prerequisite: CAT 102. 459 Independent Study in Health 310 Telecommunications and Computer Administration Networks This course is primarily designed for the student to The role of telecommunications and computer net- take part in an in-depth research or an action-oriented works in information systems will be examined from project under the supervision of the faculty advisor. the technical fundamentals and organizational per- Preparation and approval of the content must be made spectives. Strategies, tools, and techniques for network one semester in advance. planning, implementation, management, maintenance and security are emphasized. Prerequisite: IT 200, IT 475 Issues in Health Care 190, CAT 102. An examination of current issues facing the health care industry including delivery of care, access to 320 Computer Security care, costs, and quality of services as well as national This course is designed to provide students with an and state health policy. awareness and understanding of computer and net- work security issues that threaten and concern users 499 Capstone in Health Service Administration and organizations that utilize information technolo- This course is designed for students to integrate and gies. Security challenges and countermeasures are synthesize the learning experiences acquired in the examined to provide a framework for creating and Health Service Administration program, including the implementing viable preventive and responsive proce- management and administrative tools required by an dures. Prerequisite: IT 200, IT 190, CAT 102. administrator in the health care fi eld, thus demonstrat- ing profi ciency in the fi eld. Prerequisites: Completion 338 Web Design, Authoring and Publishing of Required/Core HSA Courses or permission from Concepts, tools, and technologies of computer net- Academic Coordinator. worked information with an emphasis on the Internet and the Web. Web clients and servers. Web design, authoring, publishing and programming. Web devel- History Prefi x: HIS opment tools. Internet trends. Prerequisite: CAT102, 306 Twentieth Century America (20th Century IT 200. America) 350 The Web and E-Technology A study of the issues and concepts that have shaped This course is designed to provide an in-depth under- American Society since 1900. Political, economic and standing of how to use web technology effectively. An social trends will be examined. examination of the potential impact of the Internet and intranets and their potential value to the organization Information Technology Prefi x: IT will be provided. How to plan, analyze, and imple- ment Web and E-technologies will be a central focus 190 Microcomputer Operating Systems of this course. Prerequisite: CAT102, IT200, and pref- This introductory level course discusses how a com- erably IT338. puter operating system works. Emphasis is placed on how to install, confi gure, and manage personal com- 351 Voice and Digital Communication puter (PC) operating systems. Students will learn to The design and operational principles for communi- maintain, troubleshoot, and upgrade microcomputer cations networks are presented. Essential elements of software, and develop hand-on technical skills using speech, video, and images are examined as electrical current architectures as needed to support PC environ- signals. Digital communication topics include trans- ments. Prerequisites: CAT102 mission, signaling, switching, and digital conversion. An overview of current national and local networks is included with a comparison of their relative merits for various types of traffi c loads and business require- ments. Prerequisite: IT 310

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400 IT Project Management 499 Integrated Capstone Project The application of information systems concepts to This is a course in which students integrate and syn- the strategic challenges facing organizations will be thesize the learning experience acquired in the IT pro- examined. The roles of project management systems gram. Students will demonstrate mastery through the in planning, and decision making are emphasized. completion of a structured IT portfolio. The portfolio Prerequisite: CAT102, IT 200. will consist of a series of core components and an area 402 Advanced Topics in Signaling Systems of specialization. This course should be taken in the This course analyzes the technology and impact of fi nal term of student’s enrollment, prior to graduation. modern, high speed networks and their associated (See BSIT course sequencing chart). signaling protocols. This will include Synchronous Digital Data Transmission systems, Integrated Legal Studies Prefi x: PLA Services Digital Network (ISDN), Synchronous 301 Law and the Legal System Optical Network (SONET), and Asynchronous Survey of the American legal system and common law Transfer Mode (ATM) telecommunication network tradition, structure of the federal and state court sys- systems. Prerequisite: IT 351. tem (emphasis on the Florida court system), the role 403 Customer Service Information Systems of the legal assistant in the practice of law, and the This course analyzes the measuring, monitoring, and code of ethics for legal assistants and attorneys. reporting aspects of customer service and help desk 310 Legal Research systems. Technical and soft skills involved in the col- Instruction on fi nding, reading and updating law. lection and dissemination of support information are Research strategies and proper citation form. discussed. Tools and techniques used by support pro- fessionals to diagnose and document service and sup- 315 Legal Writing port events are considered. The course also addresses Study of legal writing and memorandum preparation. the process of establishing and communicating precise Legal research and writing exercises. service and product baselines that incorporate statisti- Prerequisites: PLA 310, ENG 302. cal and measurement aspects. Prerequisite: CAT 102, 320 Civil Litigation IT 200. Civil litigation process emphasizing personal injury 420 Internet/Web Server law (torts), rules of procedure, fi ling complaints, pre- This course teaches students how to support the vari- trial discovery, trial preparation, trial procedures, cli- ous features of an Internet Server. Students will gain ent and witness interviews. understanding of the product by installing confi guring, 330 Alternative Dispute Resolution and supporting an Internet/Web server. Prerequisite: This course examines the effect mediation and arbi- IT 338 tration have in both the workplace and legal system. 440 International Telecommunications It focuses on theories and skills related to alternative The international issues associated with the fl ow of dispute resolution, including how to create, organize, information, both politically and technically, are pre- and perform a mediation on arbitration. (Same as sented. The focus is on understanding the obstacles ADM 330) and opportunities of the rapidly changing interna- 335 Employment Law tional telecommunications environment.Prerequisite: This course provides an overview of federal statutes IT 310. and state-regulated areas that impact the person- 450 Administrative Information Systems nel function which must be considered by employ- The application of information systems concepts to ers and attorneys and their paralegals. Among topics the collection, retention, and dissemination of in- addressed are EEO and Affi rmative Action, OSHA, formation systems planning and decision making. ERISA, FMLA, and the ADA; employee privacy is- Information technology strategy and administration sues (polygraph testing, drug and alcohol testing, em- are presented. The role of information technology in ployer searching and monitoring); regulation of dis- corporate strategy along with key issues in administer- crimination in employment; and wrongful discharge. ing IT is explored. Prerequisite: CAT 102, IT 200. (Same as ADM 335). 460 Wireless and Mobile Computing An examination of the intersection between mobile computing, mobile telephony, and wireless network- ing. Students will also be presented with a myriad of wireless technologies. Prerequisite: IT 310.

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339 Health Law 460 Probate Proceedings Examination of the broad legal aspects that have an Mechanics of probate law, probate court proceedings, impact on the operation of health care, including an estate administration, federal estate and gift taxation introduction to the legal system as it pertains to the and trusts. Emphasis on forms and procedures relating health care system, health related legislation, regula- to these areas. tory agencies and issues affecting health care facili- 470 Immigration Law ties, and medical malpractice. (Same as HSA 339). Study of federal immigration law including historical 343 Business Organizations perspectives, current theories and practice. Topics to Formation of corporations, Florida corporate law, be evaluated include: exclusion/admission policies preparation of corporate documents. Legal aspects of and practice; immigrant and non-immigrant catego- sole proprietorships, partnerships, and limited part- ries; due process and judicial review; visa classifi ca- nerships. Shareholder relations and overview of secu- tions and eligibility; deportation grounds and proce- rities regulations. dure; and refugees and political asylum. 350 Real Estate Law 480 Bankruptcy Basic real estate transactions, mortgages, deeds, leas- Overview of debtor-creditor law. Topic areas include es, recording statutes, title insurance, and title search- consensual and statutory liens, security interest, es. Preparation of closing documents and foreclosure U.C.C. Article 9, the Bankruptcy Code, attachment, procedures. garnishment, replevin, and post-judgment collection. 405 Administrative Law and Process Practical instruction on judgment, asset, and U.C.C. The role of administrative procedure in state and lo- searches. cal governments will be taught together with the prin- 483 Family Law ciples of administrative procedure, administrative due A study of the substantive and procedural law of fam- process and regulatory procedures. (same as PUB ily relations (emphasis on Florida law), including: 405) legal ethics; dissolution of marriage; alimony; child 430 Criminal Law support; property distribution; paternity; adoption; Defi nition of a crime, liability, defenses, justifi cation, and modern trends. conspiracy, larceny, robbery, burglary, assault, homi- cide, sex offenses, arson, drugs, search, confession, Music Prefi x: MUS “Miranda warnings,” sentencing. Criminal procedure 301 Music Appreciation is also emphasized. Introductory course designed to develop perceptual 440 Contracts listening skills and to acquaint the student with the Study of contract law. Contract formation, enforce- evolution of masterworks. ability and remedies. Survey of signifi cant Uniform 321 History of Jazz Commercial Code and Florida statues affecting con- Explanation of different periods of jazz and discussion tract formation and enforcement. Exposure to various of famous jazz musicians of each period — ragtime to types of commonly used contracts and drafting prin- contemporary. ciples. 330 The American Musical Theatre: The Golden 452 Environmental Law Age This course is designed to introduce the major federal A course exploring the American Musical Theatre environmental statutes and the types of analytical and during the Golden Age (ca 1930-1960) and its prede- practical problems encountered in the practice of envi- cessors in the 19th and early 20th centuries. ronmental law and in environmental litigation. Study is devoted to reading and discussion of statutes, cases 332 History of Rock Music and problems in the various environmental media in- An overview of the derivation and evolution of rock cluding, but not limited to, air, water and toxic waste music, with emphasis on styles and performers, utiliz- disposal. The course also looks at the role of legisla- ing a multi-media presentation. tion, administrative decision making and the common law in addressing environmental problems.

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Network Systems Engineer Prefi x: NSE 415 Linux Operating System An examination of the Linux network operating sys- 210 Network Administration tem. Students will install, confi gure, customize, ad- This course covers a general foundation in current net- minister, evaluate, optimize, and troubleshoot a Linux working technology for local area networks (LAN’s) Operating System. Prerequisite: NSE 305 wide area networks (WAN’s) and the Internet. Students are also provided with the knowledge and skills neces- 425 Advanced Directory Services sary to perform day-to-day administration tasks. Designing a Windows directory services infrastruc- ture in an enterprise network. Strategies are presented 305 Advanced PC Hardware and Networking to assist the student in identifying the information This course builds upon a student’s knowledge of how technology needs of an organization and designing an computers work. Students will maintain, troubleshoot, Active Directory structure that meets those needs. Pre/ upgrade and repair PC’s. Networking profi ciency will corequisite: NSE 405 be enhanced through the analysis of media, topologies, protocols, and standards; and through the design, im- 445 Advanced Network Services plementation, and support of networks. Prerequisite: Creating a networking services infrastructure for net- IT 190. work applications. Students will evaluate the needs of an organization to provide technology solutions for the 310 Client Operating System design of a network foundation, Internet connectiv- This course provides the foundation for supporting a ity, and Extranet connectivity. Creating an Integrated network operating system. Students will be provided Network Services Infrastructure Design will also be with the skills necessary to install, confi gure, custom- explored. Pre/corequisite: NSE 405 ize, optimize, network, integrate, and troubleshoot us- ing Microsoft Windows Network Operating System. Orientation Prefi x: ORI Prerequisite: IT 310. 320 Server Operating System 202 Introduction to the College Experience This course provides for supporting a Windows A special course for adult students to help them ad- Network Infrastructure. Students will be able to de- just to the University and to develop positive attitudes sign, implement, and support a network operating sys- about themselves and the learning process while ac- tem in various domains using Microsoft Windows. quiring skills essential for academic and personal suc- Pre/corequisite: NSE 210 cess. The course includes an overview of academic rules and regulations and experiential learning op- 330 Working With CISCO LAN Hardware tions. The course also covers campus academic/per- This course provides students with the knowledge and sonal resources and principles of study skills, time skills required to work with local area network (LAN) management and career planning (Mandatory course hardware. Covers hardware selection considerations for students with 30 credits or less in transfer). for routers, hubs, and switches. Students are also pro- vided with a strong foundation of network design. Prerequisite NSE 305. Personal Financial Planning Prefi x: PFP 340 Network Operating System III 348 Fundamentals of Financial Planning An examinaton of Windows Active Directory ser- A guide to personal fi nance for achieving fi nancial vices. Implementing Group Policy and understanding objectives and making effective fi nancial decisions. the Group Policy tasks required to centrally manage Topics include budgets, major purchases, use of credit users and computers will be explored. Prerequisite/ and bank loans, insurance, real estate and investment Corequisite: NSE 320 in securities, taxes, estate planning, the economic envi- ronment and time value of money concepts. Emphasis 405 Managing A Microsoft Network is placed on constructing fi nancial statements and ana- This course covers the implementation, management lyzing the current fi nancial situation. and troubleshooting of Microsoft network and server environments. Topics include administering medium to large size networks that span physical location via Large Area Networks (LANs) and the Internet or Intranets. Pre/corequisite: NSE 310

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412 Investment Planning 408 Inter-American Relations This course addresses a wide variety of investment International relations between the U.S. and Latin vehicles that can be included in a personal investment America and the Foreign policies of Latin American portfolio, including stocks, bonds, mutual funds, in- states. surance-based investments, futures, options, foreign investments, real estate, and tangible assets. Also Psychology Prefi x: PSY considered are tax considerations of investments, economic factors, risk and return analysis, valuation 301 Psychology of Drug & Alcohol Abuse methods, asset allocation techniques, and portfolio General orientation to psychopharmacology; the rela- performance evaluation methods. Concepts and tech- tionship between behavior and the actions and effects niques are integrated in portfolio construction and of drugs; terminology of drugs and drug use: preven- management process. tion and treatment programs: psycho-legal aspects. 416 Estate Planning 329 Understanding & Coping with Stress The fundamentals of federal estate and gift taxation Exploration of the roles of stress and illness; immu- are emphasized, as well as specifi c exclusion and nology and endocrinology with help in evaluating valuation techniques that reduce the size of the gross one’s own level of stress. Effective techniques for al- estate. The course highlights the characteristics of leviating stress and features of the development of the wills, intestacy, and the probate process. The use of holistic health movement are described. Meditation, trusts, property ownership forms, and will substitutes autogenic training, bio-feedback, nutrition and exer- also are introduced. Specifi c assignments address life cise to prevent disease are highlighted. insurance, lifetime gifting, and coordination of the 410 Group Dynamics and Decision-Making unifi ed credit with the marital deduction as a part of An exploration of group intimacy, solidarity of estate planning, as well as charitable, intrafamily, and groups, group problem-solving, the individual within business transfers, and postmortem planning tech- the group, leadership development (who is involved niques that play an important part in estate planning. and how leaders are chosen), and splinter group for- Case analysis requires the selection of appropriate mations. Prerequisite: PSY 281 estate planning techniques based on constraints and 416 Dynamics of Adult Living objectives. Prerequisite PFP 350 This course will explore the conditions necessary for growth and development. It will cover the “Passages” Photography Prefi x: PHO of life; sexuality; intimacy; life styles; and aging. 317 Photography: The Camera Prerequisite: PSY 281 Students will develop an appreciation of the aesthetics 425 Introduction to Psychotherapy and of photography through the creative use of such tech- Counseling niques as fi lm usage, shutter speed, lenses, apertures Critical analysis and evaluation of models and meth- and fi lters. Modes of instruction will include lecture, ods of psychotherapy and counseling used to amelio- demonstrations, readings, writing, discussion, and rate psychological problems in children, adolescents fi eld classes. 35 mm camera required. and adults. Topics covered include stages of psycho- logical treatment, therapist/client relationship and en- Political Science Prefi x: POS gagement, multiculturalism, ethics, and standards of professional conduct. The empirical support for mod- 303 Public Policy and Administration els of psychotherapy along with case applications will This course is an overview of policy formulation and be stressed. Prerequisites: PSY 281, PSY 413. administration in the context of U.S. federal, state and local governments. The relationship between politics 449 Adolescent Psychology and administration will be taught with reference to the Consideration of the physical, intellectual, social, and classical policy/administration dichotomy. emotional processes occurring during the adolescent years. Prerequisite PSY 281. 355 Environment and Politics A study and analysis of the United States environmen- tal policies from historical and political perspectives. Attention is given to the theoretical and practical as- pects of environmental policy making in a democratic society at the local, state, and national levels. Global policies concerning the environment will also be ex- plored.

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Public Administration Prefi x: PUB 409 Contemporary Issues in Public Safety Issues of public safety which are addressed by state 402 Values and Ethics in Public Administration and local government will be studied in this course. This course is designed to outline the current public The traditional roles of public safety will be stud- management environment and to create an awareness ied, e.g., fi re prevention and suppression, emergency and sensitivity to the value and ethical issues inher- medical practice and emergency transportation, police ent in public administration decisions. The Judeo- protection, patrol, community policing. Issues such Christian moral basis for the values and ethical prac- as contracting with other organizations, creation of tices in governments today will be taught together public safety departments and collective bargaining with the legal requirements for complying with legis- in public safety are examples of those which will be lated ethical standards. addressed. 403 Public Budgeting and Finance 410 Methods and Techniques for Public This course is designed to provide the student with an Administration understanding of the very special nature of the rev- This course is designed to teach research methodolo- enue sources (taxes) and the expenditure of tax dollars gies including research design, hypothesis formula- through the budgeting (political) process. tion, descriptive statistics, analytical statistics, sam- 404 Concepts and Issues in Public Planning pling and survey techniques, consensus-building tech- The classic management function of planning will be niques and public participation approaches as applied reviewed in its state and local government contexts. in public administration settings. Emphasis will be placed on planning for growth man- agement and on strategic planning in public decision Sociology Prefi x: SOC making. 301 American Family 405 Administrative Law and Process Study of the history, present agonies, and future of the The role of administrative procedure in state and lo- American Family as an institution. cal governments will be taught together with the principles of administrative procedure, administrative 305 Issues in Culture due process and regulatory procedures. (same as PLA Topical course to determine the role that culture has 405) played in developing and infl uencing man’s behavior. Our perceptions of economics, religion, family life, 406 Human Resources in the Public Sector employment, aging, law, and numerous other aspects This course will be an overview of public personnel of culture will be studied and discussed. practices including the history and changing role of 415 Women in Contemporary Society civil service systems, merit retention systems, labor Historical development of women as a basis for relations and collective bargaining. Supervisory prac- their distinctive position in society today. Emphasis tices for public administrators will be taught in the is placed on their lateral/horizontal progress in the context of the several personnel systems. realms of the economy, society, and cultural develop- 407 Productivity Improvement in the Public ment. Gender defi nition and dynamics of the patriar- Sector chal system are examined. This course will provide information on the techniques 417 Sociology of Death and Dying for measuring and improving productivity in public A course that focuses on death as an event in salvif- organizations. Current management thought such as ic history, based upon cross-cultural analysis of the Total Quality Management (TQM) will be taught and nexus between the meaning of life and death’s place analyzed for its potential in the public sector. within it. 408 Public Administration and the Political Process Social Welfare Services Prefi x: SWS The classic confrontation between “politics” and “professional management” will be examined in 336 Social Welfare as a Social Institution this course. The historical context of the “Good Beginning course in the social welfare sequence, in- Government Movement” of the Nineteenth Century; troducing the student to the fi eld of social welfare the rise of the professions in public management; the from historical, political, program, policy, and service issues of responsiveness and patronage will be taught points of view; initial identifi cation with the fi eld of and applications made to current state and local gov- social welfare, and knowledge of contribution of so- ernment management practice. cial welfare professions. Prerequisite to all other so- cial welfare courses.

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401 Social Welfare Policies and Services I 412 Persuasion Provides a comprehensive knowledge of the social Beginning with Aristotle, this course provides an his- welfare system in the United States while it addresses torical perspective on how persuasion has evolved to the changing nature and needs of our society. The cru- modern times. Emphasis on factors such as attention, cial role of government is examined, both historically perception, needs, values, and credibility. Practice in and currently, in the delivery of basic human services. the preparation and presentation of persuasive oral The problems of poverty, inequality, and oppression and written communication. Emphasis given to per- are highlighted as conditions that vitally affect the so- suasive compaigns. cial functioning of individuals, families and groups. Additionally, there is content on policy formulation Theatre Prefi x: TH and models for policy analysis which provides the stu- dent with the tools to assess local, state and national 304 Creative Dramatics policies affecting agencies, clients and practitioners. A course to develop confi dence, creativity, spontane- ity, and other communication skills. It will include 470 Human Behavior and Social Environment I practice in improvisation, role playing, and character Focus is on the physical, social, and emotional devel- development for personal growth and enjoyment, as opment and mastery of growth crises from birth to well as some study of drama for cultural enrichment. mid-adolescence. Included in the course are current theories and research about the early years of the life 330 American Cinema cycle, with particular emphasis on the nature and ways This is a history of the American fi lm industry as in which culture, ethnicity, and community infl uence an art form, as an industry, and as a system of rep- and shape development. resentation and communication. Cinematic Genres are analyzed as art forms. The course explores how Speech Prefi x: SPE Hollywood fi lms work technically, aesthetically, and culturally to reinforce and challenge America’s na- 303 Voice & Articulation tional self image. A course designed to help each student speak more 360 Elements of Contemporary Theatre expressively with greater vocal variety and clarity. This is a study of the plays and theatrical practices Each student will receive a complete voice and diction of the contemporary period. The elements of theatre analysis and will work both individually and in groups including plot, characterization, setting, dialogue, to achieve effective voice production and correct indi- music, movement, and theme are studied as art forms vidual speech problems. within an historical context. 305 Theories of Communication Overview of theory of communication. Emphasis on Theology Prefi x: THE organizational communication, small groups and pub- lic communication in organizations. 352 The American Religious Experience (formerly THE 351) 402 Oral Communication An exploration of the inculturation of religion, espe- Practical study designed to develop effective listening, cially Christianity, in the United States. Attention will speaking and confrontation skills, use and interpreta- be given to signifi cant fi gures, movements and schools tion of body language. of thought in their historical context. An evaluation 403 Oral Interpretation of their continued infl uence on religious life today Oral interpretation focuses on one of the loveliest of and the question of whether there can be a distinctly musical instruments, the human voice, and on the American approach to theology will be broached. body of literature to which the voice can give mean- ing. Course activities will include study and analysis Descriptions for other courses offered through of various types of literature and the demands that the School of Adult and Continuing Education will each makes of a reader: shaping and tuning exercises be found under the designated School. for the vocal instrument; practice in oral reading; and development of criteria for evaluation.

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COLLEGE OF ARTS AND SCIENCES

Karen A. Callaghan, Ph.D., Dean and Associate Vice President for Undergraduate Studies Tony Wallner, Ph.D., Associate Dean for Undergraduate Studies Fr. Mark Wedig, O.P., Ph.D., Associate Dean for Graduate Studies Carol Clothier, M.S., Assistant Dean

The College of Arts and Sciences is distinctive The College offers 27 undergraduate majors as well through its concern and promotion of values-oriented as additional courses in ten support areas. In addition programs, its adherence to the liberal arts tradition, and to this diversity of disciplines, the College also en- its response to varied career and postgraduate interests courages a variety of approaches and methodologies: and needs. In keeping with the university mission and modules, team-teaching, interdisciplinary courses, the Adrian Dominican tradition, the College empha- independent study and research, lab and studio work, sizes each student’s academic, personal, ethical, and internships, recitals, exhibitions, fi lm and text courses. spiritual growth and development. Through academic Nontraditional students who wish to enter Arts and programs, co-curricular activities, and faculty scholar- Sciences programs should be aware of the following: ship, the College provides students with quality general • Testing will have to be completed unless the stu- education and degree programs, as well as contributes dent has SAT or ACT scores enriching aesthetic, cultural, and intellectual dimen- • No portfolio credits will be accepted sions to the University community. Most signifi cantly, • A maximum of 9 credit hours in nontraditional the curriculum and degree requirements are designed courses (real estate, paralegal, military police, fi re- to allow students to develop a solid background in their fi ghting, etc.) will be accepted as general electives fi eld of study and a sense of the ethical and moral re- only. sponsibility to not only be a part of the contemporary world but to become effective agents of social change. College of Arts and Sciences The general education program of the College of Arts Student Competencies and Sciences educates students about the importance of ethical decision making; of a commitment to social All students graduating from the College of Arts and diversity and to the respect, dignity, and equality of Sciences are expected to have achieved the following all persons; and of the need to engage in the social, competencies: cultural, and political leadership necessary to create a 1) Write, read, listen to and speak English clearly and more just, responsive, and compassionate community. effectively in order to acquire knowledge, convey The College includes ten departments: and discuss ideas, research and evaluate informa- Biology tion, and think critically. Communication 2) Acquire and enhance the understanding, speaking, English and Foreign Languages reading and writing of a second language and the Fine Arts knowledge of its culture in order to widen access to History and Political Science a pluralistic world. Mathematics and Computer Science 3) Explore cultural traditions in order to gain a per- Physical Sciences spective on personal values and the similarities and Psychology differences among individuals and groups. Sociology and Criminology Theology and Philosophy

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4) Understand mathematical concepts in order to Undergraduate Majors Department enhance analytical thinking and quantitative com- Advertising Communication prehension of human and physical realities. Art Fine Arts 5) Comprehend and use concepts from the behavioral Painting and/or Drawing and social sciences in order to broaden knowledge Ceramics Graphic Design of self and others, of one’s relationships with other Art History people, and of the relationship between individuals Biology and society. Biotechnology 6) Understand and use scientifi c, environmental, and Marine Biology technological concepts and assess their interrela- Pre-Dental tionships with and their impact on human activity Pre-Medical in order to make decisions that respond to the val- Pre-Optometry ues and interests of the individual and society. Pre-Pharmacy 7) Understand historical, geographical, political, and Pre-Physical Therapy economic perspectives and the relationships among Pre-Physician Assistant Pre-Podiatry them in order to address societal concerns. Pre-Veterinary 8) Explore and understand concepts pertaining to the Broadcast Communication Communication human experience of God with emphasis on the Chemistry Physical Sciences College of Arts Judeo-Christian tradition in order to gain a perspec- Environmental and Sciences tive of the spiritual and transcendent dimension of Pre-Dental human life and culture. Pre-Medical 9) Understand the role of the fi ne arts in order to Pre-Pharmacy stimulate individual creativity, develop a sense of Biochemistry aesthetics, and engender artistic awareness. Communication Studies Communication 10)Understand essential concepts and values in the Computer Information Sciences Mathematics and human search for meaning in order to develop a Computer Science reasonable and comprehensive world and life view Computer Science Mathematics and and to make ethical judgments and commitments. Computer Science To attain these competencies, all students majoring Criminology Sociology and in the College of Arts and Sciences will complete the Criminology following liberal arts courses: English English and Foreign Literature Languages ENG 111 and 210 06 Professional Writing SPE 101 or COM 104 03 Sociology and Foreign Language 03* Criminology MAT (107 or higher) & CS (180, 190 or 211) 06 History History and Political Science (with Lab) 03-04 Science Fine Arts/Humanities General Studies Arts & Sciences Art – applied, appreciation or history 03 International Studies History and Political Humanities – (HUM or literature) 03 Science History 150 03 Mathematical Sciences Mathematics and Sociology 200 03 Computer Science Psychology 281 03 Music Fine Arts Political Science 201 03 Musical Performance Philosophy 220 and 300 - level course 06 Musical Theatre Theology 201 and 300 - level course 06 Sacred Music 51-52 Philosophy Theology and * Students must earn at least 3 credits of a foreign language Philosophy based upon initial placement. Computer languages and sign Photography Fine Arts language do not satisfy this requirement. Native speakers Photo/Biomedical/Forensic will receive AP credit for literature courses only. Native Political Science History and Political speakers will not receive CLEP credit. Science Students will also complete a Senior Seminar/Cap- Pre-Engineering Mathematics and stone course under the major prefi x. Computer Science Pre-Law History and Political Science Psychology Psychology Public Relations Communication

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Sociology Sociology and of the academic community has the right to im- Criminology pose his or her own academic views on another, Spanish English and Foreign nor should he/she be penalized for not sharing Languages someone else’s opinions. Theatre Fine Arts 1.3 Faculty will help students learn the subjects Acting they teach to the best of their ability and help Dance Theatre Theatre Publicity students develop and express their own under- Technical Theatre standing and perspectives. Faculty will maintain Theology Theology and high levels of expertise and scholarship within Philosophy their subject matters. 1.4 Students majoring in areas within the College Guidelines for Student Conduct and of Arts and Sciences are to be evaluated on the Academic Responsibility basis on their understanding of the subject, their ability for scholarly and creative work, and their The guidelines for student conduct and academic progress toward professional competence. responsibility seek to promote high standards of aca- 1.5 Instructors should be well acquainted with their demic integrity by setting forth the responsibilities students’ performance so as to be able to evalu- of students as members of the academic community. ate the quality of their work. Faculty should Abiding by the code ensures a climate wherein all keep good records of their students’ perfor- members of this community can exercise their rights mance, and the fi nal grade should be based on of membership. an accurate and fair assessment of their work in The College of Arts and Sciences is committed to the course. furthering scholarship, academic pursuits, and service 2. Areas for Student Performance: to our society. Our purpose is to assure all students an 2.1 The College of Arts and Sciences has identifi ed equal opportunity to fulfi ll their intellectual potential four categories that constitute essential ingredi- through pursuit of the highest standards of academic ents for students’ satisfactory performance: excellence. a) Academic ability Certain rights and obligations fl ow from member- b) Professional and scholarly ethics ship in any academic community committed to such c) Respect for school policies goals: d) Response to constructive criticism – The rights of personal and intellectual freedom, 2.2 Academic ability is usually measured by the which are fundamental to the idea of a university; student’s ability to obtain a minimum grade of – A scrupulous respect for the equal rights and dig- C in all the courses for the major, minor, and nity of others; and related areas. – Dedication to the scholarly and educational purpos- 2.3 Professional and scholarly ethics is expected of es of the University and participation in promoting every student. This includes academic honesty and assuring the academic quality and credibility in every aspect of their work and the exclusion of the institution. of plagiarism, cheating, and unruly, disrespect- Both faculty and students in the College of Arts ful, or disruptive behavior. and Sciences share certain essential duties, rights 2.4 Instructors may use sanctions for such unruly and responsibilities in the search for knowledge. behavior, ranging from a private reprimand to The following guidelines constitute a non-exhaustive an unsatisfactory grade (F) in the course. If the summary of these academic duties, rights and respon- matter is considered serious, an instructor may sibilities as they pertain to students: recommend to the Chair and Dean the academic 1. Areas for Faculty Performance: probation or suspension of the student, or even 1.1 The relationship between faculty and students the student’s dismissal from the program or the should be based on mutual respect and fairness, University. without prejudice based on gender, ethnic origin 2.5 Respect for policies includes proper regard for or political or religious preference. All persons course requirements, including tests, term pa- are judged to possess equal human dignity, and pers, class attendance, student presentations and their ideas are to be respected. class participation, as required by the course in- 1.2 Barry University adheres to the principle of aca- structor and expressed in course syllabi, as well demic freedom, which means that every person as respect for College and university policies has the right to hold and respectfully express as contained in offi cial documents such as the his or her own academic views, and that other catalogue. Unexcused absences to class meet- people’s views are to be respected. No member ings or tests, disregard for deadlines, and any

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form of disrespect for the instructor’s policies the Dean may contact the Offi ce of the Vice- constitute a breach of responsible behavior. President for Academic Affairs. 2.6 Response to constructive criticism means that 3. Academic Standards students should view the instructor’s respect- The College of Arts and Sciences expects its stu- ful criticism and corrections of their academic dents to manifest a commitment to academic work as a means to help students in their search integrity through observance of standards for aca- for knowledge. demic honesty. The academic honesty standards 2.7 If faculty members concur that a student is ex- include: hibiting poor performance in one or more of the 3.1 Assignments such as course preparations, ex- above areas, the faculty may request that the ams, tests, projects, term papers, practicums, student attend a meeting for an informal resolu- etc., must be the original work of the student. tion of the problem. The faculty member may Original work may include the thoughts and make specifi c recommendations to the student words of another author, but if that is the case, for improvement. If the problem continues or those ideas or words must be attributed in a if the issue is of suffi cient concern, the faculty manner consistent with a recognized form and member or the student may communicate their style manual. grievance to the Chair and request a formal re- 3.2 Work is not original that has been submitted view of the student’s status in the Department. previously by the author or by anyone else for The Chair shall investigate the situation and academic credit. Work is not original that has make a determination on the student’s contin- been copied or partially copied from any other ued participation in the program. Conditions for source, including another student, unless such continuing may be assigned, and, if the student copying is acknowledged by the person submit- does not comply with the conditions, the Chair ting the work for credit at the time the work is may recommend dismissal from the program. being submitted or unless copying, sharing, or Students may grieve policies, procedures, joint authorship is an express part of the assign- evaluations, and administrative actions having ment. Exams and tests are original work when a direct impact on them. Prior to initiating a no unauthorized aid is given, received, or used formal appeal, a student must meet with the fac- prior to or during the course of the examina- ulty member and Department Chair and attempt tion. to resolve the situation. If this does not result 3.3 All academic work submitted for credit or for in an acceptable resolution, the student shall partial fulfi llment of course requirements must bring the matter to the attention of the Dean. adhere to accepted reference manuals and rules The Dean may continue efforts and informal of documentation. Standards of scholarship re- resolution. quire that proper acknowledgement be given If informal attempts fail to provide an accept- by the writer when the thoughts and words of able resolution, the student shall fi le a written another author are used. Students must acquire appeal to the Dean. The document should con- a style manual and become familiar with ac- tain a concise statement of all relevant facts cepted scholarly and editorial practice in their regarding the manner in which the student disciplines. believes he or she was unfairly treated. Upon 3.4 It is plagiarism to represent another person’s receipt of a written appeal, the Dean shall re- work, words, or ideas as one’s own without use view the appeal to determine whether the appeal of a recognized method of citation. Deviating presents a complaint upon which action should from these standards is considered plagiarism. be taken. If the Dean decides to investigate the 3.5 Violations of academic responsibility include, complaint, the Dean may then meet with the but are not limited to: parties involved, interview others, convene a a. Plagiarism; faculty or staff meeting, seek a recommendation b. Any form of cheating; from the faculty, and/or request a recommenda- c. Conspiracy to commit academic dishonesty; tion from other University administrators. d. Misrepresentation; The Dean shall make a fi nal determination e. Bribery in an attempt to gain an academic on the complaint and shall direct what, if any, advantage; further action shall be taken. The Dean shall f. Forging or altering documents or creden- respond to the student in writing and explain tials; and the determination of the complaint. Students g. Knowingly furnishing false information to who are not satisfi ed with the determination of the institution.

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4. Conduct Standards Written Expression 4.1 Students should not interfere with the rights, All of us, students and faculty alike, share respon- safety, or health of other members of the aca- sibility for promoting the effective and wise use of demic community nor interfere with other language. Language is central to education since it student’s right to learn. Students are expected to is the chief means by which the transmission and ex- abide by all program rules and regulations. change of ideas takes place. Nowhere are clarity and 4.2 Students are expected to comply with the le- precision of language so important or so diffi cult to gal and ethical standards of Barry University, achieve as in writing. We, therefore, take special care both as an institution of higher learning and as to encourage excellence in writing, both in our own a Catholic University, and with those of their work and in the work of our students, through Writ- chosen fi elds of study. Each program may pre- ing Across the Curriculum (WAC) components in all scribe additional standards for student conduct disciplines. as would comport with the letter and spirit of Students should: these guidelines. 1) recognize that they are expected to write well at 5. Violation all times; 5.1 Any violation(s) of any of the academic or con- 2) realize that the way they say something affects duct standards may result in a complaint being what they say; fi led against the student. 3) write, revise, and rewrite each paper so that it 5.2 Any student found guilty of a violation of the represents the best work they are able to do. academic or conduct standards will be subject Similarly, faculty members should: to disciplinary action, including expulsion from 1) set high standards for their own use of lan- the University. guage; 5.3 The Dean has the duty and the authority to en- 2) provide appropriate occasions for students to force these norms in the academic community. exercise their writing skills; 3) set minimum standards of written expression in ATTENDANCE POLICY all courses; All courses taught in the College of Arts and Sci- 4) acquaint the students with those standards and ences adhere to the following attendance policy: A inform them of their responsibility to meet them total of 6 class hours of absence can result in with- and the consequences if they do not; drawal with W, WP, or WF if within the designated 5) evaluate written work in light of effectiveness withdrawal period, or with an automatic F if not. It is of expression as well as content; the student’s responsibility to initiate the withdrawal 6) aid students in their development by pointing during the designated withdrawl period. Otherwise, an out defi ciencies in their written work and as- F will be issued at the end of the term. sist them with special writing problems arising from the demands of a particular fi eld of study.

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DEVELOPMENTAL COURSES Bachelor of Arts To fulfi ll its responsibility to educate students, Bar- ry University offers a series of developmental courses GENERAL STUDIES for the benefi t of those students who need to strength- The College of Arts and Sciences offers a Bachelor of en some of their skills. Students receiving a grade of Arts in General Studies as follows: IP in any developmental English or math course will – General Education: 51-52 hours be enrolled in the SAME course as a REPEAT in the Concentration: 45 hours in one area chosen from subsequent term. A section of ENG 095, reserved for among the fi ve areas of distribution excluding such repeats, is marked on the printed class schedule methods courses. as (FOR IP STUDENTS ONLY). All developmental – Communication: courses in communication courses must be completed successfully by the end studies, English (200 level and above; non-lit- of 45 credit hours or, in the case of transfer students, erature courses), speech (excluding SPE 105). within the fi rst academic year in residence. – Theology and Philosophy: all courses – Humanities and Fine Arts: courses in art, dance, GRADUATE PROGRAMS foreign languages, humanities, literature, mu- The College of Arts and Sciences also offers the sic, photography, theatre following graduate degrees: – Science and Math: courses in biology, chem- Organizational Communication istry (excluding CHE 110), math (excluding Communication, M.S. MAT 090, 091, 093, 095, 097), computer sci- Communication, M.A. Communication ence (excluding CAT courses), physics. Clinical Psychology, M.S. Psychology – Behavioral and Social Sciences: courses in an- Photography, M.A. Fine Arts thropology, criminology, geography, history, Photography, M.F.A. Fine Arts political science, psychology, sociology Psychology, M.S. Psychology The minimum grade of C is required in all cours- School Psychology, S.S.P. Psychology es in the areas of concentration. Upper level courses Theology, M.A. Theology and must total 48 hours, of which at least 30 hours must be Philosophy in the area of concentration. Students must complete Pastoral Ministry for an integrative experience consisting of LIB 487. Hispanics, M.A. Theology, D.Min. Theology and LIB 487 Senior Seminar (03) Philosophy Under the supervision of a faculty mentor, the seminar will integrate in a research project the student’s pri- Please refer to the Barry University graduate cata- mary area of concentration and the supporting areas. logue for detailed information.

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DEPARTMENT OF BIOLOGY Faculty: Bill, Ellis, Hengartner, Hu, Lin, Macia, Montague, Mudd, Petrin-Lin, Redway, Sanborn, Schoffstall, Shaw, Vega

BIOLOGY (B.S.) course of the same kind, i.e., a core course can be replaced by a core course; an elective course can be Educational Objectives replaced by another elective course. All credits must be taken in the regular undergraduate (daytime) pro- 1. Students have mastered the concepts, principles gram. Students must have demonstrated progressive and knowledge of biology or biomedical sciences, achievement in mathematics and chemistry by the end can explain the application of the scientifi c method of the freshman year to remain in the school. For all in biological and/or biomedical research, and are lecture courses with laboratories: the lecture and lab able to interpret graphs, diagrams and charts from are corequisites and must be taken concurrently ex- the scientifi c literature. cept with the instructor’s permission. Both lecture and 2. Students can execute and interpret lab procedures lab are required though, if either is dropped, it must within an acceptable range of error. be repeated. Students are required to take: BIO 300a: 3. Students can write about scientifi c concepts and Orientation for fi rst-semester freshmen and transfers results, prepare a well-organized oral scientifi c or students new to college; BIO 300c: Biomedical Ter- presentation and be able to defend the conclusions, minology for all allied health 3 + 1 programs, pre-PA, and use computer software to organize and to pres- pre PT, and freshmen with verbal SATs below 480. ent data in tables and graphs. These credits do not count toward the major. Students 4. Students can effectively employ electronic data- need 30 hours taken in residence at Barry before en- bases to conduct a scientifi c literature search. rolling in an internship. Students may transfer in 8 Prior to graduation, Biology majors (including the credits after matriculation (2 lectures, 2 labs). Once pre-professional specialization, the marine biology the student is at junior level (64 semester hours) these specialization, the ecological studies specialization, credits must be at a senior level institution and can- and non-preprofessional Option I and II) are required not include biology courses. The last 30 credits and to take the Major Field Achievement Test in Biology the majority of the major coursework (21 hours) must (MFAT) as their integrative experience. There is a fee be taken at Barry. If a student transfers in 10 credits to take this exam which is offered twice a year on cam- in Anatomy and Physiology it counts as 3 credits for pus. The test must be taken so that acceptable MFAT BIO 230, 2 for BIO 230 lab, 4 for BIO 240 and 1 for scores will be received prior to graduation; this score BIO 240 lab. If a student transfers in 8 credits they will appear on the student’s transcript and faculty count a 4 credits of BIO 230 and lab and 4 credits of may incorporate results in letters of recommendation. BIO electives. Graduation requirements for all majors include pro- Courses taken in the School of Adult and Continu- viding an alumni form to the senior academic advisor ing Education are not allowed except for students in and participation in an exit forum. the Histotechnology or Medical Laboratory Science programs. Biology Requirements Majors may not include toward graduation cred- Student Behavior it for a biology course in which they have received All Barry students are expected to behave accord- a grade of D. The course may be repeated in order ing to accepted norms that ensure a climate wherein to raise the grade or it may be replaced by another all can exercise their right to learn. Disruptive be-

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havior is not acceptable in the classroom. Students kansas for Medical Sciences; University of California: engaging in such behavior may be asked to leave or at Irvine, at Davis, at Riverside, at Los Angeles, at San may be removed from the class by security personnel. Diego, and at San Francisco; University of Colorado Actions such as violence, shouting, use of cell phones Medical School; University of Florida; University of and/or beepers, using profanity, interrupting, and any Iowa; University of Medicine and Dentistry of New behavior that the instructor believes creates an un- Jersey; University of Miami; University of Michigan; pleasant environment in the classroom will be grounds University of New England College of Osteopathic for withdrawal from the course, judicial proceedings Medicine; University of North Carolina; University of and/or failure in the course. Oklahoma; University of Osteopathic Medicine and Health Sciences, Iowa; University of South Florida; Biology Major (including Pre-Dental, University of Southern Illinois; University of Texas Pre-Medical, Pre-Optometry, at Houston; University of Washington; Virginia Com- monwealth University; Wayne State University; West Pre-Pharmacy, Pre-Podiatry, Virginia University; and Yale University. DENTAL Pre-Veterinary Specializations) SCHOOLS: Boston University Goldman School of Barry’s undergraduate Biology program provides Dentistry; Case Western University; Creighton Uni- students with the opportunity to prepare for a number versity; University of Detroit Mercy School; Emory of career goals. Possible alternatives include graduate University; Georgetown School of Dentistry; Howard study; teaching; medical, dental, optometry, pharmacy, University; Indiana University; University of Indiana; podiatric and veterinary school; medical technology; Loyola University; Marquette University; Medical and various careers in research. University of South Carolina; Meharry Medical Col- The Pre-Medical and Pre-Dental programs have lege; University of Missouri; University of Medicine been successfully offered by the Biology Depart- and Dentistry of New Jersey; New York University; ment/College of Health Sciences since 1960. The University of North Carolina; Northwestern Uni- success of these programs is measured by more than versity; Nova Southeastern University; Ohio State 500 physicians and dentists who have obtained their University; University of Pennsylvania; University degrees in our school in preparation for the follow- of Pittsburgh; University of South Carolina; Temple ing medical and dental schools to which they were University; Tufts University; University of Connecti- accepted. MEDICAL SCHOOLS: Albany Medical cut School of Dental Medicine; University of New College; Albert Einstein College of Medicine; Bay- Jersey and University of Florida. OPTOMETRY lor University; Boston University; Chicago Medical SCHOOLS: Pacifi c University; Nova Southeastern School; College of Osteopathic Medicine of the Pacif- University; and University of Southern California. ic; Creighton University; Dartmouth University; Duke PODIATRY SCHOOLS: Barry University; Dr. University; East Carolina University; East Tennes- William Scholl; and Pennsylvania. VETERINARY see State University; Emory University; Georgetown SCHOOLS: Cornell University; Louisiana State University; Harvard University; Howard University; University; Michigan State University; University of John Hopkins University; Kirksville College of Os- Minnesota; Ohio State University; Oklahoma State teopathic Medicine; Lake Erie College of Osteopathic University; Mississippi State University; University Medicine; Little Rock Medical School; Loma Linda of Missouri; New York State College of Veterinary University; Loyola University; Mayo Medical Cen- Medicine; North Carolina State University, Purdue ter; MCP-Hahnemann School of Medicine; Medical University; St. George’s University; Tufts University; College of Georgia; Medical University of South and University of Florida. Carolina; Meharry Medical College; Michigan State As may be seen above, we have graduated physi- University; Morehouse School of Medicine; Mount cians and dentists from some of the most prestigious Sinai Medical School; New Jersey Medical School; medical and dental schools in the United States. New York Medical College; New York University; A major requires a minimum of 40 credits includ- Northeastern Ohio University College of Medicine; ing Biology 104, 112, 216, 341, and at least one course Northeastern University; Northwestern University; from each of the following core areas: Nova Southeastern Colleges of Osteopathic Medicine; 1. Growth and development: Biology 225 or 230 Pennsylvania State College of Medicine; Philadelphia 2. Cellular and molecular biology: Biology 325 College of Osteopathic Medicine; Rutgers University; and/or 330 Southern Illinois University; SUNY at Buffalo; State 3. Physiological and biochemical principles: University of New York: Upstate, Downstate, and at Biology 334 or 335 Syracuse; Temple University; Tulane University; Uni- 4. Environmental biology: Biology 310 or 312 or formed Services University of the Health Sciences, 260 Maryland; University of Alabama; University of Ar- 5. Biological theory: Biology 440 or 475

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Students must also fulfi ll the following biology, YEAR 3 chemistry, and physics requirements: Biology 300’s Fall: Semester Hours sections as specifi ed in “Other Biology Requirements” BIO 330 Cell Biology 4 section of catalog; Chemistry 111-112 and 343-344; BIO 310 Marine Biology or Math 211 (note prerequisites); and 8 semester hours BIO 312 Ecology or of physics. Students planning to teach at the second- BIO 260 Biodiversity of Ecosystems 4 ary level add Biology 476. BIO 440 Evolution or BIO 475 Seminar 3 Distribution Credits 6 Three Year Accelerated Option for the Total 17 Biology Major (including Pre-Dental, Spring: Semester Hours Pre-Medical, Pre-Optometry, BIO 341 Genetics 4 Pre-Pharmacy, Pre-Podiatry, BIO 334 Human Physiology or Pre-Veterinary Specializations) BIO 335 Comparative Physiology 4 BIO 352 Biochemistry or Admission requirements for this program are other BIO 300 or 400 level course 4 minimum combined SAT score of 1100 (verbal 500, Distribution Credits 6 math 600); high school GPA 3.50 or higher; advanced Total 18 placement credits are encouraged. Biology Major (Biotechnology YEAR 1 Specialization) Fall: Semester Hours Barry’s undergraduate Biology program, with a BIO 104 Biological Foundations 4 specialization in Biotechnology provides students CHE 111 General Chemistry 4 with the opportunity to prepare for a career in indus- BIO 300a Orientation 1 trial and commercial settings, as well as in medical ENG 111 Freshman Comp. and Lit. 3 centers. The biotechnology fi eld involves work in MAT 109 Precalculus Mathematics I 3 gene therapy, developing new tests and drugs to diag- Total 15 nose and treat disease, and discovering new ways to Spring: Semester Hours study the molecular and genetic structure of cells. BIO 112 Botany 4 An internship is required for an entire semester or CHE 112 General Chemistry 4 during a summer session to gain work experience in a ENG 112 Techniques of Research 3 laboratory setting. MAT 110 Precalculus Mathematics II 3 50 semester hours in biology are required for this Distribution Credits 3 major including: Total 17 BIO 104 Biological Foundations Summer: Semester Hours BIO 235 Intro to Biotechnology Workshop MAT 211 Calculus I 4 BIO 253 Introductory Microbiology Distribution Credits 6 BIO 256 Tissue Culture Techniques Total 10 BIO 330 Cell Biology BIO 341 Genetics YEAR 2 BIO 401 Biostatistics Fall: Semester Hours BIO 454 Virology BIO 216 Zoology 4 BIO 455 Immunology BIO 230 Human Anatomy 4 BIO 471 Biotechnology Internship CHE 343 Organic Chemistry 4 BIO 475 Seminar PHY 201 General College Physics 4 Total 16 Additional biology credits to be taken from up- Spring: Semester Hours per level biology courses. Students must also fulfi ll BIO 325 Microbiology 4 the following biology, chemistry, physics and math CHE 344 Organic Chemistry 4 requirements: BIO 300’s sections as specifi ed in PHY 202 General College Physics 4 “Other Biology Requirements” section of the catalog; Distribution Credits 6 Chemistry 111-112, 343-344, 321, and 352; Physics Total 18 201-202; and Math 109-110. Summer: Semester Hours Distribution Credits 9 Total 9

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Biology Major (Marine Biology 3. Physiological and biochemical principles: Specialization) Biology 240 or 334 or 335 4. Environmental biology: Biology 310 or 312 or Barry’s undergraduate Biology program, with a 260 specialization in Marine Biology, provides students 5. Biological theory: Biology 440 or 475 with the opportunity to prepare for a number of career goals that focus on the marine environment. Possible Students in this program must complete addition- alternatives include graduate study; teaching; and al credit hours of biology electives. Students must opportunities in governmental agencies, as well as also include Biology 300’s sections as specifi ed in various careers in research. “Other Biology Requirements” section of catalog; 12 40 semester hours in biology are required for this semester hours in chemistry and 9 semester hours in major including: mathematics or MAT 211 (4 s.h.). Physics 151 is rec- 1. Botany and Zoology: Biology 112 and 216 ommended. (Note prerequisite: BIO 104) 2. Marine Biology: Biology 310 Option II 3. Ecology: Biology 312 35 semester hours in biology are required for this 4. Oceanography: Biology 305 major including Biology 104, 112, 216, and at least 5. Comparative Anatomy: Biology 225 one course from each of the following core areas. 6. Comparative Physiology: Biology 335 1. Growth and development: Biology 220 or 225 7. Internship: Biology 420 (highly recommended) or 230 or Research: Biology 295, 395, 495 2. Cellular and molecular biology: Biology 253, 8. Genetics: Biology 341 (recommended) 325 or 330 Additional credits can be taken from the following 3. Physiological and biochemical principles: courses: Biology 330, 341, 440 or 475. Students must Biology 240 or 334 or 335 also fulfi ll the following biology, chemistry and math 4. Environmental biology: Biology 310 or 312 or requirements: Biology 300’s sections as specifi ed in 260 “Other Biology Requirements” section of catalog; 5. Biological theory: Biology 440 or 475 Chemistry 111, 112, 343, and 344 (recommended); Students in this program must complete additional Mathematics 211 (note prerequisites); and 4 s.h. of credit hours of biology electives. Students must also physics. include Biology 300’s sections as specifi ed in “Other Biology Requirements” section of catalog; a minor Biology Major (excluding Pre-Dental, in an approved area such as chemistry, mathematics, Pre-Medical, Pre-Optometry, business, computer science, photography, art, tele- Pre-Pharmacy, Pre-Podiatry, communications; 12 semester hours in chemistry and nine semester hours in mathematics or MAT 211 (4 Pre-Veterinary Specializations) s.h.). Physics 151 is recommended. Chemistry and Barry offers an undergraduate biology program mathematics minors must complete additional semes- providing students with the opportunity to prepare ter hours in their minor subject. for a number of career goals. Possible alternatives in- clude teaching, technical positions in laboratory and Biology Major research centers; positions in business, industry, bio- logical illustration, computer science and other areas (Pre-Physical Therapy Specialization) requiring a biological background. Option I or Option Physical Therapy is a health care profession that II requirements may be chosen as listed. fosters optimal health and functional abilities for peo- ple with musculoskeletal, respiratory, cardiovascular Option I or neurological dysfunctions. By applying scientifi c principles, the physical therapist assesses, prevents 40 semester hours in biology are required for this and/or treats the existing problems through evalua- major including Biology 104, 112, 216, 303, and tion, patient education, establishment of goals and the at least one course from each of the following core design of a plan that targets each problem. areas. Students who wish to pursue physical therapy as 1. Growth and development: Biology 220 or 225 a career may begin their academic preparation with a or 230 BS in Biology major. The BS in Biology Pre-Physical 2. Cellular and molecular biology: Biology 253, Therapy Specialization Program is designed specifi - 325 or 330 cally for Physical Therapist Assistants who wish to

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complete a Bachelor’s degree in order to go on for a the medical fi eld, whether shadowing a physician or master’s degree in Physical Therapy. physician assistant or working for a period of time in 40 semester hours in biology are required for this the health care fi eld. Experience must be completed major including Biology 104, 112, 216, and the identi- before graduation. fi ed course from each of the following core areas. 1. Growth and Development: Biology 220 2. Cellular and Molecular Biology: Biology 253 Biology Minors 3. Physiological and Biochemical A minor in Biology requires 20 credits including Principles: Biology 240 two lab courses, including BIO 104, 104L Biological 4. Biology Theory: Biology 475 Foundations or equivalent. One upper level course is Students in this program must complete additional strongly recommended. Courses such as BIO 300 that semester hours in biology, including BIO 247 and do not count towards the major, do not count towards electives. Students must also include Biology 300’s the minor either. 10 credits must be taken at Barry sections as specifi ed in “Other Biology Requirements” University. section of catalog, BIO 300 C is required, and other A minor in Human Biology requires 20 semester upper level biology electives. Other requirements in- hours in biology selected from: BIO 103, 104, 216, clude PHI 353 or THE 353 (3 sh), 8 semester hours in 220, 240, 253, and selected 300 special topic courses chemistry, CHEM 111 and 112, and 6 semester hours with a minimum grade of C in all courses. For all lec- in mathematics, MAT 109 and 110, and 4 semester ture courses with laboratories: the lecture and lab are hours of Physics - PHY 151. The students will consult co-requisites and must be taken concurrently except with their advisor concerning the requirement for the with the instructor’s permission. Both lecture and lab university distribution courses. are required, though, if either is dropped, it must be repeated. Biology Major A minor in Marine Biology requires 20 semester hours in biology including: Biology 104, 112, 216, (Pre-Physician Assistant Specialization) 225, and 310. Barry offers an undergraduate biology program providing students with the opportunity to prepare Course Descriptions— for entrance into a physician assistant program at the Biology Prefi x: BIO graduate level. 40 semester hours in biology are required for this The following courses are not for distribution cred- major including Biology 104, 112, 216, 303, and it: BIO 247, 317, 336, 345, 347, 348, 349, 400, 410, at least one course from each of the following core 427, 428, 452, 455. areas. Semester offerings in parentheses are when cours- 1. Growth and development: Biology 220 or 225 es are generally offered, and also do not apply to the or 230 schedule for students enrolled in the Adult Biology 2. Cellular and molecular biology: Biology 253, Evening Programs. 325 or 330 A grade of “C” or better is required in all prerequi- 3. Physiological and biochemical principles: site courses prior to taking the course for which they Biology 240 or 334 or 335 are required. 4. Environmental biology: Biology 310 or 312 or 101-102 General Biology I and II (1-6) 260 Organized according to modules; student may elect as 5. Biological theory: Biology 440 or 475 many as three modules during one semester; content Students in this program must complete additional of the module may change each semester and is an- semester hours of biology electives. Students must nounced during the semester prior to registration; typi- also include Biology 300’s sections as specifi ed in cal modules have included Cell Biology, Developmental “Other Biology Requirements” section of catalog and Biology, Ecology, Florida’s Environment, and BIO 300C is required. Other requirements include PHI Introductory Genetics. (101 Fall, 102 Spring) 353 or THE 353 (3 s.h.); at least two courses in psy- 103 Biological Crisis (3) chology or sociology, one of which should be upper The study of biological disorders that may be attribut- level; 12 semester hours in chemistry and 9 semester ed to genetic abnormalities, infectious diseases, drugs, hours in mathematics or MAT 211 (4 s.h.). MAT 152 alcoholism, pollution, cancer, and stress. (Occasional is recommended, and Physics 151 is recommended. offering) With the guidance of their advisor, students must demonstrate that they have signifi cant experience in

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104 Biological Foundations (Lecture 3, Lab 1) 220 Introductory Human Anatomy Presentation of unifying concepts in cellular and mo- (Lecture 3, Lab 1) lecular biology, genetics, ecology, behavior, evolution, Gross human anatomy with laboratory, including dis- and systematics. 3 hours lecture, 3 hours laboratory section of the mink. 3 hours lecture, 2 hours labora- weekly. (special fee) (Fall) tory weekly. (special fee) (Fall, Spring, Summer) 112 Botany (Lecture 3, Lab 1) 225 Comparative Anatomy (Lecture 3, Lab 1) Plant forms: correlating structure, function, and envi- Gross comparative vertebrate anatomy with labora- ronment. 3 hours lecture, 2 hours laboratory weekly. tory, including dissection of fi ve representative ver- Prerequisite: BIO 104 lecture. (special fee) (Spring, tebrates. 3 hours lecture, 3 hours laboratory weekly. Summer) Prerequisites: BIO 216 or equivalent. (special fee) 120 Biology Overview for Majors - (Alternate years, Spring) Section 01 (3) 230 Human Anatomy for Majors (Lecture 3, Intended as the fi rst biology course for biology majors Lab 1) who do not have a strong biology background. Credits Gross anatomy with laboratory, including dissection do not count toward biology major. (Spring) of the mink. 2 hours lecture, 4 hours laboratory week- 120 Biology Overview for Non-majors - ly. (special fee) (Fall, Spring, Summer) Section 02 (3) 230 Human Anatomy for Sports Medicine/ For students curious about the living world. Includes Exercise Science Majors (Lecture 3, Lab 1) an introduction to the systems comprising the human Gross anatomy with laboratory, including dissection body, recent advances in biology, and man’s relation- of the mink. 3 hours lecture, 2 hours laboratory week- ship with the natural world. (Fall) ly. (special fee) (Fall, Spring, Summer) 199 Special Topics (Lecture 3, Lab 1) 235 Introduction to Biotechnology Lower division special topic course. Content to be de- Workshop (4) termined by the School as requested by faculty and/or The biotechnology workshop is designed to give students to fi ll specifi ed needs or interests. Credits students extensive “hands-on” experience with mod- do not count toward Biology major. 3 hours lecture, ern laboratory techniques. Students will also learn 2 hours laboratory weekly. Enrollment in lab is op- how to use computers and how to analyze data and tional. (Occasional offering) fi nd information on current biotechnology research. 202 Human Population Biology Prerequisite: BIO 104. (special fee) (Summer) (Lecture 3, Lab 1) 240 Introduction to Human Physiology Theoretical and applied aspects of population dynam- (Lecture 4, Lab 1) ics, with particular emphasis on the major physical, Survey of the functions of the organ systems in the hu- chemical, biological, social and economic factors man body. 4 hours lecture, 2 hours laboratory weekly. that infl uence human populations. 3 hours lecture, 3 Prerequisite or corequisite: BIO 220 or 230 lecture. laboratory hours weekly. (special fee) (Occasional (special fee) (Fall, Spring, Summer) offering) 247 Kinesiology (3) for Health Science majors 215 Health and Wellness (3) Application of biomedical principles to measurement Emphasizes the scientifi c basis for health-related con- and analysis of functional movement. (Restricted to cepts, promoting a better understanding of the body’s Health Science majors.) organ systems and health related issues that affect the 253 Introductory Microbiology normal physiology of these systems. Includes topics (Lecture 3, Lab 1) dealing with stress, physical fi tness, nutrition, drugs, Characteristics, physiology, pathogenicity of bacteria infectious and non-infectious diseases, AIDS, and and viruses, with emphasis on organisms important STD’s, for wellness distribution only. (Occasional of- in human disease; methods of cultivation, identifi ca- fering) tion, and control of microorganisms. 3 hours lecture, 216 Zoology (Lecture 3, Lab 1) 3 hours laboratory weekly. (special fee) (Fall, Spring, Survey of the major animal phyla, including discussion Summer) of the anatomy, physiology, embryology, evolution, 256 Tissue Culture Techniques (Lab 3) and heredity of the major groups. Major emphasis on Preparation of eukaryotic cell and tissue cultures with invertebrate phyla. 3 hours lecture, 3 hours laboratory emphasis on sterile technique, differential cell cul- weekly. Prerequisite: BIO 104 lecture. (special fee) turing and methodology for the use of cell cultures (Fall, Summer) in research laboratories. 6 hours laboratory weekly.

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Prerequisites: BIO 104, BIO 235; CHE 343. (special or 343. (special fee) (MLS/Histotechnology students fee) (Occasional offering) take lecture only.) (Spring) 260 Biodiversity of Ecosystems (Lecture 3, 330 Cell Biology (Lecture 3, Lab 1) Lab 1) Biological processes in procaryotic and eucaryotic An introductory course in ecological biodiversity cells, with emphasis on the correlation between struc- which points students toward an educated approach to ture and function on the molecular level. 3 hours lec- the environmental questions which confront us as we ture, 3 hours laboratory weekly. Prerequisite: BIO 104 enter the twenty-fi rst century. 3 hours lecture, 3 hours or equivalent; Pre- or Co-requisite: CHE 152 or 343. laboratory weekly. Prerequisite: BIO 104 or permis- (Special fee) (MLS/Histotechnology students take sion of instructor. (Alternate years, Fall) lecture only; advisor approval required.) (Fall) 300 Special Topics (3) 334 Human Physiology (Lecture 3, Lab 1) Content to be determined by the School as requested Comprehensive study of the functioning of the major by faculty and/or students to fi ll specifi ed needs or organ systems of the human. 3 hours lecture, 2 hours interests. Prerequisite: Sophomore level or above or laboratory weekly. Prerequisites: BIO 220 or 225 or approval of instructor. Credits do not count toward 230, 330; CHE 343. (special fee) (Spring) Biology major. Section numbers beginning with “M” 335 Comparative Physiology (Lecture 3, Lab 1) are for majors only. Some sections also have an op- Comparative study of homeostatic mechanisms in tional 1 credit lab. (Fall, Spring, Summer) animals with special emphasis on vertebrates. 3 hours 303 Human Genetics (3) lecture, 2 hours laboratory weekly. Prerequisites: BIO The major goal is to acquire an understanding of the 225; CHE 343. (special fee) (Alternate years, Spring) relationship between genes and phenotypes. Emphasis 336 Neuroscience (4) for Pre-PT majors will be placed on familiarizing the student with the This course studies the structural and functional as- molecular nature of the hereditary material, gene func- pects of the central, peripheral, and autonomic nervous tion, and gene inheritance. In addition, the student will systems. Emphasis will be placed on the central ner- be introduced to recombinant DNA technology and vous system from the cellular level to the sensory mo- learn how these techniques are utilized in human ge- tor systems, serving a foundation for practical clinical netics. (Alternate years, Spring) problem solving. Prerequisite: BIO 347 (special fee) 305 Introduction to Oceanography (3) (Restricted to Pre-PT majors). (Occasional offering) Review of major physical and chemical variables 341 Genetics (Lecture 3, Lab 1) in the marine environment. 3 hours lecture weekly. Principles of heredity, from classical breeding ex- Prerequisites: CHE 111-112. Recommended: 4 s.h. periments to current molecular and recombinant DNA of physics (PHY 151 or 201, 202) (Alternate years, techniques; emphasis on inheritance in virus, bacteria, Spring) Drosophila and humans. 3 hours lecture, 2 hours labo- 310 Marine Biology (Lecture 3, Lab 1) ratory weekly. Prerequisites: BIO 104 or equivalent; Common marine organisms of the littoral seas, coral CHE 152 or 343 or permission of instructor. (special reef, and open ocean; interrelationships and problems fee) (MLS/Histotechnology students take lecture of adaptation and survival. 3 hours lecture, 3 hours only.) (Spring) laboratory weekly; fi eld trips by announcement. 345 Neuroscience (3) for Health Science majors Prerequisite: BIO 104 or 216. (special fee) (Spring) This course examines structural and functional aspects 312 Ecology (Lecture 3, Lab 1) of the central, peripheral, and autonomic nervous sys- Plants and animals in relation to their environments; tems. Emphasis is placed on the central nervous sys- population, communities, eco-systems, and behav- tem from the cellular level to sensory-motor systems, ioral patterns, utilizing many of the natural areas pro- providing a foundation for practical clinical problem vided, such as coral reefs, hammocks, everglades. 3 solving. (Restricted to Health Science majors.) hours lecture, 3 hours laboratory including fi eld work 346 Parasitology (Lecture 3, Lab 1) and research projects. Prerequisite: BIO 112 and 216, Morphology, taxonomy, identifi cation, life history, or equivalent. (special fee) (Fall) host-parasite relationship, and control of protozoan, 325 Microbiology (Lecture 3, Lab 1) helminth, and arthropod parasites. 3 hours lecture, Bacterial and viral classifi cation, structure, physiolo- 3 hours laboratory weekly. Prerequisite: BIO 104 or gy, genetics, pathogenicity and immunology; methods equivalent. (special fee) (MLS/Histotechnology stu- of cultivation, identifi cation, and control of microor- dents take lecture only.) (Every third semester, exclud- ganisms. 3 hours lecture, 3 hours laboratory weekly. ing summer sessions) Prerequisites: Biology 104 or equivalent; CHE 152

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348 Human Anatomy (3) for Health Science 450 Histology (Lecture 3, Lab 1) majors Microscopic study of animal tissues, with the relation- This course emphasizes aspects of structure and func- ship between structure and function stressed. 3 hours tion of the musculoskeletal and selected organ sys- lecture, 3 hours laboratory weekly. Prerequisites: BIO tems. (Restricted to Health Science majors.) 104; BIO 220 or 225 or 230. (special fee) (Every third 352 Biochemistry (Lecture 3, Lab 1) semester, excluding summer sessions) Molecular structure in the cell, biological oxidations, 451 Embryology (Lecture 3, Lab 1) selected biosynthetic pathways, molecular genetics. Vertebrate embryology, including gametogenesis, fer- Same as CHE 352. Prerequisites same as CHE 352. tilization, the formation of the germ layers, and organ (Fall) systems. 3 hours lecture, 3 hours laboratory weekly. 360 Dynamics of Restoration Ecology (3) Prerequisites: BIO 104 or equivalent, BIO 220 or 225 The effi cient utilization and development of resources or 230. (special fee) (Every third semester, excluding for preserving and restoring the delicate homeody- summer sessions) namics of aquatic, soil, plant, forest, and wildlife habi- 454 Virology (3) tats. Saturday fi eld trips may be required. Prerequisite: A broad investigation of viruses. Topics of discussion BIO 260, or BIO 312. (Alternate years, Spring) include the physical and chemical nature of viruses, 401/501 Biostatistics (3) methods of cultivation and assay, modes of replica- Concepts, principles, methods of descriptive and in- tion, characteristics of major viral groups, and the ferential statistics, and statistical quality control are mechanisms of viral disease. Emphasis on viral genet- applied to Biological and Biomedical health issues. ics and culture mechanisms. Prerequisites: BIO 104, Prerequisite: Algebra. Same as BIO 501/BMS 501. BIO 253; and any one of the following: BIO 325 or (Occasional offering) BIO 330. This is an upperlevel course and it is rec- ommended that students take at least two upper level 404 Epidemiology (3) (300+) biology courses before registering for this Introduction to the study of the distribution, determi- course. (Occasional offering) nants, and measurement of health and disease in popu- lations, including study methods and their application 455 Immunology (3) to specifi c diseases and conditions, with emphasis Major topics considered in this course are antibody on data-base search techniques and statistical infer- formation, antigen-antibody interactions, biologi- ence. Pre-requisites: BIO 104, MAT 109. (Occasional cal effects of immunologic reactions, immunologi- offering) cal specifi city of normal diseased cells and tissues. Prerequisites: BIO 104 and any one of the following 420 Marine Field Study (3-10) BIO 253 or BIO 325 or BIO 330. (Fall) An opportunity for the student to work in the marine fi eld for both individual and group projects at an off- 465 Environmental Field Study (1-15) campus facility. Prerequisite: 16 s.h. Biology course An opportunity for students to work in the fi eld of en- work. (Cost variable.) (Dean’s permission required.) vironmental science on individual or group projects. (Fall, Spring, Summer) (Dean’s permission required.) (Fall, Spring, Summer) 427, 428 Biochemistry I, II (3), (3) 471 Biotechnology Internship (9-12) Introduction to the fundamental aspects of biochem- An opportunity to learn experimental techniques by istry. It emphasizes the relationship between structure working in a company laboratory or a professional in- and function of the major classes of macromolecules dustrial environment. CR/NCR. Prerequisites: Biology in living systems. Metabolic interrelationships and 454, senior status (90+ semester hours). (Fall, Spring, control mechanisms are discussed as well as the bio- Summer) chemical basis of human disease. Same as BMS-PDY 475 Seminar (3) 427, 428. (427 Fall, 428 Spring) Presentation of reports, discussions, lectures, and pa- 440 Evolution (3) pers on selected topic(s) in biology. (Spring) Evidence for and the principles involved in the evolution of plants and animals, including man. Prerequisites: BIO 112 and 216 or equivalent; BIO 220 or 225 or 230. (Fall)

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DEPARTMENT OF COMMUNICATION Faculty: Chojnacki, McMahon Hicks, Nelson, Samra, Saverimuttu, Sirimangkala, Vogel

The Department of Communication offers various pursue a career in Advertising. In addition, the core majors, programs, and opportunities for students inter- curriculum in the liberal arts gives students a bal- ested in pursuing professional objectives in a variety anced education and prepares them for a wide variety of communication and related settings. A choice of of professional contexts. The minimum grade of C is four baccalaureate degree programs is offered. They required in all major and minor courses. are the Bachelor of Arts in Advertising, in Broadcast The Advertising curriculum is designed so that ma- Communication, in Communication Studies, and in jors will be able to: Public Relations. 1. Identify target audiences and develop effective Curriculum in the Department of Communication advertising campaigns aimed at those groups. is designed so that all students, regardless of major, 2. Understand the interplay among advertising re- will be able to: search, strategy, and positioning. 1. Access multiple sources of reference material rel- 3. Understand the creative process and develop evant to their area of study. strong creative for print, broadcast, and interac- 2. Write papers using concepts extending from some tive media. area of communication theory. 4. Explain the role of advertising in our national 3. Make oral reports that effectively convey ideas or and the world economies. messages. 5. Understand the infl uence of advertising on our 4. Communicate ethically and effectively in a variety cultural norms, tastes, and trends. of settings and behave professionally in their cho- Distribution: 51-52 credits sen career. SPE 101 is required as part of Distribution 5. Develop an appreciation of the discipline through Core Courses: 39 credits an integrated experience. ADV 301 Principles of Advertising 3 cr. ADV 362 Advertising Media Planning 3 cr. UNDERGRADUATE DEGREE ADV 401 Advertising Creative Strategy & REQUIREMENTS Execution 3 cr. ADV 442 Advertising & Social Responsibility 3 cr. Distribution Requirements: ADV 470 Advertising Campaigns 3 cr. All undergraduate degree candidates are required to ADV 480 International Advertising 3 cr. fulfi ll the distribution requirements of the College of ADV 484 Public Relations/Advertising Arts and Sciences. Research 3 cr. ADV 499 Internship 3 cr. COM 200 Introduction to Mass Media 3 cr. ADVERTISING COM 201 Introduction to Communication 3 cr. The Bachelor of Arts in Advertising is designed to COM 390 Principles of Public Relations 3 cr. COM 412 Persuasion 3 cr. provide the student with knowledge of all aspects of COM 495 Communication Law 3 cr. advertising. The curriculum exposes students to ad- vertising strategy and planning, creative, media, and Production Co-requisites: 6 credits culture and provides them with the necessary tools to ART 205 Graphic Design Foundations 3 cr. PHO 305 Computer Imaging 3 cr.

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Business Co-requisites: 6 credits MKT 306 Marketing Concepts & Applications 3 cr. BROADCAST COMMUNICATION MKT 385 Consumer Behavior 3 cr. Professional and Technical Standards for General Electives: 17 or 18 credits Admission, Enrollment and Graduation Degree Total: 120 credits Success in the fi eld of broadcasting requires certain technical and emotional skills in addition to knowledge International Advertising of theory. The Department of Communication acknowl- Students desiring specialization in International edges Section 504 of the 1973 Vocational Rehabilitation Advertising must add COM 304, Intercultural Com- Act and the Americans with Disabilities Act of 1990 munication. Students who are not profi cient in a but has determined that prospective students must be second language must also add a foreign language. able to meet the physical and emotional requirements The internship can be done abroad. Internships done of the academic program. A candidate for a Bachelor overseas must be supervised by the School of Busi- of Arts degree in Broadcast Communication must have ness as BUS 441 or 442. abilities in six areas: communication, hearing, visual, mobility, motor skills, and social behavior. Compensa- Minor in Advertising: 21 credits tion can be made for some disabilities but the use of an COM 201 Introduction to Communication 3 cr. intermediary delays production decisions that must be ADV 301 Principles of Advertising 3 cr. made in a split second. Therefore, third parties cannot ADV 362 Advertising Media Planning 3 cr. be used in studio productions. ADV 401 Advertising Creative Strategy & The performance standards presented below are Execution 3 cr. prerequisite for admission, continued enrollment, and ADV 442 Advertising and graduation with a B.A. in Broadcast Communication. Social Responsibility 3 cr. An example of activities that students are required to ADV 470 Advertising Campaigns 3 cr. perform while enrolled in the broadcast communica- ADV 480 International Advertising 3 cr. tion program accompanies each standard.

Performance Standard Examples of Necessary Activities (not all inclusive) Communication Communication abilities Give directions suffi cient for interaction with others orally and in writing Hearing Auditory ability suffi cient Monitor audio levels, respond to directions given to respond to oral instructions through a headset Visual Visual ability suffi cient Focus shot, follow movement of people and objects in for monitoring video sources video shot, adjust audio and video levels Mobility Physical abilities suffi cient Balance, move and “truck” studio cameras in a timely to carry, move, and maneuver manner, hold a fi eld camera steady cameras in small spaces Motor Skills Gross and fi ne motor abilities Operate switcher, linear and non-linear editors, suffi cient to operate broad- focus cameras cast equipment Social Behavior Patience, interpersonal Work with others under the pressure of a skills, teamwork, integrity, “live” broadcast interest, and motivation

The Bachelor of Arts in Broadcast Communica- The Broadcast Communication curriculum is de- tion is the major for students considering a career signed so that majors will be able to: in television/video and related broadcast fi elds. Ma- 1. Explain the role of the media in social change. jor requirements are designed to provide the student 2. Demonstrate knowledge of broadcast writing style with a strong core of knowledge in all facets of the and script preparation. profession. The minor, distribution requirements, and 3. Identify and demonstrate mastery of selected electives will provide the student with a broad back- broadcast facility equipment. ground in the liberal arts. The minimum grade of C is 4. Understand the strategies and skills required in the required in all major and minor courses. various genres of video.

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Degree Requirements The Communication Studies curriculum is de- signed so that majors will be able to: Distribution: 51-52 credits 1. Understand the human communication process, SPE 101 is required as part of the Distribution its major elements (i.e., source, receiver, mes- Department Requirements: 3 credits sage, channel, feedback, noise, context), and COM 201 Introduction to Communication 3 cr. different contexts (e.g., interpersonal, intercul- Broadcast Communication Requirements: 24 credits tural, organizational, public). COM 200 Introduction to Mass Media 3 cr. 2. Understand the complexity and dynamics of COM 204 Writing for the Media 3 cr. human communication. COM 214 Television Production 3 cr. 3. Develop awareness of cultural similarities and COM 314 Advanced Television Production 3 cr. dissimilarities and appreciation of differences COM 490 Public Affairs Producing (capstone) 3 cr. in all communication contexts. COM 495 Communication Law 3 cr. 4. Identify the interplay among source, message, COM 497 Media Management 3 cr. COM 499 Internship 3 cr. channel, and audience in persuasion and distin- guish among the various persuasive strategies. Broadcast Communication Major Focus (complete one focus) 9 credits Degree Requirements Television & Video Production Focus: 9 credits Distribution: 51-52 credits COM 420 Media Programming 3 cr. SPE 101 is required as part of the Distribution COM 456 Advanced Video Editing 3 cr. COM 491 Television Directing 3 cr. Senior Level Courses (Enroll after the majority of major coursework is successfully completed): 6 credits OR COM 407 Theories of Human Communication 3 cr. Broadcast News Focus: 9 credits COM 499 Internship or COM 318 Radio & TV Reporting 3 cr. COM 399 Practicum (or additional upper level) 3 cr. COM 418 Broadcast News 3 cr. Overview Courses: 12 credits COM 421 Ethics in the News Media 3 cr. COM 200 Introduction to Mass Media 3 cr. Communication Electives (Courses designated COM 201 Introduction to Communication 3 cr. ADV, COM, JOU, or SPE 300 & 400 level) 6 credits ADV 301 Principles of Advertising 3 cr. Minor (a minor is strongly recommended) 21 credits COM 390 Principles of Public Relations 3 cr. General Electives 6 credits Public Address Courses: 6 credits DEGREE TOTAL: 120 credits SPE 401 Business & Professional Communication 3 cr. Minor in Broadcast SPE 415 Speech Research, Writing & Delivery 3 cr. Communication: 21 credits Context Courses: 18 credits COM 200 Introduction to Mass Media 3 cr. COM 104 Interpersonal Communication 3 cr. COM 201 Introduction to Communication 3 cr. COM 304 Intercultural Communication 3 cr. COM 204 Writing for the Media 3 cr. COM 326 Small Group Communication 3 cr. COM 214 Television Production 3 cr. COM 408 Relational Communication or COM 314 Advanced Television Production 3 cr. COM 320 Family Communication 3 cr. COM 366 History of the Moving Image 3 cr. COM 409 Organizational Communication 3 cr. COM 495 Communication Law 3 cr. COM 412 Persuasion 3 cr. Minor: 21 credits COMMUNICATION STUDIES General Electives: 5-6 credits Degree Total: 120 credits The Bachelor of Arts in Communication Stud- ies is a broadly-based program designed for those Minor in Communication students who seek a generalist’s orientation to the Studies: 21 credits communication discipline. The student is encouraged COM 104 Interpersonal Communication 3 cr. to investigate all aspects of the program, developing COM 201 Introduction to Communication 3 cr. a core of knowledge in communication studies, and COM 304 Intercultural Communication 3 cr. to apply general elective hours to the minor in order COM 407 Theories of Human Communication 3 cr. to create a double major. The minimum grade of C is COM 408 Relational Communication 3 cr. required in all major and minor courses. COM 409 Organizational Communication 3 cr. SPE 401 Business & Professional Communication or SPE 415 Speech Research, Writing, and Delivery 3 cr.

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PUBLIC RELATIONS General Electives: 21 credits This major provides students with a background in Students are encouraged to take electives from the theories, methods, and practical skills of the fi eld among ADV, COM, CS, ENG, JOU, MKT, PHO, and so that they can pursue a variety of careers in public SPE courses depending upon their areas of interest. relations. The minimum grade of C is required in all Degree Total: 120 credits major and minor courses. Minor in Public Relations: 21 credits Goals and Objectives COM 200 Introduction to Mass Media or The Public Relations curriculum is designed so COM 204 Writing for the Media 3 cr. that majors will be able to: COM 390 Principles of Public Relations 3 cr. • Demonstrate an adequate understanding of the COM 391 Public Relations Campaigns 3 cr. basic principles of written organizational commu- COM 409 Organizational Communication or nication and the application of these principles to SPE 401 Business & Professional Communication 3 cr. real world situations. SPE 415 Speech Research, Writing, & • Demonstrate an adequate understanding of ap- Delivery 3 cr. plying the RACE method (Research, Action Plan, COM 484 Public Relations/Advertising Communication, and Evaluation) to a public rela- Research 3 cr. tions case study. ADV 301 Principles of Advertising or • Demonstrate critical thinking and problem solving COM 495 Communication Law 3 cr. skills. Distribution: 51-52 credits Course Descriptions — SPE 101 is required as part of the Distribution Advertising Prefi x: ADV Core Courses: 39 credits COM 201 Introduction to Communication 3 cr. 301 Principles of Advertising (3) COM 390 Principles of Public Relations 3 cr. Basic principles of advertising and their role in me- COM 391 Public Relations Campaigns 3 cr. dia and society. Includes advertising environment COM 484 Public Relations/Advertising in the 21st Century, agency and client relationships, Research 3 cr. consumer behavior, ethics, and the role of research, COM 495 Communication Law or creative appeals, and media selection in advertising COM 409 Organizational Communication 3 cr. effectiveness. Study of the organization of the adver- ADV 301 Principles of Advertising 3 cr. tising profession. ENG 374 Writing for the Internet 3 cr. ENG 344 Professional Editing or 362 Advertising Media Planning (3) ENG 444 Business Research, Writing & Planning execution and control of advertising media Editing 3 cr. programs. Fundamental characteristics of the media. ENG 417 Copywriting or Buying and selling process. Techniques and meth- ADV 401 Advertising Creative Strategy & ods used in advertising media planning process. Execution 3 cr. Prerequisites: ADV 301, and MAT 152 or permission ENG 404 Persuasive Writing or of the instructor. COM 412 Persuasion or ENG 406 Rhetorical Analysis 3 cr. 401 Advertising Creative Strategy & SPE 415 Speech Research, Writing, and Execution (3) Delivery or The role of strategy in the creation and design of ad- SPE 401 Business & Professional vertising. Writing effective copy for print and broad- Communication 3 cr. cast media. Prerequisites: ADV 301, ENG 111. ART CS 325 Desktop Publishing 3 cr. 205 recommended. COM 399 Practicum or COM 499 Internship 1-3 cr. 442 Advertising and Social Responsibility (3) Co-Requisites: 9 credits Critical examination of the impact of advertising on MKT 306 Marketing Concepts and society and culture. Advertising’s role in the formation Applications 3 cr. of trends, social habits, and other patterns of behav- MKT 385 Consumer Behavior 3 cr. ior as they pertain to multiple groups within society. MKT 386 Sales Production, Advertising and Prosocial uses of advertising will also be discussed. Personal Selling 3 cr.

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470 Advertising Campaigns (3) 215 Audio Production (3) Capstone course emphasizing the planning and cre- Audio production theory and practice; hands-on ex- ation of advertising campaigns. Students will com- perience in basic production for radio and television. plete and present a multimedia advertising campaign. Prerequisite: COM 204. Prerequisites: ADV 301, ADV 401, and ADV 362. 300 Special Topics in Communication (3) 480 International Advertising (3) Exploration of selected areas of study in the fi eld of Major theoretical and managerial issues in interna- communication. (limited to a maximum of 6 credit tional advertising and advertising directed at cultural hours.) minorities within countries. 301 Practicum I (1) 484 Public Relations/Advertising Research (3) Development of skills in communication related Introduction to public relations and advertising re- settings. Prerequisite: COM 214 or permission of search methodology. Includes planning, measurement, Department Chair. May be repeated for a maximum evaluation, and reporting of results. Prerequisites: of 3 credit hours. ADV 301, COM 390, and MAT 152 or permission 302 Nonverbal Communication (3) from the instructor. Same as COM 484. Survey of research in nonverbal communication. 499 Internship (3-12) Includes the study of posture and body movements, Practical experience in advertising in a profession- eye contact, facial expression, vocal cues, physical ap- al setting. CR/NC grade; unpaid internships only. pearance, and space as well as the effects of cultural, Prerequisites: Senior standing (90+ credit hours); 2.5 situational, and personality variables. Prerequisites: overall G.P.A. with minimum 3.0 G.P.A. in major; ap- COM 201 and either SPE 101 or COM 104. proval of Advisor, Department Chair, and Dean. 304 Intercultural Communication (3) An introduction to the factors which infl uence com- Course Descriptions — munication among individuals of different subcul- Communication Prefi x: COM tures. Both theoretical and practical problems of in- tercultural communication are analyzed. Prerequisite: 104 Interpersonal Communication (3) SPE 101 or COM 104. Study of self-concept, perception, language, listen- ing, emotions, and confl ict as they relate to person-to- 314 Advanced Television Production (3) person communication. Advanced television production techniques includ- ing electronic editing, special effects, and electronic 200 Introduction to Mass Media (3) fi eld production. Completion of an individual creative Processes, systems, and effects of the printed and project is required. Prerequisites: COM 204 and COM electronic media; the role of newspapers, magazines, 214. movies, radio, and television. 315 Advanced Audio Production (3) 201 Introduction to Communication (3) Advanced audio production techniques including This course provides an overview of the human com- editing special effects and multi-track recording. munication discipline. Students will be introduced to Completions of an individual creative project and “on various topics within Communication, including the air check” are required. Prerequisite: COM 215. rudiments of communication theory and a survey of communication contexts (e.g., interpersonal, small 318 Radio and TV Reporting (3) group, organizational, public, mass, and intercultural). Researching, writing, taping and editing news stories for radio, television and the internet. Includes discus- 204 Writing for the Media (3) sion and application of gate keeping functions: story Writing basic media copy. Emphasis on script prepa- selection and story order in a newscast. Prerequisites: ration and techniques used professionally in the elec- COM 204, and COM 314. tronic media. 320 Family and Communication (3) 214 Television Production (3) This course focuses on the ways families commu- Studio production theory and practice; hands-on ex- nicate in order to increase understanding of one’s perience in basic production, direction, and technical own communication behaviors and improve speech operations of a studio. and communication skills. The course will focus on the principles and practices of effective, ethical, per- suasive communication as applied to family groups. Prerequisites: COM 201 and either SPE 101 or COM 104.

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326 Small Group Communication (3) 401 Practicum II (2) Theory and practice in leading and participating in Advanced development of skills in communication re- small groups. Special focus on problem solving and lated settings. Prerequisites: COM 301 and COM 314 the management of confl ict. Prerequisites: COM 201 or permission of Department Chair. and either SPE 101 or COM 104. 407 Theories of Human Communication (3) 340 Film Genres (3) The study of Theoretical orientations in the fi eld of This course will examine the concepts of fi lm genre by human communication. Focus on 20th century theo- looking at two genres in the same semester. In the fi rst rists and schools of thought including models of com- half of the semester, students will be introduced to the munication. Prerequisite: Junior or Senior standing. ideas with an easily identifi able genre, such as the mu- 408 Relational Communication (3) sical or the Western. In the second half, students will Focus on the nature and functions of communication build on their knowledge by applying the concepts to within relationships. The purpose of this course is to a genre which is more diffi cult to defi ne (such as fi lm provide a survey of some of the major theoretical per- noir) or which blends over into other genres (such as spectives and historical and contemporary research on the horror/fantasy/science-fi ction crossover). relational communication. Topics include relationship 359 Independent Study (3) stages, attraction, dating, relational communication Opportunity for research and study in the communi- dysfunction, and family communication. Prerequisites: cation profession. Requires approval of Department COM 201 and either SPE 101 or COM 104. Chair and Dean. 409 Organizational Communication (3) 366 History of the Moving Image (3) This course focuses on the nature and functions of This course examines the development of the media communication in organizational settings. The course that utilize the moving visual image. The fi rst focus seeks to provide students with an understanding of the of the course will be the history of cinema from the concepts and methods needed to assess and improve 1890s to the present. The second emphasis will be the the nature of communication processes in organiza- history of television, from the early 20th century to the tions. Prerequisites: Junior or Senior standing. present. Through examination of the history of these 412 Persuasion (3) two highly infl uential media, the student will gain an Beginning with Aristotle, this course provides an his- understanding of why and how the fi lm and TV indus- torical perspective on how persuasion has evolved to tries have arrived at their current status. In addition to modern times. Emphasis on factors such as attention, class meetings, students will be required to attend one perception, needs, values, and credibility. Practice in weekly screening of a classic example of the medium presentation of persuasive oral and written commu- from the period under discussion. Prerequisite: COM nication. Emphasis given to persuasive campaigns. 200. Prerequisites: COM 201 and either SPE 101 or COM 390 Principles and Case Studies of Public 104. Relations (3) 418 Broadcast News (3) Basic concepts of public relations; case studies; the Develops skills for positions of news producer and re- tools and media used in communication with the porter. Includes news writing, analysis of news stories public. and their relative merit, and production considerations 391 Public Relations Campaigns (3) in assembling a newscast. Prerequisites: COM 204, The detailed analysis of the utilization of principles COM 214, and COM 314. and techniques of public relations in a variety of 420 Media Programming (3) contemporary situations and the practical applica- Analysis of and experience in radio and television tion of these principles and techniques to campaigns. programming and promotion. Includes analysis of Prerequisite: COM 390. competitive rating system and overview of the me- 399 Public Relations Practicum (1-3) chanics of the broadcasting business. Development of skills in public relations settings. 421 Ethics in the News Media (3) Designed to give students hands-on experience in The exploration of ethical systems and their applica- public relations on campus. Prerequisites: COM 390 tion to socially, professionally and personally respon- and either COM 391 or COM 484. sible decision making in news media, including radio, television and the internet. Prerequisite: COM 418.

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431 Media Relations and Sport (3) and then prepares sets of suggested questions to be Study of professional and collegiate sports and their used during the opening, body, and closing phases of relationship with the various media outlets. Same as the program. SES 431. 491 Television Directing (3) 446 Screenwriting (3) Integration of television studio facilities, scripting, An advanced writing course designed for students in- and production techniques into directing of basic terested in learning how to write scripts for fi lm and television formats. Directing exercises and individual television. Students learn the various forms, genres, projects including planning, producing, directing, and techniques, and styles of writing for fi lm and televi- crew work. Prerequisite: COM 314. sion. The course will require students to write both 495 Communication Law (3) a teleplay and a full-length screenplay. Prerequisite: Studies in the current laws governing the mass media. COM 204 or permission of the instructor. Same as Role of the FCC, libel, privacy, and First Amendment ENG 446. issues. 455 Acting for the Camera (3) 497 Media Management (3) On-camera workshop focusing on specifi c acting The theory of management applied to issues in ra- techniques relevant to fi lm, TV, and commercials. dio, television or the internet. Practical experience Prerequisite: Permission of Department Chair. Same in examining and resolving business problems in as TH 455. personnel, promotion, sales, advertising, content and 456 Advanced Video Editing (3) regulation. Participation in a major project required. The fi nal stage in the life of a production, before air, Prerequisite: Senior standing (90 credits) or permis- occurs in the editing room. This course has two main sion of the Instructor and Department Chair. thrusts: hands-on practical instruction in the use of 498 Broadcast Journalism (3) digital non-linear (computer-based) editing systems, Principles of journalism applied to the electronic me- and in-depth, intense examination of the aesthetics dia. Experience in fi eld reporting and writing news and communication considerations that motivate the copy. Prerequisite: COM 204 or JOU 243, COM 418 choices in the editing room. Prerequisites: COM 214 is recommended. Same as JOU 498. and COM 314. 499 Internship (3-12) 470 Seminar in Communication (3) Practical experience in communication in a profes- A senior seminar in the identifi cation and examina- sional setting. CR/NC grade; unpaid internships only. tion of selected topic(s) in communication. Limited to Prerequisites: Senior standing (90+ credit hours); 2.5 Department of Communication majors with 90+ cred- overall G.P.A. with minimum 3.0 G.P.A. in major; ap- it hours and approved minors. Serves a Department of proval of Advisor, Department Chair, and Dean. Communication integrative experience and includes service learning, comprehensive examination and se- nior thesis. NON-DEGREE PROGRAM 484 Public Relations/Advertising Research (3) SPEECH Introduction to research methodology for public rela- Course Descriptions— tions and advertising. Includes planning, measurement, Speech Prefi x: SPE evaluation, and reporting of results. Prerequisites: COM 390 or ADV 301 and MAT 152 or permission 101 Fundamentals of Speech (3) from the instructor. Same as ADV 484. Study and practice of basic public communication 490 Public Affairs Producing (3) skills. Communication majors minimum grade of “C” In this course students function as full-charge pro- required. ducers in the pre-production stage of public affairs 105 American English Phonetics (3) program development, and then as production crew Reduction of foreign and regional accents. Focus on during taping. Student producers are responsible for the International Phonetic Alphabet (IPA), with em- identifying a topic, and selecting and gaming the co- phasis on linguistic variables that infl uence accent operation of a program host and guests. The student reduction: articulation, stress, intonation, word order, producer conducts background research on the topic, phrasing, and vocabulary. Individualized instruction scripts the intros, transitions, and closes for the pro- incorporating speaking, reading, and writing. CR/NC gram, prepares a topic background fi le for the host, grade only. Does not fulfi ll distribution or degree re- quirements. Same as ENG 105

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401 Business and Professional 415 Speech Research, Writing and Delivery (3) Communication (3) Study of speech design and delivery for a variety of Application of principles of speech communication in public situations. Includes the study of research sourc- the presentation of informational reports, conference es, content, and organization in speeches written for management, and interviewing. Prerequisite: SPE and delivered by others. Prerequisite: SPE 101. 101.

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DEPARTMENT OF ENGLISH AND FOREIGN LANGUAGES Bradley Bowers, Ph.D., Chair

Faculty: Alvarez, Bowers, Byrne, Cartright, Connell, Estevez, Ferstle, Fishman, Gordon, Greenbaum, Mott, Nodarse, Schanfi eld

ENGLISH • Developing an awareness of the history of liter- atures and genres written in English in terms of CORE COURSES (9 credits) specifi c aesthetic, political, and social contexts. ENG 324 Major American Writers ENG 331 or 332 Major British Writers I, II Curriculum ENG 350 Theories of Rhetoric and Public Discourse The literature specialization requires a minimum of 36 credit hours in addition to the Core listed above. Students specializing in either literature or profes- Required Courses (15 credits) sional writing may receive a BA in English. ENG 331 or 332 Major British Writers I, II The minimum grade of C is required in all major ENG 352 Survey of African American Literature and minor courses. A student must maintain a mini- ENG 387 Introduction to Literary Theory and mum G.P.A. of 2.5 in major and minor courses. Criticism ENG 407 Shakespeare LITERATURE SPECIALIZATION ENG 487 Senior Seminar The literature curriculum provides students with a 21 credits from any of the following ENG or HUM study of the critical thinking process by which writ- courses with no more than 12 credits in HUM ers and readers activate meaning through language. Period courses in ENG Major area courses provide students with a broad ENG 420 Medieval English Literature background in the issues of textual representation as ENG 424 American Literature 1800-1865 well as instruction in effective written communica- ENG 425 American Literature 1865-1914 tion, critical and creative thinking, and research skills ENG 426 American Literature 1914-present ENG 432 Nineteenth-Century English Literature: in the discipline. Students are prepared for postgradu- the Romantics ate studies and careers in a variety of areas related to ENG 433 Nineteenth-Century English Literature: the liberal arts, especially the humanities. the Victorians ENG 460 Twentieth-Century Literature 1900-1945 Goals and Objectives ENG 461 Twentieth-Century Literature 1945- present The literature curriculum has the following goals and objectives: Other ENG Courses • Demonstrating a set of critical practices in read- ENG 300 Special Topics ing and writing. ENG 315 The Novel ENG 316 World Literary Masterpieces • Performing close reading of the content and ENG 336 Latino/Latina Literature style of a variety of texts from the Anglo- ENG 340 Women in Literature American canon to multicultural, postcolonial, ENG 348 Caribbean Literature and gendered expansions of the canon. ENG 419 Literature and Film ENG 429 English Studies ENG 449 Film Theory and Criticism

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HUM Courses The 3 or 6-credit hour internship offers students HUM 396 Cultural Studies Special Topics the opportunity to work with a company or organi- HUM 397 Ethnic Studies Special Topics zation in their intended area of specialization and to HUM 398 Gender Studies Special Topics build a portfolio. HUM 399 Genre Studies Special Topics A minor in literature is also available. The minor Course Descriptions— consists of a minimum of 21 credits in literature and English Prefi x: EN humanities beyond the ENG 111/ENG 210/112/199 level. 012 Reading, Essay, and Language Skills for CLAST (1) PROFESSIONAL WRITING SPECIALIZATION Please see Learning Center. The Professional Writing specialization provides students with a background in the theories, methods, Course Descriptions— and practical skills of the fi eld so that they can pursue English Prefi x: ENG a variety of careers in writing, publishing, and elec- All courses other than ENG 095, 111, 199, 210, tronic media. The minimum grade of C is required in and 112 are generally on a three-year rotation. all major and minor courses. 095 English Composition Strategies (3) Please see Learning Center. Goals and Objectives 105 American English: Phonetics (3) The professional writing curriculum has the fol- Reduction of foreign and regional accents. Focus on lowing goals and objectives: the International Phonetic Alphabet (IPA), with em- • Demonstrating an adequate understanding of the phasis on linguistic variables that infl uence accent basic principles of written organizational commu- reduction: articulation, stress intonation, word order, nication and the application of these principles to phrasing, and vocabulary. Individualized instruction real world situations. incorporating speaking, reading, and writing. Does • Demonstrating critical thinking and problem solv- not fulfi ll distribution or degree requirements. Also ing skills. SPE 105. • Presenting material both in written and visual 111 First Year Composition and Literature (3) formats. Writing of short papers based on readings. A mini- Curriculum mum grade of C is required to earn credit and to satis- fy graduation requirements. Fulfi lls the Gordon Rule. The professional writing specialization requires 33 Can only be taken for a letter grade. credit hours from the following courses in addition to the Core listed above plus a 3-6 credit internship. CS 112 Techniques of Research (3) 280 is a co-requisite. Writing the research paper based on readings. ENG 333 Introduction to Fiction Writing Optional for all Schools EXCEPT Arts and Sciences. ENG 344 Professional Editing Fulfi lls the Gordon Rule. Prerequisite: ENG 111 with ENG 362 Magazine Article Writing C or better. ENG 364 Multi Media Writing 199 Special Topics (3) ENG 374 Writing for the Internet Lower division special topic course. Content to be de- ENG 404 Persuasive Writing ENG 406 Rhetorical Analysis termined each semester by the Department as request- ENG 410 Advanced English Grammar ed by faculty and/or students to fi ll specifi ed needs or ENG 417 Copywriting interests. ENG 444 Business Research, Writing, and Editing 210 Introduction to Literature (3) ENG 446 Screenwriting Using research techniques to interact with and criti- ENG 447 Technical and Scientifi c Research, Writing, Editing cally write about readings in the three major literary CS 325 Desktop Publishing genres – fi ction, drama, and poetry. Required for Arts JOU 416 Investigative Reporting and Sciences as general education. Optional for all ENG 499 Internship (3-6 credits) other schools as distribution. Fulfi lls the Gordon Rule. Prerequisite: ENG 111 with C or better. A minor in Professional Writing requires comple- tion of 21 credit hours of professional writing courses which must include either ENG 350 or ENG 406.

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300 Special Topics (3) 348 Caribbean Literature (3) Content to be determined each semester by the Examination of texts that refl ect political, social, and Department as requested by faculty and/or students to cultural issues related to Caribbean life and culture. fi ll specifi ed needs or interests. Students may repeat Students will read literature by Caribbean authors re- ENG 300 as long as course content varies with each siding both inside and outside of their countries. repetition. 350 Theories of Rhetoric and Public Discourse (3) 315 The Novel (3) Examination of the role of rhetoric in all aspects of Critical examination of selected novels. public life. Students will explore the uses of persua- 316 World Literary Masterpieces (3) sive discourse in the processes of uniting societies, in Critical examination of selected works representing creating and pursuing their goals and desires, and in different historical and socio-cultural contexts. negotiating changes to and challenges of their tradi- tions. The approach is fundamentally chronological 324 Major American Writers (3) beginning with Aristotle and surveying key fi gures in Survey of major American authors from the colonial the development of Renaissance and 18th and 19th cen- period to the present. tury rhetoric. The focus of the course is on contempo- 331/332 Major British Writers I, II (3) (3) rary thinkers and theories and the ways in which they Historical survey of the literature of England to the infl uence current persuasive practices. present. 352 Survey of African American Literature (3) 333 Introduction to Fiction Writing (3) An examination of the major works of African Study of fi ction models. Students will engage in ex- American writers from colonial times to the present. ercises that explore the creative process and various (Formerly ENG 245). modes of fi ction. Students will write and revise fi c- 359, 459 Independent Study (3) (3) tion, to compile a portfolio of the semester’s work. Opportunity for extensive research in areas of special 334 Introduction to Poetry Writing (3) interest to the student. Prerequisite: Department Chair Study of models of classic and contemporary poetry. and Dean approval. Students will engage in exercises that explore the cre- 362 Magazine Article Writing (3) ative process and various poetic forms. Students will An advanced course for students interested in learning write and revise poems to compile a portfolio of the to write for popular periodicals. The class explores the semester’s work. differences between magazine articles and newspaper 336 Latino/Latina Literature (3) journalism. Students learn how to analyze magazines, Study of poetic and narrative works representing dis- research articles, interview subjects, write articles, tinct Latino groups. Texts are examined within their and prepare them for publication. Same as JOU 362. sociopolitical and historical contexts. Latino/a writers 364 Multi Media Writing (3) bring together the Hispanic and U.S. literary traditions Study of composition and journalism using a variety and provide a new literary perspective based on their of media. Students will produce interactive multime- history, migratory experience, and cultural diversity. dia documents within a hybrid genre in order to rec- Issues such as race, class, and gender, as well as ethnic ognize the multiple ways in which narratives can be and national identity, are thoroughly examined. told. Prerequisite CS 280 or permission of chair. Same 340 Women in Literature (3) as JOU 364. Study of literary works by women or themes concern- 374 Writing for The Internet (3) ing women in literature. Analysis of readings from the Study of organizational patterns, navigation systems, aesthetic and other theoretical points of view. and Internet etiquette. Teaches students basic skills 344 Professional Editing (3) for creating hypertext and hypermedia documents. Study of editing materials for publication. Students Students in this course distinguish traditional text will explore questions of correctness and style, while documents from e-texts (electronic texts) and hyper- also addressing the mechanics of proofreading. texts (text including hyperlinks and text encoded with Students will learn how to create prose that is correct hypertext markup language), examining the stylistic in syntax, usage, and punctuation; how to adapt prose consequences of these formal distinctions from a hu- style to fi t a variety of audiences and situations; and manistic perspective. The class emphasizes the sense how to edit manuscripts in preparation for printing. that traditional notions of authorship and authority are (Formerly ENG 244). reconstituted by the contemporary writing environ- ment, and students apply their fi ndings via the creation of original hypertext documents both individually and in collaboration with their peers.

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387 Introduction to Literary Theory and 424 American Literature: 1800-1865 (3) Criticism (3) Critical examination of selected works from major Examination of the nature of literature and the meth- writers of the period. ods of approaching it. Implications for criticism across 425 American Literature: 1865-1914 (3) the arts. Critical examination of selected works from major 404 Persuasive Writing (3) writers of the period. Study of the science and art of using written language 426 American Literature: 1914-Present (3) to promote information gain, induce attitude change, Critical examination of selected works from major and affect behavior. Beginning with Aristotelian con- writers of the period. cepts such as logos, ethos, and pathos, this course will provide students with the necessary knowledge and 429 English Studies (3-12) skills to generate, arrange, and write effective argu- In-depth study of selected literary topics, works, fi g- ments. Psychological and sociological principles of ures, and genres. ENG 429 may be repeated as long as persuasion will be examined and the various uses of course content varies with each repetition. argument in contemporary situations explored. 432 Nineteenth-Century English Literature: The 406 Rhetorical Analysis (3) Romantics (3) In-depth analysis of advertisements, speeches, fi lm, In-depth study of major literary works of the period. and literature as persuasive texts. Students will learn 433 Nineteenth-Century English Literature: The both the nature and scope of persuasion and be intro- Victorians (3) duced to several different methods for analyzing the In-depth study of major literary works of the period. argumentative strategies of texts. Among these are 439 Theatre History I (3) the traditional, Burkeian, sociological, feminist, and A history of theatre production from Aeschylus to postmodern perspectives. Students will also consider Shakespeare, with selected readings from Greek, the ethical, aesthetic, and political problems raised by Roman, Medieval and Renaissance dramatic litera- texts designed to persuade an audience. ture. Same as TH 439. 407 Shakespeare (3) 440 Theatre History II (3) In-depth study of selected Shakespearean plays and A history of theatre production from Restoration to poems. Emphasis on the author’s artistic develop- Realism, with selected readings from French neo-clas- ment. Same as TH 407. sical comedy and tragedy, English restoration comedy 410 Advanced English Grammar (3) and Continental realism. Same as TH 440. Analysis of English grammatical structures. Emphasis 441 Contemporary Theatre (3) on modern descriptive analysis. A survey of theatre production in the 20th and 21st 412 Contemporary Rhetorical Theories (3) Centuries, with selected readings. Same as TH 441. Study of the development of contemporary rhetoric 444 Business Research, Writing, and Editing (3) based on current research and theory. Study and practice of the kinds of internal and exter- 417 Copywriting (3) nal writing used in different organizations—utilities, In-depth study of the theory and techniques neces- for-profi t corporations, non-profi t organizations, and sary to produce successful advertising copy. Students others. Practice in the researching, writing, and edit- also learn to integrate the written word with the ap- ing of letters, memos, reports, market analyses, pro- propriate visual symbols in order to produce effective motions, product descriptions, grants, proposals, etc. messages. Ethical issues within the industry will be Relevant ethical issues will be included. emphasized. 446 Screenwriting (3) 419 Literature and Film (3) An advanced writing course designed for students in- Examination of fi lm history and fi lm forms as part of terested in learning how to write scripts for fi lm and a larger cultural history. Clarifi cation and differentia- television. Students learn the various forms, genres, tion of the connections between fi lm and literature. techniques, and styles of writing for fi lm and televi- Exploration of the ways literary concepts are inter- sion. The course will require students to write both preted through fi lm. a teleplay and a full-length screenplay. Prerequisite: 420 Medieval English Literature (3) COM 204 or permission of the instructor. Same as Analysis of major literary works of the Middle Ages COM 446. to 1485.

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447 Technical & Scientifi c Research, Writing, • Demonstrate an understanding of the relation- and Editing (3) ship between the products and perspectives of Research, writing and editing general technical mate- the culture studied. rials such as manuals, descriptions, and specifi cations. 3. Goal: Connecting with other disciplines and ac- Applications to particular technologies—computers, quiring information. engineering, aerospace, and others—will also be in- Objectives: The student will be able to: cluded. Relevant ethical issues will be addressed. • Reinforce and further knowledge of other disci- 449 Film Theory and Criticism (3) plines through the foreign language. Introduction of terminology and methodology for crit- • Acquire information and recognize the distinc- ical viewing of fi lms. Discussion of the role of theory tive viewpoints that are available only through in fi lm analysis. Practice in reading fi lms as refl ect- the foreign language and its cultures. ing social, cultural, religious, economic, and aesthetic 4. Goal: Participating in multilingual communities at values of the periods and countries which produce the home and around the world. fi lms. Prerequisite: COM 366 or PHO 421. Objectives: The student will be able to: • Use the language both within and beyond the 460 Twentieth-Century Literature: school setting. 1900-1945 (3) • Show evidence of becoming life-long learners In-depth study of selected works of the period. by using the language for personal enjoyment 461 Twentieth-Century Literature: and enrichment. 1945-Present (3) In-depth study of selected works of the period. SPANISH (B.A.) 487 Senior Seminar (3) A capstone course. Writing a senior paper analyz- Students are placed in Spanish classes according to ing text from at least three critical perspectives. their level of profi ciency. The Spanish program pro- Completing a comprehensive literature examination. vides students with profi ciency in the four basic skills — listening, speaking, reading, and writing— and 499 Internship (3-6) gives them a deeper understanding of the Hispanic Practical experience within a professional setting. culture and literature. It aims to prepare Spanish Pre-requisite: Senior status (90+ credit hours); 2.50 majors not only to teach, but also to broaden their overall GPA; all paperwork must be completed before opportunities in career areas such as translation and the end of the semester preceding the internship. Prior interpretation, diplomatic service, international busi- approval of Department Chair and Dean required. ness and industry, social welfare, law, allied health professions, communications and services, among FOREIGN LANGUAGES others. Goals and Objectives: Language and Literature The foreign language curricula at Barry University have the following goals and objectives: Specialization 1. Goal: Developing communication skills in lan- The language and literature specialization consists guages other than English. of a minimum of 33 credits beyond SPA 101 and 102. Objectives: The student will be able to: In addition, students must take SPA 487 Senior Semi- • Engage in conversations by providing and ob- nar. taining information, expressing feelings and Students will choose 12 credits from the following emotions, and exchanging opinions. list of courses: • Understand and interpret written and spoken SPA 315, 316 Reading and Writing I, II language on a variety of topics. SPA 355, 356 Spanish Authors I, II • Present information, concepts, and ideas to an SPA 360, 361 Major Hispanic-American Authors I, II audience of listeners or readers on a variety of The remaining 21 credits may be selected from any topics. 300 or 400 level course. 2. Goal: Acquiring knowledge and understanding of The minimum grade of C is required in all major other cultures. and minor courses. Objectives: The student will be able to: At the end of the program, Spanish majors must • Demonstrate an understanding of the relation- satisfactorily complete a comprehensive examination ship between the practices and perspectives of that includes an oral component. the culture studied.

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Minor in Spanish CURRICULUM The Spanish minor is available under two options: Our curriculum aims to: a) a general minor consisting of 21 credit hours in 1. Enhance students’ confi dence in both languages by Spanish and b) the Certifi cate Program in Translation sharpening their language skills. and Interpretation consists of 21 credit hours with the 2. Increase students’ cultural awareness. option of a 6 credit hour internship. 3. Familiarize students with the theories, methods, Up to six credits in Spanish will be granted for and practices of translation and interpretation. CLEP upon completion of six credits in residence, ac- 4. Sharpen students’ skills and techniques in transla- cording to placement. The level of competency will be tion and interpretation. determined by the Foreign Language faculty. Up to six credit in Spanish at the 200-level will be GRADUATION REQUIREMENTS granted to students passing the language and/or litera- A minimum grade of C is required in all courses ture Advanced Placement examination with a score of and a 2.5 GPA. If a student earns a grade below C in four or more. any of the courses the course must be repeated. Students must complete a minimum of 36 credit Translation and Interpretation hours in courses from the following list which includes a capstone course. Specialization Translation and Interpretation Courses (15) SPA 325 Introduction To Translation SPA 326 Introduction To Interpretation MISSION SPA 425 Advanced Techniques Of Translation The Translation and Interpretation major fulfi lls the SPA 426 Advanced Techniques Of Interpretation mission of the university by offering quality educa- SPA 487 Senior Seminar tion in the liberal arts tradition in an interdisciplinary Language Courses (12) fashion. It incorporates various liberal arts disciplines SPA 304 Advanced Spanish and responds to the changing needs of students in a SPA 307 Advanced Conversation multiethnic and multilingual society. SPA 315 Reading and Writing I SPA 316 Reading and Writing II GOALS SPA 317 Commercial Spanish ENG 410 Advanced English Grammar 1. Developing translation and interpretation skills in ENG 447 Technical & Scientifi c Research, Writing Spanish and English. and Editing 2. Acquiring knowledge and understanding of other Culture Courses (6) cultures. SPA 333 Spanish Culture 3. Connecting with other disciplines and acquiring SPA 335 Hispanic-American Culture information. 4. Participating in multilingual communities at home Communication Courses (3) and around the world. COM 304 Intercultural Communication (COM 104 OR SPE 101 are pre-requisites for COM PROSPECTIVE STUDENTS 304) The major is designed to give students from a CERTIFICATE PROGRAM IN TRANSLATION variety of backgrounds an opportunity to acquire knowledge of the theories, methods, and practices AND INTERPRETATION of translation and interpretation so they can pursue Required courses: careers as translators or interpreters or engage in grad- ENG 410 Advanced English Grammar 3 uate studies in the fi eld. SPA 315 Reading and Writing I 3 SPA 316 Reading and Writing II 3 SPA 325 Introduction to Translation 3 ADMISSION REQUIREMENTS SPA 326 Introduction to Interpretation 3 To undertake this major students must demonstrate SPA 425 Advanced Techniques of Translation 3 a minimum profi ciency in Spanish and English at the SPA 426 Advanced Techniques of intermediate-high level. Profi ciency will be deter- Interpretation 3 mined by examination. 21 Recommended courses: SPA 499 Internship 3-6 Total: 24-27

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Course Descriptions— 333 Spanish Culture (3) Spanish Prefi x: SPA Survey of the life and culture of the Spanish people. 335 Hispanic-American Culture (3) 101, 102 Elementary Spanish I, II (3) (3) Survey of the life and culture of the Hispanic- Introduction to Spanish as a spoken and written lan- American peoples. guage; conversation, with emphasis on a practical vocabulary and accurate pronunciation; reading and 355, 356 Major Spanish Authors I, II (3) (3) writing with progressive grammatical and cultural ex- Historical survey of Spanish literature from its origins planations. Language lab attendance required. to the twentieth century. Representative works of each period. 199 Special Topics (3) Lower division special topic course. Content to be de- 359/459 Independent Study (3) (3) termined each semester by the Department as request- Opportunity for extensive research in areas of spe- ed by faculty and/or students to fi ll specifi ed needs or cial interest to the student. Prerequisite: Approval of interests. Department Chair and Dean. 203, 204 Intermediate Spanish I, II (3) (3) 360, 361 Major Hispanic American Intensive oral and written review of Spanish pronun- Authors I, II (3) (3) ciation and grammatical patterns, as well as reading, Historical survey of Hispanic-American literature from writing and culture. Language lab attendance required. its origins to the twentieth century. Representative Prerequisite: SPA 102 or equivalent. works of each period. 300 Special Topics (3-12) 366 The Hispanic-American Novel (3-6) Content to be determined each semester by the Selected readings, discussion, and analysis of major Department as requested by faculty and/or students to Hispanic-American novels. fi ll specifi ed needs or interests. 425 Advanced Techniques of Translation (3) 304 Advanced Spanish (3) Advanced methods and tools for professional translat- Focus on the intensive study of the written and spoken ing. Prerequisite: SPA 325 or equivalent. language. Practice of advanced skills will be provided 426 Advanced Techniques of Interpretation (3) to facilitate spontaneity of expression. Advanced methods and tools for professional inter- 307 Advanced Conversation (3) preting. Prerequisite: SPA 326 or equivalent. Development of speaking skills. Prepared and extem- 440 Spanish Literature of the Golden Age (3-6) poraneous dialogues, reports, skits on real-life situa- Selected readings, discussions, and analysis of the tions, and other projects. For non-heritage speakers. works of the principal writers of the sixteenth and sev- Prerequisite: SPA 204 or equivalent. enteenth centuries. 315, 316 Reading and Writing I, II (3) (3) 443 Twentieth Century Spanish Literature (3-6) Readings in Spanish as well as study of grammar and Selections from the poetry, prose, and drama of the spelling. Techniques of composition. For native and twentieth century. non-native speakers with command of the language. 447 Contemporary Hispanic-American 317 Commercial Spanish (3) Fiction (3-6) Introduction to the correct use of the Spanish language Selected readings, discussions, and analysis of the as a tool for international trade. Emphasis placed on principal trends and authors of Hispanic-American commercial terminology, documentation and corre- contemporary fi ction. spondence. Areas such as advertising, foreign trade, 487 Senior Seminar (3) transportation, banking, and fi nance will also be in- A study of the interrelations of literature with the oth- vestigated in this course. er liberal arts. 325 Introduction to Translation (3) 499 Internship (3-6) Emphasis on basic principles of translation. Techniques Practical experience within a professional setting. and resources for professional translation. Prerequisite: Senior status (90+ credit hours); 2.5 326 Introduction to Interpretation (3) overall G.P.A.; all paperwork must be completed Emphasis on basic principles of interpretation. before the end of the semester preceding the intern- Techniques and resources for professional interpreta- ship. Prior approval of Department Chair and Dean tion. required.

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Minor in French 303 Advanced Conversation (3) A minor in French requires a minimum of 21 credit Development of advanced speaking skills, prepared hours with a C or above. dialogues, extemporaneous dialogues, reports, skits based on real-life situations, and other projects. For non-native speakers. Prerequisite: FRE 204 or equiva- Course Descriptions— lent. French Prefi x: FRE 305-306 Major French Authors I, II (3) (3) 101-102 Elementary French I, II (3) (3) Historical survey of French literature from its origins Introduction to French as a spoken and written lan- to the twentieth century; representative works from guage; conversation with emphasis on practical vo- each period. Conducted in French. cabulary and accurate pronunciation; practice in class 317 Commercial French (3) and in the laboratory in understanding and using the Introduction to the use of the French language as a spoken language; reading and writing with progressive means of communication in the world of business. grammatical explanations. Language lab component. Emphasis on basic commercial terminology, docu- Prerequisite for FRE 102: FRE 101 or equivalent. mentation and correspondence. Areas such as adver- 199 Special Topics (3) tising, trade, banking and fi nance will be investigated Lower division special topic course. Content to be de- in this course. Conducted in French. termined each semester by the Department as request- 325 Introduction to Translation (3) ed by faculty and/or students to fi ll specifi ed needs or Emphasis on basic principles of translation and inter- interests. pretation. Techniques and resources for professional 203-204 Intermediate French I, II (3) (3) translation. Conducted in French. Intensive oral and written review of the pronuncia- 359, 459 Independent Study (3), (3) tion and the structures of the French language; rec- Opportunity for extensive research in an area of ognition and active handling of aural comprehension special interest to the student. Requires approval of and oral production; reading and writing. Language Department Chair and Dean of Arts and Sciences. lab component. Prerequisite for FRE 203: FRE 102 or equivalent; prerequisite for FRE 204: FRE 203 or 326 Introduction to Interpretation (3) equivalent. Emphasis on basic principles of interpretation. Techniques and resources for professional interpreta- 250 Conversation and Composition (3) tion. Diction and fl uency in the language; prepared and ex- temporaneous dialogues and reports on current topics; 379 Culture and Civilization (3) practice in writing French with accuracy; systematic Historical survey of the life and culture of the French review of the grammatical principles of the French people. Conducted in French. Prerequisite: FRE 250 language; study and practice of French pronunciation or equivalent. with exercises in diction. Language lab component. 380 Contemporary Culture and Civilization (3) Prerequisite: FRE 204 or equivalent. Survey of the life and culture of the French people 300 Special Topics (3-12) of the twentieth century. Panorama of contempo- Content to be determined to fi ll specifi c needs or in- rary French intellectual and artistic achievements. terests. Conducted in French. Prerequisite: FRE 250 or equiv- alent. 301 Advanced Conversation, Composition, and Grammar (3) 400 Twentieth-Century Cinema (3) Intensive study of written and spoken French. Study of the development of the French cinema from Development of skills to facilitate spontaneity of ex- 1895 to the present. Film will be studied as an art form pression. Practice in contemporary usage through se- and as an expression of the society that produces it. lected readings. Prerequisite: FRE 250 or equivalent. Developments from the silent era, through sound, to contemporary technical achievements will also be 302 Introduction to French Literary Texts (3) analyzed. Introduction to French literature through close read- ing and discussion of selected works chosen from rep- 440 Classicism (3) resentative genres. Includes compositions, conversa- Classical and baroque in French seventeenth-century tion, and introduction to literary criticism. Conducted literature; themes and structures in works of the prin- in French. Prerequisite: FRE 250 or equivalent. cipal fi gures of the day, such as Descartes, Corneille, Pascal, Moliere, Racine, Mme. de Sevigne, La Fontaine, and La Bruyere.

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444 Eighteenth-Century Literature (3) NON-DEGREE PROGRAMS Focus on eighteenth-century French literature; themes and structures in the works of the principal literary fi g- AFRICANA STUDIES ures of the century. 445 Nineteenth-Century Literature (3) The Africana Studies program is an interdisci- Study of themes and structures in the works of the plinary academic program designed to develop an principal literary fi gures of the nineteenth century, understanding of the impact and contributions African from Chateaubriand to Mallarme. American, Caribbean, and African peoples have made to world society and culture. Course offerings engage 460 Contemporary Literature (3-6) the historical, literary, social, economic, and political Main currents of thought and choices in literary style perspectives of people of the African Diaspora. among contemporary authors. Students will complete 21 credit hours for the mi- 461 Twentieth-Century Theatre (3-6) nor and 18 credit hours for the certifi cate program Plays and dramatic theories of representative drama- from courses offered through the departments of Soci- tists of the twentieth century. ology and Criminology, History and Political Science, English and Foreign Languages, Psychology, and Fine 487 Senior Seminar (3) Arts. The Africana Studies Director has the discretion A study of the interrelations of French language and to approve relevant courses from other departments literature with the other liberal arts. not listed below to fulfi ll requirements of either the 499 Internship (3-6) minor or certifi cate. Practical experience within a professional setting. ENG 348 Caribbean Literature Prerequisites: Senior status (90+ credit hours); 2.5 ENG 352 Survey of African American Literature overall G.P.A.; all paperwork must be completed ENG 429 Black Women Writers before the end of the semester preceding the intern- DAN 199/300 Dances of the African Diaspora ship. Prior approval of Department Chair and Dean DAN 300 Caribbean Rhythm and Culture required. HIS 456 African American History Since Reconstruction HIS 388 History of the Caribbean HIS 449 Race, Gender, Class in Latin America PSY 300 Psychology and Culture: Psychology of the African Diaspora SOC 405 Sociology of Race, Class and Gender SOC 307 Race and Ethnicity CRM 328 Race, Class and Crime AMERICAN SIGN LANGUAGE Course Descriptions— American Sign Language Prefi x: ASL 101, 102 ASL I, II (3) Introduction to American Sign Language (ASL), its origins, parameters, vocabulary and grammatical structures. Within this course, the importance of deaf culture and how it relates to ASL will be examined. 201-202 ASL III, IV (3) Continuation of ASL 101-102. Perceptive and expres- sive skills will be emphasized. Voice to sign and ac- tivities.

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FILM STUDIES HUMANITIES The Film Studies minor is an interdisciplinary Verbal and nonverbal texts are situated historically, program that offers undergraduate students the oppor- socially, intellectually, produced and consumed at par- tunity to examine cinema from several perspectives. ticular times, with particular cultural, personal, gender, Course work focuses on visual and aural literacy as racial, class, and other perspectives. The following well as the critical analysis of the socioeconomic, cul- interdisciplinary categories available for special top- tural, and philosophical dimensions of fi lm. ics therefore indicate pedagogical perspectives rather Students may also take any of the courses offered than fi xed categories. in the minor for elective credit or personal enrich- HUM 396 Cultural Studies Special Topics ment. Courses taught under this heading focus on the way 21 credits are required for the minor with 9 credits social relations of power are constructed in and by in the following core courses: cultural practices and the workings and consequences COM 366 History of the Moving Image (3) of those relations and practices. These courses exam- This course examines the development of the media ine through verbal and non verbal texts what seems that utilize the moving visual image. The fi rst focus natural and familiar in order to unmask these repre- of the course will be the history of cinema from the sentations and to critically examine the implications 1890’s to the present. The second emphasis will be of of these cultural practices in everyday life. the history of television from the early 20th century HUM 397 Ethnic Studies Special Topics to the present. Through examination of the history of Courses taught under this heading focus on the dis- these two highly infl uential media, the student will tinctive social, political, cultural, linguistic and his- gain an understanding of why and how the fi lm and torical experiences of ethnic groups in the United TV industries have arrived at their current status. In States. These courses explore through verbal and non addition to class meetings, students will be required verbal texts the ways places are represented as home, to attend one weekly screening of a classic example of exile, or myth, and how these representations affect the medium from the period under discussion. the sense of self, gender, family, community, history, PHO 421 History of Photography, Film, memory, and nationalism. Additionally, special topics and Art (3) courses taught in this category include those grounded Integration of the stylistic and technical developments in postcolonial theory, i.e., examining texts as an as- in the history of photography, cinema and painting sertion of power against colonialism and as agencies from 1839 to the present. Emphasis upon the interrela- for exploring experimental or alternative forms of ar- tionship of aesthetic movements and cross-fertilizing tistic expressions. infl uence of the different media. Analysis of classic HUM 398 Gender Studies Special Topics movies as representative examples from fi lm history. Courses taught under this category focus on the con- ENG 449 Film Theory and Criticism (3) struction and role of gender in culture. These courses Prerequisite: COM 366, PHO 421 or permission of examine verbal and non verbal texts which, through instructor. Introduction of terminology and methodol- representations, shape gender identity by historical ogy for critical viewing of fi lms. Introduction to the and cultural practices. These courses also examine role of theory in fi lm analysis. Practice in reading gendered identities in terms of their construction, fi lms as refl ecting social, cultural, religious, econom- codifi cation, representation, and dissemination within ic and aesthetic values of the periods and countries society. which produce the fi lms. HUM 399 Genre Studies Special Topics 12 credits may be taken as electives, including THE Courses taught under this category focus on what con- 304, THE 300, ENG 419. Other relevant fi lm courses temporary theorists tend to call “family resemblanc- offered by the departments of Communication, Eng- es” or what psycholinguists would describe in terms lish & Foreign Languages, Philosophy, Psychology, of “prototypicality.” The courses examine texts as fa- and Theology may be taken as electives. miliar, codifi ed, conventionalized and formulaic struc- tures located within specifi c cultural contexts and, as such, infl uence and reinforce social conditions.

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ITALIAN 301 Practicum I (1) Development of skills in journalistic settings. Course Descriptions Students are expected to become staff members of the Barry Buccaneer as part of course requirements. Italian Prefi x: ITA Prerequisites: ENG 111 and JOU 207 or permission ITA 101, 102 Elementary Italian I, II (3) (3) of Department Chair. May be repeated for a maximum Introduction to Italian as a spoken and written lan- of 3 credit hours. guage; conversation with emphasis on practical vo- cabulary and accurate pronunciation; reading and 315 Photojournalism (3) writing with progressive grammatical explanations, Emphasis upon direct visual communication and effec- practice in class in understanding and using the spo- tive photographic documenting of events. Prerequisite: ken language and reading and writing. PHO 203. (Special fee) (Same as PHO 315) 326 International Journalism (3) JOURNALISM Critical analysis of the management of news about other countries as well as the methods used in other Minor in Journalism countries to manage their own news. Includes study The Journalism minor requires 21 hours, which in- and use of international news agencies and networks. clude four required courses: JOU 207, JOU 243, JOU Prerequisite: JOU 207 or COM 200. 441, and COM 495. The remaining 3 courses are se- 342 Feature Writing (3) lected depending on student career goals. Study of feature stories for newspapers, magazines, JOU 207 Introduction to Journalism 3 and public relations. Emphasis on the preparation of JOU 243 News Reporting, Writing and Editing 3 publishable material. JOU 441 Research in Journalism 3 COM 495 Communication Law 3 359, 459 Independent Study (3) (3) Courses Designated JOU 9 Opportunity for extensive research in areas of special interest to the student. Prerequisite: Department Chair Course Descriptions and Dean approval. Journalism Prefi x: JOU 362 Magazine Article Writing (3) An advanced course for students interested in learning 207 Introduction to Journalism (3) to write for popular periodicals. The class explores the Covers the fundamentals of modern journalism, both differences between magazine articles and newspaper writing and production. Students learn about writing journalism. Students learn how to analyze magazines, styles for specifi c types of articles, about copy edit- research articles, interview subjects, write articles, ing and proofreading, typography, page make-up, ad- and prepare them for publication. Same as ENG 362. vertising, and journalism ethics. This course may be taken concurrent with or after completion of ENG 111 364 Multi Media Writing (3) or its equivalent. Study of composition and journalism using a variety of media. Students will produce interactive multime- 241 The Press in Contemporary Society (3) dia documents within a hybrid genre in order to rec- Tracing developments from the colonial press, study ognize the multiple ways in which narratives can be of the structure and performance of the press in his- told. Prerequisite CS 280 or permission of chair. Same torical perspective as it interacts with other contem- as ENG 364. porary social institutions. Emphasis on the functional role of the press. 401 Practicum II (1) Advanced development of skills in journalistic set- 243 News Reporting, Writing, and Editing (3) tings. Students are expected to become staff members Thorough study and practice of news reporting, writ- of the Barry Buccaneer as part of course requirements. ing, and editing techniques. Prerequisites: JOU 301 or permission of Department 300 Special Topics (3-9) Chair. May be repeated for a maximum of 3 credit Diverse courses on specialized forms of reporting will hours. be offered periodically depending upon interest and 403 Public Affairs Reporting (3) need. e.g., Editorial and Persuasive Writing; Critical Coverage of major governmental units of all levels Writing and Reporting; Seminar in Journalism; of government as well as community affairs and not- Environmental Ecology and Reporting; Writing for for-profi ts. Includes examination and interpretation of Religious Publications; Sports Writing. public documents and records. Prerequisite: JOU 243 or COM 204.

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416 Investigative Reporting (3) 498 Broadcast Journalism (3) Advanced instruction and practice in researching, re- Principles of journalism applied to the electronic me- porting, and writing complex news stories. Examines dia. Experience in fi eld reporting and writing news the ethics of reporting in multi-cultural communities. copy. Prerequisite: COM 204 or JOU 243, COM 418 Prerequisite: JOU 243 or COM 204. is recommended. Same as COM 498. 441 Research in Journalism (3) 499 Internship (3-6) Individual study of current research techniques in Practical experience in communication in a profes- journalism. The course will provide students with a sional setting. CR/NC grade; unpaid internships only. working knowledge of how other disciplines (e.g., Prerequisites: senior standing (90+ credit hours); 2.5 history, statistics, the social sciences) use journalism overall G.P.A. with minimum 3.0 G.P.A. in major; ap- research. proval of Advisor, Department Chair, and Dean. 442 Colloquium on Current Affairs (3) An interdisciplinary course emphasizing in-depth analyses of major contemporary problems as reported by the media.

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DEPARTMENT OF FINE ARTS

Art, Photography, Music, Theatre

Silvia Lizama, M.F.A., Chair

Faculty: Camacho, Coulter, Curreri, Ewing, Houston, Lizama, Mason, Murphy, Rios, Rockwell, Rytteke, Weber

MISSION OF THE DEPARTMENT In addition minors are offered in Art, Art History, Photography, Music, Dance, and Theatre. Photogra- The goals of the Department of Fine Arts are de- phy also offers a Certifi cate in Photography. rived from the mission of the University. Based upon the tradition of the liberal arts, the Fine Arts (art, ART (B.F.A., B.A.) dance, music, photography, and theatre) provide the student with a broad foundation in the theories, meth- The Fine Arts department offers three specialized ods, practical skills, and historical context of each programs within the Art major: Studio Art, Graphic discipline. Through classes, events, and mentoring, the Design, and Art History. It also offers two degree pro- department strives to foster profi ciency in individual grams: the Bachelor of Fine Arts (B.F.A., 60 credits) creativity, aesthetic sensitivity, and self-expression. and the Bachelor of Arts (B.A., 39 credits). The department’s curricula provide cultural enrich- The Studio and Graphic Design programs are ment to the campus and larger community, through designed to prepare majors for their future lives as public performances and exhibitions. Students are in- professionals in the fi eld of art and for advanced study structed, encouraged, and nurtured in preparation for at the graduate level. The classes are designed to fos- graduate studies and careers in a variety of areas re- ter individual growth in an integrated academic studio lated to the performing arts, the visual arts, and liberal environment. The Bachelor of Fine Arts (B.F.A.) is re- arts. spected as the professional degree for Studio Art and Graphic Design. The Bachelor of Art (B.A.) is the de- gree awarded for the study of Art History. Art courses PROGRAMS OF STUDY are recommended for non-majors who wish to enrich The Department of Fine Arts is comprised of both their lives and develop new skills and for students who the Visual Arts and the Performing Arts, and offers wish to minor in Studio Art or Art History. seven comprehensive degree programs: the B.F.A. and The Department also offers minors in Art and Art B.A. in Art; the B.F.A. and B.A. in Photography; the History. B.M. and B.A. in Music; and the B.F.A. and B.A. in All transfer students must complete more than 30 Theatre. Within each degree program, specializations credits in the Bachelor of Fine Arts program or more are offered. These consist of the following: for Art — than 20 credits in the Bachelor of Arts program. No graphic design, painting and/or drawing, ceramics, more than 29 credits will be accepted toward the BFA art history; for Photography — creative photography, program and no more than 19 credits toward the BA digital imaging, biomedical/forensics photography, program. Transfer credits exceeding the transfer allot- photo/communication; for Music — instrumental per- ment will be accepted as general elective credits only formance, voice/opera/musical theatre, sacred music; and cannot be used to replace required coursework. and for Theatre — acting, technical theatre, dance the- See the Transfer Credit Policies section for a de- atre, and theatre publicity. tailed description of the Barry University Transfer Policy.

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Specializations within the Art Major Graduation Requirements – Art History Each art major may select a specialization which re- The specialization consists of 39 credits, for those fl ects the student’s artistic interests and educational students who are also completing a minor. For those and professional goals. Following are the Art Special- choosing to complete a single major without a minor, izations: an additional 6 credits of cognate courses are required. – Painting and/or Drawing Specialization; B.F.A. To demonstrate high professional standards and to and B.A. degrees satisfy the University’s requirement for an integrative – Ceramics Specialization; B.F.A. and B.A. de- experience, graduating art history students must write grees a senior paper, incorporating original analysis from – Graphic Design Specialization; B.F.A. degree multiple perspectives. Upon completion, a shortened – Art History Specialization; B.A. degree version of the paper will be presented to student and faculty members of the department, a counterpart to Degrees in Art and Art History the senior exhibition requirement for studio majors. The major in Art offers two degrees: A minimum grade of C is necessary in all required art – Bachelor of Fine Arts (B.F.A.), requiring 24 cred- history courses. its of the core curriculum (either Studio Art Core or Graphic Design Core), plus 30 credits of art elec- Painting and/or Drawing Specialization tives and 6 credits of art history electives. (B.F.A. 60 crs., B.A. 39 crs.) – Bachelor of Arts (B.A.) in Studio Art, requiring 24credits of the core curriculum, plus 12 credits of This program in painting and/or drawing provides art electives and 3 credits of art history electives. extensive exposure to the various 2-dimensional visual – Bachelor of Arts (B.A.) in Art History, requiring arts media. The emphasis is upon the development of 24 credits of the core curriculum, plus 15 credits creativity, self-expression and technical skills in these of art history electives and, when the student is not media. also doing a minor, 6 credits of art history cognate Studio Art Core 24 credits courses. ART 101A Basic Drawing 3 cr. ART 101B 2-D Design 3 cr. Minors in Art and Art History ART 102B 3-D Design 3 cr. Students interested in pursuing an Art minor may ART 204 Color Foundations 3 cr. choose: ART 319 History of Western Art I 3 cr. – Minor in Art requiring 18 credits of studio art and ART 320 History of Western Art II 3 cr. 3 credits of art history ART 364A Figure Studies 3 cr. ART 487 Professional Practices in Art 3 cr. – Minor in Art History requiring 18 credits of art history and 3 credits of studio art Painting/Drawing Electives 18 crs. (BFA) 12 crs. (BA) Graduation Requirements – Studio Art ART 260 Basic Painting 3 cr. ART 265 Basic Painting II 3 cr. A minimum grade of C is required in all major and ART 359 Independent Study 3 cr. minor courses. To demonstrate high professional stan- ART 364 Figure Studies (A, B, C….) 3-15 cr. dards, graduating studio art majors earning the B.F.A. ART 365 Painting/Drawing (A, B, C….) 3-18 cr. or the B.A. degree must participate in a senior exhibi- ART 450 Collage (A, B, C….) 3-15 cr. tion. This also fulfi lls the University requirements for Art History Electives 6 crs. (BFA) an integrative experience. All students must enroll in 3 crs. (BA) Senior Seminar during their senior year. ART 409 Renaissance Art 3 cr. Upon completion of their senior exhibition, stu- ART 410 Art in the Age of Rembrandt 3 cr. dents are required to provide the department with a ART 411 19th Century European Art 3 cr. complete set of slides and a CD of their exhibition ART 417 20th Century Art 3 cr. work. In addition, students must provide a CD of their ART 423 Contemporary Art 3 cr. Studio Art Core work for departmental records. The PHO 420 History of Art: Photography 3 cr. University also reserves the right to reproduce and PHO 421 Hist. of Photo., Film and Art 3 cr. publish student works. Students will retain the copy- Studio Art Electives 12 crs. (BFA only) right of their work. Any studio ART course and up to 6 crs. of PHO studio courses may be selected. Art history courses or PHO 420 and 421 may not be used as electives.

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Ceramics Specialization (B.F.A. 60 crs., Graphic Design Requirements 27 Credits ART 205 Graphic Design Foundations 3 cr. B.A. 39 crs.) ART 305 Collateral Design 3 cr. This specialization provides exposure to the vari- ART 325 Visual Communications 3 cr. ous materials and techniques of the ceramic medium. ART 350 Packaging Design 3 cr. The emphasis is upon the development of creativity, ART 405 Design Methodology 3 cr. ART 415 History of Graphic Design 3 cr. self-expression and technical skills in working with ART 425 Typography 3 cr. clay. ART 445 Advertising Design and Production 3 cr. Studio Art Core 24 credits ADV 301 Principles of Advertising 3 cr. ART 101A Basic Drawing 3 cr. Studio Art Electives 9 Credits ART 101B 2-D Design 3 cr. Any studio Art course and up to 6 crs. of PHO studio ART 102B 3-D Design 3 cr. ART 204 Color Foundations 3 cr. courses may be selected. Art history courses or PHO ART 319 History of Western Art I 3 cr. 420 and 421 may not be used as electives. ART 320 History of Western Art II 3 cr. Art History Elective 3 Credits ART 364A Figure Studies 3 cr. Any Art History course except ART 319, 320 and 415. ART 487 Professional Practices in Art 3 cr. This may include PHO 420 or 421. Ceramics Electives 18 credits (BFA) 12 credits (BA) Art History Specialization (B.A. 39 crs.) ART 141 Basic Handbuilding 3 cr. ART 241 Basic Potter’s Wheel 3 cr. The art history specialization is designed to pro- ART 342 Dir Studies Ceramics (A, B, C…) 3-18 cr. vide a comprehensive understanding of the art works, artists and movements that have shaped Western vi- Art History Electives 6 crs. (BFA) 3 crs. (BA) sual culture from prehistory to the present, and the ART 409 Renaissance Art 3 cr. leading theories and methods of the discipline. The ART 410 Art in the Age of Rembrandt 3 cr. program prepares students for careers in art museums, ART 411 19th Century European Art 3 cr. commercial galleries, professional art writing and art ART 417 20th Century Art 3 cr. consulting, and for advanced graduate training for ART 423 Contemporary Art 3 cr. careers in secondary and college teaching and art con- PHO 420 History of Art: Photography 3 cr. servation and restoration. PHO 421 Hist. of Photo., Film and Art 3 cr. For students seriously considering graduate study in Studio Art Electives 12 crs. (BFA only) art history or pursuing a professional position, a minor Any studio ART course and up to 6 crs. of PHO studio in either French or History is strongly recommended. courses may be selected. Art history courses or PHO Graduate schools typically require demonstrated pro- 420 and 421 may not be used as electives. fi ciency in reading French and German. Art History Core 24 credits Graphic Design Specialization ART 101B 2-D Design 3 cr. (B.F.A. 60 crs.) ART 114 Art Appreciation 3 cr. ART 319 History of Western Art I 3 cr. The Department of Fine Arts offers a specialization ART 320 History of Western Art II 3 cr. in Graphic Design within the Art program. Com- ART 400 Ancient Greek Art mencing with a traditional studio art and art history or ART 408 Medieval Monuments 3 cr. foundation program, this twenty-fi rst century special- ART 409 Renaissance Art ization prepares students to pursue design careers in or ART 410 Art in the Age of Rembrandt 3 cr. areas such as marketing, publishing and advertising. ART 417 20th-Century Art This program offers studies in typography, corporate or ART 423 Contemporary Art 3 cr. identifi cation, layout and production techniques, com- ART 487A Senior Seminar: Art History 3 cr. mercial design and professional standards. Art History Electives 15 credits ART 260 Basic Painting Graphic Design Core 21 Credits or PHO 203 Basic Photography 3 cr. ART 101A Basic Drawing 3 cr. ART 359A Independent Study 3 cr. ART 101B 2-D Design 3 cr. ART 400 * Ancient Greek Art 3 cr. ART 204 Color Foundations 3 cr. ART 408 * Medieval Monuments 3 cr. ART 319 History of Western Art I 3 cr. ART 409 * Renaissance Art 3 cr. ART 320 History of Western Art II 3 cr. ART 410 * Art in the Age of Rembrandt 3 cr. ART 364A Figure Studies 3 cr. ART 411 19th-Century European Art 3 cr. ART 487 Professional Practices in Art 3 cr. ART 415 History of Graphic Design 3 cr.

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ART 417 * 20th-Century Art 3 cr. 101B 2-D Design (3) ART 423 * Contemporary Art 3 cr. Introduction to basic two-dimensional design con- ART 459A Independent Study 3 cr. cepts, theory and techniques through the study of the ART 499A Internship 3 cr. principles and elements of art. Color theory and linear PHO 420 History of Photography 3 cr. perspective will be introduced. (Special fee) PHO 421 History of Photography, Film and Art 3 cr. 102B 3-D Design (3) Introduction to the theory, concepts, and creation of * not available if taken as a core course three-dimensional art through a variety of building Art History Cognate Courses processes, materials, and techniques. (Special fee) Six credits are required for students not completing a 114 Art Appreciation (3) minor or a second major. For art history students com- An introduction to the study of art using examples pleting a minor, the following courses are also highly from prehistory to the contemporary world. The course recommended as general University electives. will emphasize how to analyze art critically by intro- COM 366 History of the Moving Image 3 cr. ducing the student to the foundations of visual form, ENG 449 Film Theory and Criticism 3 cr. such as color theory, perspective, the various media, HIS 344 Europe in the 19th Century 3 cr. HIS 345 Europe in the 20th Century 3 cr. etc. It will also serve as an introduction to the methods PHI 313 Philosophy of Art – Aesthetics 3 cr. and practice of art history as a discipline, in order to SOC 306 Sociology of Art 3 cr. understand historical art and architecture. The course THE 300 Art as Revelation 3 cr. is designed to create a foundation for intermediate and advanced art history courses. Art Minor 21 Credits 141 Basic Handbuilding (3) The Art Minor consists of 18 credits of any studio Introduction to clay as an art medium, using tradi- art and 3 credits of any art history. A minimum grade tional handbuilding techniques and basic glazing and of C is required in all courses. fi ring processes. (Special fee) 199 Special Topics (3) Art History Minor 21 Credits Subject content to be determined by the Department The minor consists of 18 credits of art history and to fi ll specifi ed needs or interests. (Special fee for stu- 3 credits of studio art. A minimum grade of C is re- dio courses) quired in all courses. 204 Color Foundations (3) Total Requirements 21 credits Study of the nature and use of color as a vital element ART 114 Art Appreciation 3 cr. of design. Emphasis is on topics which apply directly ART 319 History of Western Art I 3 cr. to problems encountered with pigment; employing ART 320 History of Western Art II 3 cr. subtractive color theory such as pigment color mixing; ART 409 Renaissance Art physical properties of color (hue, value, and intensi- or ART 410 Art in the Age of Rembrandt ty); aesthetic color relationships based upon the color or ART 411 19th Century European Art 3 cr. wheel; and uses of color to include personal aesthetic, ART 417 20th Century Art or ART 423 Contemporary Art 3 cr. emotional and artistic intent. ART 101B (Special fee) PHO 420 History of Photography 205 Graphic Design Foundations (3) or PHO 421 Hist. of Photo., Film & Art 3 cr. An introduction to the many tools involved in the cre- ART 101A Basic Drawing ation of professional design problems including the or PHO 203 Basic Photography 3 cr. Macintosh platform. Students will evaluate the assign- For course descriptions of the above B.F.A., and B.A. ments and solve these problems using the appropriate courses, see ART, PHO, COM, CS, ENG,.HIS, PHI, tools. A strong focus will be placed on technology and THE, and SOC professional presentation skills. Computer software, one, two and four color printing and the artistic pro- Course Descriptions— cesses of graphic design will be explored. (Special Art Prefi x: ART fee) 241 Basic Potter’s Wheel (3) 101A Basic Drawing (3) Introduction to basic wheel-throwing techniques on Introduction to basic drawing materials, techniques, the potter’s wheel. Students will also be introduced to and concepts focusing on still life as subject matter. glazing wheel-thrown pieces. (Special fee) (Special fee)

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260 Basic Painting I (3) 340 Handmade Books, Structure and Binding (3) Introduction to the painting medium with a founda- A studio based art course that creatively examines tra- tion of basic color theory, application, and techniques. ditional and alternative book structures in relation to (Special fee) narrative content. This course provides an overview 265 Basic Painting II (3) of methods used in the making of handmade books. A continuation of the study of basic painting materials Lectures, demonstrations and discussions will intro- and techniques with emphasis on the seeing and paint- duce students to creative processes involved in book ing of value, color, and composition. Prerequisite: making, including: traditional and alternative book ART 260. (Special fee) formats, adhesives and sewn binding structures, ar- chival concerns, and methods for generating original 300 S/T: Sculpture (3) images and text. The projects in this course will ex- An introduction to contemporary sculpture through plore the interdependent relationship between form the development of the student’s own concepts and and content. ideas. A variety of building processes, materials and techniques will be explored. (Special fee) 342 Directed Studies in Ceramics (3) A continuation of the study of techniques in clay. 300 Special Topics (3) Emphasis on sculptural refi nement of the medium. Subject content to be determined by the Department Repeatable course differentiated by A, B, C, D, etc. to fi ll specifi ed needs or interests. (Special fee for Prerequisite: ART 141 and ART 241. (Special fee) Studio courses) 350 Packaging Design (3) 305 Collateral Design (3) This course in packaging design will offer the student Intermediate graphic design will concentrate on con- the opportunity to work solely on three-dimensional temporary design principles and thought. Effective packaging concepts. Starting with smaller projects use of typography as a basis of high quality graphic such as a CD cover and moving toward packaging, design will be explored. In addition to gaining techni- branding and construction of a packaging identity pro- cal fl uency in the Macintosh desktop publishing pro- gram, the student will be challenged to generate port- cess, the student will be required to do projects with folio quality packaging through the use of a computer. substantial focus given to design as well as technical As part of each project’s development, the student will skill. Interaction with fellow classmates will be fos- be involved in thorough research of the product and tered and employed as a resource in the conceptual the audience. Prerequisites: ART 205 and 101B and technical processes. Prerequisites: ART 101B, 205 (Special fee) 359, 459 Independent Study (1-6) Opportunity for research in areas of special interest 319 History of Western Art I (3) to the student. Open to junior or senior majors only, The chronological study of Western art from the with a 2.5 GPA or higher. Prerequisite: Dean and cave paintings of prehistoric times through the great Department Chair approval. (Special fee) European cathedrals of the Middle Ages. Emphasis upon stylistic and technical developments within the 359A, 459A Independent Study (3) historical and cultural setting. Opportunity for independent research in art history on a topic of special interest to the student. Prerequisite: 320 History of Western Art II (3) Senior status (90+ credit hours); 2.50 cum GPA; and The chronological study of Western art from the all paperwork to be completed before the end of the Renaissance period through the nineteenth century to semester preceding the Independent Study. Dean modern and postmodern art. Emphasis upon stylistic and Department Chair approval required. For majors and technical developments within the historical and only. cultural setting. ART 319 is not a prerequisite. 364 Figure Studies (3) 325 Visual Communications (3) Continued study of the human form in student’s An exploration of visual systems, processes, and me- preferred media and techniques. Repeatable course dia for expressing mental concepts in visual terms. differentiated by A, B, C, D, etc. Prerequisite: ART This course will increase the student’s visual atten- 101A. (Special fee) tiveness and enhance their aesthetic and individual style. In addition to the examination of commercial 365 Directed Studies in Painting and Drawing (3) trends and practices, the student will explore narrative Continued study of the painting and drawing media structures and the artist book. Prerequisite: ART 305 with emphasis on concepts, styles, and techniques. (Special fee) Repeatable course differentiated by A, B, C, D, etc. Prerequisites: ART 101A, ART 101B, ART 204, ART 260, ART 265. (Special fee)

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394 Art Practicum (1-3) 415 History of Graphic Design (3) This practicum will allow the graphic design student An investigation of historical and contemporary visual to gain “real world’ design and production experience communications concepts, media and images and their through the development, design and production of role in graphic design with a primary emphasis on the actual projects. Students will be required to work with twentieth century. The course chronicles the events, clients in an effort to foster a greater understanding of infl uences, movements in history that have impacted how the design industry works. After meeting with the the graphic design community. This course will begin client, the student will (with the assistance of the in- with the invention of writing and the early cave paint- structor) serve as full capacity graphic designer. This ings, moving through the history of printing in Europe practicum will require the student to be involved in to contemporary design theory and ideals. budgetary concerns and printing press approvals. The 417 Twentieth-Century Art (3) student will also be required to keep a “log” of per- Art and architecture in Europe and America from formed design and production-related tasks occurring Fauvism and Cubism at the beginning of the century throughout the semester. Prerequisites: ART 205, CS to Postmodernism at the end. The multiculturalism of 180 and permission of the Department Chair. recent art will be emphasized. 400 Ancient Greek Art (3) 423 Contemporary Art (3) An analysis and examination of Greek art from 2000 Examination of mixed media painting, sculpture, B.C. to the end of the Hellenistic period. Greek my- craft, installation and performance art, and architec- thology, philosophy, history, and aesthetics will be ture, from 1960 to the present. discussed along with the analysis of Greek architec- ture and vase painting. 425 Typography (3) This course builds upon earlier typographic theory 405 Design Methodology (3) and practices discussed in ART 305. The class will In this course students will research and develop de- explore the communication of ideas through the use sign elements which identify and advertise a corpo- of typography. This curriculum will allow the student ration. Logos/trademarks, stationery, corporate col- to study past typographers and their contributions to lateral, uniforms and vehicle identifi cation will be graphic arts and foster a greater understanding of the researched, created and produced. All projects will origins of typographic design. Prerequisite: ART 305 be carried to fi nal portfolio quality. Prerequisite: ART (Special fee) 305 (Special fee) 445 Advertising Design and Production (3) 408 Medieval Monuments (3) This course addresses advertising design/production Romanesque and Gothic art and architecture, at the and client research. Ad campaigns and packaging height of the Middle Ages. The cathedral as the domi- concepts will be the specifi c design focus of this class. nant artistic and cultural expression of the era will be Utilizing contemporary design theory and tools, stu- stressed, plus the art and architecture of chivalry, the dents will conceptualize, create and execute designs castle, the monastery, and the innovations of the Late in a professional manner. This course will further Gothic period. reinforce the students’ technical and problem solv- 409 Renaissance Art (3) ing skills by working with existing products instead Art and architecture of the Renaissance in relation to of theoretical items. (Special fee) Prerequisites: ART the political and social structures of the 15th and 16th 305 and PHO 305 centuries. Emphasis upon the Italian Renaissance, 450 Collage (3) with Northern Renaissance art also covered. The study of the collage medium of two dimensional 410 Art in the Age of Rembrandt (3) art made by pasting together varying materials on a European art and architecture from 1600-1700, during fl at surface. Repeatable course differentiated by A, the Baroque eras. Emphasis upon the achievements B, C, D, etc. Prerequisites: ART 101A, 101B, 260, or of Rembrandt, Vermeer, Caravaggio, Bernini, Rubens PHO 203 (Special fee). and Velazquez, in relation to social and intellectual de- 487 Senior Seminar: Professional Practices in velopments, plus the innovations in architecture and Art (3) the dominance of Versailles. Integrative experience for senior Art Majors with a 411 Nineteenth-Century European Art (3) focus on preparation for the Senior Exhibition and de- Neoclassicism, Romanticism, Realism, Impressionism, velopment of professional skills to prepare students and Post-Impressionism in European art studied in re- for graduate school and/or the art and design world. lation to social and intellectual developments. Prerequisite: graduation status.

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487A Senior Seminar: Art History (3) creative thinking, technical skills, and professionalism Capstone course for graduating majors, focusing on in utilizing the medium of photography. the leading theories, methods, and professional prac- tices of art history. A senior paper will be written Degrees in Photography analyzing a work from at least three critical perspec- The major in Photography offers three degree pro- tives. Upon completion, a shortened version will be grams: presented at a departmental colloquium. Prerequisite: - Bachelor of Fine Arts (B.F.A.), requiring 30 graduation status. credits of the Photography Core, plus a mini- 494 Art Practicum (1-3) mum of 30 credits of photography electives. This advanced practicum will allow the graphic design - Bachelor of Arts (B.A.), requiring 30 credits student to gain more “real world” design and produc- of the Photography Core, plus a minimum of 9 tion experience through the development, design and credits of photography electives, plus a minor. production of actual projects. The addition of the add- - Bachelor of Arts (B.A.) in Biomedical and ed pre requisite ADV 301 (Principles of Advertising) Forensic Photography, requiring a minimum gives the student more insight into designer/client re- of 48 credits of the special Photography Core, lationships. As in ART 394 Art Practicum I, students plus 16-17 credits of co-requisites. will be required to work with clients in an effort to In addition, students interested in non-major study in foster a greater understanding of how the design in- Photography may choose: dustry works. After meeting with the client, the stu- - Minor in Photography requiring 21 credits of dent will (with the assistance of the instructor) serve Photography courses. as full capacity graphic designer. This practicum will - Photography Certifi cate requiring 30 credits require the student to be involved in budgetary con- of Photography courses for non-degree-seeking cerns and printing press approvals. The student will students. also be required to keep a “log” of performed design Graduation Requirements and production-related tasks occurring throughout the semester. Prerequisites: CS 180, ART 205, ART 394, Credits earned in Photography Major Courses are ADV 301 and permission of the Department Chair. added with credits earned in the General Education Re- quirements, General Electives, and a Minor (for B.A. 499 Internship (3-12) degree) to total 120 credits minimum for graduation. Practical experience within a professional setting. To demonstrate high professional standards, and to Prerequisites: Senior status (90+ credit hours); 2.5 satisfy the University’s requirement for an integrative overall G.P.A.; all paperwork must be completed experience, graduating Photography majors earning before the end of the semester preceding the intern- the B.F.A. or B.A. degrees must participate in a se- ship. Prior approval of Department Chair and Dean nior exhibition. The University reserves the right to required. reproduce and publish student works. Students will 499A Internship (3) retain the copyright of their work. By the end of the Practical experience in art history within a profes- senior year a core curriculum portfolio CD, which will sional setting, in most cases a museum, collection, be retained in the students fi le, is required. To facili- or commercial gallery. Course offering is contingent tate assessment of the photography programs and the upon the availability of an appropriate site. In some quality of the students’ work, each student is required instances, the student may be responsible for develop- to submit proof that a minimum of one of his or her ing the internship site. Prerequisite: Senior status (90+ photographic images has been submitted for exhibi- credit hours); 2.50 cum GPA; and all paperwork to be tion or publishing off campus prior to graduation. The completed before the end of the semester preceding minimum grade of C is required in all major and mi- the internship. Dean and Department Chair approval nor courses. required. Art history specialization only. More detailed descriptions of the Photography de- grees follow: PHOTOGRAPHY (B.F.A., B.A.) Photography The Photography major gains extensive experience (B.F.A. 60 cr. min., B.A. 39 cr. min.) in the discipline of photography, and uses the pho- The photography degree emphasizes originality, tographic image as a vehicle for self-expression and self-expression, creative thinking and experimenta- visual communication. Students majoring in Pho- tion within the discipline of photography, permitting tography should demonstrate the highest degree of each student to customize his or her photographic cur- riculum.

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Photography Core: 30 credits successful completion of BIO 220 Human Anatomy, ART 101B 2D Design 3 cr. and PHO 394 Biomedical and Forensic Practicum (a PHO 203 Basic Photography 3 cr. 3-credit on-site photography practicum taken during PHO 303 Intermediate Photography 3 cr. summer). It is recommended that this process be com- PHO 305 Computer Imaging I 3 cr. pleted prior to the junior year. An integral part of this PHO 401 Color Photography or PHO 402 Color Processes 3 cr. program is PHO 499, a six month, 12 credit intensive PHO 411 Lighting Techniques internship at the Forensic Imaging Bureau to be com- or PHO 412 Studio Lighting 3 cr. pleted as the fi nal requirement for graduation. This PHO 420 History of Art: Photography 3 cr. internship fulfi ls the University’s requirement for an PHO 487 Senior Seminar 3 cr. integrative experience. PHO or ART Any Art History 6 cr. Biomedical and Forensic Photography Electives: Photography Core: 48 credits 30 cr. min. for B.F.A. degree, ART 101B 2D Design 3 cr. 9 cr. min. for B.A. degree PHO 203 Basic Photography 3 cr. PHO 206 Digital photography I 3 cr. PHO 303 Intermediate Photography 3 cr. PHO 300 Special Topics in Photography 3 cr. PHO 305 Computer Imaging I 3 cr. PHO 309 Pinhole Photography 3 cr. PHO 394 Biomedical and Forensic Practicum 3 cr. PHO 315 Photojournalism 3 cr. PHO 401 Color Photography PHO 359 Independent Study 3 cr. or PHO 402 Color Processes 3 cr. PHO 394 Photography Practicum I 3 cr. PHO 405 Advanced Digital Imaging PHO 401 Color Photography 3 cr. or PHO 406 Advanced Computer Imaging 3 cr. PHO 402 Color Processes 3 cr. PHO 408 Large Format Photography 3 cr. PHO 404 Advanced Photography 3 cr. PHO 411 Lighting Techniques 3 cr. PHO 405 Advanced Digital Imaging 3 cr. PHO 412 Studio Lighting 3 cr. PHO 406 Advanced Computer Imaging 3 cr. PHO 420 History of Art: Photography 3 cr. PHO 407 View Camera 3 cr. PHO 487 Senior Seminar 3 cr. PHO 408 Large Format Photography 3 cr. PHO 499 Biomedical and Forensic PHO 411 Lighting Techniques 3 cr. Internship 12 cr. PHO 412 Studio Lighting 3 cr. PHO 415 Infl uences of the Masters 3 cr. Co-requisites: 16-17 credits PHO 417 Manipulative Photography 3 cr. BIO 220 Intro. to Human Anatomy 4 cr. PHO 419 Digital Fine Art Printing 3 cr. BIO 300 Biology of Crime 3 cr. PHO 421 Hist. of Photo, Film & Art 3 cr. CRM 200 Introduction to Criminology 3 cr. PHO 429 Fine Art Digital Portfolio 3 cr. BIO 120 Biology Overview 3 cr. PHO 449 The Art of Web Design 3 cr. or BIO 300 Disease Detectives PHO 459 Independent Study 3 cr. or BIO 300 The Six Senses PHO 494 Photography Practicum II 3 cr. BIO and/or CRM 300 level electives 3-4 cr. PHO 499 Photography Internship 3 cr. (Biomedical does not Photography Minor 21 credits count towards BFA) The Photography Minor consists of 21 credits of SES 308 Underwater Photography 3 cr. COM 214 TV Production 3 cr. PHO-photography courses. A minimum grade of C is COM 301 Studio Practicum 2 cr. required in all courses. COM 314 Advanced TV Production 3 cr. COM 401 Studio Practicum 1 cr. Photography Certifi cate 30 credits ART — Any Art courses (except ART 114) Individuals wishing to study only photography without having to complete the University’s other Photography/ Biomedical and Forensic academic requirements, and who are not interested (B.A. 64 credits min.) in earning an academic degree, may enroll as a non- The Biomedical and Forensic Photography spe- degree-seeking student. Non-degree-seeking students cialization is for students with a combined interest in have the option of earning a Photography Certifi cate photography, biology, and/or criminal justice. Accep- by successfully completing 30 credits of PHO Pho- tance into the Biomedical and Forensic Photography tography courses with a minimum grade of C. Please specialization is not guaranteed. It requires a combi- refer to admissions policies for non-degree students. nation of a successful interview and portfolio review For course descriptions of the above B.F.A., and B.A. with the Director of the Forensic Imaging Bureau of courses, see PHO, ART, COM, SES, BIO and CRM. the Miami-Dade County Medical Examiner’s Offi ce,

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Course Descriptions— 394 Photography Practicum I (3) Photography Prefi x: PHO Practical development of photographic skills beyond the objectives of regular course offerings. May be re- 203 Basic Photography (3) peated for a maximum of 3 credit hours. Prerequisite: An introduction to photography with emphasis placed PHO 303 and permission of Department Chair. upon technical, aesthetic, and historical perspectives 401 Color Photography (3) of this fi ne art medium. Camera and black and white Introduction to printing color enlargements from color darkroom procedures are explored. Adjustable camera negatives using automated RA-4 processing. Emphasis required; limited number of rental cameras available. on creative usage of color and quality color printing (Special fee) techniques. Prerequisite: PHO 303. (Special fee) 206 Digital Photography I (3) 402 Color Processes (3) An introduction to digital camera operation, to include An exploration of various color processes including manipulation of shutterspeeds and apertures as well as printing from color negatives, and making polaroid basic computer techniques. Emphasis is placed upon transfers. Prerequisite: PHO 303. (Special fee) technical, aesthetic and historical perspectives of the medium of photography and digital photography as a 404 Advanced Photography (3) fi ne art. Digital camera required (minimum of 4 Mega Students work on photographic projects where they Pixels with shutterspeed and aperture priority options). may explore personal, aesthetic or technical interests Prerequisite: CS 180 or equivalent. (Special fee) through the development of an individualized photo- graphic series. Prerequisite PHO 303. (Special Fee) 300 Special Topics (3) Courses designed to enrich the student’s understand- 405 Advanced Digital Imaging (3) ing and appreciation of the photography as an art form Refi ned study of digital manipulation of photographic and to fi ll specifi c needs or interests. Content to be images. More complex layer techniques, paths, pan- determined. oramas, photo retouching, and stereoscopic imaging are explored. Prerequisite: PHO 305. (Special fee) 303 Intermediate Photography (3) Projects involving abstraction and character-portraits 406 Advanced Computer Imaging (3) allow the student to creatively refi ne techniques of Advanced imaging techniques utilizing photography, basic photography; new areas such as hand coloring, and layout software. The course focuses upon profi - toning, high contrast ortho fi lm and solarization are ciency in working with equipment and software com- explored. Prerequisite: PHO 203. (Special fee) bined with creativity to produce a quality portfolio. Prerequisite: PHO 305. (Special fee) 305 Computer Imaging I (3) Students explore the usage of the computer to make 407 View Camera (3) and manipulate photographic images. Tools and tech- Projects provide exploration of the view camera. niques include color balancing, painting, cloning, text, Student’s photographic experiences are broadened and making composite photographs. Prerequisite: CAT through take-home access to the University’s view 101 or 102 or CS 180 or equivalent. (Special fee) cameras. Prerequisite: PHO 303. (Special fee) 309 Pinhole Photography (3) 408 Large Format Photography (3) Students construct cardboard cameras which produce Perspective and scale are important factors to be con- high quality photographs through usage of paper neg- sidered when two-dimensional art is being created. In atives and positives. Sepia toning, hand coloring, and this course perspective and depth of fi eld are manipu- matting will also be included. (Special fee) lated with the view camera’s unique controls to pro- vide students with additional creative options. Large 315 Photojournalism (3) scale printing in either black and white and/or color Emphasis upon direct visual communication and effec- introduces the important element of scale into the tive photographic documenting of events. Prerequisite: student’s portfolios of original images. Prerequisite: PHO 203. (Special fee) (Also JOU 315) PHO 303 (Special fee) 359 Independent Study (3) 411 Lighting Techniques (3) Opportunity for research in areas of special interest An exploration of the essence of photography: Light. to the student. Prerequisites: Senior status (90+ credit Projects involve usage of on camera fl ash natural, hours); 2.50 overall GPA; all paperwork must be com- available, incandescent lighting. Prerequisite: PHO pleted before the end of the semester preceding the 303. (Special fee). Independent Study. Dean and Department Chair ap- proval. For majors only. (Special fee)

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412 Studio Lighting (3) principles of the language and aesthetics in relation Artifi cial lighting provides new creative tools which to and impact on personal creativity and expression. may offer photographers avenues for original and in- Prior knowledge of computer basics (Mac) and Adobe ventive solutions to visual problems. Students will be Photoshop required. Prerequisites: CS 180, PHO 305; exposed to the workings of a photographic lighting PHO 203- equivalent or instructor approval. studio. Projects will involve using monolights, power 449 The Art of Web Design (3) pack strobes, with studies of various types of lighting A basic introduction to the art of web design used as an which characterize the styles of contemporary artists informational and expressive visual medium through as well as those of the past. Prerequisite: PHO 401 or the use of software programs. Prior knowledge of PHO 402. (Special fee) computer basics and Adobe Photoshop required. The 415 Infl uences of the Masters (3) class will cover individual creativity, design skills, A combination of art history and applied studio study. web development techniques as well as discussions Styles and techniques of selected creative photo- about digital artists, web structure and critical reviews graphic masters will be studied, analyzed and dis- of existing art web sites. Prerequisites: CS 180, PHO cussed. Students will then create their own original 305 equivalent courses or instructor approval. photographic images refl ecting the infl uence, subject 459 Independent Study (3) matter and techniques of those master photographers. Opportunity for research in areas of special interest Prerequisites: PHO 303 and PHO 420 or 421. to the student. Prerequisites: Senior status (90+ credit 417 Manipulative Photography (3) hours); 2.50 overall GPA; all paperwork must be com- A course designed for students wishing to explore pleted before the end of the semester preceding the alternative methods of making and displaying photo- Independent Study. Dean and Department Chair ap- graphic images. Prerequisite: PHO 303. (Special fee) proval. For majors only. (Special fee) 419 Digital Fine Art Printing (3) 487 Senior Seminar (3) An introduction to the printing of fi ne art digital im- Advanced student work on an independent project; ages, using several different printing methods with emphasis on the development of one’s personal form various archival and non-archival papers. The empha- of expression within the student’s area of interest. This sis of the course is in the development of a coherent course will also introduce the student to professional digitally printed body of creative photographic imag- practices and procedures of the photo/art world to as- ery, printed to the highest of professional standards, sist the students to professionally organize and market with archival stability as a prime consideration. Prior their work. To be taken student’s fi nal semester in cor- knowledge of computer basics (Mac) and Adobe relation with the senior exhibition. Upon completion Photoshop required. Prerequisites: CS 180, PHO 305; of their senior exhibition, students are required to pro- PHO 401 or PHO 402 - equivalent courses or instruc- vide the department with a complete set of slides of tor approval. their exhibition work. Prerequisite: Graduating senior 420 History of Art/Photography (3) photography major. (Special fee) An art history overview of the evolution of photogra- 494 Photography Practicum II (3) phy from its invention in the 1820’s up to contempo- Practical development of advanced photographic skills rary experimental work. beyond the objectives of regular course offerings. May be 421 History of Photography, Film and Art (3) repeated for a maximum of 3 credit hours. Prerequisite: Integration of the stylistic and technical developments PHO 394 and permission of Department Chair. in the history of photography, cinema and painting 499 Internship (3) from 1839 to the present. Emphasis upon the interrela- Practical experience within a professional setting. tionship of aesthetic movements and cross-fertilizing Prerequisites: Senior status (90+ credit hours); 2.50 infl uence of the different media. Analysis of classic overall GPA; all paperwork must be completed be- movies as representative examples from fi lm history. fore the end of the semester preceding the internship. 429 Fine Art Digital Portfolio (3) Permission of Department Chair. An exploration of digital portfolios for the fi ne art- 499 Biomedical/Forensic Internship (12) ist as an expressive visual medium through the use of Practical experience within a professional setting. For digital software. The emphasis of the course is cre- Photography majors in the Biomedical/Forensic track, ative development of a coherent body of work and a six-month internship at the Forensic Imaging Bureau how to successfully showcase it in a digital portfolio. of the Miami-Dade County Medical Examiner’s The class will cover digital media techniques as well Offi ce. Prior approval of the Department Chair, as discussions about digital artists, critical thinking, Dean, and the Director of Forensic Imaging Bureau

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is required. Prerequisites: second semester senior sta- Graduation Requirements tus (108+ credit hours); 2.50 overall GPA; in addition Credits earned in Music Major Courses are added successful completion of BIO 220 Human Anatomy, with credits earned in the General Education Require- and PHO 394 Biomedical and Forensic Practicum; all ments, General Electives, and a Minor (for B.A. paperwork must be completed before the end of the degree) to total 120 credits minimum for graduation. semester preceding the internship. Additional requirements include: students special- izing in instrument and voice must present a shared MUSIC (B.M., B.A.) recital in the junior year and a full recital in the senior year; participation in all music productions, forums, The Major in Music develops performance skills recitals and concerts is required; and a departmen- through applied lessons, directed coursework, and en- tal comprehensive examination must be successfully semble and stage experience. This is complemented completed during the fi nal semester. A minimum by studies in the Liberal Arts. Small classes promote grade of C is required in all major and minor courses. performance opportunities, leadership qualities, and musical growth. Instrumental Performance Specialization Music Majors are given professional training and 69 credits min. for B.M., musical skills with an emphasis on performance. The 39 credits min. for B.A. programs encourage individual growth, nurture lead- The Instrumental Performance Specialization empha- ership qualities, and, because of small classes, provide sizes study of a primary instrument, with the option of many and varied opportunities for the student to per- a secondary instrument: piano, brass, guitar, strings, form from the fi rst year of study through graduation. percussion, or woodwinds. Individualized attention by All prospective majors may choose to audition in the Music faculty, frequent opportunities for formal person or submit a video/audio tape including two and informal student performances and forums on and contrasting selections on their primary instrument. off campus, ensembles, and quality private applied The candidate should contact the department for audi- lessons characterize this nurturing specialization. tion times or appointments. Music Core: 27 cr. for BM and BA degrees Specializations within the Music Major MUS 109 Theory I 3 cr. MUS 110 Theory II 3 cr. Each music major may select a specialization MUS 186 Ensemble 3 cr. which refl ects the student’s interests and educational MUS 135 Applied Music 2 cr. and professional goals. Following are the Music Spe- MUS 136 Applied Music 2 cr. cializations: MUS 287 Applied Music 2 cr. — Instrumental Performance Specialization: B.M. MUS 288 Applied Music 2 cr. and B.A. degrees; study of a primary Instrument(s) MUS 327 History: Baroque and Classical 3 cr. — Voice, Opera, Musical Theatre Specialization: MUS 328 History: Romantic Music 3 cr. B.M. and B.A. degrees; study of Voice MUS 386 Ensemble 3 cr. — Sacred Music Specialization: B.M. degree; study MUS 497 Senior Seminar 1 cr. of Music and Theology Instrumental Performance Requirements: 14 cr. for BM degree, Degrees in Music 12 cr. for BA* degree The major in Music offers two degrees: MUS 335 Applied Music 2 cr. — Bachelor of Music (B.M.) 69 credit minimum: 27 MUS 338 Applied Music 2 cr. credits of the Music Core, plus a minimum of 42 MUS 386 Ensemble 4 cr. credits of combined Specialization Requirements MUS 384 Conducting I 2 cr. and Specialization Electives. MUS 487 Applied Music 2 cr. — Bachelor of Arts (B.A.) 39 credit minimum: 27 MUS 490 Applied Music 2 cr. credits of the Music Core, plus a minimum of 12 Instrumental Performance Electives: credits of Specialization requirements. minimum of 24 cr. for BM degree In addition, students interested in non-major study MUS 180 Opera Workshop 1 cr. in Music may choose: MUS 192 Performance Workshop 3 cr. — Minor in Music requiring 21 credits of MUS mu- MUS 205 Piano Sight Reading 1 cr. sic courses. MUS 211 Theory III 3 cr. MUS 212 Theory IV 3 cr. MUS 223 Piano Literature I 1 cr. MUS 309 Vocal Literature I 1 cr. MUS 302 Accompaniment 1 cr.

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MUS 329 History: Twentieth Century 3 cr. MUS 212 Theory IV 3 cr. MUS 340 Sightsinging/Eartraining 1 cr. MUS 324 Musical Theatre Styles I 3 cr. MUS 375 Piano Pedagogy 1 cr. MUS 340 Sightsinging/Eartraining 1 cr. MUS 380 Opera Workshop 1 cr. MUS 380 Opera Workshop 1-3cr. MUS 385 Conducting II 2 cr. MUS 384 Conducting I 2 cr. MUS 386 Ensemble 1- 3 cr. MUS 385 Conducting II 2 cr. MUS 392 Performance Workshop 3-9 cr. MUS 392 Performance Workshop 3-6 cr. MUS 420 Vocal Interpretation 1 cr. MUS 420 Vocal Interpretation 1 cr. MUS 422 Instrumental Interpretation 1 cr. MUS 488 Vocal Pedagogy 2 cr. MUS 488 Vocal Pedagogy 2 cr. TH 155 Acting I 3 cr. *for BA, choose 12 credits from Instrumental Perf. Require- TH 255 Acting II 3 cr. ments based upon student interest and discretion of advisor DAN 1-6 cr. *for BA, choose 12 credits from Voice, Opera, Mus. Thr. Voice, Opera and Musical Theatre Specialization Requirements based upon student interest and discretion of 69 credits min. for B.M., advisor 39 credits min. for B.A. The Voice, Opera and Musical Theatre Specializa- Sacred Music Specialization tion is designed for music students with a combined 69 credits min. for B.M. interest in voice and vocal stage performances with The Sacred Music Specialization is designed for the an emphasis on opera, art song, choral repertoire, and development of sacred music leadership skills through musical theatre. Opera and Musical Theatre scenes applied lessons, directed coursework, ensemble, and programs are performed each semester, and vocal Church/Synagogue experience while acquiring a recitals are presented on a regular basis throughout foundation in Judeo-Christian thought and practice each academic year. The Department of Fine Arts an- through biblical, history, comparative, systematic, nually produces a full opera and/or musical theatre liturgical, moral and spiritual theology. It will assist production in the University’s Broad Center for the students pursuing future graduate studies in Music, Performing Arts. In addition to voice and music core Theology, or Sacred Music; provide background for courses, recommended supplementary courses are of- students to lead their music ministry in various reli- fered in languages, acting, dance, and conducting. gious settings, and elementary and secondary schools, as well as other professional education. Music Core: 27 cr. for BM and BA degrees Music Core: 27 cr. for BM degree MUS 109 Theory I 3 cr. MUS 109 Theory I 3 cr. MUS 110 Theory II 3 cr. MUS 110 Theory II 3 cr. MUS 186 Chamber Ensemble 3 cr. MUS 186 Chamber Ensemble 3 cr. MUS 135 Applied Music 2 cr. MUS 135 Applied Music 2 cr. MUS 136 Applied Music 2 cr. MUS 136 Applied Music 2 cr. MUS 287 Applied Music 2 cr. MUS 287 Applied Music 2 cr. MUS 288 Applied Music 2 cr. MUS 288 Applied Music 2 cr. MUS 327 History: Baroque and Classical 3 cr. MUS 327 History: Baroque and Classical 3 cr. MUS 328 History: Romantic Music 3 cr. MUS 328 History: Romantic Music 3 cr. MUS 386 Chamber Ensemble 3 cr. MUS 386 Chamber Ensemble 3 cr. MUS 497 Senior Seminar 1 cr. MUS 497 Senior Seminar 1 cr. Voice, Opera, and Musical Theatre Requirements: Sacred Music Requirements: 10 cr. for BM degree 32 cr. for BM degree, MUS 350 History: Sacred Music Literature 3 cr. 12 cr. for BA* degree MUS 384 Conducting I 2 cr. MUS 192 Performance Workshop 3 cr. MUS 385 Conducting II 2 cr. MUS 335 Applied Music (voice) 2 cr. MUS 386 Chamber Ensemble 3 cr. MUS 338 Applied Music (voice) 2 cr. MUS 386 Chamber Ensemble 9 cr. Theology Co-requisites: 18 cr. for BM degree MUS 392 Performance THE 201 Theology: Faith, Beliefs and Workshop 12 cr. Traditions 3 cr. MUS 487 Applied Music (voice) 2 cr. THE 309 Old Testament and its Interpreters 3 cr. MUS 490 Applied Music (voice) 2 cr. THE 321 The New Testament as Christian Scripture 3 cr. Voice, Opera and Musical Theatre Electives: THE 344 Sacraments 3 cr. minimum of 10 credits for BM degree THE 345 Liturgy, Feasts and Devotions 3 cr. MUS 180 Opera Workshop 1 cr. THE 354 Worship in Music 3 cr. MUS 200 Diction for Singers 1 cr. MUS 211 Theory III 3 cr.

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Sacred Music Electives minimum of 14 credits 170 Brass Techniques (1) MUS 192 Performance Workshop 3 cr. Introduction to basic playing and teaching methods on MUS 211 Theory III 3 cr. brass instruments. MUS 212 Theory IV 3 cr. MUS 386 Ensemble 3 cr. 171 String Techniques (1) MUS 392 Performance Workshop 3 cr. Introduction to basic playing and teaching methods on MUS 335-487 Applied Music 2-6 cr. string instruments. 180/380 University Chorale (1) Music Minor A large choral ensemble comprised of students The Music Minor consists of 21 credits of MUS and community members. No audition required. courses. A minimum grade of C is required in all Repeatable course differentiated by A, B, C….H. courses. 186/386 Ensemble (1-3) Performing ensembles include Chamber Singers, Ensembles including Chamber Singers (audition re- University Chorale and various instrumental ensem- quired), String Ensemble, Guitar Ensemble, Piano bles. Ensemble, Woodwind Ensemble, Liturgical Ensemble, For course descriptions of the above B.M., B.A., and Percussion Ensemble. Repeatable course differ- courses, see MUS, TH, DAN, and THE. entiated by A, B, C….H. 192 Performance Workshop (3) Course Descriptions— Performance Workshop is a class designed to integrate Music Prefi x: MUS music skills acquired in choral ensembles, applied 108A Rudiments of Music (3) lessons, and music coursework, with theatre skills, Review of fundamental concepts including notation, including acting and movement, through observa- rhythm, pitch, and intervals; basic preparation for stu- tion, research, and performance practice. Repeatable dents wishing to develop music reading skill; may not course differentiated by A, B, C….H. be applied toward major. 200 Diction for Singers (1) 108B Listening to Music (3) A study of correct pronunciation for singing in Emphasis on the development of techniques for listen- English, Italian, French and German through a study ing analytically and critically; representative examples of the International Phonetic Alphabet. drawn from various musical periods. 205 Piano Sight Reading (1) 109 Theory I (3) Formal instruction in the art of sight-reading. Correlated study of the rhythmic and harmonic elements Emphasis on the development of techniques used to of music; includes ear-training and keyboard work. train the eye, hand and ear. A variety of styles will be investigated. Prerequisite: Music major or permission 110 Theory II (3) of instructor. Continued study of the elements of music; presenta- tion of harmonic practice on a historical basis; contin- 211 Theory III (3) ued work in ear-training and keyboard. Prerequisite: Advanced study of the elements of music and the har- MUS 109 monic practices of the historical periods. Prerequisite: MUS 110. 123/126 Applied Music (1 or 2) Private lessons for non-majors; one-half hour private 212 Theory IV (3) lesson, 1 credit; one hour private lesson, 2 credits; Study of twentieth century harmonic practices. may be repeated for additional credit. (Special Fee) Prerequisite: MUS 211. MUS 126 is a repeatable course differentiated by A, 223 Piano Literature I (1) B, C, D, etc. A broad overview of the standard piano literature 135, 136 Applied Music (1 or 2) from the Baroque and Classical periods. Primary First and second enrollments on a particular instrument; teaching tools will be recordings and musical scores. for Music majors and minors only. (Special Fee) The course is suited to the musician and non-musician alike. Prerequisite: none. 168 Percussion Techniques (1) Introduction to basic playing and teaching methods on 234 Piano Literature II (1) percussion instruments. A broad overview of the standard piano literature from the Romantic and Modern periods. Primary 169 Woodwind Techniques (1) teaching tools will be recordings and musical scores. Introduction to basic playing and teaching methods on The course is suited to the musician and non-musician woodwind instruments. alike. Prerequisite: none.

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287/288 Applied Music (1 or 2) demonstration and development of appropriate perfor- Third and fourth enrollments on a particular instru- mance practice. ment; for Music majors and minors only. Prerequisite: 328 History: Romantic Music (3) MUS 135/136. (Special fee) A study of the development of music from the 300 Special Topics (1-3) Romantic period (1820-1900). Emphasis will be Course content designed to fi ll specifi c needs or in- placed on the biographies of the great composers and terests. in-depth guided listening and analyses of representa- 302 Accompaniment (1) tive musical compositions. Live class performances A practical approach to the preparation of musical will also be used for purposes of demonstration and scores for collaborative piano playing with a singer, development of appropriate performance practice. instrumentalist, or chorus. A large variety of reper- 329 History: Twentieth Century Music (3) toire will be examined. Prerequisite: Piano major or A study of the development of music from the twen- permission of instructor. tieth century (1900 to the present). Emphasis will be 309 Survey of Vocal Literature I (1) placed on the biographies of the great composers and A broad overview of the standard repertoire for voice. in-depth guided listening and analyses of representa- Examination of English, French, and German art song tive compositions. Live class performances will also from the early Romantic period through the Twentieth be used for purposes of demonstration and develop- century masters of the form. Prerequisites: Music ma- ment of appropriate performance practice. jor or permission of instructor. 330 The American Musical Theatre: The Golden 310 Survey of Vocal Literature II (1) Age (3) A more in depth study of the art song through listening A course exploring the American Musical Theatre and performance. English art song, French mÈlodie, during the golden age (1930-1960) and its predeces- and German lieder are covered. Prerequisites: Music sors in the nineteenth and early twentieth centuries. major or permission of instructor. 335/338 Applied Music (1 or 2) 324 Musical Theatre Styles I (3) Fifth and sixth semesters of study on a particular instru- A course designed to trace the history of the American ment; for Music majors and minors only. Prerequisite: Musical Theatre from its origins in Minstrel Shows MUS 287/288. (Special fee). and Vaudeville to the present. Works discussed will 340 Sight Singing/Ear Training (1) include the most important shows of the genre, includ- This course is designed to cultivate the aural skills ing the musicals of Kern, Gershwin, Porter, Rodgers necessary for the developing music student. The skills and Hammerstein, Sondheim and Webber. that will be implemented include: sight singing in 325 Musical Theatre Styles II (3) various clefs, intervallic and chordal recognition, me- A broad overview of the history of opera from its in- lodic and rhythmic dictation. ception with the Florentine Camerata (circa. 1600) to 350 History of Sacred Music Literature (3) the present. The works of Monteverdi, Handel, Mozart, A historical examination of the music of the worship the bel canto composers, and the great Romantic com- service from early Gregorian and Hebrew chant, to posers, including Verdi and Wagner, are studied and compositions by Bach, Handel, and Rossi, 20th cen- compared to the modern operas of Puccini, Strauss, tury traditions as well as music in services of world Britten, Menotti, and other Twentieth century mas- religions. This course will examine theoretical mat- ters. ters, performance practice, repertoire, and technique 326 Electronic Music/MIDI (3) considered with theology to develop liturgy and wor- An introduction to the technology, tools, and soft- ship. Prerequisites: MUS 110, MUS 327, and at least ware used in the creation of digital music composi- two semesters of Applied Instruction and Chamber tion, music scoring, and computer assisted instruction. Ensemble. Prerequisite: MUS 110. (Special fee) 359 Independent Study (3) 327 History: Baroque and Classical Music (3) 375 Piano Pedagogy (1) A study of the development of music from the Baroque Investigation of resources and techniques neces- period (1600-1750) and the Classical period (1750- sary in the teaching of piano. An emphasis is placed 1820). Emphasis will be placed on the biographies of on methods most suitable to beginning piano study. the great composers and in-depth guided listening and Prerequisite: Piano major or permission of instructor. analyses of representative musical compositions. Live 384 Conducting I (2) class performances will also be used for purposes of Techniques of instrumental and choral conducting.

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385 Conducting II (2) The Theatre curricula combine history, theory and Advanced instrumental and choral conducting tech- practice while also providing opportunities to devel- niques. Prerequisite: MUS 384. op individual talents and interests. Study in Theatre 392 Performance Workshop (3) serves as an excellent preparation for professional ca- Performance workshop is a class designed to integrate reers and continued education not only in theatre but music skills acquired in choral ensembles, applied also in the fi elds of teaching, law, politics, commu- lessons, and music coursework, with theatre skills, nication, sales and management. For non-majors, the including acting and movement, through observa- Theatre program includes experience and courses in tion, research, and performance practice. Repeatable fundamental methods and content. course differentiated by A, B, C….H. Theatre Major Specializations 420 Vocal Interpretation (1) Each theatre major may select a specialization which A practical approach to preparation for recital and refl ects the student’s theatre interests and educational public performance. A one-on-one coaching with de- goals. Following are Theatre Specializations: tailed attention paid to stylistic appropriateness, prac- – Acting Specialization; B.F.A. and B.A. degrees tice strategies, techniques of interpretation, memoriza- – Technical Theatre Specialization; B.F.A. and tion and ensemble skills with the pianist. Repeatable B.A. degrees course differentiated by A, B, C….H. – Dance Theatre Production Specialization; B.F.A. 422 Instrumental Interpretation (1) and B.A. degrees A practical approach to preparation for recital and – Theatre Publicity Specialization; B.F.A. and public performance. A one-on-one coaching with de- B.A. degrees tailed attention paid to stylistic appropriateness, prac- tice strategies, techniques of interpretation, memoriza- Degrees in Theatre tion and ensemble skills with the pianist. Repeatable The major in Theatre offers two degree programs: course differentiated by A, B, C….H. – Bachelor of Fine Arts (B.F.A.), requiring 17 credits of the Theatre Core, plus a minimum of 43 476 Methods in Music Education (2) credits of specialization electives. Philosophy, curriculum, and methods pertinent to the – Bachelor of Arts (B.A.), requiring 17 credits of development of musical expressions for students in the Theatre Core, plus a minimum of 19 credits of grades K-12. Required for certifi cation in K-12. specialization electives, plus a minor. 488 Vocal Pedagogy (1) In addition, students interested in non-major study in A study of the anatomy and physiology of the voice Theatre may choose: and its function. Analysis of teaching methods and – Minor in Theatre requiring 21 credits of TH the- corrective techniques. atre courses. 487/490 Applied Music (2) This is the seventh and eighth semester of study on Graduation Requirements a particular instrument; for Music majors and minors only. Prerequisite: MUS 335/338. (Special fee) In order to fulfi ll requirements for graduation, students seeking the B.F.A. or B.A. in Theatre must 497 Senior Seminar (1) participate in mainstage productions and must complete An integrative experience, including comprehensive a Theatre comprehensive examination and integrative examinations in music theory and music history, to as- experience during their fi nal year. A minimum grade of sist the music major in preparation for graduate study C is required in all major and minor courses. or professional work. More detailed descriptions of the Theatre Specializa- tions follow: THEATRE (B.F.A., B.A.) Acting Specialization Students selecting to major or minor in Theatre will fi nd a program both diverse and practical in na- (B.F.A. 60 cr. min., B.A. 36 cr. min.) ture. The program integrates academic coursework The Acting Specialization offers courses for indi- and practical workshops with an active, professional viduals pursuing work in the theatre, musical theatre, caliber production schedule, which includes two and fi lm or television. With a foundation in both con- mainstage productions a year and a variety of student temporary acting approaches and methodologies, and projects. Scholarships are available for dedicated The- an overview of historical acting styles, this program atre majors. Students should contact the Department combines academic training with performance op- of Fine Arts for details. portunities in both Mainstage and laboratory theatre environments.

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Theatre Core: 17 cr. TH 391 Lighting Design 3 cr. TH 100 Intro to Theatre 3 cr. TH 392 Scene Design 3 cr. TH 105 Intro to Tech. Theatre 3 cr. TH 441 Contemporary Theatre 3 cr. TH 111 Technical Theatre Lab I (A, B, C...) 1 cr. TH 459 Independent Study 3 cr. TH 155 Acting I: Fundamentals 3 cr. TH 499 Internship 3 cr. TH 439 Theatre History I 3 cr. ART 101A Basic Drawing 3 cr. TH 440 Theatre History II 3 cr. ART 101B 2-D Design 3 cr. TH 497 Senior Seminar 1 cr. ART 102A Figure Drawing 3 cr. Acting Specialization Electives: ART 319 Art History I 3 cr. 43 cr. min. for B.F.A. degree, ART 320 Art History II 3 cr. 19 cr. min. for B.A. degree ART 411 20th Century Art 3 cr. TH 156 Voice and Movement 3 cr. ART 415 History of Graphic Design 3 cr. TH 180 Theatre Ensemble (A, B, C...) 1 cr. PHO 305 Computer Imaging I 3 cr. TH 255 Acting 2: Role Analysis 3 cr. TH 256 Acting 3: Scene Study 3 cr. Dance Theatre Production Specialization TH 300 Special Topics 3 cr. (B.F.A. 60 cr. min., B.A. 36 cr. min.) TH 323 Play Directing 3 cr. TH 355 Acting 4: Period Styles 3 cr. The Dance Theatre Production Specialization TH 295 Principles of Cost. & Makeup 3 cr. is designed for students with a performance inter- TH 380 Theatre Ensemble (A, B, C...) 3 cr. est in both Theater and Dance. The Dance Theatre TH 389 Critical Readings (A, B, C...) 3 cr. Production specialization electives provide a diverse TH 441 Contemporary Theatre 3 cr. selection of dance courses to better prepare students TH 455 Acting 5: Camera 3 cr. interested in a Theater Dance Production career. In ad- TH 459 Independent Study 3 cr. dition to having performance possibilities in annual TH 499 Internship 3 cr. dance concerts and involvement in University theat- DAN Elective 3 cr. rical productions, students may participate in dance MUS Elective 3 cr. workshops and student choreography. Theatre Core: 17 cr. Technical Theatre Specialization TH 100 Intro to Theatre 3 cr. (B.F.A. 60 cr. min., B.A. 36 cr. min.) TH 105 Intro to Tech. Theatre 3 cr. The Technical Theater Specialization allows TH 111 Technical Theatre Lab I (A, B, C...) 1 cr. students to combine technical elective courses in or- TH 155 Acting I: Fundamentals 3 cr. TH 439 Theatre History I 3 cr. der to concentrate on a variety of theater design and TH 440 Theatre History II 3 cr. technology areas. Through involvement in University TH 497 Senior Seminar 1 cr. productions, students can expect signifi cant hands-on production experience directly related to the theory Dance Theatre Specialization Electives: 43 cr. min. for B.F.A. degree, taught in Technical Theatre and related courses. 19 cr. min. for B.A. degree Theatre Core: 17 cr. DAN 104 Dance Appreciation 3 cr. TH 100 Intro to Theatre 3 cr. DAN 105 Ballet I 2 cr. TH 105 Intro to Tech. Theatre 3 cr. DAN 108 Theatrical Movement 1 cr. TH 111 Technical Theatre Lab I (A, B, C...) 1 cr. DAN 109 Modern Dance I 2 cr. TH 155 Acting I: Fundamentals 3 cr. DAN 110 Modern/Jazz Dance I 2 cr. TH 439 Theatre History I 3 cr. DAN 119 Latin Dance I 2 cr. TH 440 Theatre History II 3 cr. DAN 180 Repertory Ensemble (A, B, C...) 1-2cr. TH 497 Senior Seminar 3 cr. DAN 199 Special Topics in Dance 2 cr. Technical Specialization Electives: DAN 205 Ballet II 2 cr. 43 cr. min. for B.F.A. degree, DAN 209 Modern Dance II 2 cr. 19 cr. min. for B.A. degree DAN 210 Modern/Jazz Dance II 2 cr. TH 180 Theatre Ensemble (A, B, C...) 1 cr. DAN 219 Latin Dance II 2 cr. TH 185 Stagecraft 3 cr. DAN 220 Dance Composition/ TH 208 Principles of Light.& Sound 3 cr. Choreography I 2 cr. TH 211 Technical Theatre, Lab II (A, B, C...) 1 cr. DAN 300 Special Topics in Dance 2 cr. TH 295 Principals of Costume and Makeup 3 cr. DAN 305 Ballet III (A, B, C...) 2 cr. TH 300 Special Topics 3 cr. DAN 309 Modern Dance III (A, B, C...) 2 cr. TH 311 Technical Theatre DAN 310 Modern Jazz III (A, B, C...) 2 cr. Lab III (A, B, C...) 1 cr. DAN 320 Dance Composition/ TH 380 Theatre Ensemble (A, B, C...) 3 cr. Choreography II 2 cr. TH 389 Critical Readings (A, B, C...) 3 cr. DAN 325 Dances of African Diaspora 3 cr.

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DAN 380 Repertory Ensemble (A, B, C...) 1-2 cr. Course Descriptions— DAN 410 Dance Production 3 cr. DAN 429 History and Philosophy of Dance 3 cr. Theatre Prefi x: TH TH 180 Theatre Ensemble (A, B, C...) 1 cr. 100 Introduction to Theatre (3) TH 380 Theatre Ensemble (A, B, C...) 3 cr. Explores the nature and existence of theatre as a col- TH 459 Independent Study 3 cr. laborative art form: its artists, craftsmen, practices, products, traditions and historical perspectives. Theatre Publicity Specialization 105 Introduction to Technical Theater (3) (B.F.A. 60 cr. min., B.A. 36 cr. min.) A survey class examining the various technical and The Theatre Publicity Specialization combines artistic facets of a live theatrical production. studies in Theatre, Photography, Graphic Design, and 111 Technical Theatre Lab I (1) related courses. This specialization is for students Beginning technical theatre lab with focus on back- pursuing experience and involvement in theatre pro- stage operations and crew assignments. Emphasis on ductions, the photographing of actors and sets, as well practical application in actual productions. Repeatable as the creation of photo composites, brochures, play- course differentiated by A, B, C, D, etc. bills, and posters as theatre publicity. Theatre Core: 17 cr. 155 Acting I: Fundamentals I (3) TH 100 Intro to Theatre 3 cr. An eclectic, performance-oriented course designed to TH 105 Intro to Tech. Theatre 3 cr. introduce, develop and reinforce fundamental acting TH 111 Technical Theatre Lab I (A, B, C...) 1 cr. skills and techniques. TH 155 Acting I: Fundamentals 3 cr. 156 Voice & Movement (3) TH 439 Theatre History I 3 cr. A full examination of vocal production and move- TH 440 Theatre History II 3 cr. TH 497 Senior Seminar 1 cr. ment techniques for the actor. Theatre Publicity Specialization Electives: 180/380 University Theatre Ensemble (1-3) 43 cr. min. for B.F.A. degree, Involvement in a full-length play on the mainstage. 19 cr. min. for B.A. degree Admission by audition or faculty approval. Repeatable PHO 203 Basic Photography 3 cr. course differentiated by A, B, C, D, etc. PHO 303 Intermediate Photography 3 cr. 185 Stagecraft (3) PHO 305 Computer Imaging I 3 cr. PHO 401 Color Photography 3 cr. Introduction to theatre technology with emphasis on PHO 411 Lighting Techniques 3 cr. tools, materials, terminology, drafting, safety, and PHO 404 Advanced Photography 3 cr. practical application of the basic techniques for con- PHO 412 Studio Lighting 3 cr. struction of scenery and stage rigging. ART 101A Basic Drawing 3 cr. 208 Principles of Lighting & Sound (3) ART 101B 2-Dimensional Design 3 cr. Study of stage lighting and sound equipment, prac- ART 205 Graphic Design Foundations 3 cr. ART 305 Collateral Design 3 cr. tices, theories, and practical applications. Prerequisite ART 405 Design Methodology 3 cr. TH 185 TH 180 Theatre Ensemble (A, B, C...) 1 cr. 211 Technical Theatre Lab II (1) TH 380 Theatre Ensemble (A, B, C...) 3 cr. Intermediate technical theatre lab with focus on back- TH 459 Independent Study 3 cr. stage operations and crew assignments. Emphasis TH 499 Internship 3 cr. on practical application in actual productions. ADV 301 Principles of Advertising 3 cr. MKT 306 Marketing Concepts and Appl. 3 cr. Prerequisite: TH 111. Repeatable course differenti- MKT 386 Sales Promotion, Advertising 3 cr. ated by A, B, C, D, etc. 255 Acting II: Role Analysis (3) Theatre Minor Emphasis on the development and use of techniques The Theatre Minor consists of 21 credits of TH cours- for in-depth research and analysis of characters. es. A minimum grade of C is required in all courses. Prerequisite: TH 155. 256 Acting III: Scene Study (3) Dance Minor A workshop course designed to reinforce performance techniques through the performing of selected scenes. The Dance Minor consists of 21 credits of DAN cours- Prerequisite: TH 255 es. A minimum grade of C is required in all courses. 295 Principles of Costume and Makeup (3) For course descriptions of the above B.F.A., B.A., Study of sewing, fabrics, patterns and practical appli- courses, see TH, DAN, ART, PHO. cation of costume construction techniques; materials

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and techniques for stage makeup with emphasis on sical comedy and tragedy, English restoration comedy practical application. and Continental realism. Same as ENG 440. 300 Special Topics (3) 441 Contemporary Theatre (3) Advanced course designed to enrich the student’s un- A survey of theatre production in the 20th and 21st derstanding and appreciation of the theatre as an art Centuries, with selected readings. Same as ENG 441. form. This course can include but is not exclusive to 455 Acting V: Acting for the Camera (3) Stage Combat, Playwriting, or Theatre Management. On-camera workshop focusing on specifi c acting 311 Technical Theatre Lab III (1) techniques relevant to fi lm, TV and commercials. Advanced technical theatre lab with focus on back- Prerequisite: Permission of Instructor. stage operations and leadership assignments. 459 Independent Study Project (3) Emphasis on practical application in actual produc- Opportunity to showcase area of specialization, cul- tions. Prerequisites: TH 211. Repeatable course dif- minating in a studio level production or demonstration ferentiated by A, B, C, D, etc. of developed work. Faculty approval required. 323 Play Directing (3) 497 Senior Seminar (1) Investigation and execution of the classical theories, An integrative experience to assist the theatre major in traditional techniques up to the postmodern visionary preparation for graduate study or professional work. aspects of play direction. Prerequisites: TH 100, TH 155 or permission of the Instructor. 499 Internship (3-12) On-site experience in a professional theatre or with 355 Acting IV: Period Styles (3) an approved organization. Prerequisites: Senior status Advanced study of acting focusing on performance, (90+ credits) Faculty approval required. Requires a refl ecting historical periods or social cultures. minimum of 120 service hours of experience. CR/NC Prerequisite: TH 256 or permission of Instructor. grade only - Majors only. 389 Critical Readings: Topics (3) Advanced course focusing on various dramatic genres, Course Descriptions— styles, playwrights, and/or script analysis. Content to Dance Prefi x: DAN be determined. Repeatable course differentiated by A, B, C, D, etc. Please refer to the Theatre curricula in this catalog for information regarding the Dance Theatre Production 390 Costume Design (3) Specialization, and Dance Minor. Advanced course in theory and practical design tech- niques with an emphasis on challenging the student’s 104 Dance Appreciation (3) creative potential. Prerequisite: TH 295. Dance appreciation will encourage the student to de- velop in-depth observational, perceptual and cognitive 391 Lighting Design (3) understanding of dance from the respective roles of Design theories and techniques, drafting and related dancers, choreographers, and audiences relating to the paperwork for theatre and dance lighting, with empha- art of dance. The class will examine selected global sis on practical application in the form of light plots traditions in dance within a historical and cultural and production work . Prerequisites: TH 185 and TH context. Various visualizations will be used such as 208. live performances, videos, television, and fi lm. This 392 Scene Design (3) course is designed to introduce the student to a broad Theory of designing stage sets. Study of drafting and perspective of dance and its many contributions. rendering techniques needed to execute a design. 105, 205 Ballet I, II (2) Emphasis upon portfolio enhancement, theoretical Study and practice in ballet technique designed to projects and production work. Prerequisites: TH 185 improve strength, fl exibility, and an understanding of and TH 208. Theatre Majors/Minors only. ballet vocabulary. 439 Theatre History I (3) 108 Theatrical Movement (1) A history of theatre production from Aeschylus to A survey of dance forms used in stage productions. Shakespeare, with selected readings from Greek, Forms to be covered include: jazz, tap, ballet, folk, Roman, Medieval and Renaissance dramatic litera- ballroom, hip hop, line, Latin, and ethnic dances. ture. Same as ENG 439. Appropriate for Theatre, Musical Theatre, and 440 Theatre History II (3) Physical Education majors. A history of theatre production from Restoration to 109, 209, 309 Modern Dance I, II, III (2) Realism, with selected readings from French neo-clas- Beginning, Intermediate and Advanced – An objective approach to modern dance technique. The student will

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explore movement skills, basic vocabulary, and prin- 305 Ballet III (2) ciples. A development of basic principles of the dance Study and practice of intermediate-advanced level bal- form through learned dance phrases, self-expression let technique designed to further develop the student’s in improvisational structures, and discussion of dance ballet dance technique, and ballet vocabulary, as well viewing. Repeatable course differentiated by A, B, C, as providing an opportunity for dance performance D, etc. experience. Prerequisite: DAN 205. Repeatable course 110, 210, 310 Modern/Jazz I, II, III (2) differentiated by A, B, C, D, etc. Beginning, Intermediate and Advanced jazz dance 320 Dance Composition/Choreography II (2) with exploration of disco jazz, classic jazz, and char- This course is a continuation of DAN 220 with a more acter jazz dance. Repeatable course differentiated by in-depth examination of choreography which culmi- A, B, C, D, etc. nates in the creation of a dance piece. Appropriate for 119 Latin Dance I (2) Theatre, Musical Theatre, and Physical Education ma- Emphasis upon the basic steps of Latin dances origi- jors. Prerequisite: DAN 220. nating in Cuba and the Dominican Republic. These 325 Dances of the African Diaspora (3) dances include salsa, cha-cha, and merengue. Students This course is designed to explore dances with African will be challenged to place these dances in a socio- roots found in South America, the United States and cultural and geographical context, both in their coun- the Caribbean. Specifi c dances such as Gullah Ring tries of origin and the United States. Shout, Gahu, Samba and Kumina will be examined. 180, 380 Repertory Ensemble (1-2) These dances are experiences utilizing body/mind in- Barry University Dance Ensemble – A faculty direct- teraction in order to learn the classic movement vo- ed performing group formulated to enhance presen- cabulary and investigate individual development of tation skills in dance and dance theatre. Prerequisite: style. Prerequisite: any dance course. Audition. Repeatable course differentiated by A, B, C, 410 Dance Production (3) D, etc. The student will investigate various areas of dance 219 Latin Dance II (2) production through hands-on activities in marketing, An extension of Latin Dance I with an emphasis on stage crew, publicity and promotions. Students will individual style development. Students will refi ne learn all the technical skills necessary to plan and techniques in salsa, cha-cha, and merengue and how mount a successful dance production. to incorporate these and other Latin dances into their 429 History and Philosophy of Dance (3) own choreographed movement sequence. Prerequisite: This course examines the historical development of DAN 119 dance with reference to periods, social structures and 220 Dance Composition/Choreography I (2) cultural context. This course investigates the procedures and concepts of dance composition and choreography. Students will explore the practical the process of dance-making through improvisation and learned movement studies.

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DEPARTMENT OF HISTORY AND POLITICAL SCIENCE George Cvejanovich, Ph.D., Chair Faculty: Caravelis, Foreman, Mendez, Smith

HISTORY (B.A.) A total of 33 credit hours is required for the major in history. Majors must take HIS 101, 102, 201, 202, History is the study of the changing character of and 487 (which serves as the integrative experience), civilization on all levels, including the economic, po- as well as a minimum of 18 additional hours in upper litical, social, cultural, intellectual, and religious, and, biennium courses, including 9 hours of 400-level. HIS as such, provides a fundamental context for liberal arts 101-102 are prerequisites for all other required his- education. This far-ranging nature of the discipline en- tory courses. Of the upper biennium courses, at least ables History majors to pursue many careers including 3 credits must be taken in each of the U.S., European, those in law, government service, business, education, and non-western areas. Students who complete a sin- or pastoral ministry. The Barry History program of- gle major without a minor must complete 40 credit fers particular specializations in modern U.S., Latin hours in history. Graduation requirements include America, and Medieval and Modern Europe. 1) earning a minimum grade of C in all major courses; History students have opportunities to participate 2) completing HIS 487 as an integrative experience; in scholarly activities through membership in Barry and 3) passing a department-approved examination. University’s local Xi Kappa chapter of Phi Alpha Requirements for minors are 21 credit hours, in- Theta, the international honor society for history, cluding HIS 101, 102, 201, 202, and 9 hours in upper and in various history writing awards offered by the biennium courses. HIS 101-102 are prerequisites for University, including the President’s Writing Award, all other required history courses. A minimum grade presented each year during the Spring Honors Convo- of C in all minor courses is required. cation. Course Descriptions— Learning Goals and Objectives: History Prefi x: HIS The history curriculum is designed so that majors will develop an understanding of the discipline of 101, 102 Western Civilization I and II (3) (3) history, including methodology and historiography, General survey of western history examining the ori- as well as the centrality of history in the human ex- gins and development of ideas and institutions. First perience. The major area learning goals support and semester concentrates on the period from prehistory to complement the university’s mission as described in the Peace of Westphalia (1648), and second semester, the institution’s mission statement. on the modern age. Non-western history is included The study of history encourages the acquisition of as it has infl uenced western thought and activity. Co- knowledge in order to develop specifi c skills and com- requisite: ENG 111 or higher. petencies including the following: 150 The Meaning of History (3) • selection and analysis of historical information An introduction to the discipline of history using as • critical thinking a vehicle the history of the 20th century world. The • historical research skills course, through an emphasis on reading and writ- • an understanding of different philosophies of history ing skills, will explore the interrelationship of his- • analytical and persuasive writing skills torical, geographical, political, social and economic perspectives.

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199 Special Topics (1-3) such as war, authority, race, gender and economic jus- Contents to be specifi ed by the Department according tice. Political theorists covered include: Plato, Marx, to the interest and expertise of faculty members and Nietzsche, and Rawls. Prerequisite: POS 201 or HIS the specifi c needs and/or interest of the students. 202 or permission of the department chair. (same as 201, 202 U.S. People & Ideas, I & II (3) (3) POS 352) Topical survey of American history, its people and 383 History of Latin American Colonial Period ideas; fi rst semester includes the period to 1877; sec- to 1824 (3) ond semester continues from 1877 to the present. A survey of Spanish and Portuguese America from the 300 Special Topics (3-6) pre-Columbian era through the end of the colonial pe- Contents to be specifi ed by the Department according riod. Prerequisite: HIS 102 or 150. to the interest and expertise of faculty members and 384 Latin American National Period from 1824 the specifi c needs and/or interest of the students. to present (3) 308 History of Asian Civilizations (3) Overview of selected major Latin American nations Overview of selected major Asian nations with em- with emphasis on twentieth century developments phasis on twentieth century developments. (i.e., revolutions, nationalism). Prerequisite: HIS 102 Prerequisite: HIS 102 or 150. or 150. 315 History of Florida (3) 388 History of the Caribbean (3) A survey history course of Florida from pre-history to Survey of the history of the main island nations of the the present. The relationship between South Florida Caribbean; emphasis on their historical, cultural, and and the rest of the state is emphasized during the more political dependency on colonial powers. Prerequisite: contemporary period. HIS 102 or 150. 335 Modern Russia (3) 389 U.S. History from the Gilded Age to World Survey of the historical evolution of Russia with em- War II (3) phasis on the imperial and soviet periods (since the A political, economic, intellectual, cultural, and diplo- 1400s), including the development of revolutionary, matic history of the United States from 1890-1945. economic, military, political, and social institutions. Prerequisite: HIS 102, 202 or 150. Prerequisite: HIS 102 or 150. 390 U.S. History Since 1945 (3) 339 Germany Since 1871 (3) A study of the effects of the cold war on the diploma- A survey of German history focusing on nationalism cy, domestic politics, and culture of the United States. and the political, cultural, economic, and social devel- Topics include the development of the cold war, opments since becoming a nation. Prerequisite: HIS McCarthyism, Civil Rights Movement, the Korean 102 or 150. and Vietnam Wars, cultural changes in the 1960s, Watergate, and the end of the cold war. Prerequisite: 344 Europe in the Nineteenth Century (3) HIS 102, 202 or 150. The political, economic and intellectual developments of modern Europe from 1815 to 1914, including in- 403 American Diplomatic I to 1890 (3) dustrial society, revolution and reaction, national- Foundation of American diplomacy; Monroe Doctrine; ist movements, imperialism, cultural and scientifi c foreign wars and diplomacy of America’s Civil War. achievements, and the background to the First World Prerequisite: HIS 201. War. Prerequisite: HIS 102 or 150. 404 American Diplomatic II 1890 to present (3) 345 Europe in the Twentieth Century (3) Signifi cant topics in diplomatic history; including the Contemporary Europe with a concentration on the emergence of the U.S. as a world power; the cold war; decline of Europe since the First World War, the rise decision-making in the Department of State; and the of totalitarian movements, the Great Depression, the role of interest groups in foreign policy. (same as POS Second World War, postwar recovery, and the “new 404) Prerequisite: HIS 202 or POS 201. Europe” of the European Community. Prerequisite: 432 Modern English History (3) HIS 102 or 150. Political, social, economic and intellectual history 352 Politics and Music (3) of England from the Tudor dynasty to contemporary Examines the relationship between politics and mu- times. Included are religious, political and industrial sic by focusing on the lyrics of popular songs from revolutions, the British Empire, reform movements, the colonial period to date. The political activities world wars, and Thatcherism. Prerequisite: HIS 102 of major popular music artists will be considered as or 150. well as songs that focus on specifi c political problems

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437 European Diplomatic Since 1815 (3) POLITICAL SCIENCE (B.S.) This course will examine the diplomatic processes developed and employed by the Great Powers in the The study of political science explores the nature nineteenth century, including the establishment of a of politics, including its purposes, limitations, and diplomatic corps, the “balance of power” idea, the signifi cance in human life; it promotes an understand- Concert of Europe, and the “new imperialism.” The ing of American politics and government; it analyzes second half of the course will study the breakdown and seeks comprehension of international politics of this system and the effect of two world wars on and organizations; and develops a capacity for intel- European hegemony. Prerequisite: HIS 102 or 150. ligent evaluations of public policies and a sensitive 449 Race, Gender, and Class in awareness of opposing points of view in the political Latin America (3) confl icts of our time. An historical study of the colonial legacy in Latin The Bachelor of Science degree in Political Sci- America and its implications in the national period ence prepares students for careers in a wide choice of of the society of castes which refl ected racial, gender, fi elds, including the practice of law, various types of and social perspectives. Prerequisite: HIS 102 or 150. government service, the business world, and teaching on the secondary level. Students are also well pre- 454 America in the 1960s (3) pared to enter graduate study in the fi eld of political A topical study of the history of the United States science. in the 1960s. The Civil Rights Movement, antiwar movement, student movement, women’s movement, Learning Goals and Objectives: the Vietnam War, and the presidencies of Kennedy, Johnson and Nixon will be the focus of the course. Learning goals in political science support and Prerequisite: HIS 150 or 202. complement the university’s mission as described in the institution’s mission statement. The major encour- 456 African American History Since ages the acquisition of knowledge in order to develop Reconstruction (3) specifi c skills and competencies including the follow- A political, social, cultural and economic history of ing: African Americans since 1877. Focuses on segrega- • selection and analysis of information in the disci- tion, civil rights, the family, northern migration, and pline cultural contributions. Prerequisite: HIS 150 or 202. • understanding of the universality of politics in the 359, 459 Independent Study (3-12) (3-12) human experience Opportunity for extensive research in an histori- • critical thinking cal area of special interest to the student. Dean and • research methodology Department Chair approval required. • an understanding of political theory 487 Seminar (3-6) • analytical and persuasive writing skills For senior history majors, integration of distribution Requirements for a major in political science are requirements and history courses, with a focus on a 33 credits including POS 201, 209, 311, 325, 425-426, particular historical issue or problem. Emphasis on in- and 487. Majors must complete POS 201 before taking tensive research and effective writing skills. Required upper level required courses. Students who complete a of all History majors. Same as POS 487. single major without a minor must complete 40 credit hours in political science. 499 Internship (3-12) Graduation requirements include: 1) earning a Practical experience within a professional setting. minimum grade of C in all major and minor courses, Prerequisites: Senior status (90+ credit hours); 2.5 2) completing POS 487, Senior Seminar, as an in- overall G.P.A.; all paperwork must be completed tegrating, capstone experience, and 3) successfully before the end of the semester preceding the intern- completing a departmental examination at the end of ship. Prior approval of Department Chair and Dean the program. required. Requirements for minors are 21 credits, including POS 201, 209 or 325, and 425 or 426. Minors must complete POS 201 and 209 before taking upper level required courses. A minimum grade of C in all minor courses is required.

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Course Descriptions— 311 Scope and Methods in Political Science (3) Political Science Prefi x: POS Analysis of the issues and problems within Political Science and its various sub-disciplines. Review of 199 Special Topics (1-3) the research techniques and methodologies of the Contents to be specifi ed by the Department according discipline. Required of all Political Science majors. to the interest and expertise of faculty members and Recommended as a fi rst 300-level course and an in- the specifi c needs and/or interest of the students. troduction to upper-level coursework. Prerequisite: 201 American Government (3) POS 201. National Government and its structure; administrative 325 International Relations (3) and political practices of the central agencies of au- Analysis of relations among subnational, national, thority in the United States. Co-requisite: ENG 111 and supranational actors in the international system; or higher. foreign policy formation; quest for peace and security 202 State and Local Government (3) in a shrinking world. Prerequisite: POS 201. Role of states in our federal system as well as inter- 352 Politics and Music (3) relationships among them; analysis of patterns of leg- Examines the relationship between politics and mu- islative and executive process on the state level; par- sic by focusing on the lyrics of popular songs from ticular attention will be devoted to these processes in the colonial period to date. The political activities Florida. Prerequisite: POS 201. of major popular music artists will be considered as 207 The American Courts (3) well as songs that focus on specifi c political problems Analysis of the judiciary at the state and federal levels such as war, authority, race, gender and economic jus- and of the role of courts in criminal, civil and constitu- tice. Political theorists covered include: Plato, Marx, tional/political matters. Contemporary legal and con- Nietzsche, and Rawls. Prerequisite: POS 201 or HIS stitutional issues in their historical context. Students 202 or permission of the department chair. (same as interested in POS 308 should take this course. HIS 352) Prerequisite: POS 201. 395 International Organizations (3) 209 Comparative Government and Politics (3) Study of the structure and functions of international Analysis of governments and administrations, par- organizations as well as their importance in the inter- ties, policy formation and political regimes in west- national arena; special attention will be devoted to the ern European democracies, in military/bureaucratic role of the United Nations and the European economic systems, in dictatorships and in developing countries. community. Prerequisite: POS 325. Historical background to various regimes, compari- 396 Latin American Politics (3) son of policy-making process across national lines. Detailed analysis of government and politics in select Prerequisite: POS 201. Latin American countries. Special attention will be 300 Special Topics (3) devoted to authoritarian as well as revolutionary re- Content to be determined by the Department accord- gimes. Prerequisite: POS 201. ing to the faculty and specifi c needs and/or interests 404 American Diplomatic II 1890 to present (3) of the students. Signifi cant topics in diplomatic history; including the 305 The Presidency (3) emergence of the U.S. as a world power; the cold war; The study of the development of the offi ce of the decision-making in the Department of State; and the President of the U.S. with emphasis on twentieth-cen- role of interest groups in foreign policy. Prerequisite: tury incumbents. Prerequisite: POS 201. POS 201 or HIS 202. (same as HIS 404) 306 The Congress (3) 406 Political Economy of Development (3) Based upon an overview of the rule-making process; Analysis of the process of political and economic analysis of the organization of U.S. Congress with development. Topics include modernization, indus- particular attention to the role of Congress within this trialization, the new international economic order, political system and the centrality of committees in the role of the state and military and ethical issues of the law-making process. Prerequisite: POS 201. development. Prerequisites: ECO 201, ECO 202 and departmental approval. Prerequisite: POS 201. Same 308 Constitutional Law (3) as ECO 406. Use of the case method approach, focus on the de- velopment of constitutional law starting with judicial 415 American Political Institutions: Legacy of review and ending with privacy. An emphasis will be the Framers (03) placed on the civil rights revolution of the Warren This course will analyze the evolution of the three Court. Prerequisite: POS 207. Prerequisite: POS 201. branches (Executive, Legislative, Judicial) of the

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American national government from the framers to INTERNATIONAL STUDIES (B.A.) the present. Special attention will be given to the cur- rent relevance of the insights found in the Federalist International Studies is an interdisciplinary major papers. Prerequisite: POS 201. for students interested in global political, social, cul- 425 Political Theory I (3) tural, and economic affairs. Inquiry into various views of the nature of humanity The major has social science, business, and cul- and of civil and political society, with emphasis on tural components with specifi c learning objectives. political thought in the ancient and medieval world. The social science component emphasizes: Reading and analysis of texts in political theory • the study of international relations; from the classical era to the end of the Middle Ages. • the study of comparative government and his- Prerequisite: POS 201. tory The business component provides: 426 Political Theory II (3) • a knowledge of basic business skills; Inquiry into humanity and civil/political society in • an understanding of international business the modern world, with emphasis on the reading and forces. analysis of major political theories and philosophies The cultural component provides: of the period since the Renaissance and Reformation • a greater understanding of other societies and eras. Contemporary political theories. Prerequisite: cultures. POS 201. The minimum grade of C is required in all major 429 Public Policy and Administration (3) courses. Students should choose a regional track (e.g., Analysis of the policy-making process, with use of Latin America) within the major. The advisor’s ap- the case method to study the formation of policy. proval is needed when choosing an elective within the Implementation of policy through the organization major. and management of policy at various levels of govern- The social science component will include HIS ment. Survey of theories of administrative organiza- 150 and 9 credits of HIS electives; POS 201 and 325, tion and management. Prerequisite: POS 201. and 9 credits of POS electives. The business component will include BUS 181; 440 Disempowered Voices (3) ECO 201-202; 6 credits of ECO 300, 351, 406, or 326; An advanced course dealing with narratives of the BUS 366; MGT 305; and MGT 336. disempowered, including women, Native Americans The cultural component will include THE 303; and African Americans, within the context of Identity SOC 200; GEO 301; and 12 credits of a foreign lan- Politics. This course seeks to locate, utilizing differ- guage. ent narrative perspectives, the fundamental shifts in The remaining requirements will include ENG consciousness that give rise to a politics of identity as 111-210; MAT 108, 152; PHI 220 and 3 PHI credits; well as political action. Shifts from an imposed, nega- CS 180; SPE 101 or COM 104; 3 credits in fi ne arts, 3 tively constructed identity to a political asserted one HUM credits, THE 201; PSY 281, and a science with will be analyzed as well as the logic of such identities. a lab. Prerequisite: POS 201. In their remaining coursework, students are en- 487 Senior Seminar (3) couraged to strengthen a component of the major. For senior political science majors, integration of dis- The integrative experience will consist of HIS/POS tribution requirements and political science courses, 487, an internship, or a study abroad experience. with a focus on a particular political issue or problem. Emphasis on intensive research and effective writing skills. Required of all Political Science majors. Same as HIS 487. 499 Internship (3-12) Practical experience within a professional setting. Prerequisites: Senior status (90+ credit hours); 2.50 overall GPA; all paperwork must be completed before the end of the semester preceding the internship. Prior approval of Department Chair and Dean required. 359,459 Independent Study (3-12) Opportunity for extensive research in an area of spe- cial interest to the student. Department Chair and Dean approval required.

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PRE-LAW (B.A.) The balance of the credit hours completing the 120-credit-hour course of study is to be chosen from Pre-Law is an interdisciplinary major represent- electives to strengthen each component of the major ing a variety of disciplines. Although the Pre-Law with ENG 312 and 410 recommended as needed and major does not rule out pre-law preparation through with SOC 370 especially recommended. the pursuit of traditional single discipline majors, it The minimum grade of C is required in all courses offers preparation for entry into any law school. The in the major. Students must complete an integrative Pre-Law major specifi cally aims for breadth of knowl- experience which consists of HIS/POS 487. edge and considers its interdisciplinary components an excellent preparation for students to perform suc- Social Science Minor cessfully in law school. The social science minor is designed to provide Specifi c learning objectives in the Pre-Law major history and political science students the opportunity include: to broaden their understanding of the world through – the learning objectives for the distribution the other social sciences. Students completing this 30 requirements as outlined in the university’s gen- credit hour minor must take six credit hours in United eral “Academic Information” section States history and 24 from the following areas speci- – exposure to themes central to the fi eld of law, fi ed below: with analysis of their philosophical background and implications. Themes emphasized include Western Civilization or European history epistemology, politics, and argument analysis Asian or Latin American History – specifi c subject-matter acquisition in the areas Economics of history and political science which includes United States Federal Government a general emphasis on the Western tradition of Geography law in the context of the United States Psychology or Sociology – understanding of general economic theory and the relationship of law and business in Western Peace Studies Minor societies In the May 1983 pastoral letter, “The Challenge of – acquisition and analysis of rhetorical skills Peace: God’s Promise and Our Response,” the Ameri- Students will include the following courses as part can bishops wrote: of the general education requirements in the following We urge universities, particularly Catholic univer- areas: sities in our country to develop programs for rigorous, Oral and Written Communication—ENG 111, interdisciplinary research, education and training di- 210; SPE 101 or COM 104 elective rected toward peacemaking expertise. Theology and Philosophy—PHI 220 and 3 PHI As a response to this mandate, the College of Arts credits; THE 201 and 3 THE elective credit and Sciences offers an interdisciplinary minor in Peace hours Studies. The minor requires a minimum of 21 credits Humanities and Fine Arts—6 elective credit which must include POS 325 and either PHI 321 or hours THE 327. The courses should be chosen from those Mathematics and Science—MAT 152; CS 180 listed below or from relevant special topics courses. or higher; Lab Science elective POS 325 International Relations Social Sciences—HIS 150, POS 201, PSY 281, POS 395 International Organizations SOC 200 PHI 292 Ethics Foreign Language—3 credit hours PHI 321 Philosophy of Peace and War PHI 355 Philosophy of Politics Students will include the following courses as part THE 312 Freedom and Virtue of the 48-credit major requirements in the fi ve indi- THE 438 Catholic Social Teaching cated component areas: THE 327 Theology of Peace and Justice Philosophy (12 credit hours)—PHI 304, 308, HIS 404 American Diplomatic History: 1890 to 310, 355 Present Political Science (12 credit hours)—POS 207, The minimum grade of C is required in all courses. 308, 425-426 History (9 credit hours)—HIS 201, 202, 432 Business (12 credit hours)—BUS 181, 339, ECO 201, 202 English (minimum 3 credit hours)—ENG 406 Integrative Experience—HIS/POS 487

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NON-DEGREE PROGRAM 307 Physical Geography (3) Holistic approach to people in nature; climatic, physi- GEOGRAPHY cal, biochemical, economic, and political infl uences upon the ecological structure of the Earth; Earth re- Course Descriptions— sources and conservation. Geography Prefi x: GEO 308 United States Geography (3) Survey of physical, cultural, and economic relation- 300 Special Topics (3-12) ships in the contemporary setting of the United States. Content to be determined by the Department accord- Focus on the complex mosaic of people and places ing to the faculty and specifi c needs, and/or interest of that make up the United States. the students. 320 Geography of Disasters (3) 301 World Environments, People and Places (3) A geographical survey of natural and human induced Survey of physical, economic, political and social sys- disasters. Particular attention is given to environmen- tems that give unique character to the world regions. tal consequences and cause and effect relationships Focus on how the world has become more interdepen- between nature and humans. This course offers a dent as complex contemporary problems shape our broad overview of why various natural and manmade globe. hazards, and hence various disasters, which occur on 303 Geography of Europe (3) Earth do so in particular geographical regions by in- Europe with an emphasis on the culture, economy, vestigating the spatial dimensions of their underlying history, and political entities on a regional basis; hu- causes and impacts. man adaptation and development in relation to their 346 Geography Politics and Power (3) physical environment, and the infl uence of environ- An exploration of the interaction between geography ment upon humanity and its activities. and politics at the world level. The origin and func- 305 Latin American Geography (3) tion of nations will be examined. Focus on interdepen- Latin America with an emphasis on cultures, econo- dence and globalization. my, history, and political entities on a regional basis; 359 Independent Study (3) focus on human adaptation and development in rela- Opportunity for extensive research in an area of spe- tion to their physical environment and the infl uence of cial interest to the student. Department Chair and environment upon humanity and its activities. Dean approval required.

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DEPARTMENT OF MATHEMATICS AND COMPUTER SCIENCE Chakib Chraibi, Ph.D., Chair Faculty: Del Rio, Franco, Haralambides, Jimenez, Mac Dowall, Marinas, Markov, Morales, Pan, Segami, Singh, Suarez, Villemure, Zuniga.

MATHEMATICAL SCIENCES (B.S.) The Department offers three areas of concentration within the major: The Department of Mathematics and Computer • General Mathematics Science at Barry offers a variety of courses and edu- • Statistics/Actuarial Science cational experiences within the mathematical sciences • Computational and Applied Mathematics which are required by many fi elds of study. Placement Students interested in the fi elds of Bioinformatics for new students in mathematics courses is determined or Biomathematics are encouraged to take appropri- by SAT scores. If SAT scores are not available and the ate courses in Biology, Biochemistry, Chemistry, student’s intended program requires a mathematics Computer Science, Genetics, Physical Sciences and course, diagnostic testing is done at the time of fi rst Mathematics with the approval of a Departmental enrollment prior to registration. advisor. Major in Mathematical Sciences LEARNING OBJECTIVES The Department offers the degree of Bachelor of Science in Mathematical Sciences as well as a mi- Mathematics can be looked upon as an abstract sci- nor. The courses for the major cover the main areas ence, as a practical tool, as an expression of culture. of algebra, analysis, probability, statistics, numerical It has roots in human history and has always been an analysis and topology. Co-requisites in physics and important element of any civilization. Mathematics computer science are also required. can be considered a creative expression of races and A major in the Mathematical Sciences is intended peoples, endowed with beauty and proportion. The for students who wish to build a strong foundation history of mathematics helps to provide a good insight for careers in mathematics. These include teaching, into human culture. In the modern world, mathemat- computer-related areas, engineering, and actuarial ics and its applications have become an all-pervading sciences, among others. The B.S. in Mathematical feature that cuts across continents and cultures. Sciences also prepares students who wish to pursue Courses in mathematics help students develop their further study in the mathematical sciences at the grad- potential in the areas of problem-solving, abstract uate level for math-related jobs that exist in college thinking and applications, addressing the needs of teaching, research, industry, insurance companies, and future professionals. Mathematics is needed to under- government agencies such as the U.S. Census Bureau, stand the inventions of modern technology, including Department of Energy, Department of Defense, etc. computers and the communications media. Math- Mathematics courses towards a Bachelor of Sci- ematics helps students understand the intricacies of ence in Mathematical Sciences are divided into two the fi nancial world, the analysis of economic systems, categories: core courses and electives. A grade of C prediction of weather patterns, biological growth, or better is required in all courses towards the major control of epidemics, the analysis of psychological including the corequisites. Each student is assigned a and social phenomena and the dynamics of economic faculty advisor, who will offer assistance in design- systems. ing an appropriate curriculum and in the selection of courses each semester.

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Students will achieve some or all of the following b) Eight credits in computer science: CS-231 and learning objectives of mathematics courses: CS-232 or CS-211 and CS-212 (16 credits). 1. Acquisition of skills in numerical and symbolic Electives: at least four upper division courses accord- manipulation, with application to everyday life ing to the desired specialization. and to the professions. 2. Application of logical thinking and quantitative 1. Specialization in General Mathematics reasoning to problem-solving in various set- Suggested electives: MAT 310, 311, 331, 356, tings. 416, 441, 451, 452 and 462. 3. An increased understanding of biological, geo- 2. Specialization in Statistics-Actuarial Science graphical, economic, psychological and social Suggested electives: MAT 230, 330, 356, 451, 452 quantitative measurements. and 487. 4. An appreciation of mathematics as a beautiful For students interested in Actuarial Science, it is and creative human endeavor. recommended that as part of the general electives they take the following courses (15 credits): For the mathematical sciences major, the courses ACC-201 Financial Accounting I 3 provide academic and professional training, which in- ECO-201 Introductory Macroeconomics 3 cludes the development of analytical skills, as well as ECO-202 Introductory Microeconomics 3 competency in various branches of sciences, with an FIN-319 Managerial Finance 3 understanding of their interrelations and application, FIN-419 Financial Policy and Strategy 3 the various branches of mathematics and their inter- 3. Specialization in Computational Mathematics connections and applications. Suggested electives: MAT 254, 440, 451, 456, 487 All students in Mathematical Sciences are strongly and CS 331, 431 and 478. urged to develop profi ciency in the use of computers and in computer programming languages. A capstone Mathematical Sciences Minor: A minor in Math- course, an integrative experience, and a community ematical Sciences consists of at least 20 credits in service component are required before the end of the approved courses, and must include MAT 211, MAT program. 212, either MAT 213 or MAT 253 and at least one Majors are encouraged to take courses in other ar- 300-level course. eas such as accounting, biology, business, chemistry, communication, computer science, economics, educa- Departmental Requirements tion, management and physics, among other fi elds, in a) Integrative Experience: During the junior or order to enhance their professional background and be senior year students must satisfactorily complete knowledgeable about applications of mathematics in an integrative experience as a prerequisite for other areas. graduation. The integrative experience may be the Departmental Area Test, taken in the senior year. Acceptance into the major Students specializing in Actuarial Science may use In order to be provisionally accepted as a Math- the fi rst and second parts of the Actuarial Exam as ematical Sciences major, a student must meet the their integrative experience. following criteria: The goals of the integrative experience are: a) 970 SAT or 20 ACT scores, with at least 500 in • to demonstrate adequate skills in problem- the SAT math section solving and communication, b) At least 2.7 GPA from high school or college • to show a good level of achievement in the c) At least 4 units of H.S. mathematics in algebra, use of graphing calculators and mathemati- geometry and trigonometry. cal computer software; A student will be fully accepted as a major in • to be able to apply logical reasoning to the Mathematical Sciences after successful completion proof of mathematical results, and with a grade of C or above in MAT 211 (Calculus I) • to demonstrate a comprehensive view of and MAT 253 (Discrete Mathematics I). the mathematical sciences, relating various branches of mathematics among themselves and with applications. Academic requirements for the major b) Community service: In order to provide the Core courses: MAT-211, 212, 213, 253, 314 and 332 student with hands-on experience of the teach- (21 credits). ing-learning process, develop the student’s own Co-requisites: attitude and potential as a communicator of knowl- a) Eight credits in physics: PHY-211 and PHY- edge, and serve the community in the spirit of 212 or PHY-201 and PHY-202. Barry’s mission statement, each student is encour-

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aged to perform community service at least during 095 Preparatory Mathematics III (3) one semester. For example, a minimum of 30 hours (formerly MAT 100C) of supervised tutoring in the Department or in the Basic properties of real and complex numbers, equa- Learning Center or at some local school will satisfy tions and inequalities, coordinates and graphs, equa- the community service component of the program. tions, graphs of lines, and systems of equations. The Students are encouraged to become members of a course prepares science majors to take Precalculus professional society such as ACM, AMS, IEEE, courses, but does not fulfi ll distribution or degree re- NCTM, or MAA, which provide opportunities for quirements. CR/NC option available. Placement in community service. this course is by appropriate score on the math SAT c) Capstone course: Some courses help the stu- or ACT test. dents integrate mathematics within the historical, 097 Pre-College Mathematics Review (6) philosophical, social and creative dimensions of A review of high school mathematics required for general culture. Any 400 level course such as college level work. Topics include sets, real numbers, MAT 462 (Number Theory), MAT 471 (History equations, and inequalities, polynomials, rational ex- of Mathematics) or MAT 487 (Undergraduate pressions, exponents and radicals, quadratic equations Seminar) is designated as a departmental capstone and inequalities, coordinate geometry, systems of lin- courses. ear equations and inequalities. This course does not d) Gordon Rule: Any MAT course numbered 107 or satisfy distribution or degree requirements. CR/NC above fulfi lls the State of Florida Gordon Rule. option available. Placement in this course is by ap- propriate math SAT or ACT score or by a skills as- Course Descriptions— sessment. Prefi x: MAT 107 General Education Mathematics (3) Note: Exceptions to any prerequisite must be made (formerly MAT 101) by the Department Chair. Nature and application of mathematics for liberal arts 090 Pre-Entry Math (3) students. Topics selected from algebra, geometry, log- This course prepares a student to take MAT 091 or ic, numeration systems, probability, and statistics, as MAT 093. A variety of individualized strategies are required by the State of Florida CLAST examination. used, including computer-aided instruction, and one- Prerequisite: MAT 091 or appropriate math SAT or on-one tutoring. The course does not fulfi ll distribu- ACT score or by a skills assessment. tion or degree requirements. CR/NC option only. 108 Precalculus Mathematics for Business (3) Placement in this course is by appropriate score on the Equations and inequalities; systems of equations and math SAT or ACT test. inequalities; exponential and logarithmic functions 091 Preparatory Mathematics I (3) and their graphs; vectors, matrices, linear program- (formerly MAT 100A) ming. Prerequisite: MAT 093 or appropriate math Introduction to algebra; polynomials, factoring, solv- SAT or ACT score. ing linear and quadratic equations. Emphasis on prob- 109 Precalculus Mathematics I (3) lem solving skills. The course prepares students for Functions and their graphs; polynomial, algebraic, ex- MAT 107, 152 or 201 and does not fulfi ll distribu- ponential, and logarithmic functions, roots of algebraic tion or degree requirements. CR/NC option available. equations, conic sections, systems of linear equations, Placement in this course is by appropriate score on the nonlinear equations and inequalities. Prerequisite: two math SAT or ACT test or by a skills assessment. years of high school algebra, geometry and MAT 095 093 Preparatory Mathematics II (3) or appropriate math SAT or ACT score. (formerly MAT 100B) 110 Precalculus Mathematics II (3) Graphs, systems of linear equations, inequalities, frac- Trigonometric functions of angles and of real num- tional and radical expressions, fractional, radical and bers, trigonometric identities and equations, polar co- quadratic equations; emphasis on problem solving ordinates. Prerequisite: MAT 109 with a grade of C or skills. This course prepares students for MAT 095 or above, or appropriate math SAT or ACT score. MAT 108 or MAT 152 and does not fulfi ll distribu- 120 Mathematics and Art (3) tion or degree requirements. CR/NC option available. An analysis of the interplay between mathematics and Placement in the course is by appropriate score on the art. Emphasis will be made on the discovery and anal- math SAT or ACT test or by a skills assessment. ysis of numerical relations, geometric patterns, and algebraic structures. This is a mathematics course that draws its content from an analysis of art throughout

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key periods of history and the present. Prerequisites: 212 Calculus II (4) At least two semesters of high school algebra or one Advanced techniques of differentiation and inte- semester of high school geometry or college-level gration; polar coordinates, sequences and series. mathematics. Prerequisite: MAT 211 with a grade of C or above. 152 Elementary Probability and Statistics (3) 213 Calculus III (4) Sampling, tables and graphs, elementary probability, Multivariable calculus; functions of several variables; special discrete and continuous random variables, partial derivatives; multiple integration; theorems of linear correlation and regression, contingency tables, Green, Gauss and Stokes; introduction to linear differ- hypothesis testing. Prerequisite: MAT 091 or 093 or ential equations. Prerequisite: MAT 212 with a grade satisfactory math SAT or ACT score. of C or above. 201 Fundamentals of Mathematics I (3) 230 Statistical Methods I (3) Introduction to problem solving, exploration of pat- Introduction to the description and analysis of data. terns; functions; numeration systems, whole numbers Exploratory graphical methods. Data summarization and operations; integers and operations, integer ex- methods. Probability, sampling, expectation. Statistical ponents; divisibility, prime and composite numbers, inference for means and proportions. Statistical soft- greatest common divisor, least common multiple, ware will be widely used. Prerequisites: MAT 110 or modular arithmetic; rational numbers and operations; 152 or equivalent. proportional reasoning. Emphasis on problem solv- 240 History and Philosophy of Science (3) ing. Prerequisite: MAT 091 or appropriate math SAT The course examines scientifi c and mathematical or ACT scores; education majors only. thought from an historical and philosophical perspec- 202 Fundamentals of Mathematics II (3) tive. The connection among the disciplines of physics, Logic, sets, set operations; decimals and operations, mathematics, and chemistry will be highlighted. The real numbers; Pythagorean Theorem; equations, development of scientifi c thought throughout history Cartesian coordinate system, equation of a line, per- will be studied and paradigm shifts will be empha- cent, interest; introduction to probability and statistics. sized. (Honors Option) Emphasis on problem solving. Prerequisite: MAT 201 252 Statistics with Applications I with a grade of C or above; education majors only. Continuation of MAT 152. Hypothesis testing, regres- 203 Geometry for Teachers (3) sion and correlation, chi-square and F distributions, Informal plane and space geometry; measurements, nonparametric statistics. Emphasis on applications to perimeter, area, volume; metric system; congruence, social and behavioral sciences. Prerequisite: MAT 152 similarity, constructions; translations, rotations, re- or equivalent. fl ections, symmetries, tessellations; use of appropriate 253 Discrete Mathematics I (3) software. Emphasis on problem solving. Prerequisite: Sets, counting, methods of proof. Logic. Relations, MAT 202 with a grade of C or above; education ma- types of relations, functions, types of functions. jors only. Recursive functions. Prerequisite: MAT 110. 210 Calculus with Applications (3) 254 Discrete Mathematics II (3) Applications of calculus to business, social and be- Systems of linear equations, matrices, matrix opera- havioral sciences. Limits of functions, derivative as tions. Graphs, lattices, Boolean algebras, regular ex- the rate of change, marginal cost, marginal revenue. pressions, fi nite state automata. Decidability, formal Curve sketching, maximization and optimization, languages and grammars. Computational complexity. elasticity. Integration, density function, consumers Prerequisite: MAT 253. and producers surplus, annuities, exponential and lo- gistic growth. Not acceptable for the Mathematics or 300 Special Topics (3) Computer Science major. Prerequisite: MAT 108 or Contents to be determined each semester by the appropriate math SAT or ACT score. Department to meet needs of the program and/or of the students. Prerequisite: Departmental approval. 211 Calculus I (4) Limits of functions and approximation; differentiation 310 Advanced Calculus I (3) and integration of elementary functions; maxima and Functions, sequences, limits. Continuity, uniform con- minima applications. Prerequisite: MAT 110 with a tinuity. Differentiation. Series, Uniform convergence. grade of C or above, or appropriate math SAT or ACT Prerequisite: MAT 213. score.

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311 Advanced Calculus II (3) 415 Introduction to Real Analysis (3) Continuation of MAT 310. Riemann-Stieltjes integral; The real numbers, real functions. Measure theory. The functions of several variables, partial differentiation; Lebesgue integral. Prerequisite: MAT 311. multiple integrals. Prerequisite: MAT 310. 416 Introduction to Complex Analysis (3) 314 Differential Equations (3) Analytic functions, Cauchy-Riemann conditions. Linear differential equations; systems of differential Complex integration, Cauchy’s theorem and integral equations; solutions by series and by numerical meth- formula. Power series, Laurent series. Calculus of ods; applications. Prerequisite: MAT 212. residues and applications. Prerequisite: MAT 213. 321 Topics in Geometry (3) 440 Mathematical Modeling (3) Geometric shapes and measurement: primitive areas Basic training in the development of mathematical and volumes. Properties of lines and triangles: proper- models for real-world phenomena using probability, ties of incidence and parallelism, similarity and con- statistics and differential equations. Prerequisites: CS- gruence of triangles. Circles: central and inscribed 232, MAT-314. angles, chords, secants and tangents. Transformation 441 Introduction to Topology (3) Geometry: geometric transformations, translations, Axiom of choice, topological spaces, metric spaces. refl ections, rotations and related groups. Prerequisites: Compactness, connectedness. Separation properties, MAT 211 and MAT 253. quotient spaces. Compactifi cation. Prerequisite: MAT 330 Statistical Methods II (3) 213. Continuation of MAT-230. Statistical inference, anal- 451 Probability Theory (3) ysis of variance, correlation and regression analysis, Probability spaces, distribution functions, central limit categorical data, design of experiments. Statistical theorem, conditional probability. Prerequisites: MAT software will be widely used. Prerequisite: MAT 230. 213. 331 Algebraic Structures (3) 452 Mathematical Statistics (3) Groups, Lagrange’s theorem, homomorphisms. Rings, Sampling theory, statistical inference, hypothesis test- integral domains, fi eld of quotients, polynomial rings, ing. Prerequisite: MAT 451. unique factorization domains. Fields and fi nite fi eld extensions. Prerequisites: MAT 332 or MAT 462 ac- 456 Numerical Analysis (3) ceptable, but both preferred. A survey of numerical and computational methods for solving algebraic problems. Zero location, maxima 332 Linear Algebra (3) and minima, Newton’s methods, vector and matrix Systems of linear equations, matrices, vector spaces, operations, characteristic value problem, numeri- linear transformations, determinants. Quadratic forms, cal approximation to differential equations. Use of eigenvalues and eigenvectors. Prerequisites: MAT 211 computer algorithms and programming is involved. and MAT 253. Prerequisites: MAT 314 and 332. 356 Statistics for Science (3) 462 Number Theory (3) Analysis of data, histograms, measures of cen- The integers, congruences, multiplicative func- tral tendency and of dispersion. Probability, nor- tions, primitive roots, quadratic residues, reciprocity, mal curve. Statistical tests; hypothesis testing. This diophantine equations, applications to cryptology. course is designed for science majors (Biology, Prerequisites: MAT 211 and MAT 253. Physics, Chemistry, Computer Science, Mathematical Sciences). Prerequisite: MAT 211. 471 History of Mathematics (3) People and ideas that have shaped the mathematical 374 Theory of Computation (3) sciences throughout history. Contemporary problems A study of mathematical, engineering and linguistic and leading contributions. Emphasis on activities for foundations of theoretical computer science: abstract secondary school mathematics classroom, which in- machines and languages, formal grammars, fi nite- corporate the historical viewpoint. Prerequisite: MAT state machines, fi nite-state languages, automata, 211. Turing machines, recursive functions. Prerequisite: MAT 254. 359, 459 Independent Study (3) (3) Opportunity for extensive research in areas of spe- 414 Methods of Mathematical Physics (3) cial interest to the student. Prerequisites: Dean’s and Fourier analysis, special functions, calculus of varia- Department Chair’s approval. tions. Selected partial differential equations. Integral equations. Prerequisites: MAT 213 and MAT 314.

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476 Teaching Mathematics in the Middle and Major in Computer Science Secondary School (3) This program is designed to provide students with Methods of mathematics teaching for the prospective a solid technical foundation in the fi eld of computers, middle and secondary school teacher. Prerequisite: 21 allowing them to select among diverse areas of spe- credits in mathematics, including MAT 211. cialization. The program provides a balance between 487 Undergraduate Mathematics theory and applications, between problem-solving Seminar (1-3 credits) techniques and system implementation. Thus, our Topics will be chosen according to student and fac- graduates not only compete successfully in the job ulty interest. Presentations of papers on original work market, but they are also ready to pursue advanced or advanced material to be discussed under a faculty studies in Computer Science. moderator. Prerequisites: Junior or senior standing Students who major in Computer Science will and Department Chair’s approval. study such subjects as software engineering, computer 499 Internship (3-12) networks, databases, computer architecture, systems Practical experience within a professional setting. programming, operating systems, artifi cial intelli- Prerequisites: Senior status (90+ credit hours); 2.50 gence, computer graphics, and numerical computing. overall GPA; all documentation must be completed The curriculum for the Computer Science major before the end of the semester preceding the intern- consists of the following components: ship. Prior approval of Department Chair and Dean Computer Science Core 40 credits Computer Science Electives 9 credits required. Mathematics Minor 20 credits Physics 8 credits COMPUTER SCIENCE (B.S.) General Education 42 credits General Elective 1-3 credits Computer Sciences is a modern, well-developed Total 120-122 credits and vibrant area of knowledge that has roots in ancient history, from the Chinese abacus and the Babylonian Computer Science Core tablets to Pascal’s primitive calculator, Turing ma- The core of CS courses consists of the following: chines, and ENIAC. The Department of Mathematics Course Credits and Computer Science offers programs of study lead- CS 231 Computer Science I 4 ing to the degrees of Bachelor of Science in Computer CS 232 Computer Science II 4 Science, and Bachelor of Science in Computer Infor- CS 311 Assembly Language 3 mation Sciences. CS 331 Data Structures and Algorithms 3 Computer facilities include a Departmental com- CS 332 Computer Hardware Organization 3 puter laboratory equipped with personal computers, CS 372 Software Engineering 3 Unix workstations, and Sun and Windows servers. The CS 413 Operating Systems 3 University also has a large network of computers. CS 414 Computer Architecture 3 CS 426 Databases 3 Some learning objectives of Computer Science CS 431 Concepts of Programming Languages 3 courses are the following: CS 471 Computer Networks 3 1) To develop expertise in basic algorithms CS 477 Computer Security 3 2) To develop problem-solving skills CS 487 Seminar (Integrative Experience, 3) To develop language skills Two Semesters) 1-1 4) To develop expertise in the design and use of Total 40 software, databases, computer architecture and ap- Mathematics Minor plications. 5) To understand the physical components of comput- Given the close interaction between mathematics er hardware, networks, and telecommunications, and computer science, a minor in mathematical sci- and develop ways to use this knowledge effec- ences is required, consisting of at least 20 credits in tively. mathematics courses, including: 6) To develop an open mind and facility for learning MAT 211 Calculus I 4 MAT 212 Calculus II 4 new materials, as the fi eld of computer science MAT 253 Discrete Mathematics I 3 evolves very rapidly and demands continuing edu- MAT 254 Discrete Mathematics II 3 cation beyond the classroom. MAT 356 Statistics for Science 3 7) To develop critical attitudes concerning the proper and at least another MAT course above MAT 212. use of computers in society, which are appropriate The following are suggested: to the ethical values of Barry University. MAT 213 Calculus III 4 MAT 314 Differential Equations 3

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MAT 332 Linear Algebra 3 students can reach a degree of specialization in an area MAT 374 Theory of Computation 3 of their choice. The courses included in the core are MAT 451 Probability Theory 3 the following: MAT 452 Mathematical Statistics 3 MAT 456 Numerical Analysis 3 Course Name Credits CS 211 Computer Programming I 4 Note: A minimum grade of C is required in all courses CS 212 Computer Programming II 4 in the CS Core, CS Electives, Science, Mathematics CS 305 Computer Systems 3 and minor. CS 306 Database Analysis and Logical Design 4 CS 338 Web Design, Authoring and Computer Science Electives Publishing 3 Computer Science electives consist of three cours- CS 341 Multimedia Systems 3 es selected from the following list: CS 328, CS 341, CS 372 Software Engineering 3 CS 428, CS 432, CS 437, CS 438, CS 453, CS 454, CS CS 406 Operating System Environments 3 456 and CS 478. CS 440 Data Communications 3 CS 473 Network Programming 3 CS 477 Computer Security 3 Science Requirements CS 499 Internship 3 The following are corequisites of the CS major and Total 39 must be passed with a grade of C or better: PHY 201 General College Physics I 4 CIS Electives PHY 202 General College Physics II 4 Note: The credits in Mathematics and Physics satisfy These courses allow students to gain further the Barry distribution requirements in Science and knowledge and experience in an area of their choice. Mathematics. Suggested areas are, networks, systems programming, databases, electronic publishing, and Web develop- ment. In addition to the core courses, students in this Major in Computer Information Sciences major are required to select three additional 300 or The Computer Information Sciences program 400 level courses in Computer Science. combines the study of computer systems and com- puter technology with the study of an application Mathematics and Science domain selected by the student (a second discipline). The Computer Information Sciences graduate will be The following courses in mathematics and science able to understand and implement computer systems are required for all CIS majors: on different platforms, and will be prepared to develop MAT 109 Precalculus Mathematics I 3 credits MAT 152 Elementary Probability and innovative applications in areas such as networking Statistics 3 credits and network programming, database systems, data- PHY 151 Introductory Physics 3 credits base programming and data warehousing, Web and PHY 151L Introductory Physics Lab 1 credits multimedia technologies, computer animation, and Total 10 credits security. The curriculum for the Computer Information Sci- Other Requirements ences major consists of the following components: Students are required to complete a minor. Suggest- CIS Core 39 credits ed areas are mathematics, business, communication, CIS Electives 9 credits and arts. Students are also required to learn at least Science and Mathematics 10 credits two different programming languages. Suggested lan- Minor 20 credits guages are Visual Basic, C++, Java and Perl. General Education 42 credits Total 120 credits Note: A minimum grade of C is required in all courses Minor in Computer Science in the CIS Core, CIS Electives, Science and Mathe- The minor in Computer Science consists of at least matics and minor. 20 credits in CS courses approved by the advisor, which must include CS 231, CS 232, and CS 331. CIS Core Courses The purpose of the core courses is to provide the Minor in Computer Information Sciences student with a foundation in the areas of the design The minor in Computer Information Sciences con- and implementation of computer systems, computer sists of six courses, including: CS 211, CS 212, CS networks, and digital media. Through the electives, 305, CS 306, CS 406, and CS 440, plus one 300 or 400 level CS course.

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Minor in Computers in Communication 180 Introduction to Computers (3) The minor in Computers in Communication con- An introduction to the main concepts and applications sists of six Computer Science courses, including: CS of computers from a liberal arts approach: how every- 211, CS 325, CS 338, CS 341 and CS 320, plus two day ideas can be meaningfully represented by electri- courses out of CS 212, CS 334, CS 440, CS 438. cal currents which are manipulated inside a computer, computer design and construction, and an introduc- tion to computer languages. This is a fi rst course about Departmental Requirements computers: what they are, what they can do, what they a) Integrative Experience: During the junior or se- cannot do, and their history. Ethical-social issues in- nior year students must satisfactorily complete an volving computers. Students will be exposed to the integrative experience as a prerequisite for gradua- use of a variety of computer hardware and software. tion. Two semesters of CS 487 or one semester of Not acceptable for the Computer Science major. No Internship (CS 499) will satisfy this requirement. prerequisites. b) Community service: At least one semester of 190 Introduction to Computing and community service is expected of each graduate. Technology (3) Such service may include a minimum of 30 hours Current digital technologies and tools to make a pro- of supervised tutoring in the Learning Center, the ductive use of computers and software applications computer laboratory, or some equivalent task. in an educational or professional setting. Computer Membership in professional organizations such as systems concepts. Application software for docu- ACM or IEEE may provide community service ex- ment production, spreadsheets, presentations, web perience, which is included in the program in order development, multimedia, and information security. to develop the student’s attitude and potential as Prerequisite: Intermediate knowledge of computer a computer professional in service to the commu- use. Student must take the computer placement test. nity, in the spirit of Barry’s mission statement. c) Capstone course: CS 487 (Undergraduate 211 Computer Programming I (4) Seminar) and CS 499 (Internship) are designed to This course provides a broad overview of the fi eld of help students in the standard major integrate their Computer Science and introduces the basic concepts knowledge of computer science with general cul- of programming and problem solving. Corequisite: ture and current research. MAT 109 or Departmental Approval. 212 Computer Programming II (4) Course Descriptions A continuation of CS-211. This course introduces the Note: Exceptions to any prerequisite must be ap- student to algorithm development, data structures, and proved by the Department Chair. graphical interfaces. Prerequisite: CS 211. 231 Computer Science I (4) Computer Applications Prefi x: CAT Evolution of hardware and software. Problem analysis and algorithm development. Data types, control struc- 102 Basic Computer Applications (3) tures, subprograms, scope, and recursion. Prerequisite: This course provides students with basic computer MAT 109. applications training. Hands-on training will be pro- vided in a Windows-based operating environment, 232 Computer Science II (4) electronic mail, the World Wide Web, computerized Programming methodology. Data abstraction. Classes library skills, word processing and electronic spread- and class templates. Inheritance and polymorphism. sheets. This course will provide the necessary intro- Search techniques. Algorithm complexity. Windows ductory level training for students who have never programming and applications programming interface used microcomputers and/or applications software. It (API). Prerequisites: CS 231 and MAT 110. is a hands-on lab course. No prerequisites. Not accept- 280 Introduction to Multimedia (3) able for Computer Science and Mathematics majors. An introduction to multimedia and web publishing concepts, tools, and ap-pli-ca-tions. Authoring pro- Computer Science Prefi x: CS cessing, and editing of various types of media, includ- ing text, hypertext, images, audio, video, and anima- 121 Foundations of Computer Science (3) tion. Prerequisite: CS 180 or equivalent. Historical, logical and mathematical foundations of computer science at an introductory level. Number 300 Special Topics (3) systems, representation of information, elements of Contents to be determined each semester by the symbolic logic, problem-solving techniques, and Department to meet the needs of the program and/or models of computing machines. Prerequisites: none. the students. Prerequisite: Department Chair approval.

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301A-G Introduction to Programming (1 each) 332 Computer Hardware Organization (3) Courses in this series provide the student with an in- Boolean algebras and switching functions. Gates. troduction to the syntax of a programming language. Memory devices. Combinational systems, simplifi ca- Languages available are Pascal, Ada, C, COBOL, tion and decomposition. Sequential systems. Analysis RPG, FORTRAN and LISP. Prerequisite: CS 180. and synthesis. Design of digital systems. Prerequisite: 305 Computer Systems (3) MAT 109. Study of current microcomputer and minicomputer 334 Computerized Graphics (3) systems. Types and performance of hardware compo- Development of graphics using various computer soft- nents. System software and programming. Multimedia ware. Graphic fi les. Bitmapped and vector graphics. and I/O devices. Resource management. Computer Color. Format conversion. Drawing, painting, fractal- hardware and software trends. Prerequisite: CS 211 or izing, ray tracing and animation. Prerequisite: CS 180 equivalent. or equivalent. 306 Database Analysis and Logical Design (3) 338 Web Design, Authoring and Publishing (3) Conceptual data modeling. Entity-Relationship and Concepts, tools, and technologies of computer net- object-oriented modeling. Logical database design. worked information with an emphasis on the Internet Query languages. Prerequisite: CS-212. and the Web. Web clients and servers. Web design, 311 Assembly Language (3) authoring, publishing and programming. Web devel- Basic machine organization. Number systems. Data opment tools. Internet trends. Prerequisite: CS 180 or representation. Addressing schemes. Arithmetic and equivalent logic instructions. Loops. Subroutines. Pseudo opera- 340 Java Programming for the Web (3) tions. Macros. Input/output. Prerequisite: CS 232. This course aims to teach the Java programming lan- 312 Computer Software Organization (3) guage as it is applied in the World Wide Web. It covers The design of assemblers, loaders, linkers and macro Java applets, applications, API (application program- processors. Prerequisite: CS 311. ming interface), graphics, animation and threads. It also explores Java object-oriented techniques and 320 Computer Animation I (3) database connectivity. Prerequisite: CS 211 or equiva- Basic concepts, tools and techniques of 3-D model- lent. ing and computer animation. Creating and animat- ing synthetic objects, materials, lights, and cameras. 341 Multimedia Systems (3) Application to the World Wide Web. Prerequisite: CS Information retrieval, multimedia organization and 180 or equivalent. design. Editing and manipulating hypertext. Audio, video and still image processing. Development of 323 Introduction to File Processing (3) multimedia for networked systems in a cross-platform Introduction to structuring data on bulk storage de- environment. Prerequisite: CS 211. vices (e.g., fl oppy or hard disks). Introduction to con- cepts of data base. Prerequisite: CS 331. 342 Web Animation (3) This course provides the essential concepts and skills 325 Desktop Publishing (3) to develop and publish Web animation. It covers effec- Design and production of high quality publications tive techniques and tools to develop highly interactive from desktop computers. Text editing and text ma- animated Web sites. Animation software for the Web nipulation. Creating, importing, pasting and cropping will be explored and compared. Prerequisite: CS 180 graphics. Use of design elements. Printing. Color or equivalent. processing. Building books and booklets. Different types of hardware and software will be discussed. 359, 459 Independent Study (1-3) Prerequisite: CS 180 or equivalent. Supervised research in areas of special interest to the student. Prerequisite: Approval by the Dean and the 328 Unix and Systems Concepts (3) Department Chair is required. The Unix operating system, shell programming and system administration. Applications to the develop- 372 Software Engineering (3) ment of systems software. A large project is imple- Basic tools and techniques for specifying, designing, mented. Prerequisite: CS 232. implementing, verifying and validating large software projects. Prerequisite: CS 212 or equivalent. 331 Data Structures and Algorithms (3) Algorithm analysis. Abstract data types. Techniques 406 Operating Systems Environments (3) for the implementation of abstract data types, such Fundamental concepts and operations of an operat- as arrays, stacks, queues, trees, heaps, and graphs. ing system. Installation and confi guration of cur- Sorting. Prerequisite: CS 232 and MAT 253. rent versions of the most popular operating systems, such as Windows 2000, UNIX, Windows NT, etc.

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Administration, trouble-shooting and optimization 438 Web Programming and Administration (3) of operating systems. Prerequisite: CS 212 or equiva- This course covers Web programming with an em- lent. phasis on server side programming. It explores Web 407 Database Programming and servers’ features, confi guration, and programming. It Administration (3) also analyses the development of dynamic content and Design and implementation of databases in client/ online database handling. Current programming lan- server environments. SQL server installation and ad- guages and tools for the Web are covered. Case studies ministration. Development of application program- such as e-commerce, online data base management, or ming interfaces. Design of distributed databases. distance education will be discussed. Prerequisite: CS Multimedia and object-oriented support. Prerequisite: 338 or equivalent. CS 306 or equivalent. 440 Data Communications (3) 413 Operating Systems (3) Techniques and applications in data communica- Operating systems and computer system structures. tions. Types of data communications versus discipline Process management and synchronization. Memory methodology. Hardware requirements and constraints. management. File systems. I/O systems. Distributed Speed versus quality. Security and encoding algo- systems. Protection and security in operating systems. rithms. Prerequisite: CS 212. Prerequisite: CS 331. 453 Artifi cial Intelligence (3) 414 Computer Architecture (3) Programming languages for Artifi cial Intelligence. System buses. Internal and external memory. I/O. Predicate calculus. Search. Knowledge representa- Computer arithmetic. Instruction sets. CPU structure. tion. Natural language understanding. Planning. The control unit and microprogramming. Prerequisites: Prerequisite: CS 331. CS 311 and CS 332. 454 Robotics (3) 426 Databases (3) Design and control of stationary and mobile robots. Physical data organization. The network, hierarchical Robot morphology. The nature of the drive mecha- and relational models. Query languages. Design of re- nisms (electrical, mechanical, pneumatic, and hydrau- lational databases. Query optimization. Integrity and lic) are described, as well as sensors, motors, effectors, security. Distributed databases. Prerequisite: CS 331. and the various peripheral modules. Simple feedback mechanisms. Prerequisite: CS 331. 428 Object-Oriented Design and Software Development (3) 456 Introduction to Expert Systems (3) Analysis of the object-oriented approach to sys- Applications-oriented facet of Artifi cial Intelligence. tems design. Object-oriented languages: C++ and The course will introduce applications of expert sys- Smalltalk. Applications to X-Windows programming. tems in various fi elds, e.g. business, education, and A large project is implemented. Prerequisites: CS 328 medicine. Prerequisite: CS 331. and CS 331. 471 Computer Networks (3) 431 Concepts of Programming Languages (3) Concepts and principles of data communications and Survey of programming languages and language fea- computer networks. Network architectures and pro- tures. The syntax of programming languages and an tocols. Local area networks. Switching and Routing. introduction to compilers. Functional, object-oriented Distributed processing. Internetworking and current and logic programming. Prerequisite: CS 331. area topics. Prerequisite: CS 331. 432 Compiler Design (3) 473 Network Programming (3) Language translation and compiler design. Lexical Design and implementation of distributed, network analysis. Syntax analysis. Operator precedence and applications based on the client/server approach. LR parsers. Parser generators. Intermediate code. Network and Internetwork concepts, protocols and Optimization. Prerequisites: CS 331 and MAT 254. programming interfaces. Network security and related topics. Prerequisite: CS 212. 437 Computer Graphics (3) Basic raster graphics algorithms for two-dimensional 477 Computer Security (3) primitives: scan converting lines, circles, ellipses, This course is intended to provide an introduction to fi lling polygons, clipping, antialiasing. Geometrical the standard methods for securing computer applica- transformations: translation and rotation. Viewing tions and computer networks. The topics included are in three dimensions. Illumination and shading. security attacks, security services, conventional en- Prerequisite: CS 331. cryption, public-key encryption, electronic mail secu- rity, PGP, web security, SSL, SET, intruders, viruses, and fi rewalls. Prerequisite: CS 440 or CS 471.

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478 Applied Cryptography (3) of 120 hours. Prerequisites: Junior status, and advisor This course provides an introduction to cryptography and Department Chair approval. and its applications emphasizing programming as- pects. The topics included in this course are ciphers, Pre-Engineering one-way functions, communications using symmet- Since 1983 students have enrolled in Barry Univer- ric cryptography, communications using public-key sity’s Pre-Engineering Program. Pre-Engineering cryptography, digital signatures, and key exchange. students take their courses in sciences and humanities Prerequisite: CS-232 or equivalent. at Barry before transferring to an accredited School 487 Seminar (1-3) of Engineering. After transferring, and depending on Students present topics of current interest in computer the School of Engineering chosen, some additional science. The material to be discussed will be taken prerequisite coursework may be needed. Each pre- from journals, proceedings or specialized books, but Engineering student usually takes at least sixty credits not from regular textbooks. This course serves as an at Barry, and is assisted by an academic advisor in the integrative experience for Computer Science majors. selection of an appropriate program of study, in the Prerequisite: CS 331. choice of a school of engineering, as well as the trans- 499 Internship (3) fer process. Computer Science applications in a professional work The following is a suggested two-year sequence setting under direct supervision. Requires a minimum for Pre-Engineering students:

Freshman Year Fall Spring MAT 211 Calculus I 4 cr. MAT 212 Calculus II 4 cr. ENG 111 English Compos. 3 cr. CS 231 Computer Sci. I 4 cr. PHY 211 University Physics I 4 cr. ENG 210 Introduction to Literature 3 cr. Distribution, CHE 3-4 cr. PHY 212 University Physics II 4 cr. Distribution, CHE 3 cr. Total: 14-15 cr. Total: 18 cr.

Sophomore Year Fall Spring MAT 213 Calculus III 4 cr. MAT 314 Differential Eqns. 3 cr. PHY 313 Statics 3 cr. MAT 356 Statistics for Science 3 cr. CS 232 Computer Sci. II 4 cr. CS or Science electives 6 cr. Distribution or electives 4 cr. Distribution or electives 3 cr. Total: 15 cr. Total: 15 cr.

Early in the program, pre-engineering students are encouraged to contact specifi c engineering schools to in- quire about special requirements that must be met prior to transfer. As an example, Mechanical Engineering may require additional Physics or CS courses; Chemical Engineering may require chemistry courses; Biomedical and Environmental Engineering may require biology, anatomy, zoology, or botany. Admission into an Engineering School is highly competitive. Barry has an excellent record of placing pre- engineering students who, after completing just two years of study at Barry, have been admitted into top engineer- ing schools such as Johns Hopkins, Stanford and many others.

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DEPARTMENT OF PHYSICAL SCIENCES Tony S. Wallner, Ph.D., Chair

Faculty: Boulos, Fisher, Goehl, Struganova, Tsesarskaia, Zajickova

The Department of Physical Sciences includes the In addition to these core courses, the student will following: design their schedule in conjunction with their advisor Chemistry major based on the area of study desired. The requirements Biochemistry Specialization for each program and specialization are listed below. Chemistry minor Upper division courses may only count for one degree Environmental Chemistry in a major or specialization. Physics The Bachelor of Science degree with a major in Physics minor Chemistry prepares the student for graduate programs Pre-Dental in Chemistry, for medical, dental, pharmacy or veteri- Pre-Medical nary school, for employment in industry, government, Pre-Veterinary forensic, and environmental chemistry laboratories, Pre-Pharmacy and for chemistry teaching. B.S Chemistry CHEMISTRY (B.S.) CHE 321 Quantitative Analysis 4 CHE 356 Physical Chemistry I 3 Students electing a Chemistry major should have CHE 357 Physical Chemistry II 3 a satisfactory background in high school chemistry CHE 366 Physical Chemistry Lab 2 and a minimum of 3 years of college preparatory CHE 421 Instrumental Analysis 4 mathematics. For all degrees and programs in the de- CHE 490 Senior Seminar 2 partment of physical sciences, a basic core of courses CHE electives above 300 (excluding CHE 300) 5 MAT 212 Calculus II 4 is required. After these foundational courses, the stu- TOTAL 27 dent is then free to choose from a variety of courses to fi t their specifi c academic plan and career goals. The Bachelor of Science degree in chemistry with The department offers a B.S. degree in chemistry, a a specialization in biochemistry provides students B.S. degree in chemistry with a specialization in bio- with a strong background and preparation in current chemistry, and programs for students interested in practices in biochemical processes. This training pre- environmental chemistry, pre-medical, pre-dental, pre- pares students for graduate study in biochemistry, pharmacy and pre-veterinary specializations. pre-professional fi elds such as pre-medicine, pre-den- The core courses consist of the following: tal, and pre-veterinary as well as for employment in both the pharmaceutical and biotechnology sectors Chemistry Core Courses and chemistry teaching. The degree requires a thor- CHE 111/111L General Chemistry I 4 CHE 112/112L General Chemistry II 4 ough foundation in chemistry with additional courses CHE 343/343L Organic Chemistry I 4 in biology, physics and calculus to complete the edu- CHE 344/344L Organic Chemistry II 4 cational preparation. PHY 201/201L or Students interested in graduate study in biochemis- 211/211L Physics I 4 try are strongly encouraged to choose CHE 356, 357, PHY 202/202L or and 366 for part of their elective chemistry courses. 212/212L Physics II 4 Many graduate schools require a semester or a year MAT 211 Calculus I 4 (depending on the school) of physical chemistry. TOTAL 28

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Biochemistry Specialization Course Descriptions— CHE 321 Quantitative Analysis 4 Chemistry Prefi x: CHE CHE 352/352L Biochemistry I 4 CHE 353 Biochemistry II 3 095 Preparation for College Chemistry (3) CHE 490 Senior Seminar 2 Preliminary course for students who wish to complete CHE electives above 300 (excluding CHE 300) 10 a major or minor sequence in chemistry but do not BIO 104 Biological Foundations 4 meet requirements for admission to Chemistry 111; BIO 330 Cell Biology 4 BIO 341 Genetics 4 given on CR/NC option only; credit not applicable BIO 325 Microbiology 4 toward graduation, major, or minor. Prerequisite: MAT 212 Calculus II 4 Mathematics placement in MAT 093 or higher. (Fall, TOTAL 43 Spring) The Department requires that each major take the 111 General Chemistry and Qualitative Major Field Achievement Test in chemistry as the Analysis I (3) integrative experience, required for graduation. The Chemical principles and descriptive inorganic chem- minimum grade of C is required in all major courses istry for students majoring in chemistry, other scienc- and related courses. Semesters during which courses es and mathematics. Topics include; nomenclature, are typically offered are indicated in parentheses at the stoichiometry, aqueous reactions, gases, quantum end of each course description. description of the atom, periodic trends, Lewis struc- Environmental Chemistry Specialization: The tures, molecular shapes, liquids and solids and nucle- course of studies for the Environmental Chemistry ar chemistry. Prerequisite: CHE 095 or high school specialization requires the completion of the Chem- chemistry and mathematics placement in MAT 095 istry major, including CHE 209 and CHE 421, MAT or higher. Co-requisites CHE 111L and SI 071 (Fall, 356, BIO 112, BIO 216 and BIO 312. Suggested ad- Spring, Summer) ditional biology courses are BIO 305, BIO 310, and 111L General Chemistry and Qualitative Analysis BIO 325. I Lab (1) Pre-Dental, Pre-Medical, Pre-Pharmacy or Laboratory course taken concurrently with CHE 111. Pre-Veterinary Specialization: Professional schools Topics include: nomenclature, stoichiometry, inorgan- do not require a degree in the sciences and, in fact, ic synthesis, gases, atomic spectra, periodic trends, consider majors in any discipline to be acceptable for and organic compound synthesis and structural deter- admission. What is typically required is a basic core mination. (Fall Spring, Summer) (Special Fee). of 16-20 credit hours of chemistry, 4-8 of biology and 8 of physics. 112 General Chemistry and Qualitative Most medical schools require a minimum of CHE Analysis II (3) 111, 111L, 112, 112L, 343, 343L, 344, 344L; BIO 104, Chemical principles and descriptive inorganic chemis- 216; eight credits of physics; and MAT 211. Specifi c try for students majoring in chemistry, other sciences, requirements, however, vary from school to school. and mathematics. Topics include: kinetics, equilib- Students considering a career requiring medical or pro- rium, acid/base, solubility product, thermodynamics, fessional school are urged to contact the schools of their oxidation/reduction, and coordination/transition ele- choice early in their studies for academic advising. ment chemistry. Prerequisite: grade of C or better in Admission to professional schools is competitive CHE 111 and CHE 111L and mathematics placement and the admission process considers courses, grades, in MAT 109 or higher. Co-requisites: CHE 112L and performance on the Medical, Dental, Pharmacy or Vet- SI 072. (Spring, Summer) erinary College Admission Test (i.e., MCAT/DCAT 112L General Chemistry and Qualitative taken during the junior year), personal interviews at Analysis II Laboratory (1) the professional schools during the senior year and Laboratory course taken concurrently with CHE 112. letters of evaluation. Topics include: kinetics, equilibrium, LeChatelier’s Chemistry Minor: The chemistry minor includes principle, acid/base titration, solubility product, en- 2 semesters of general chemistry (with labs) and 12 thalpy, electrochemistry and qualitative ion analysis. additional credits of CHE above 300 level (excluding (Spring, Summer) (Special Fee). CHE 300) completed with a grade of C or better. 135, 135L Consumer Chemistry (4) Students planning to study pharmacy can take up Introductory chemistry course with emphasis on to two years of pre-pharmacy preparation under the chemical concepts and applications to understand- direction of the Physical Sciences Department. See ing the world around us. Laboratory exercises are the section on Pre-Pharmacy. performed to reinforce chemical concepts discussed in lecture. This course is intended for non-science

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majors who wish to fulfi ll the science general educa- carbons — alkanes, alkenes, alkynes. Prerequisite: tion requirement. 2 hours lecture, 2 hours laboratory Grade of C or better in CHE 112, and 112L. Co-requi- weekly. (Spring) (Special fee) site: CHE 343L and SI 075. (Fall, Summer) 152, 152L Introduction to Organic and Biological 343L Organic Chemistry I Lab (1) Chemistry (3) (1) Three hour laboratory to be taken concurrently with Organic chemistry with application to the chemistry CHE 343, with emphasis on organic laboratory tech- of the cell. 3 hours lecture, 2 hours laboratory weekly, niques. Prerequisite: Grade of C or better in CHE to be taken concurrently. Co-requisite SI 073.This 112/112L; Co-requisite: CHE 343.(Fall, Summer) course is intended for students in the nursing, occu- (Special Fee). pational therapy, anesthesia technology, cardiovascu- 344 Organic Chemistry II (3) lar perfusion programs, and sports medicine majors. Chemistry of carbon compounds, structure and reac- Prerequisite: High school chemistry within the last 3- tion mechanisms of aromatics, aldehydes, ketones, 4 years or consent of instructor, or CHE 110. (Special alcohols, and carboxylic acids; structure determina- fee) (Fall, Spring, Summer) tion and analysis. Prerequisite: Grade of C or better in 209, 209L Environmental Perspectives in CHE 343 and 343L. Co-requisites: CHE 344L and SI Chemistry (3) 076. (Spring, Summer) An examination of environmental problems emphasiz- 344L Organic Chemistry II Lab (1) ing chemical aspects of problems and their solution. Three hour laboratory to be taken concurrently with Topics include the air we breathe, the ozone layer, CHE 344, with emphasis on microscale techniques global warming, water, acid rain and nuclear fi ssion. and organic syntheses. Prerequisite: Grade of C or bet- (Special fee) (Occasional offering) ter in CHE 343/343L.Corequisite:CHE 344. (Spring, 240 History and Philosophy of Science (3) Summer) (Special Fee). The course examines scientifi c and mathematical 352 Biochemistry I (3) thought from an historical and philosophical perspec- Molecular structures in the cell, biological oxidations, tive. The connection among the disciplines of physics, selected biosynthetic pathways, molecular genetics mathematics, and chemistry will be highlighted. The with an emphasis on the chemical descriptions of these development of scientifi c thought throughout history processes. Cross-listed as Biology 352. Prerequisite: will be studied and paradigm shifts will be empha- grade of C or better in Chemistry 343 and 343L. Co- sized. (Honors Option) (Fall) requisite: CHE 352L (Fall) 241 Organic Chemistry Survey (4) 352L Biochemistry I Laboratory (1) Structure and reactions of monofunctional com- A laboratory course to complement CHE 352. It will pounds, with related laboratory. introduce the student to biochemical laboratory tech- 300 Special Topics (3) niques such as protein, nucleic acid, and lipid isola- Special Topics in Chemistry for students in other tion and characterization, PCR, extraction, enzyme fi elds; not part of the chemistry major or minor. No assays, and chromatography. Co-requisite: CHE 352. prerequisites or co-requisites. Prerequisites: Grade of C or better in CHE 343, 343L. 321 Quantitative Analysis (4) (Special fee) (Fall) Theory and practice of analysis, including volumetric, 353 Biochemistry II (3) colorimetric, gravimetric and electrochemical proce- Photosynthesis, lipids, amino acids and nucleo- dures. 2 hours lecture, 6 hours laboratory. Prerequisite: side metabolism, gene expression and replication. grade of C or better in Chemistry 112. (Special fee) Prerequisite: Grade of C or better in CHE 352 and (Fall) 352L. (Spring) 341 Organic and Introductory Biochemistry for 354 Thermodynamics (3) the Health Sciences (3) Basic concepts in thermodynamics including the laws Survey of organic molecular structure, important or- of thermodynamics, enthalpy and entropy. Includes ganic functional groups and their chemical reactivity, topics in statistical thermodynamics and review of ap- and introduction to biological molecules and their propriate math concepts. Prerequisites: PHY 202 or functions. Prerequisites: CHE 111 and 112 or equiva- PHY 212 and MAT 212. (Also PHY 354) (Occasional lent. (Occasional offering) offering) 343 Organic Chemistry I (3) 355 Introduction to Quantum Mechanics (3) Chemistry of carbon compounds, their structure and Principles of quantum mechanics including the bonding, functional groups, stereochemistry, nucleo- Schrodinger equation, the Heisenberg principle and philic substitution and elimination reactions, hydro- eigenvalues with applications to the harmonic oscil-

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lator and hydrogen-like atoms. Includes review of 460 Inorganic Chemistry (3) appropriate math concepts. Prerequisites: Chemistry Senior-level course in modern inorganic chemistry. 112, Physics 212 or 202, Mathematics 211. (Also Prerequisite: Grade of C or better in Chemistry 356 PHY 355) (Occasional offering) or permission of Department Chair. (Alternate years, 356 Physical Chemistry I (3) Spring) Quantitative study of chemical principles and math- 490 Senior Seminar (2) ematical description of the physical world. Topics This is the senior capstone course where students will include: kinetics, quantum mechanics, spectroscopic investigate and research a topic of interest to them. methods (and group theory. Prerequisite, Grade of C Techniques of researching the literature, stages of or better in PHY 212 or PHY 202 and grade of C or report writing, and oral presentation within the dis- better in MAT 212 or equivalent.(Fall) (Also PHY cipline will be addressed. Professional presentations 356) and resumes will also be covered. (Spring) 357 Physical Chemistry II (3) 259, 359, 459 Independent Research (1-3) Quantitative study of chemical principles and math- Opportunity for off campus work in areas of spe- ematical description of the physical world. Topics in- cial interest to the student. Prerequisite: Dean and clude: gases, thermodynamics, statistical mechanics, Department Chair approval. May be repeated for a pure substances, mixtures, phase diagrams, equilib- total of 3 credit hours towards major. (Fall, Spring, rium. Prerequisite: Grade of C or better in PHY 212 Summer) or PHY 202 and grade of C or better in MAT 212. 295, 395, 495 Research (1-3) (1-3) (1-3) (Spring) (Also PHY 357) Investigation of an original research problem of spe- 366 Physical Chemistry Laboratory (2) cial interest to the student; independent execution of Laboratory problems in physical chemistry, with em- chosen experimental work under direction of selected phasis on equilibria, kinetics, thermodynamics and staff member. MARC scholars follow a special re- spectroscopic methods; one four-hour laboratory search program. Prerequisite: Department Chair ap- weekly. Co-requisite CHE 357 (Special fee) (Also proval. (Special fee) May be repeated for 3 credits PHY 366) (Spring) counted towards major. CR/NC option only. (Fall, 421 Instrumental Analysis (4) Spring, Summer) Theory and application of modern instrumental analyt- ical techniques, including ultraviolet and visible spec- NON-DEGREE PROGRAMS trophotometry, emission, atomic absorption, infrared and nuclear magnetic resonance spectroscopy, liquid PRE-PHARMACY and gas chromatography, mass spectrometry and elec- The student planning to earn a B.S. in Pharmacy trochemical methods. 2-hour lecture and two 3-hour can take up to two years of Pre-Pharmacy at Barry laboratory periods per week. Prerequisite: Grade of C University. The curriculum in the College of Arts and or better in CHE 321 and 343. (Special fee) (Spring) Sciences, under the direction of the Department of 447 Advanced Organic Chemistry (3) Physical Sciences, is made up of courses required in Advanced topics in organic chemistry such as synthe- the fi rst two years by most institutions granting the ses, reaction mechanisms, spectroscopy, and qualita- bachelors degree in pharmacy. These will include tive-organic analysis. Prerequisite: Grade of C or bet- CHE 111, 111L, 112, 112L, 343, 343L, 344, 344L; ter in CHE 344. (Alternate years, Spring) PHY 201, 201L, 202, 202L; MAT 211; BIO 112, 216. Admission to these courses presumes adequate high 449 Advanced Spectroscopy (3) school preparation. Students less well prepared will Exposure to the four main areas of spectroscopy; Mass require a preliminary course in chemistry and, pos- Spectrometry (MS), UV-VIS (Ultra-violet-Visible), sibly, in mathematics. IR/Raman (Infra-red/Raman) and NMR (Nuclear Barry’s Pre-Pharmacy program prepares the stu- Magnetic Resonance). The course will be a combina- dent to take the Pharmacy College Admissions Test tion of the theory associated with instrument operation, (PCAT) and to apply to a College of Pharmacy. Pre- data collection, spectral interpretation and application Pharmacy students are expected to inform themselves to real world chemical compounds. Investigation of of the specifi c requirements of the school to which both organic and inorganic compounds. Development they plan to transfer. Admission remains competitive. of problem solving skills and analytical thinking used to solve complex spectral problems. 3 hours lecture, Prerequisites Grade of C or better in CHE 344 and CHE 356 or concurrent enrollment. (Alternate Years)

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PHYSICS MAT 110 or equivalent and PHY 095 or high school The study of physics helps to develop a habit of physics with a grade of B or better. Co-requisites: seeking and recognizing the underlying physical PHY 201L and SI 083. (Fall, spring) principles in observation of the environment. Of- 201L General College Physics I Lab (1) ferings in physics are designed to meet the needs of Three hours laboratory to be taken concurrently with students concentrating in science, mathematics, pre- PHY 201 (Fall, spring) (Special Fee) engineering and the allied health areas; and to provide 202 General College Physics II (3) opportunities for liberal arts students to see the world Second semester of an algebra based college phys- around them with new understanding. ics sequence. Topics include: electricity and magne- tism, optics, relativity, atomic and nuclear physics. Physics Minor Prerequisites: Grade of C or better in MAT 110 and The Physics minor (minimum of 20 credits) is grade of C or better in PHY 201 and PHY 201L. Co- designed for chemistry majors, mathematics and com- requisites: PHY 202L and SI 084. (Spring summer) puter science majors, pre-engineering students, and 202L General College Physics II Lab (1) others with the appropriate mathematics background. Three hours laboratory to be taken concurrently with The physics minor includes two semesters of univer- PHY 202. (Spring, summer) (Special Fee) sity physics (preferable) or college physics with labs and 12 credits of physics above 300 level (excluding 211 University Physics I (3) PHY 300). Students may count CHE 356 and CHE First semester of a calculus-based physics sequence. 357 towards the physics minor. A minimum grade of Mechanics, heat, wave phenomena; for pre-engineer- C is required in all minor courses. ing students and for students of science and mathemat- ics desiring a calculus-based physics course. 3 hours lecture. Prerequisite: Grade of C or better in MAT 211 Course Descriptions— or equivalent and PHY 095 or high school physics Physics Prefi x: PHY with a grade of B or higher. Co-requisites: PHY 211L, 095 Preparatory Physics (3) SI-086. (Fall) Preliminary work for students who need additional 211L University Physics Laboratory I (1) preparation before taking PHY 201 or PHY 211. CR/ Three hours laboratory. Laboratory exercises in me- NC option only. Credit does not count toward gradua- chanics, heat, wave phenomena. To be taken concur- tion, major, or minor. rently with PHY 211. (Fall) (Special Fee) 105 Physical Science (1-3) 212 University Physics II (3) Organized according to modules; student may elect Second semester of a calculus- based physics se- as many as three modules during the semester; each quence. Electricity, magnetism, optics, modern phys- module centers on one topic, which is developed ics; for pre-engineering students and for students of through demonstration, lecture, and simple laboratory science and mathematics desiring a calculus-based exercises. physics course. 3 hours lecture. Prerequisites: Grade 151, 151L Introductory Physics (3) (1) of C or better in PHY 211 & PHY 211L. Co-requi- Basic concepts of physics, for students desiring a one- sites: PHY 212L, SI-087. (Spring) semester course with laboratory. 3 hours lecture, 2 212L University Physics Laboratory II (1) hours laboratory. PHY 151 and PHY 151L must be Three hours laboratory. Laboratory exercises in elec- taken concurrently. (Special fee) (Fall, Spring) tricity, magnetism, optics, modern physics. To be 199 Astronomy (3) taken concurrently with PHY 212. (Spring) (Special General introductory course for the non-science major. Fee). Topics include observational astronomy, the nature of 240 History and Philosophy of Science (3) the sun and stars, exploration of plants, structure of the The course examines scientifi c and mathematical Milky Way galaxy, evolution of the universe and cur- thought from an historical and philosophical perspec- rent theories of quasars and black holes. (Occasional tive. The connection among the disciplines of physics, offering) mathematics, and chemistry will be highlighted. The 201 General College Physics I (3) development of scientifi c thought throughout history First semester of an algebra based college physics will be studied and paradigm shifts will be empha- sequence. Topics include: mechanics, heat and wave sized. (Honors Option) (Fall) phenomena. Prerequisites: Grade of C or better in

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300 Special Topics in Physics (3) 357 Physical Chemistry II (3) Technology and Society. Discussion of the relationship Quantitative study of chemical principles and math- between modern technology and society; guest lectures ematical description of the physical world. Topics in- by members of the Barry faculty are featured; no scien- clude: gases, thermodynamics, statistical mechanics, tifi c background is assumed; satisfi es the distribution pure substances, mixtures, phase diagrams, equilib- requirement for science. (Occasional offering) rium. Prerequisite: Grade of C or better in PHY 212 313 Statics (3) or PHY 202 and grade of C or better in MAT 212. Principles of statics, rigid body equilibrium, truss- (Spring) es, frames, machines, friction, moments of inertia. 366 Physical Chemistry Laboratory (2) Prerequisites: PHY 211, MAT 211. (Occasional of- Laboratory problems in physical chemistry, with em- fering) phasis on equilibria, kinetics, thermodynamics and 354 Thermodynamics (3) spectroscopic methods; one four-hour laboratory Basic concepts in thermodynamics including the laws weekly. (Special fee) (Also CHE 366) (Spring) of thermodynamics, enthalpy and entropy. Includes 395, 495 Research (1-3) (1-3) topics in statistical thermodynamics and review of ap- Investigation of an original research problem of spe- propriate math concepts. Prerequisites: PHY 202 or cial interest to the student. Independent execution of PHY 212 and MAT 212. (Also CHE 354) (Occasional chosen experimental work under the direction of a se- offering) lected faculty member. (Special fee). May be repeated 355 Introduction to Quantum Mechanics (3) for a maximum of 6 credits. CR/NC option only. (Fall, Principles of quantum mechanics including the Spring, Summer) Schrodinger equation, the Heisenberg principle and 414 Methods of Mathematical Physics (3) eigenvalues with applications to the harmonic oscil- Fourier analysis, special functions, calculus of varia- lator and hydrogen-like atoms. Includes review of tions. Selected partial differential equations. Integral appropriate math concepts. Prerequisites: Chemistry equations. Prerequisites: MAT 213 and MAT 314. 112, Physics 212 or 202, Mathematics 211. (Also (Also MAT 414) (Occasional offering) CHE 355) (Occasional offering) 356 Physical Chemistry I (3) Quantitative study of chemical principles and math- ematical description of the physical world. Topics include: kinetics, quantum mechanics, spectroscopic methods (and group theory. Prerequisite, Grade of C or better in PHY 212 or PHY 202 and grade of C or better in MAT 212 or equivalent.(Fall)

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DEPARTMENT OF PSYCHOLOGY Lenore T. Szuchman, Ph.D., Chair Faculty: Ferrer-Wreder, Koncsol, Major-Sanabria, Muscarella, Shine, Wated

MISSION OF THE DEPARTMENT ogy is committed to supporting sudents in their pur- The mission of the Department of Psychology is de- suit of the following goals: rived from the mission of the university. Grounded in Knowledge, Skills, and Values Consistent with the the tradition of the liberal arts, the study of psychology Science and Application of Psychology offers students the opportunity to engage in scientifi c 1. Theory and Content of Psychology. Students inquiry into human thought, emotion and behavior in will demonstrate familiarity with the major order to formulate important questions and discover concepts, theoretical perspectives, empirical meaningful answers. The faculty encourages students fi ndings, and historical trends in psychology. to apply their skills and knowledge to solve individual, 2. Research Methods in Psychology. Students will interpersonal and societal problems with sensitivity to understand and apply basic research methods diversity and awareness of their own values. Thus, the in psychology, including research design, data mission of the Department of Psychology is to prepare analysis, and interpretation. students to be thoughtful and contributing citizens of 3. Critical Thinking Skills in Psychology. Students the world. will respect and use critical and creative think- ing, skeptical inquiry, and, when possible, the PSYCHOLOGY (B.S.) scientifi c approach to solve problems related to behavior and mental processes. The mission of the undergraduate major in psychol- 4. Application of Psychology. Students will un- ogy is to prepare students to embark upon a career or derstand and apply psychological principles to enter into a post-baccalaureate course of study. They personal, social, and organizational issues. will also learn to use knowledge and skills from the 5. Values in Psychology. Students will be able fi eld of psychology to contemplate, assess and act to weigh evidence, tolerate ambiguity, act upon the competing messages, values, and demands ethically, and refl ect other values that are the that occur in their everyday lives. They will do so with underpinnings of psychology as a discipline. respect for the complexity of sociocultural and inter- national diversity. Knowledge, Skills, and Values Consistent with Lib- eral Arts Education that are Further Developed in Psychology LEARNING GOALS 6. Information and Technological Literacy. Courses in the psychology major are designed to serve Students will demonstrate information compe- the mission of the Department and to fulfi ll the goals tence and the ability to use computers and other for the psychology major endorsed by the American technology for many purposes. Psychological Association’s Board of Educational 7. Communication Skills. Students will be able to Affairs. These goals address a)knowledge, skills and communicate effectively in a variety of forms. values consistent with the science and application 8. Sociocultural and International Awareness. of psychology and b) knowledge, skills, and values Students will recognize, understand, and respect consistent with liberal arts education that are further the complexity of sociocultural and internation- developed in psychology. The Department of Psychol- al diversity.

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9. Personal Development. Students will develop ring. Enables students to understand their interests, insight into their own and others’ behavior and their skills, their major and their career goals and to mental processes and apply effective strategies design an academic plan that will facilitate their abil- for self-management and self-improvement. ity to meet these goals successfully. They will also 10. Career Planning and Development. Students be introduced to psychological research, APA style, will emerge from the major with realistic ideas critical thinking in psychology, psychological testing, about how to implement their psychological interviewing techniques, and scientifi c presentation knowledge, skills, and values in occupational formats. Prerequisite: PSY 281. (Fall, Spring) pursuits in a variety of settings. 300 Special Topics (3) The psychology major requires the completion of Content to be determined by the Department as re- 45 credits. The required courses include PSY 281, quested by faculty and/or students to fulfi ll specifi ed 284, 320, 325, 332, 333, 382, 413, 490, and 497. MAT needs or interests. Prerequisite: PSY 281. (Occasional 152 is a co-requisite for psychology majors. The stu- offering) dent is permitted wide fl exibility in the choice of the 306 Psychology of Women (3) remaining fi ve or more elective courses from the vari- Study of the various issues affecting the changing role ous sub-specialties of psychology. Semesters during of women in today’s society; consideration given to which courses are typically offered are indicated in psychological and social factors as they relate to con- parentheses at the end of each course description. temporary feminine behavior. Prerequisite: PSY 281. The minimum grade of C is required in all major (Spring) and minor courses. Psychology majors are required to achieve a satisfactory grade on their integrative expe- 316 Cognitive Psychology (3) rience, PSY 497. Current research and theory which addresses the issue of how people think. Includes information process- Psychology Minor ing, memory, attention, language comprehension, rea- soning, and problem solving. Prerequisite: PSY 281. The Psychology minor (21 cr.) requires PSY 281, (Occasional offering) 382, 325, 413, and 9 elective credits within the disci- pline, with a minimum grade of C. 318 Psychology of Learning (3) PSY 281 is a prerequisite to all other psychology Study of the basic principles related to human and courses. animal learning with special emphasis on the theo- retical approaches utilized to explain various learn- ing phenomena. Prerequisite: PSY 281. (Occasional Industrial/Organizational Psychology offering) Specialization 320 Tests and Measurements (3) The Specialization in Industrial/Organizational Introduction to testing, including discussion of validity, Psychology (21 cr.) is available for psychology ma- reliability and overview of testing instruments in clini- jors. It requires substituting the following psychology cal, educational, and industrial settings. Prerequisites: courses for three of the fi ve psychology electives: PSY MAT 152 and PSY 281. (Fall, Spring, Summer) 334 (or 395), 370, and 423. In addition, the following courses are required: MGT 305 Organizational Be- 323 History and Systems (3) havior and Management, MGT 352 Human Resources Consideration of the major historical schools of psy- Management, MGT 355 Confl ict and Negotiation, and chological thought and their relationship to the pres- MGT 420 Leadership. ent-day discipline of psychology. Prerequisite: PSY 281. (Fall) Course Descriptions— 325 Theories of Personality (3) Psychology Prefi x: PSY Survey of theoretical approaches to the study of per- sonality, from Freudian theory to contemporary theo- 281 Introduction to Psychology (3) ries. Prerequisite: PSY 281. (Fall, Spring, Summer) Survey of general principles underlying human be- 332 Research Design and Analysis in havior, including the study of the nervous system, Psychology (3) perception, learning, emotion, personality and mental Introduction to analytical research designs and statis- disorders. (Fall, Spring, Summer) tical analyses in the context of meaningful experimen- 284 Psychology and Professional tal situations in the fi eld of psychology. Prerequisites: Development (3) MAT 152 and PSY 281 (Fall, Spring) Must be taken in the semester immediately follow- ing PSY 281 or in the fi rst semester after transfer-

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333 Experimental Psychology (3) motivation, morale and leadership. Prerequisite: PSY Mastery of research methods and techniques with 281. (Fall) emphasis on experimental design; students conduct 426 Health Psychology (3) experiments, evaluate data, and write research reports Study of the application of principles of psychology to Prerequisites: MAT 152, PSY 281, and PSY 332. health enhancement, illness prevention, diagnosis and (Fall, Spring) ($50 fee) treatment of disease, and psychosocial rehabilitation. 334 Advanced Experimental Psychology (3) Prerequisite: PSY 281. (Occasional offering) Application of research skills to a full research pro- 428 Human Sexuality (3) posal. Especially recommended for students who are A survey of issues and scientifi c fi ndings with regard planning to do graduate work. Prerequisites: MAT to physiological, developmental and emotional as- 152, PSY 436 or 333, PSY 281. (Spring) pects of sexuality, as well as theory and practice re- 335 Research Methods & Analysis I (3) lated to treatment of sexual dysfunction. Prerequisite: The fi rst course in a two-course sequence. This course PSY 281. (Occasional offering) provides an introduction to research methodology, data 436 Research Methods & Analysis II (3) analysis and interpretation, and preparation of research The second course in a two-course sequence designed reports according to APA format in the context of to introduce more advanced research methodologies meaningful experimental and non-experimental situa- and data analyses techniques including experimen- tions in the fi eld of psychology including hypothesis tal research, repeated measures designs. One-way testing, survey research, independent group designs, ANOVA, Factorial ANOVA and Regression Analysis t-test and correlation. Prerequisites: MAT 152 & PSY in the context of conducting and reporting psychologi- 281. (Fall, Spring) cal research. Prerequisite: PSY 335. (Fall, Spring) 343 Introduction to Perception (3) 449 Adolescent Psychology (3) Survey of contemporary issues in the area of perception Consideration of the physical, intellectual, social, and and of the theories offered to explain perceptual phe- emotional processes occurring during the adolescent nomena. Prerequisite: PSY 281. (Occasional offering) years. Prerequisite: PSY 281. (Occasional offering) 370 Social Psychology (3) 452 Child and Adolescent Psychopathology (3) Cognitive processes, roles, communication and persua- Comprehensive study of the etiology, diagnosis, and sion, aggression and interaction of individuals within treatment of the behavior disorders common to the small and large groups are studied from a psychologi- child and adolescent. Prerequisites: PSY 281, PSY cal perspective. Prerequisite: PSY 281. (Spring) 382. (Occasional offering) 382 Developmental Psychology (3) 459 Independent Study (1-3) Analysis of human development from conception Opportunity for independent research on a topic of through old age, with emphasis on theory and re- special interest to the student. Dean and Department search as they relate to changes in physiological, cog- Chair approval required. nitive, and affective processes throughout the lifespan. Prerequisite: PSY 281. (Fall, Spring, Summer) 490 Physiological Psychology (3) Study of basic neuroanatomy and neurophysiology, 413 Abnormal Psychology (3) including the neurological bases of emotion, psycho- Theories of abnormal behavior, pathological syn- pathology, sleep, memory and learning. Prerequisite: dromes, methods of treatment, and prevention. PSY 281. (Fall, Spring, Summer) Includes legal, ethical, and professional issues in clin- ical psychology. Prerequisites: PSY 281, PSY 325. 492 Evolutionary Psychology (3) (Fall, Spring, Summer) Study of how evolutionary forces may have acted upon human ancestors such that there was a selection 417 Psychology of Aging (3) for the development of particular behaviors under cer- Analysis of the factors characterizing normal aging: tain environmental conditions. Prerequisite: PSY 281. biological and perceptual changes, social processes, (Occasional offering) sexuality, cognition, personality. Disorders associated with aging are also covered. Prerequisites: PSY 281, 494 Substance Abuse (3) PSY 382. (Occasional offering) Consideration of habituating and addicting drugs, in- cluding alcohol, and their effects upon individuals and 423 Industrial Psychology (3) society. Prerequisite: PSY 281. (Occasional offering) Application of psychological principles and proce- dures in business and industry settings; consideration 295, 395, 495 Research (3) (3) (3) given to topics such as selection, placement, employee Investigation of an original research problem of spe- cial interest to the student; independent execution of

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chosen experimental work or library research. Under experiences have been affected by biology, age, race, direction of a selected staff member, MARC scholars class, ethnicity, religion, education, and culture differ- follow a special research program. (Fall, Spring) ences. 497 Senior Seminar (3) WMS 487 Senior Integrative Seminar (3) Integrative experience for senior psychology majors, Group seminar, requiring a research paper or other with focus on critical analysis of a current topic in integrating experience. Faculty- and student-led dis- psychology. Includes paper preparation and individual cussions provide a forum for integrating course ma- and group presentations. Prerequisite: Graduation sta- terial, exploring new topics, and clarifying issues. tus. (Spring) Prerequisite: At least 15 credits in Women’s Studies. 498 Seminar (3) The courses listed below are either regular offerings in Advanced topics. Discussion on selected topics under their academic departments or Special Topics (300). direction of instructor. BIO 300 Biology of Women (3) Anatomy and physiology of the human female with WOMEN’S STUDIES exploration of the health problems that occur in fe- males as a consequence of being female. Women’s Studies is an interdisciplinary program that explores the female experience and perspective BUS Women in the Workplace (3) by integrating biological, historical, literary, religious, Examination of issues or problems that have special political, economic, sociological, psychological, and relevance to female and male workers, managers or anthropological perspectives of gender. Cutting across professionals: gender-based division of labor, roles, traditional academic boundaries, it coordinates cours- role stereotypes, role confl ict, child care, medical es in ten different disciplines. plan coverage, maternity/paternity leaves, mentor- The Women’s Studies program provides students ing, networking, time management, stress, authority, with the opportunity to take a minor in Women’s Stud- communication, equal pay, discrimination, and sexual ies, to earn a certifi cate in Women’s Studies, or to take harassment. individual courses for elective credit or personal CRM 305 Women and Crime (3) enrichment. An in-depth study of the relationship between women and various forms of criminal behavior. The experi- Women’s Studies Minor ences of women as crime victims, criminal offenders, The minor in Women’s Studies requires completion and criminal justice system practitioners are examined of a minimum of 21 credits (to include WMS 201 and in terms of the social, legal, and political discourse of WMS 487) with a minimum grade of C. Transcripts femininity. Crosscultural and historical analyses are will state “Minor in Women’s Studies” upon request. included. ENG 340 Women and Literature (3) Certifi cate in Women’s Studies Study of literary works by women or themes concern- The certifi cate program requires a minimum of 18 ing women in literature. Analysis of readings from the credits (to include WMS 201 and WMS 487). It is in- aesthetic and other theoretical points of view. tended to supplement a student’s traditional academic ENG/PSY Women: Literature and Psychology (3) major. The program may also appeal to individuals An examination of selected literary works (fi ction, po- who have already earned a degree and who wish an etry, essay, fi lm, drama) for their expression of wom- additional specialization. en’s psychological experiences. Particular emphasis on traditional roles, stereotypes, psychological health Course Descriptions— (including the learning of roles, theories of personal- Women’s Studies Prefi x: WMS or ity, psychological treatment, role strain and role con- designated academic discipline fl ict), and traditional roles in transition. HIS 449 Race, Gender, and Class in Latin WMS 201 Introduction to Women’s Studies (3) America (3) Survey of the issues, topics, and theories relevant to An historical study of the colonial legacy in Latin Women’s Studies. The interdisciplinary nature of the America and its implications in the national period subject is emphasized by an overview of women’s of the society of castes which refl ected racial, gender, lives and contributions as studied in various academic and social perspectives. Prerequisite: HIS 102 or 150. disciplines. Special attention is paid to how women’s

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PSY 306 Psychology of Women (3) THE 325 Feminist Perspectives in Ethics (3) Study of the various issues affecting the changing role Exploration of some of the key insights that the femi- of women in today’s society; consideration given to nist thinking of writers such as Margaret Farley, Nel psychological and social factors as they relate to con- Noddings, Lisa Cahill, Karen Lebacqz, and Sahron temporary feminine behavior. Prerequisite: PSY 281. Welsch, have provided and provoked in the examina- SOC 405 Sociology of Race, Class and Gender (3) tion and practice of the moral life. Prerequisite: THE A comprehensive examination of race, class and gen- 201. der as central categories of social experience. Various THE 360 Women in the Church (3) sociological approaches are integrated to analyze how Investigation of the role of women in the Christian these differences in identities and accompanying in- scriptures and history of the Church. equalities are constructed within social institutions THE 362 Women in the New Testament (3) and processes. Prerequisite: SOC 201 and 3 additional An analysis of the books of the New Testament in or- SOC hours or permission of instructor. der to examine the role of women and attitude toward SPA Women in Hispanic Literature (3) women from the earliest period of the church and as it Survey of the works written by the most outstanding developed in the later period when the fi nal books of women of the Hispanic world. Analysis of readings the New Testament were written. from aesthetic and ideological points of view.

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DEPARTMENT OF SOCIOLOGY AND CRIMINOLOGY Gary Grizzle, Ph.D., Chair Faculty: Esposito, Konczal, Perez

MAJOR AREA LEARNING GOALS The major in Sociology requires a minimum of 39 credit hours. Students must earn a minimum grade of The sociology and criminology curricula are de- C in all major area courses and in MAT 152, which is signed to facilitate students’ comprehension through the required general education mathematics course. To study, review, and refl ection, of the... assure that the major area learning goals are achieved, 1. disciplines of sociology and criminology as liberal the sociology curriculum is organized according to the arts areas of study which contribute a unique, ana- following themes. Students must complete the Core lytical understanding of social reality; Courses (15 credit hours) and a minimum of at least 2. tenets of sociological and criminological theories, one course from each of the theme areas. including the ontological and epistemological un- Core Courses (15 credit hours): derpinnings of social knowledge; SOC 201 Introduction to Sociology 3. roles, procedures, and assumptions of qualitative SOC 370 Social Psychology and quantitative methodologies; SOC 409 Research Methodology 4. role, relevance, and interrelationships of the fol- SOC 423 Sociological Theory lowing basic sociological concepts: culture, social SOC 487 Senior Seminar organization, social stratifi cation, social institutions, Specialized Theme Courses (minimum of 3 credit social change, and social identity as defi ned by race- hours from each area for a total minimum of 12 credit ethnicity, class, age, and gender; hours): 5. relationships, as defi ned by various theoretical per- I. Cultural Courses {These courses address problems/ spectives, between the individual and society; issues regarding belief/value systems, folkways/ 6. diversity of social experience as defi ned by gender, mores, and world-views that underpin human ac- social class, age, race-ethnicity, and nationality; tion and legitimate social arrangements.} 7. role of sociological-criminological perspectives SOC 306 Sociology of Art in developing critical analyses of social arrange- SOC 320 Sociology of Law ments, with emphasis on institutionalized social SOC 349 Sociology of Religion inequalities. II. Organizational Courses {These courses address problems/issues regarding formal and informal SOCIOLOGY (B.S.) patterns of goal attainment with special emphasis on the utilization of resources, materials, and tech- The Sociology program is designed to provide an nology.} understanding of the interactive dynamics of social SOC 317 Sociology of Work institutions, organizations, and everyday life. The cur- III. Social Psychological Courses {These courses address riculum acquaints students with a range of theoretical problems/issues regarding self-development and the and practical approaches to the study of contemporary relationship between the individual and society.} social problems and issues. The program is designed SOC 246 Marriage and the Family as an integral component of a liberal arts education. SOC 332 Drugs and Society Hence, students are prepared for graduate studies in SOC 404 Ethical Issues in Social Science sociology and related fi elds as well as for a variety of Research career opportunities.

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IV. Distributive Courses {These courses address prob- 202 Juvenile Delinquency (3) lems/issues regarding social differentiation and A study of the nature, extent, and causes of delin- social inequalities.} quent behavior. The challenges of measuring, pre- SOC 307 Race and Ethnicity venting, and responding to delinquency are assessed, SOC 372 Social Stratifi cation along with the role of the police, the courts, and vari- SOC 405 Sociology of Race, Class, & ous treatment programs in dealing with delinquency. Gender (Same as CRM 202). Elective Sociology Courses can be selected from the 204 Social Problems (3) theme courses noted above and from the following A survey of sociological perspectives on social prob- comprehensive courses: lems. Sociological perspectives will be applied to such SOC 200 Perspective Consciousness and problems as alcohol and drug abuse, crime, health Social Justice care, homelessness, poverty, and racism. SOC 202 Juvenile Delinquency SOC 204 Social Problems 246 Marriage and the Family (3) SOC 300 Special Topics A survey of historical and sociological perspectives SOC 359 Independent Study regarding the family as an important social institution. SOC 410 Theories of Deviance Emphasis on contemporary family issues, including SOC 426 Sociology of Violence intimacy and sexuality, family violence, parenting, di- SOC 455 Sociology of the Family vorce and remarriage. SOC 499 Internship 300 Special Topics (3) Content to be determined by the Department to fi ll Sociology Minor specifi ed needs or interests. A minor in Sociology requires 21 credit hours, includ- 306 Sociology of Art (3) ing SOC 201, 370, 409 and 423. A minimum grade of A survey of sociological perspectives on the relation- C in all minor courses is required. ship between art and society. Emphasis on the social production of art, the social uses of art, and art as an Course Descriptions— indicator of social processes. Perspectives will be ap- Sociology Prefi x: SOC plied to: fi lm, literature, music, painting, and the the- atre. 200 Perspective Consciousness and Social Justice (3) 307 Race and Ethnicity (3) The course focuses on “perspective consciousness,” Study of sociological perspectives in minority-ma- that is 1) realizing that values, beliefs, and world- jority relations; assimilation ideologies; dynamics of views are socially constructed; 2) understanding the prejudice and discrimination; biological, historical importance of fi nding one’s “own voice,” of analyz- and sociological data on race; survey of American mi- ing one’s own thinking and the thinking of others, and norities. of dealing with dissonance; and 3) understanding the 317 Sociology of Work (3) importance of praxis – to refl ect and to act upon the An examination of the cultural, social and organiza- world in order to transform it. Critical interrogation of tional aspects of work in contemporary society. Work several key social institutions and cultural dynamics; is studied as a fundamental human activity which is analysis of contradictions between dominant ideologi- socially constructed through complex organizations, cal or mythical claims and everyday social practices power, cultural beliefs and values, the wage system, and experiences are also included. The conceptual and consumption, management ideologies, and technol- practical skills necessary to 1) challenge the perspec- ogy. Topics discussed include the signifi cance of work tive that difference and diversity must be controlled in everyday life, postindustrialization, the relationship by exclusion, discrimination and, inequality, and 2) between work and family, housework, professional- create and participate in democratic institutions and ization, and the consumer culture. organizations based on social justice and equality are also covered. Enrollment is limited to majors in the 320 Sociology of Law (3) College of Arts and Sciences. A survey of sociological perspectives on law and so- ciety. Includes a critical review of various theoretical 201 Introduction to Sociology (3) analyses of the relationship between law and social An introduction to the major theoretical perspectives order, social confl ict, deviance, crime, justice, and in sociology. Emphasis on the applications of these punishment/rehabilitation. Prerequisite: CRM 200 or perspectives to contemporary social issues, including: SOC 201 deviance, marriage and the family, organizations, reli- gion and social change.

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332 Drugs and Society (3) through the writings of classical and contemporary A review and analysis of the social impact of drug and criminologists and sociologists. Prerequisites: CRM alcohol use and abuse. Specifi c topics examined in- 200 or SOC 201and one additional SOC or CRM clude the history, social epidemiology, causes, social course or permission of the Department Chair. consequences, and major forms of prevention/treat- 423 Sociological Theory (3) ment of drug/alcohol abuse. A critical review of the classical theorists who de- 349 Sociology of Religion (3) veloped the foundations of modern sociological the- Analytical approach to the problem of reciprocal inci- ory. Specifi c theorists and theories to be considered: dence and dependence between “religious” phenom- Durkheim, Spencer, Marx, Weber, structure-func- ena and the socio-cultural world; deals principally tionalism, confl ict theory, and symbolic interaction. with classical sociologists Marx, Freud, Durkheim, Prerequisites: SOC 201 or CRM 200 and one addi- Malinowski, Weber and their views on the function of tional SOC or CRM course; juniors and seniors only. religion and the process of secularization. 426 Sociology of Violence (3) 370 Social Psychology (3) An in-depth study of the major sociological theories An introduction to the major theoretical perspectives and relevant research pertaining to violence, includ- in social psychology. Emphasis on the application ing interpersonal, family, criminal and institutional- of these perspectives to such issues as everyday in- ized violence. The normative and social situational teraction, deviance, gender, and social organizations. contexts in which violence occurs are studied in Prerequisite: SOC 201 or SOC 204. terms of how persons are affected as perpetrators 372 Social Stratifi cation (3) and victims. Historical, cross-cultural and contem- Theories of social class; wealth, power and prestige as porary forms of violence are analyzed to reveal the class correlates; social mobility; and consequences of underlying social dynamics. Social responses to vio- social placement lence, including criminalization, public policies, and prevention/treatment intervention strategies are re- 404 Ethical Issues in Social Science (3) viewed. Prerequisites: SOC 201 or CRM 200 and one An introduction to the range of ethical issues that additional SOC or CRM course or permission of the arise during the practice of social science. Emphasis Department Chair. on research issues, including research topics, research methods, the use of research, the role of the research- 455 Sociology of the Family (3) er, and the creation of ethical standards. Prerequisite: An advanced course on sociology of the family, with three hours in social science courses or permission of emphasis on the contemporary American Experience. the Department Chair. Major theoretical perspectives on the purpose, func- tion, and interdependent nature of the family are re- 405 Sociology of Race, Class and Gender (3) viewed. Analysis also focuses on the diversity of fam- A comprehensive examination of race, class and gen- ily experiences as shaped by gender, social class, race- der as central categories of social experience. A variety ethnic identity, and age, as well as on issues relating to of sociological approaches are integrated to analyze the household division of labor, employment, parent- how these differences in identities and accompanying ing, sexuality, marriage and power. The majority of inequalities are constructed within social institutions course topics are examined in terms of contemporary and processes. Prerequisites: SOC 201 & 3 additional debates regarding the stability of family life and on SOC hours or permission of Department Chair. the legislation and public policies that have been de- 409 Research Methodology (3) veloped to address these problems. Prerequisite: SOC Introduction to sociological research methods. 201 or SOC 246 or permission of Department Chair. Contemporary data collection and analysis techniques 487 Seminar (3) will be introduced. The assumptions, limitations, and An integrative experience through which students implications of these techniques will be discussed. will comprehensively analyze and assess signifi cant Prerequisites: SOC 201 or CRM 200; one additional theories, policies, and practices related to the study of SOC or CRM course; MAT 152; juniors and seniors sociology. Information from prior coursework will be only; or permission of the Department Chair. synthesized and applied to current as well as future is- 410 Theories of Deviance (3) sues in the fi eld. Enrollment is limited to criminology Survey of the various theories used to explain deviant and sociology majors only. (Same as CRM 487) behavior.Specifi c topics, including socio-biological, 499 Internship (3-6) psychiatric and behavioristic theories; socio-ecologi- Internship experience under qualifi ed supervision. cal, cultural, social learning and social control models; Requires a minimum of 120 hours. Department Chair and labeling and social confl ict theories are explored and Dean approval required.

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359 Independent Study (3) Criminology Minor Designed to allow the student an opportunity to com- The criminology minor requires a minimum of 21 plete the senior project under the supervision of a fac- credit hours, including: ulty member. Department Chair and Dean approval CRM 200 Introduction to Criminology required. SOC 320 Sociology of Law SOC 409 Research Methodology SOC 410 Theories of Deviance CRIMINOLOGY (B.S.) Nine additional hours in courses that are listed as part The criminology program is designed to provide an of the Criminology major. understanding of contemporary patterns of crime and In addition, students who minor in Criminology must victimization, the social etiology of criminality, social complete MAT 152 Elementary Probability and Sta- responses to crime, and the processes of crime con- tistics. trol. The curriculum acquaints students with a variety of theoretical and practical approaches to the study of Students must earn a grade of C or higher in MAT 152 crime and delinquency, including the manner in which and all SOC and CRM courses. offenders are processed. The functions and dynamics of the criminal justice system are studied in detail with Course Descriptions— emphasis on the linkage of these processes to broader Criminology Prefi x: CRM aspects of society. The program is designed as a tradi- tional liberal arts major. Hence, students are prepared 200 Introduction to Criminology (3) for graduate studies in criminology and related fi elds A comprehensive introduction to the study of crime, as well as for a wide variety of career opportunities in criminality, and the accompanying social responses. the criminal justice system. Includes a survey of various theoretical analyses of The criminology major requires a minimum of 39 social order, crime, law, justice, and punishment/re- credit hours, which includes the following courses: habilitation. The socio-historical responses to the con- struction and control of crime and criminals are also Core Courses (15 hours/5 courses): studied. CRM 200 Introduction to Criminology 202 Juvenile Delinquency (3) SOC 320 Sociology of Law A study of the nature, extent, and causes of delin- SOC 409 Research Methodology quent behavior. The challenges of measuring, pre- SOC 410 Theories of Deviance venting, and responding to delinquency are assessed, CRM 487 Senior Seminar along with the role of the police, the courts, and vari- Organizational-Institutional Courses ous treatment programs in dealing with delinquency. (12 hours/4 courses): (Same as SOC 202). SOC 204 Social Problems 300 Special Topic (3) CRM 202 Juvenile Delinquency Content varies according to current issues in the fi eld CRM 307 Critical Issues in Criminal Justice as well as specifi c needs and/or interests of students. CRM 309 Police and Policing CRM 311 Corrections 305 Women and Crime (3) SOC 426 Sociology of Violence An in-depth study of the relationship between women CRM 300 Special Topics and various forms of criminal behavior. The experi- CRM 499 Internship ences of women as crime victims, criminal offenders, and criminal justice system practitioners are examined Cultural-Inequalities-Specialization in terms of the social, legal, and political discourse on Courses (12 hours/4 courses): femininity. Cross-cultural and historical analyses are CRM 305 Women and Crime included. CRM 317 Elite and Organized Crime 307 Critical Issues in Criminal Justice (3) CRM 328 Race, Class and Crime SOC 332 Drugs and Society An analysis of contemporary topics/events infl uenc- SOC 370 Social Psychology ing the police, courts, and corrections. Emphasizes CRM 300 Special Topics the impact of issues which are generating debate in CRM 499 Internship the fi eld, creating operational diffi culties, stimulat- ing change, and/or altering current public policies. In addition, criminology majors must complete MAT Prerequisite: CRM 200 152 Elementary Probability and Statistics. Students must earn a grade of C or higher in MAT 152 and all SOC and CRM courses.

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309 Police and Policing (3) 499 Internship (3-6) The roles of the police and policing in contemporary A systematic means of combining classroom learning U.S. society are examined. Special focus on theories with practical work experience. Students are placed of policing, the organization and administration of in work situations designed to compliment and enrich police departments and agencies, the relationship and their personal and professional career development. interaction between the police and various communi- Requires approval of Department Chair and Dean. ties, and contemporary debates concerning the role of 459 Independent Study (3) the police in society. Prerequisite: CRM 200 An opportunity for extensive research into criminol- 311 Corrections (3) ogy topics of special interest to the student. Requires A comprehensive examination of the U.S. correctional approval of Department Chair and Dean. system. Special focus on theories of punishment and rehabilitation, the historical antecedents of modern Environmental Studies Minor corrections, offender characteristics, sentencing, com- The environmental studies minor requires a minimum munity-based corrections, the organization and ad- of 23-24 credit hours, as follows: ministration of correctional facilities, prison life, and Required Courses (20 credits) contemporary debates concerning the role of correc- BIO 104 Biological Foundations (04) tions in society. Prerequisite: CRM 200 BIO 260 Biodiversity of Ecosystems (04) 317 Elite and Organized Crime (3) BIO 360 Dynamics of Restoration Ecology (03) A survey of the criminal behavior of government, EVS 310 Environmental Movements (03) GEO 320 Geography of Disasters (03) large corporations, the managerial and social elite, PHI 354 Environmental Ethics (03) and traditional organized crime groups in the U.S. Elective course: (3 -4 credits) Topics discussed include the measurement, detection, BIO 112 Botany (04) adjudication and correction/punishment of elite and BIO 216 Zoology (04) organized crime. Prerequisite: CRM 200 or permis- CHE 209 Environmental Chemistry (03) sion of Department Chair. EVS 430 Environmental Crime and Law (03) 328 Race, Class and Crime (3) GEO 301 World Environments (03) Racial-ethnic and class identities are examined in Students must earn a grade of C or higher in all minor terms of their impact on persons’ experiences of the courses. law, crime, justice, victimization, stigma, and pun- ishment/rehabilitation. Sociological and criminologi- cal theory and research on these issues are reviewed. Course Descriptions— Historical and cross-cultural examples are also stud- Environmental Studies Prefi x: EVS ied. Prerequisite: CRM 200 or SOC 201 or permission EVS 310 Environmental Movements (03) of Department Chair. Study of communities and how individuals have con- 430 Environmental Crime and Law (3) structed social meaning in order to understand what This course considers defi nitions of “environmental role the environment plays or can play in our lives. justice” in order to determine how well the estab- The relationship between changing attitudes toward lished justice system lends itself to addressing critical natural resources and environmental policy in the environmental questions. Study legal disputes, public United States. controversies, enforcement issues and sanctions for EVS 430 Environmental Crime and Law violators – all revolving around environmental ques- This course considers defi nitions of “environmental tions and the ability of the criminal justice system to justice” in order to determine how well the estab- provide redress. Pre-requisite: CRM 200 and 3 addi- lished justice system lends itself to addressing critical tional hours in CRM or SOC. environmental questions. Study legal disputes, public 487 Seminar (3) controversies, enforcement issues and sanctions for An integrative experience through which students violators – all revolving around environmental ques- will comprehensively analyze and assess signifi cant tions and the ability of the criminal justice system to theories, policies, and practices related to the study of provide redress. Pre-requisite: EVS 310. criminology. Information from prior coursework will be synthesized and applied to current as well as future issues in the fi eld. Enrollment is limited to criminol- ogy and sociology majors only. (Same as SOC 487)

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DEPARTMENT OF THEOLOGY AND PHILOSOPHY Fr. Mark E. Wedig, O.P., Ph.D., Chair Faculty: Austin, Bosworth, Cantens, Cassini, S. Fairbanks, S. J. Fairbanks, Gonzalez, Iozzio, Koperski, Latkov- ich, Marill,, Miranda, Molinari, Presmanes, Sause, Schaab, Sunshine, Vizcaino, Wedig, Wilcox

MISSION STATEMENT: The Department of The- completed with a grade of C or above. At the end of ology and Philosophy promotes the ongoing search their program, all theology majors must successfully for truth and the practice of justice interpreting the complete a capstone course, THE 487. Requirements historical and contemporary world engaging hu- include the following distribution: man experience, and responding to God’s revelation Biblical Hermeneutics and Theology: 6 credits through the Catholic and Dominican traditions of rea- Historical and Comparative Theology: 6 credits soned analysis and faith. Systematic and Liturgical Theology: 6 credits THEOLOGY (B.A.) Moral and Spiritual Theology: 6 credits THE 487 3 credits The academic study of theology is essential to a Electives: 3-15 credits complete education. With this conviction as the basis for its mission, the purpose of the undergraduate theol- ogy program is to teach students to critically examine Theology Minor a religious tradition and to offer courses necessary for The minor consists of completion of a minimum of distribution that fulfi ll the requirements of general 21 credits with a grade of C or above. Requirements education for the undergraduate degree programs as include the following credit distribution for each of well as to provide courses necessary for the major and the theological disciplines: minor in theology. Biblical Hermeneutics and Theology: 3 credits Historical and Comparative Theology: 3 credits Major and Minor in Theology Learning Goals Systematic and Liturgical Theology: 3 credits Moral and Spiritual Theology: 3 credits – To acquire a foundation in Christian thought and practice through biblical, historical, comparative, Electives: 9 credits systematic, liturgical, moral, and spiritual theology – To prepare students for graduate study in theology Curriculum Objectives: – To prepare students to teach their disciplines in After students have fulfi lled their theology dis- Catholic and other private secondary schools tribution requirements, the following two learning – To prepare students for other professional education objectives will be achieved: — they will have an understanding of the vari- Requirements for the Major ous approaches and methods of doing theology The major consists of 42 credits for a single major; within the Judeo-Christian tradition. 36 credits for a single major and one or two minors; — they will have mastered specifi c knowledge that and 30 credits for two majors with or without a minor. forms the foundation of the Judeo-Christian tra- All courses in the major(s) and the minor(s) must be dition.

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Course Categories Course Descriptions— I. General Education Theology Prefi x: THE THE 201 Theology: Faith, Beliefs, and Traditions 103 World Religions: Spiritual Experiences of II. Biblical Hermeneutics and Theology Humankind (3) THE 108 Introduction to the Old Testament A survey of the history, beliefs, practices and contem- THE 309 The Old Testament and Its Interpreters porary infl uence of the major religions of the world: THE 321 The New Testament as Christian Scripture Primal Spiritualities, Hinduism, Buddhism, Taoism, THE 362 Women in the New Testament Confucianism, Shintoism, Judaism, Christianity, THE 365 Creation and Apocalypse and Islam; a discussion of the basic methods for THE 431 Jesus in the Gospels understanding religions. NOTE: For Freshmen and THE 432 Prophetic and Wisdom Writings Sophomores ONLY. THE 495 Topics in Biblical Hermeneutics and Theology 108 Introduction to the Old Testament (3) Introduction to Old Testament literature, history, III. Historical and Comparative Theology and culture in the context of the ancient Near East. THE 103 World Religions: Religious Experiences Examines methods of biblical interpretation from an- of Humankind cient to modern times in Jewish and Christian com- THE 231 Judaism THE 303 Comparative Religion munities. THE 304 Theology Through Film 191 Judeo-Christian Doctrine (3) THE 306 Dynamics of Faith, Beliefs and Theology A fundamental examination of the Judeo-Christian tra- THE 324 The Catholic Imagination in Film dition, beginning with a consideration of the relation- THE 331 Christianity & Culture ship between theology and philosophy. Foundational THE 334 History of Christianity I religious affi rmations will be examined from the per- THE 335 History of Christianity II spective of both disciplines. NOTE: Honors Program THE 360 Women in the Church ONLY. THE 370 Protestantism THE 496 Topics in Historical and Comparative 201 Theology: Faith, Beliefs and Traditions (3) Theology A study of spirituality, religion, faith and theology as signifi cant dimensions of all human life. Particular IV. Systematic and Liturgical Theology attention will be given to the anthropological origins THE 191 Judeo-Christian Doctrine of the human desire for spirituality expressed in reli- THE 307 Christology gions. Beliefs and traditions will be studied, in particu- THE 323 Theology and Science: A Contemporary lar those coming from Judaic origins and fi nding their Dialogue expression in Christianity, especially Catholic beliefs THE 330 Approaches to God and traditions. This course fulfi ls a general education THE 333 Christian Understanding of God THE 338 The Church requirement for the College of Arts and Sciences and THE 342 Salvation, Liberation, and Politics is the required fi rst course for this purpose. THE 344 Sacraments 231 Judaism (3) THE 345 Liturgy, Feasts, and Devotions An introduction to Judaism with a focus on beliefs, THE 354 Music in Worship practices, and ritual. Jewish history and a survey of THE 497 Topics in Systematic and Sacramental contemporary Judaism, e.g., Orthodox, Conservative, Theology Reform, Reconstructionist are incorporated in an V. Moral and Spiritual Theology overall examination of Judaic life and faith. THE 311 Sexuality, Sex and Morality 300 Special Topics (3) THE 312 Freedom and Virtue Topics of interest to faculty and students. THE 315 Christian Spirituality and Prayer THE 325 Feminst Ethics 303 Comparative Religion (3) THE 327 Peace and Justice An examination of select religious traditions in cross- THE 353 Bioethics cultural and interfaith dialogue through comparison of THE 372 Marriage and Family scriptures, rituals, beliefs and practices. NOTE: For THE 438 Catholic Social Teaching Juniors and Seniors ONLY. THE 498 Topics in Moral and Spiritual Theology 304 Theology Through Film (3) VI. Integrative Experience An analysis of works of noted fi lm directors/screen- THE 487 Theology Seminar writers (Igmar Bergman, Woody Allen, Denys Arcand, Jack Gold, Lawrence Kasdan, Stuart Rosenberg, Brian

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Moor, Fraser Heston) and how their respective fi lms of Scripture. History and methods of interpretation, provide interpretative frameworks for those peren- with application to selected texts. Literary technique nial issues that have their parallel themes in religion: as a refl ection of theological perspective. Prerequisite: suffering, alienation, human fulfi llment (salvation), THE 201 mystery, morality (goodness, evil, human perfection), 323 Theology and Science: A Contemporary redemption, trust, and affi nity for the Divine. Dialogue 306 Dynamics of Faith, Beliefs and Theology This is a theology course designed to investigate the This course will explore some fundamental theologi- historical and contemporary relationship between cal concepts, including faith, doubt, belief, doctrine, the methods and concepts of theology and science symbol, evil, sin, ethics and morality. Furthermore the concerning God, the cosmos, and the God-world re- course will explore particular theological beliefs in lationship in the context of the Christian tradition. relationship to culture. It will study and evaluate how Because of its dynamic and investigative nature, it these ideas and beliefs are treated in systematic theol- requires a spirit of intellectual inquiry on the part of ogy and in other contemporary classic sources. its participants. Pre-requisite: THE 100 or 200 level 307 Christology (3) course. An investigation into the Christian understanding of 324 The Catholic Imagination in Film (3) the person and work of Jesus Christ. The origins of This course is analysis of the Catholic world-view Christology in the New Testament and the develop- and its cultural sensibilities in the works of noted ment of christological doctrine in the history of the fi lm directors/screen writers such as: Gabrielle Church will be examined as a basis for a contemporary Axel (Barbette’s Feast), Robert Bresson (Diary of a understanding of Jesus and of the challenge of Jesus Country Priest), Robert Bolt (the Mission), Nancy and his message for the Christian today. Prerequisite: Savoca (Household Saints), William Peter Blatty (The THE 201 Exorcist) Tim Robbins (Dead Man Walking), and M. 309 The Old Testament and Its Interpreters (3) Night Shyamalan (Wide Awake). Each fi lm refl ects a A study of how the Jewish Scriptures have been in- “Catholic vision” that is integral to the plot, mirrors an terpreted in Jewish, Christian, and secular traditions interpretive scheme rich in theological overtones, and based on detailed examination of how selected texts depicts the artist’s perception of the world. have been understood in these traditions. Consideration 325 Feminist Perspectives in Ethics (3) of the Old Testament as Christian Scripture and the An introduction to the theological and moral chal- problem of Jewish-Christian relations. lenges that the key insights of feminist thinking have 311 Sexuality, Sex and Morality (3) raised in academic, social, and church institutions. Analysis of the nature of sex and sexuality, accord- The critical reading of primary sources of the femi- ing to sources and developments of Christian thought; nist critique will increase awareness of the oppression the integration of those concepts into a contemporary of women and the prevalence of patriarchal structures moral and ethical system. Prerequisite: THE 201 that have traditionally supported that oppression. The importance of an ongoing search for normative stan- 312 Freedom and Virtue (3) dards of morality will be juxtaposed with the multi- An examination of the meaning of human freedom, contextualized norms in the experiences of women. the nature and search for virtue as a means and goal of Prerequisite: THE 201 human behavior and as a consequence of our actions. Accountability as part of free human action will be 327 Peace and Justice (3) considered in the context of decisions of conscience. This course is meant to explore the issues of Justice, Prerequisite: THE 201 Peace and Reconciliation as fundamental aspects of Christianity. Building on the foundations of Scripture, 315 Christian Spirituality and Prayer (3) Catholic Social Teaching and the UN Declaration of A study of the history, nature and principles of worship Human Rights, students will explore the prophetic and the major spiritual forms in which it fi nds expres- role of the Christian in the act of living and promoting sion in Christianity. This course will look at important Justice and Peace in the micro and macro worlds of issues in the development of a contemporary spiritual- church and culture. The ideas presented in this course ity within the context of personal, interpersonal and are designed to spawn critical questions that could have Church prayer. Prerequisite: THE 201 life altering consequences. Prerequisite: THE 201 321 The New Testament as Christian 330 Approaches to God (3) Scripture (3) A critical investigation into the reality of God from the The meaning of inspiration. The history of gradual perspective of monotheistic religious and philosophi- acceptance of the New Testament documents as part cal traditions, e.g., Jewish, Christian and Islamic, their

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interaction with modern culture and the existential 344 Sacraments (3) response to the divine presence in spirituality. These An examination of the Christian sacraments from the three elements - the understanding of God, the world perspective of religious experience and symbol, Christ and the self - form the framework within which a con- as the primordial sacrament, the Church as the fun- temporary response to God in secular culture can be damental sacrament and the historical-theological de- both intelligible and meaningful. Prerequisite: THE velopment of each sacrament. Although primary focus 201 will be on the Roman Catholic tradition, attention will 331 Christianity and Culture (3) also be given to Orthodox and Protestant understand- This course examines the fundamental relation of the ing and practice. Prerequisite: THE 201 Catholic faith and cultural pluralism. It reviews the 345 Liturgy, Feasts and Devotions (3) historical response of the church to culture and faith An exploration of the worship life of the Catholic issues. It looks at the contemporary experience from Church with a focus on various forms of liturgy, an ap- a global perspective as well as in the U.S. context. preciation of liturgical time and the Church calendar, Prerequisite: THE 201 liturgical spirituality and para-liturgical devotions. 333 Christian Understanding of God (3) Special emphasis will be placed on the nature, results An examination of the Christian doctrine of the trin- and evaluation of liturgical reform proceeding from ity and its implications for the human understanding the Second Vatican Council. Prerequisite: THE 201 of the world, history, the self, and the Church. After 353 Bioethics an introduction to the biblical and patristic origins of An examination of the fundamental theological claims the doctrine, students will examine a contemporary that provide the foundations of ethical decision mak- statement of it in conversation with modern cultural, ing and standards of evaluation in healthcare. Claims philosophical, and political sensibilities. Prerequisite: concerning the gifts of creation and the giveness of THE 201 human life from the hands of a Creator of God in- 334 History of Christianity I (3) stigate discussions of medical interventions into mat- A survey of Christianity from its biblical and apostolic ters, for example, of access to healthcare, reproduc- origins through its growth in antiquity and its estab- tion, chronic and critical care, genetic manipulations, lishment in the medieval period. Signifi cant social, and end of life care. Innocent suffering, in particular, cultural and intellectual factors will be examined as will be considered one of the more compelling issues part of the formative development of this tradition. arising from specifi cally theological perspectives that challenge high technological medical interventions. 335 History of Christianity II (3) A survey of Christianity beginning with the dividing 354 Music in Worship (3) of Christendom in the Reformation, subsequent devel- An in-debt examination of the ways contemporary opments, the expansion of Christianity through mis- churches and synagogues both understand and prac- sionary efforts, the challenge posed to the faith in the tice the service of music in their worship. Particular modern era and its inculturation in secular and non- attention will be given to the current norms and stan- western societies. dards for religious music in the Christian churches and Jewish synagogues in the United States. The course 338 The Church (3) emphasizes how theological interpretations can be An exploration of the meaning of Church as part of derived from the music practices in Christianity and the Christian mystery of salvation. Biblical, historical Judaism especially today but also throughout the his- and theological foundations will be surveyed to inte- tory of these religions. grate an understanding of the life, structure, and mis- sion of the Church in today’s world. Special attention 360 Women in the Church (3) will be given to developments in Roman Catholicism This course will examine the role of women in the in light of the Second Vatican Council as it informs historical and contemporary Church by retrieval and the present ecumenical context of Catholic, Orthodox analysis of the images and history of women and their and Protestant church life. Prerequisite: THE 201 role throughout the history of religion. This course will explore the role of women in the Church by em- 342 Salvation, Liberation and Politics (3) ploying the use of written texts found in Scripture and An examination of political and liberation theologies tradition, as well as examine the narrative passed on and of their understanding of the relationship between by the oral traditions, classical and contemporary art, Christian witness and socio-political transformation. music and fi lm. Both critical and sympathetic responses will be evalu- ated. Prerequisite: THE 201 362 Women in the New Testament (3) An analysis of the books of the New Testament in or- der to examine the role of women and attitude toward

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women from the earliest period of the church and as it 497 Topics in Systematic and Sacramental developed in the later period when the fi nal books of Theology (3) the New Testament were written. Topics of interest to faculty and students. 365 Creation and Apocalypse (3) 498 Topics in Moral and Spiritual Theology (3) Detailed study of the biblical traditions of the origin Topics of interest to faculty and students. and end of the world and the relationship between these 499 Independent Study (3-12) two traditions, including their ancient Near Eastern Opportunity for research in areas of special interest. background, the development of apocalyptic literature Prerequisite: Department Chair and Dean approval. in pre-Christian Judaism, and Jewish and Christian apocalyptic writings. The course will also examine Courses taught by the Archdiocese of Miami and the history of interpretation surrounding these bibli- approved by the Theology Department of Barry Uni- cal traditions in Jewish and Christian communities, versity: including the impact of modern scientifi c discoveries 140 Religious Education Methodology I on the interpretation of selected biblical texts. 141 Religious Education Methodology II 370 Protestantism (3) 142 Introduction to the Sacraments An introduction to the history, development, and theo- logical perspectives of Protestantism as a major stream 143 Principles of Christian Morality I of Christian faith and Church life that emerged out of 144 Principles of Christian Morality II the western Catholic tradition. Prerequisite: THE 201 145 Foundations of Catholicism 372 Marriage and Family (3) 146 Christology A practical treatment of marital union and family or- ganization as seen in its Christian theological, spiri- 151 Introduction to the Old Testament tual, psychological, and sociological aspects with an 152 Introduction to the New Testament exploration of marriage as a sacrament of Christian life. Prerequisite: THE 201 157 Celebrating Liturgy I 431 Jesus in the Gospels (3) 158 Celebrating Liturgy II The uniqueness of the gospel genre and its relation 161 The Church After Vatican II to other ancient literary forms (e.g., history, biogra- 163 Peace and Justice I phy). The Jesus of History and the Christ of Faith. The gospels as witnesses of the faith, prayer, and ethical 164 Peace and Justice II behavior of several different early Christian commu- 173 Principles of Youth Ministry nities. The challenge of the Jesus of the gospels for today. Prerequisite: THE 201 PHILOSOPHY (B.A.) 432 Prophetic and Wisdom Writings (3) The complementarty of the prophetic and wisdom As an academic discipline, philosophy involves views in ancient Israel. The prophets as heralds of so- the quest for an understanding of the nature of God, cial justice and individual responsibility. The Wisdom humankind, the world, and values, and of the rela- Writings as a response to the Israelite covenant. tions among them, by means of critical and systematic Prerequisite: THE 309 refl ection upon human experience. Philosophy is integrally related to all other academic disciplines. 438 Catholic Social Teaching (3) Furthermore, the study of philosophy serves both (a) An examination and evaluation of the teaching on to strengthen intellectual capacities and skills (e.g., major social issues in the papal encyclicals, conciliar analytical, evaluative, and interpretive), which are im- documents, and episcopal pronouncements from Leo portant to one’s personal and professional life, and (b) XIII to the present day. Prerequisite: THE 327 to enable one to critically examine one’s own beliefs 487 Theology Seminar (3) and judgments. Thus, the study of philosophy is an Group research and interchange of ideas on a topic of essential and valuable part of a university education. contemporary signifi cance in the fi eld of theology. Traditionally, the study of philosophy has enjoyed 495 Topics in Biblical Hermeneutics and a place of prominence in Catholic higher education. Theology (3) Likewise, philosophical contemplation has been Topics of interest to faculty and students. highly prized throughout the Dominican intellectual tradition which includes such luminaries in the history 496 Topics in Historical and Comparative of philosophy as Albert the Great, Thomas Aquinas, Theology (3) and Francisco de Vitoria. Barry University, sponsored Topics of interest to faculty and students.

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by the Adrian Dominican sisters, is committed to the III. History philosophical search for truth and wisdom in the en- PHI 301 Spanish and Hispanic-American Philosophers hancement of faith and life. PHI 316 Ancient Philosophy The purpose of the undergraduate philosophy pro- PHI 317 Medieval Philosophy gram is to offer courses necessary for distribution that PHI 318 Modern Philosophy fulfi l the requirements of general education for the PHI 319 Contemporary Philosophy undergraduate degree programs as well as to provide PHI 320 American Philosophers courses necessary for the major or minor in philoso- PHI 323 Philosophical Perspectives on Cinema phy. PHI 332 The Thought of Ortega y Gasset PHI 336 Julian Marias and the School of Madrid Major and Minor in Philosophy Learning IV. Problem Solving Goals PHI 310 Formal Logic V. Ethics – To provide a foundation in philosophy through PHI 260 Philosophy of the Human Person critical thinking and logic, philosophical issues and PHI 292 Ethics problems, the history of philosophy, and ethics PHI 308 Philosophy of Law – To prepare students for graduate study in philosophy PHI 353 Bio-Medical Ethics – To help students understand the philosophical un- PHI 354 Environmental Ethics derpinnings of all academic disciplines PHI 370 Contemporary Moral Problems – To prepare students for the professional use of ana- PHI 371 Social and Ethical Issues in Business lytical and problem-solving skills VI. Major Topic Areas PHI 191 Judeo-Christian Doctrine Requirements for the Major: PHI 304 Epistemology The major consists of a minimum of 30 credits. Re- PHI 306 Philosophy of God and Religion quired courses: PHI 292, PHI 304, PHI 310, PHI 316, PHI 313 Philosophy of Art – Aesthetics PHI 318, either PHI 317 or PHI 319, either PHI 460 PHI 314 Metaphysics or PHI 487, and 9 elective credits. All courses must be PHI 321 Philosophy of Peace and War completed with a grade of C or above. All philosophy PHI 360 Asian Philosophy majors must successfully complete a capstone course VII. Special Topics (either PHI 460 or PHI 487) at the end of their pro- PHI 300 Special Topics gram of study. PHI 460 Philosophical Classics PHI 487 Seminar Requirements for the Minor: The minor consists of a minimum of 21 credits. Course Descriptions— Required courses: 120 or 310, one 300-level course Philosophy Prefi x: PHI in the history of philosophy, one 300-level problems 191 Judeo-Christian Doctrine (3) course, and 12 elective credits. All courses must be A fundamental examination of the Judeo-Christian tra- completed with a grade of C or above. dition, beginning with a consideration of the relation- ship between theology and philosophy. Foundational Curriculum Objectives religious affi rmations will be examined from the per- After students have fulfi lled their philosophy dis- spective of both disciplines. NOTE: Honors Program tribution requirements, the following two learning ONLY. objectives will be achieved: 220 Introduction to Philosophy (3) – They will have an understanding of the various ap- Introduction to Philosophy is designed to introduce proaches and methods of doing philosophy. the student to the fundamental problems of philoso- – They will have mastered specifi c knowledge of a phy from a historical perspective. This course will particular historical philosophy or of a philosophi- introduce the student to analysis of concepts such as: cal issue. moral goodness, moral character, metaphysical foun- Course Categories dations of knowledge, the nature of knowledge, and I. General Education the philosophical foundations of social-political con- PHI 220 Introduction to Philosophy cerns. Furthermore, the course will explore the nature II. Critical Thinking of inductive and deductive reason. This course is de- PHI 310 Formal Logic (replaces PHI 212) signed to create a philosophical background and foun- dation for upper level Philosophy courses.

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260 Philosophy of the Human Person (3) 313 Philosophy of Art - Aesthetics (3) Philosophical overview of human psychology: indi- Philosophical study of the nature of art; relation be- vidual and social natures of human beings; their mate- tween the various arts, concepts of beauty, the creative riality and spirituality; human cognition, volition and process, principles of art criticism, religious art, and freedom; differing order of human needs; powers and symbolism. habits; unity within a complexity of activities; human 314 Metaphysics (3) destiny. A discussion of the nature of reality. Topics may in- 292 Ethics (3) clude the nature of being, principles of individuation, A study of fundamental elements in ethical theory: materiality and immateriality, predication and causa- analysis of the concept of moral goodness, the origins tion. (Prerequisite: PHI 220) and nature of moral law and obligation, comparison 316 Ancient Philosophy (3) of various moral systems for moral decision making. An historical survey of the development of western Discussion will include application through consider- philosophy, including the pre-Socratics, Socrates, ation of concrete examples. Plato, Aristotle, the Stoics, Cynics, Skeptics, Plotinus. 300 Special Topics (3) (Prerequisite: PHI 220) Content to be determined each semester by the depart- 317 Medieval Philosophy (3) ment as requested by faculty and/or students to fi ll An historical survey of the development of west- specifi ed needs or interests. ern philosophy, including the Patristic period, Saint 302 Spanish and Hispanic-American Augustine, John Scotus Eriugena, Saint Anselm Philosophers (3) of Canterbury, Avicenna, Saint Bonaventure, Saint Major ideas of the most important Spanish and Albert the Great, Saint Thomas Aquinas, Scotus. Hispanic-American philosophers in their historical (Prerequisite: PHI 220) and cultural context; development of their ideas and 318 Modern Philosophy (3) their infl uence in Western culture; primary emphasis An historical survey of western philosophy, from placed on Unamuno, Ortega y Gasset, Zubiri, Varona, the 17th century to the mid-19th century, includ- Ingenieros, Vasconcelos, Romero, Francovich, etc. ing Rationalism, Empiricism, Positivism, Kant and (Prerequisite: PHI 220) Idealism; emphasis on the continuity and development 304 Epistemology (3) of metaphysical and epistemological ideas during the Philosophical inquiry into the nature of knowledge, period. (Prerequisite: PHI 220) kinds of experience, belief and truth, justifi cation and 319 Contemporary Philosophy (3) verifi cation. (Prerequisite: PHI 220) An historical survey of the major branches of late 305 Problems in Philosophy (3) 19th and 20th century thought: Marxism, American Introduction to some of the basic issues in philosophy pragmatism, process philosophy, analytic philosophy, including free will vs. determinism, the mind-body phenomenology, existentialism, hermeneutics and debate, the problem of God, and the nature of moral other recent developments, e.g. feminist philosophy. action. (Prerequisite: PHI 220) 306 Philosophy of God and Religion (3) 320 American Philosophers (3) Philosophical investigation of the nature of the holy, European infl uences; colonial thinkers; philoso- faith and its relation to reason, religious language and phy of the Founding Fathers; Transcendentalism; symbol, proof for the existence of God, religious ex- Pragmatism; Naturalism; recent developments. perience and verifi cation. (Prerequisite: PHI 220) 321 Philosophy of Peace and War (3) 308 Philosophy of Law (3) Classical and contemporary philosophical analysis of Philosophies of law, including natural law theory, le- peace, war, and confl ict between individuals, groups, gal positivism, American legal realism, Marxism, and and nations. Discussion of ethical questions concern- recent theories; relationship of law and morality; con- ing the initiation and the conduct of confl ict, revolu- cepts of justice, responsibility, and punishment; the tion, and war. Analysis of nonviolent resolution of conscientious objector. (Prerequisite: PHI 220) disputes, of proposals for solving the problem of war, 310 Formal Logic (3) and of pacifi sm. Ethical aspects of nuclear weapons The study of the principles of valid argument: deduc- employment and the contemporary nuclear weapons tive inference, categorical logic, propositional logic, dilemma. and predicate logic. (prerequisite: PHI 220)

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323 Philosophical Perspectives on Cinema (3) 355 Philosophy of Politics (3) This course introduces the student to the many philo- Chronological treatment of the political theories of the sophical perspectives that can be found, either explic- major philosophers from classical to modern times. itly or implicitly, in sophisticated classical cinema. (Prerequisite: PHI 220) PHI 323 is designed to demonstrate that the better 360 Asian Philosophy (3) fi lms can be appreciated by emphasizing their aes- The study of the major philosophies of India, China, thetic, moral and above all, their metaphysical and and Japan, including ancient, medieval, and contem- existential dimension. porary readings. Confucianism, Taoism, and other ma- 332 The Thought of Ortega y Gasset (3) jor Chinese philosophies. Hinduism and Vedantic phi- This course is designed to introduce the student to losophies of India. The origins of Buddhism in India, the fundamental elements of 19th and 20th century and Chinese Buddhism, and Japanese Buddhism (Zen). Spanish language philosophy and how this was later Contemporary Asian philosophers such as Gandhi, incorporated into the School of Madrid. It will intro- Mao Tse-Tung, and members of the Kyoto school. duce the analysis of concepts such as phenomenol- 365 Advanced Argument Analysis (3) ogy, Lebenphilosophie, Ortega y Gasset’s reaction In-depth analysis of various types of argument, includ- to Vitalism and Positivism and the metaphysical and ing those in knowledge theory and ethics, which relate epistemological foundations of knowledge. The main to professional and social issues; verbal puzzles; cat- focus is to investigate Ortega y Gasset’s philosophy egorizing schemas. (Prerequisite: PHI 220) and how this is subsequently disseminated throughout the work of Spanish and Latin American thinkers. 370 Contemporary Moral Problems (3) An introduction to fundamentals of ethical reasoning, 336 Julian Marias and the School of Madrid (3) various methodologies, and application to current top- This course is designed to introduce the major trends ics in ethical discourse. Topics may include capital th in Spanish thought of the 20 century in historical punishment, euthanasia, abortion, war and peace, por- and cultural context: development of ideas and their nography, poverty and hunger, environmental rights, infl uence on Latin American philosophy. The course animal rights, academic freedom, sexual discrimina- investigates some of the major problems of Spanish tion, or other areas of interest. Recommended prepa- th philosophy in the 20 century. Special emphasis will ration: PHI 292. be paid to the work of Julian Marias and the School of Madrid philosophical movement. 371 Social and Ethical Issues in Business (3) This course is designed to create an awareness of and 353 Bio-Medical Ethics (3) a sensitivity to social and ethical issues which can, and Investigation, in the light of philosophical analysis, should, infl uence the management of business enter- concerning numerous ethical issues that arise in the prises by entering into the decision-making processes medical, nursing, and allied health professions as well of today’s business managers. Focus is on the legal, as in the biological and behavioral sciences. Topics, social and ethical implications of problems in contem- chosen at the discretion of the instructor, may include porary business issues such as employer-employee for example: human experimentation; genetic engi- relationships, consumerism (advertising and product neering and manipulations; reproductive technolo- safety), environmental conservation, etc. Numerous gies; ecological and environment ethics; death and cases are studied to illustrate the complexities of these dying; health care delivery; population ethics; clinical issues. setting and interaction; mental health; geriatrics; and communicative diseases. 460 Philosophical Classics (3) Examination of the basic writings of an individual 354 Environmental Ethics (3) philosopher, of a school of philosophers, or of phi- Study of the major issues and theories of environmen- losophers of an historical period. tal ethics. Application of traditional ethical theories to environmental issues, criticisms of these theories, and 487 Seminar (03) calls for new theoretical approaches. Relations be- Research and discussion on selected topics under di- tween environmental ethics and popular movements rection of instructor. such as animal liberation, deep ecology, social ecol- ogy, and ecofeminism.

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D. INEZ ANDREAS SCHOOL OF BUSINESS Jeffrey A. Mello, Interim Dean TBA, Associate Dean for Faculty William Frank, Assistant Dean for Students Faculty: Broihahn, Clottey, Daghestani, Diener, Fiedler, Lennon, Morrell, Nickerson, Payne, Pissaris, Sheng, Tejeda, Tyler, Wong

MISSION Aspiration Our mission is to deliver high-quality education Our aim is to become known as the school of choice that will enable our students to become successful for students desiring a truly international, high-qual- business practitioners. We serve students primarily ity, ethically-based education in a uniquely diverse,

from South Florida, Latin America and the Caribbean exciting yet intimate environment. School of Business in a highly cosmopolitan, multicultural setting. We function as part of a Catholic, international Univer- THE BACHELOR OF SCIENCE sity, a community of scholars committed to raising up DEGREE PROGRAM all people in the tradition of the Dominican Order. We seek faculty who will care deeply about our students After completion of all business and elective re- and are committed to excellent teaching, service to quirements of the program leading to the Bachelor of our constituencies, and continuous improvement. Our Science degree, our graduates will possess a broad ed- intellectual contributions emphasize practical applica- ucational foundation that prepares them for positions tions but our faculty also engages in basic research of responsibility and leadership in business and soci- and instructional development. We strive to develop ety, both domestically and worldwide, where they will in our students a global orientation, an entrepreneurial also function as responsible citizens. Specifi c goals of attitude, and a strong sense of ethics and social re- the program include: sponsibility. 1. To instill a thorough understanding of the basic foundations of business — accounting, eco- nomics, behavioral science, and quantitative Uniqueness methods, and the basic functions — marketing, We offer a student-friendly, caring environment operations and fi nance. and international diversity that allows our students to 2. To teach and exercise essential business skills not only study the global business environment but including communications, research, quantita- to experience it on a daily basis, in a dynamic and tive analysis, teamwork, and use of information vibrant center of global trade and fi nance. We are po- technology. sitioned as the only institution in South Florida that 3. To provide in-depth knowledge of a chosen dis- strives to meet the most rigorous international stan- cipline, or international business. dards while still offering all the attractions of a small, 4. To instill a strong sense of global awareness. private school including small class size, an accessible 5. To instill an entrepreneurial attitude. faculty whose fi rst responsibility is teaching, and the 6. To instill a strong sense of service and responsi- ability to respond quickly to the evolving needs of our bility to the community and ensure that students students and the business community. understand that ethical, socially responsible business is good business.

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STUDENT CODE OF CONDUCT Class Attendance Policy A university is a learning community that adheres Students are expected to attend all classes and to a long tradition of imparting knowledge through laboratory sessions. Students demonstrate their re- excellent teaching and research, the thoughtful and re- sponsibility in the regularity and punctuality of their spectful exchange of ideas, and community service. In attendance at class sessions and other School func- order to carry out this important work it is necessary tions. At the beginning of the semester, all instructors that students abide by the following: will defi ne specifi c requirements for attendance in their classes as they relate to the course grade. Academic Honesty Students in the Andreas School of Business will Grading Policy not engage in plagiarism Ð representing the work of The “A” grade is for the outstanding student, one another as their own. This includes purchasing term who has mastered nearly all the material presented in papers, using the work of a friend another as your the course and demonstrates exceptional performance own, or not properly citing references. This includes or who, in very diffi cult courses, has mastered much proper referencing of both off-line as well as on-line more material than the typical student in the class. sources. Failure to follow this mandate can result in The “B” grade is for the student who has mas- failure of the course and possible dismissal from Bar- tered all but perhaps the most diffi cult material in the ry University. course. Students in the Andreas School of Business will The “C” grade is for the student who demonstrates not cheat, or engage in any activity that gives the ap- a grasp, if not mastery, of most of the material of the pearance of dishonesty. course, and who is deemed minimally qualifi ed for Students in the Andreas School of Business will more advanced study in the discipline or for entry- not engage in any form of misrepresentation. level practical application of the material. Students in the Andreas School of Business agree The “D” grade is for the student who is not ready to do their share of the workload when working on a for more advanced study in the discipline or for practi- team project. cal application. The “F” grade is for students who by evidence of Classroom Behavior lack of performance, lack of effort, or both, clearly demonstrate that they did not belong in the course. Students in the Andreas School of Business will make every attempt to arrive to class on time and be pre- pared for the day’s work. Graduation Requirements Students in the Andreas School of Business will turn (1) Students must declare their degree program as off all beepers and cell phones before they arrive Bachelor of Science in Business prior to com- to class. pleting their last 36 credit hours at Barry Students in the Andreas School of Business will not University. The majority of business course engage in any unruly behavior on campus and will work (core and major) must be completed at respect the opinions of others. the Andreas School of Business. Students in the Andreas School of Business will re- (2) Graduation requirements for undergraduates main in the classroom during the class session. must be completed as listed under Academic Going outside to get a drink, to use the restroom, Information in this catalog. or to chat with friends are unacceptable behaviors. (3) Students must complete the core business cur- riculum and the required courses for one of the School Policies School of Business majors with a grade of C or better in each course. Students pursuing a Students in the Andreas School of Business are ex- Bachelor of Science degree through the Andreas pected to know the attendance policy and to respect School of Business cannot select a minor in the its implementation. School of Business, except for the minor in eco- Students in the Andreas School of Business are expect- nomics. ed to behave professionally at all times, including (4) The last 30 credits and the majority of busi- the return of email messages and phone calls from ness course work must be completed at Barry faculty and staff. University. Students in the Andreas School of Business will main- (5) There must be satisfactory completion of a min- tain business-like behavior at all times and show imum of 120 credits with a cumulative grade respect for fellow students, faculty and administra- point average of 2.00 (C). tors.

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Transfer Credits International Internships and Study Lower division, including community or junior Abroad college, business courses may be accepted in transfer The School of Business offers students the possi- only at the 100 or 200 levels. Upper division courses bility of arranging a study abroad experience. Study may be transferred as 300- or 400-level courses with Abroad programs are available at several foreign the approval of the Assistant Dean for Students. institutions with which the School of Business has agreements. Students can only participate in a pre- Career Planning and Placement Services approved Study Abroad program to obtain transfer The Barry University Career Planning and Place- credit. To participate in the program, students must ment Center offers the students in the Andreas School fulfi ll the requirements of the Study Abroad program of Business students a variety of services that cover chosen and be in good standing. In addition to pro- current students, alumni, and employers. The Center viding an opportunity to study abroad, the School of coordinates all possible domestic internships and job Business assists students who have an International placements for the School of Business. Internships Business major in arranging their International Intern- offer undergraduate and graduate students the oppor- ship. International Business majors are required to do tunity to work in jobs directly related to their career both a domestic and an international internship. The fi elds while they are pursuing their degree. The Center experience of working with a multi-national or foreign offers undergraduate and graduate students assistance company abroad enhances an International Business in obtaining an internship position at a local corpo- student’s resume. Students who study abroad or who ration, which enhances students’ resume and gives do an International Internship must register for one of students a better chance at fi nding full-time placement the following courses: in their fi eld of study upon graduation. In addition to BUS 443 Study Abroad is open to all School of Busi- assistance with domestic internships, the Center pro- ness students. vides Placement on an ongoing basis for students and alumni of the School of Business at their request. The BUS 341/441 International Internships are typically Center assists students and alumni with information taken by International Business majors to fulfi ll the regarding job search assistance, resume prepara- course requirements of their major. tion, interview skills, and networking resources. The The Director of International Business will provide Center also provides employers with information all the necessary information on these programs. Stu- regarding on-campus recruitment, advertisement of dents wishing to arrange a Study Abroad experience or vacancies and linkages to candidates via the School an International Internship must contact the Director of Business. of International Business for information and registra- Students who wish to do a Domestic Internship for tion. Requirements for the International Internship credit must register for the following course: include providing a contract, getting the approval of an internship advisor, the signing of the internship BUS 342/442 Domestic Internship is open to all participation agreement, and two evaluations. Stu- School of Business students. dents should also obtain the guidelines for the fi nal Students wishing to register for an internship must paper required to complete the course requirement of contact the Career Planning and Placement Center for the internship. information on domestic internships to obtain assis- tance and information on the requirements involved Degree Requirements with doing an internship. 1. University Distribution 45 credits Requirements for the Domestic Internships in- Including co-requisites clude providing a contract, getting the approval of MAT 108 Precalculus Mathematics for an internship advisor, the signing of the internship Business (3) participation agreement, and two evaluations. Stu- MAT 152 Elementary Probability and dents should also obtain the guidelines for the fi nal Statistics (3) paper required to complete the course requirement ECO 201 Introductory Macroeconomics (3) PHI 292 Ethics (3) of the internship. Note: Co-requisites must be completed with a grade of C or better.

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2. Business Core 42 credits c. International Business: BUS 181 Introduction to Business (3) ECO 326 International Economics (3) ACC 201 Financial Accounting (3) FIN 327 International Finance (3) ACC 202 Managerial Accounting (3) MKT 466 International Marketing (3) ECO 202 Introductory Microeconomics (3) MGT 336 Cross-Cultural Management (3) MIS 215 Introduction to Information Systems (3) BUS 341/441 International Internship (3) MGT 305 Organizational Behavior and BUS 342/442 Domestic Internship (3) Management (3) One three-hour International Business elective (3) MGT 325 Operations Management (3) Total Hours: 21 MKT 306 Marketing Concepts and Applications (3) BUS 311 Applications of Statistics in Business (3) Additional International Business requirements: BUS 339 Business Law I (3) 1) All students completing a major in International FIN 319 Financial Management I (3) Business must also successfully complete 12 BUS 366 International Business (3) credit hours of foreign language to satisfy the BUS 498 Strategic Management (3) requirements for the degree, unless they are al- One three-hour Business elective (3) ready functional in a second major language. 3. General Electives 15 credits The International Business program director Including corequisite will determine when the language requirement CAT 102 Basic Computer Applications (3) has been met. This course must be completed with a 2) All students MUST maintain a minimum 2.7 grade of C or better. Students may obtain overall grade point average to remain in this a waiver or test out of this course if they can demonstrate suffi cient knowledge of major. the course content. 3) All students MUST have a minimum 2.7 overall grade point average in order to graduate in this Note: All School Of Business Students must complete major. ORI 100 and ORI 300. 4) All International Business majors must pass a 4. Majors comprehensive exam before they are awarded a. Accounting: a degree. ACC 335 Intermediate Accounting I (3) 5) Barry students changing the major into ACC 336 Intermediate Accounting II (3) International Business must have a GPA of ACC 337 Intermediate Accounting III (3) 2.7 or better; transfer students must also have ACC 360 Cost Accounting (3) ACC 362 Federal Income Tax (3) a GPA of 2.7 or better to be accepted into this ACC 400 Accounting Information Systems (3) major. ACC 435 Advanced Accounting (3) d. Management: ACC 437 Auditing (3) MGT 336 Cross-Cultural Management (3) Total Hours: 24 MGT 352 Human Resources Management (3) MGT 355 Confl ict & Negotiation (3) The following course should be selected as a business MGT 409 Organizational Communication (3) elective by accounting majors planning to take the MGT 420 Leadership (3) C.P.A. exam: MGT 428 Entrepreneurship (3) BUS 340 Business Law II (3) Total Hours: 18 b. Finance e. Marketing: FIN 316 Financial Markets and Institutions (3) MKT 309 Product/Services Management & FIN 327 International Finance (3) Pricing Strategy (3) FIN 352 Fundamentals of Security Analysis (3) MKT 381 Marketing Research (3) FIN 360 Financial Statement Analysis (3) MKT 385 Consumer Behavior (3) FIN 419 Financial Policy and Strategy (3) MKT 386 Sales Promotion, Advertising, and FIN 465 Management of Financial Institutions (3) Personal Selling (3) FIN 470 Portfolio Management and Risk MKT 403 Sales Management and Channels of Analysis (3) Distribution (3) Total Hours: 21 MKT 466 Business-to-Business and International Marketing (3) MKT 490 Marketing Management Strategy (3) Total Hours: 21

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5 – Year BS/MBA Program BS/MBA Degree Requirements: (Requires a minimum 3.5 cumulative GPA, a 1. University Distribution 45 credits minimum 500 GMAT score and the approval of the Including co-requisites Director of Graduate Programs) MAT 108 Pre-calculus Mathematics for ¥ Students may declare interest in the 5-year MBA Business (3) as soon as possible for advising purposes. MAT 152 Elementary Probability and Statistics (3) ¥ All qualifi ed business students will be invited ECO 201 Introductory Macroeconomics (3) to apply for this program by the Dean of the PHI 292 Ethics (3) School of Business after completing their soph- Note: Co-requisites must be completed with a grade omore year based on a cumulative GPA of at of C or better. least 3.50. 2. Business Core 33 credits ¥ Invited students who apply for the program BUS 181 Introduction to Business (3) must take the GMAT and complete the ap- ACC 201 Financial Accounting (3) plication for admission to the MBA program ACC 202 Managerial Accounting (3) before the end of their junior year. ECO 202 Introductory Microeconomics (3) • Qualifi ed applicants will be accepted into the MIS 215 Introduction to Information Systems (3) program before the start of their senior year, on MGT 305 Organizational Behavior and the strength of their cumulative undergraduate Management (3) GPA at the end of the junior year and of their MGT 325 Operations Management (3) GMAT score (minimum 3.50 cumulative GPA MKT 306 Marketing Concepts and Applications (3) and minimum 500 GMAT score) and approval BUS 311 Applications of Statistics in Business (3) BUS 339 Business Law I (3) of the Director of the Graduate Program. FIN 319 Financial Management I (3) ¥ All students admitted into the program MUST maintain a minimum of 3.0 in each of the re- Note: BUS 366, BUS 498 and the required UG Busi- maining terms in the program in order to ness elective will be replaced in this program only graduate. by MBA 603, MBA 682 and MBA 679A ¥ Upon acceptance into the program, a strict plan 3. General Electives 15 credits for graduation at the end of fi ve-years is put in Including co-requisites place. Note that, if the student is required CAT 102 Basic Computer Applications (3) to repeat any class, another term (or two if This course must be completed with a applicable) may be added to the fi ve-year grade of C or better. Students may obtain program. a waiver or test out of this course if they can demonstrate suffi cient knowledge of ¥ Students admitted into the 5-year BS/MBA pro- the course content. gram will substitute MBA 603 and MBA 682 ORI 100 Freshman Seminar (1) for BUS 366 and BUS 498 respectively. The BS ORI 300 Senior Transitions (1) degree business elective will be replaced by a 4. Business Major (18 to 24 credits depending upon mandatory internship, MBA 679A, which will major selected) substitute for the undergraduate elective. ¥ MBA 603 is required to be taken in the fi rst 5. MBA 36 credits term of the senior year (to substitute for BUS MBA 603 International Business (3) MBA 617 Technology and Information (3) 366). Systems ¥ MBA 682 is required to be taken in the second MBA 621 Managerial Finance (3) term of the senior year (to substitute for BUS MBA 646 Marketing in a Dynamic (3) 498). Environment ¥ The fi ve-year MBA awarded is available with MBA 660 Managerial Accounting (3) the following specializations: MBA 681 Economics for Strategic Decisions (3) Accounting MBA 682 Competitive Environment & (3) Finance Strategy Formulation Management MBA 683 Leadership and Strategy (3) General Implementation MBA 679A Graduate Business Internship (3) MBA 679B Graduate Business Internship (3) MBA Elective (3) MBA Elective (3)

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Minor in Business Minor in Management (21 credits; approval (21 credits; approval of Assistant Dean for of Assistant Dean for Students, School of Students, School of Business) Business) Co-requisites MAT 152, CAT 102 BUS 181 Introduction to Business (3) BUS 181 Introduction to Business (3) MGT 305 Organizational Behavior (3) ACC 201 Financial Accounting (3) MGT 352 Human Resources Management (3) ECO 201 Introductory Macroeconomics (3) MGT 355 Confl ict & Negotiation (3) MIS 215 Introduction to Information Systems (3) MGT 409 Organizational Communication (3) MGT 305 Organizational Behavior and MGT 420 Leadership (3) Management (3) MGT 428 Entrepreneurship (3) MKT 306 Marketing Concepts and Total Hours: 21 Applications (3) Choice of one Business elective approved by the As- Minor in Marketing sistant Dean for Students of the School of Business (21 credits: approval of Assistant Dean for Students, School of Business) Minor in Economics Co-requisites: MAT 152, CAT 102 (18 credits; approval of Assistant Dean for BUS 339 Business Law I (3) Students, School of Business) MKT 306 Marketing Concepts and Non-business students in any School may minor in Applications (3) economics. Non-business students should consult the MKT 381 Marketing Research (3) listing in their School’s section of the undergraduate MKT 385 Consumer Behavior (3) catalog and their advisor before taking the courses re- MKT 386 Sales Promotion, Advertising and quired for the minor in economics. Personal Selling (3) Business students may also minor in economics. Plus any two courses selected from those listed be- low and approved by the Assistant Dean for Students, Required Courses School of Business: ECO 201 Introductory Macroeconomics (3) MKT 403 Sales Management and Channels of ECO 202 Introductory Microeconomics (3) Distribution (3) ECO 301 Intermediate Macroeconomic MKT 466 Business to Business and Theory (3) International Marketing (3) ECO 302 Intermediate Microeconomic MKT 490 Marketing Management Strategy (3) Theory (3) Notes: Plus any two additional courses selected from those 1) All students completing a minor within the listed below, being careful that pre-requisite sequenc- School of Business must complete each course es are satisfi ed. with a grade of C or better. ECO 300 Special Topics in Economics (3) 2) No more than 6 credits in transfer are accepted ECO 316 Financial Markets and Institutions (3) into any Minor in the School of Business. ECO 326 International Economics (3) ECO 441 Introductory Econometrics (3) Graduate Credits ECO 470 Industrial Organization (3) Undergraduate business majors in their fi nal semes- ECO 471 Open Economy Macroeconomic Development (3) ter with a grade point average of 3.5 or above may be authorized by the dean to register for up to six Total Hours: 18 graduate credits while completing their undergraduate requirements. The graduate course selection is limited to MBA 682 and/or MBA 646. Neither admission to nor successful completion of these courses should be construed as admission to the graduate program.

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Course Descriptions— technology; and emphasizes internal control features Accounting Prefi x: ACC necessary to produce accurate and reliable accounting data. Prerequisites: CAT 102, MIS 215, ACC 335. 201 Financial Accounting (3) 435 Advanced Accounting (3) An introduction to the accounting concepts, princi- Accounting for mergers and acquisitions, consolida- ples, and techniques used in recording business trans- tions, consolidated fi nancial statements and foreign actions. The accounting cycle, the measurement of operations. Prerequisite: ACC 335, 336, 337 or per- income and valuation problems, reporting of fi nancial mission of the Accounting Discipline Coordinator, position and results of operations for business enter- Senior status. prises are explored. Prerequisite: CAT 102. 437 Auditing (3) 202 Managerial Accounting (3) Basic standards and procedures as applied to inde- An introduction to concepts and methods to assist pendent fi nancial audit, professional ethics, audit management in the evaluation of the business enter- programs, working papers, legal responsibility, audit- prise and to aid in its planning, organizing, and con- ing computerized systems, completing the audit and trolling functions. Topics include cost systems, break- reports. Prerequisite: ACC 335, 336, 337 or permis- even analysis, fl exible budgets, variance analysis, and sion of the Accounting Discipline Coordinator, Senior capital budgeting. Prerequisite: ACC 201. status. 335 Intermediate Accounting I (3) The accounting process, the framework of account- Course Descriptions— ing theory, and content and analysis of fi nancial state- Business Prefi x: BUS ments with emphasis on current assets and revenue recognition. Prerequisite: ACC 202. 181 Introduction to Business (3) 336 Intermediate Accounting II (3) This course is open to all Barry University students Income determination and valuation problems in who want to understand what business is, what it does, long-term assets and long-term liabilities; stockhold- and its role in society. The purpose of this course is ers’ equity; special accounting topics of pensions and threefold: 1) to introduce students to the academic investments. Prerequisite: ACC 335. opportunities and activities offered by the Andreas School of Business as well as to its professors; 2) to 337 Intermediate Accounting III (3) help students to develop the cognitive skills they need Special topics of accounting changes, error correction, to understand the principles and mechanics that regu- earnings per share, income tax accounting and leases; late everyday business life; and 3) to prepare students cash fl ow statement; equity accounting for partner- to deal effectively with the challenges of contempo- ships; interim and segment reporting. Prerequisite: rary life, including issues in the business-society re- ACC 335. lationship, its history, world events, economic issues, 360 Cost Accounting (3) and future expectations. Principles of cost accounting for both manufacturing 300 Special Topics in Business (3) and service industries. Topics include income state- This course, offered on a periodic basis, will include ment measurement and analysis, break-even, job-or- subjects which may satisfy the elective credits in the der and process costing systems, overhead allocation Business Core and/or be of special interest due to the and analysis, operational and capital budgeting vari- timeliness of the subject matter. ance analysis, scrap and managerial decision-making. Prerequisite: ACC 202. 311 Applications of Statistics in Business (3) Use of statistics to inform business decision-makers. 362 Federal Income Tax (3) Topics include decision making, sampling, forecast- A review of the Internal Revenue Code and the regula- ing, analysis of variance, multiple regression, and sta- tions from an accounting/law perspective. Topics in- tistical process control. Prerequisites: MAT 108, MAT clude determinations of income, deductions, exemp- 152, CAT 102. tions and credits. This course emphasizes individual taxation and sole proprietorships. Prerequisite: ACC 339 Business Law I (3) 202. This course is designed to afford the student a back- ground of basic legal principles, concepts and the na- 400 Accounting Information Systems (3) ture of the judicial process. The fi rst part of the course This course investigates accounting and system con- is devoted to the legal environment of business, in- cepts; demonstrates how accounting information is cluding common law, statutory and administrative recorded, summarized, and reported in automated law, federal and state court structure, theories of law, systems; describes system development and related court procedure, confl icts of law and forms of dis-

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pute resolution. This is followed by a detailed study and subsidiaries; international dimensions of man- of contracts including basic elements, interpretation, agement, marketing and accounting; international remedies for breach, assignment and discharge. The fi nancial management; the special problems of multi- course concludes with agency and employment. national corporations; recent problems of the inter- 340 Business Law II (3) national economic system; country-risk analysis; the An extension of Business Law I (339) with emphasis increasing use of counter trade. Prerequisites: ECO on personal property, real property, leases, bailments, 201, ECO 202. bankruptcy, insurance, single proprietorships, part- 443 Study Abroad (3 to 18 credits) nerships, corporations, and selected portions of the The purpose of this course is to provide students with Uniform Commercial Code. This course should be a study abroad experience. This experience allows stu- selected as an elective by those students who are plan- dents to broaden their language skills, to learn about ning to take the C.P.A. exam. Prerequisite: BUS 339. and experience the culture of another country, to instill 341/441 International Internship (3) a sense of global awareness by taking course work at Students work throughout a semester preferably dur- a foreign college or university ing their senior year with a company in an area of busi- 498 Strategic Management (3) ness related to the student’s major. This company must A capstone course which integrates the various busi- be located outside the United States. This course can ness disciplines. Using a “big picture” perspective, the be done in conjunction with course work being taken student addresses strategy formulation and implemen- at a foreign university. This course provides students tation in a volatile business environment. The case with on-the-job experience in their major. This expe- method of instruction is actively used. Prerequisite: rience will enhance and apply those concepts taught senior standing. This course should be taken in the last in the classroom. Prerequisites: ACC 201, 202, ECO semester before graduation. 201, 202, MGT 305, MKT 306, MIS 215 and Senior standing (exceptions by approval of the Director of Course Descriptions— International Business). Economics Prefi x: ECO 342/442 Domestic Internship (3) Students work throughout a semester during their 201 Introductory Macroeconomics (3) junior or senior year with a company in an area of Introduction to the foundations of economic analysis business related to the student’s major. This course with concentration on macroeconomic structure and provides students with on-the-job experience in their models as they relate to the global economy with an major. This experience will enhance and apply those emphasis on the U.S. Course focuses on fundamen- concepts taught in the classroom. Prerequisites: ACC tals of demand and supply analysis; salient facts about 201, 202, ECO 201, 202, MGT 305, MKT 306, MIS the economy’s performance; measures of economic 215 and Junior standing. activity such as GDP, employment and infl ation; de- terminants of trends in economic growth and business 344/444 Continued Work Experience (1 to 3 credits) cycle fl uctuations; fi scal, monetary and international International students continue to work throughout trade policies and their effect on domestic and foreign a semester with a company they previously worked business cycles and growth. Counts as distribution re- with while completing BUS 342 or BUS 442. This quirement for social sciences. course provides international students with continued on-the-job experience in their major. This experience 202 Introductory Microeconomics (3) will enhance and apply those concepts taught in the Economic analysis of consumer and producer behav- classroom. Prerequisites: BUS 342. BUS 442 ior and decision making with a concentration on how economic agents voluntarily interact in markets for 359/459 Independent Study (3) various goods and services. Topics include advanced Opportunity for research in areas of special interest. demand/supply analysis emphasizing allocational ef- Prerequisite: recommendation by faculty member and fi ciency, opportunity cost and elasticity; the theory approval of the Associate Dean. Junior/senior status of consumer utility maximization; short- and long- only. term cost and production decisions in the theory of 366 International Business (3) the fi rm; price, output and profi t maximization under Overview of the unique problems faced by fi rms en- differing market structures including competitive, mo- gaging in international activities, the importance of nopolistic and hybrid alternatives; the pricing of in- understanding the foreign, economic, social, politi- put resources including labor and capital along with cal, cultural, and legal environment; the mechanics of income distribution implications; market failure and importing and exporting; joint ventures, franchising, the consequences of government regulation; and an

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introduction to international fi nance and the balance ment. Prerequisites: ECO 201, ECO 202 and depart- of payments. Prerequisite: ECO 201. mental approval.( Same as POS 406) 300 Special Topics in Economics (3) 441 Introductory Econometrics (3) This course, offered on a periodic basis, will include This course deals with the application of statistical subjects which may satisfy the elective credits in the methods to the quantitative estimation of economic Business Core and/or be of special interest due to the models. Key topics include simple regression, mul- timeliness of the subject matter. tiple regression, parameter estimation with defi cient 301 Intermediate Macroeconomic Theory (3) data and in the presence of statistical anomalies such This course deals with the formulation of macroeco- as heteroskedasticity and autoregressive disturbanc- nomic theories and their application of the analysis of es, generalized linear regression, and simultaneous the current problems affecting the U.S. and the world equation systems. Substantial emphasis is given to economy. Key topics include Keynesian and monetar- business applications of econometric methods utiliz- ist models, supply side economics, rational expecta- ing state-of-the-art econometric software programs. tions, open-economy monetary models, the budget Prerequisites: BUS 311, ECO 201, ECO 202. defi cit, infl ation, and unemployment. Prerequisites: 470 Industrial Organization (3) ECO 201, ECO 202. This course introduces modern Industrial Organization 302 Intermediate Microeconomic Theory (3) (I/O) analysis. It fi rst recalls production and cost con- This course deals with the formulation of microeco- cepts developed in the intermediate Microeconomics nomic theories and their application to the analysis of course. It follows with a description of Industry day-to-day economic problems of the fi rm. Key topics Structures and introduces the structure-conduct-per- include models of monopolies, oligopolies, and pure formance paradigm. Each form of industry structure competition, utility functions and isoquants, empirical is studied carefully with respect to pricing and non- estimation of production, cost and demand functions, pricing strategies. Game theoretic tools are used to elasticities, pricing decisions, and valuation of fringe explain the nature of strategic interaction. Policy im- benefi ts. Prerequisites: ECO 201, ECO 202. plications of I/O analysis are discussed for each type of structure. Specifi c current coverage encompasses 316 Financial Markets and Institutions (3) mergers, vertical relations and restraints, advertising, An examination of the nature and functions of money, research and development, and strategic commitment. fi nancial institutions within the larger economic sys- Prerequisites: ECO 301, ECO 302. tem, and central banks. Course emphasizes the role of fi nancial instruments, fi nancial markets and fi nancial 471 Open Economy Macroeconomic institutions as well as the functioning of the Federal Development (3) Reserve System by examining monetary policy and its A comprehensive and integrated introduction to open roots in macroeconomic and monetary theory. Special economy macroeconomics as applied to emerging focus is on structure and evolution of the banking economies. This course deals with the macroeco- industry, depository institutions, and regulation of fi - nomic aspects of economies that are linked with the nancial intermediaries within the context of the global global economy through signifi cant trade and capi- fi nancial system and international monetary system. tal fl ows. It, therefore, integrates the study of issues Prerequisite: ECO 201, 202. (Should be cross listed such as balance of payments, exchange rates, foreign with FIN 316) trade and international capital movements with the determination of macroeconomic aggregates such as 326 International Economics (3) GDP, employment, prices and interest rates, fi scal and This course deals with the theory of international trade, monetary policies. Prerequisites: ECO 301, ECO 302, commercial policy, balance of payments, and interna- ECO 326. tional monetary issues. Key topics include the theory of comparative advantage, exchange rate determina- Course Descriptions— tion, different forms of protectionism, open- economy fi scal and monetary policies, and the analysis of com- Finance Prefi x: FIN mon markets and free-trade areas. Prerequisites: ECO 300 Special Topics in Finance (3) 201, ECO 202. This course, offered on a periodic basis, will focus 406 Political Economy of Development (3) on a different selected topic of specialization in the Analysis of the process of political and economic de- area of fi nance. These might include, for example, velopment. Topics include modernization, industrial- “Real Estate Finance”, “Mergers and Acquisition”, ization, the new international economic order, the role “Bankruptcy and Receivership”. Prerequisite: ECO of the state and military and ethical issues of develop- 202.

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316 Financial Markets and Institutions (3) cepts necessary to understand and interpret fi nancial An examination of the nature and functions of money, statements and also provides the analysis techniques fi nancial institutions within the larger economic sys- that enable the analyst to further understand the relative tem, and central banks. Course emphasizes the role of position and performance of a company. Prerequisites: fi nancial instruments, fi nancial markets and fi nancial ACC 201, ACC 202 and co-requisite FIN 319. institutions as well as the functioning of the Federal 419 Financial Policy and Strategy (3) Reserve System by examining monetary policy and its This course is a continuation of FIN 319 covering roots in macroeconomic and monetary theory. Special more advanced issues such as options, futures, pen- focus is on structure and evolution of the banking sions, leasing mergers, acquisitions, and bankruptcies. industry, depository institutions, and regulation of fi - Prerequisite: FIN 319, BUS 311. nancial intermediaries within the context of the global fi nancial system and international monetary system. 465 Management of Financial Institutions (3) Prerequisite: ECO 201, ECO 202. Co-requisite FIN This course provides a conceptual framework for ana- 319 (Cross listed with ECO 316) lyzing the optimal management of fi nancial institu- tions as well as the impact of the economic, political, 319 Managerial Finance (3) legal and technological environment. Prerequisites: Financial techniques and analysis for business deci- FIN 316, FIN 319. sion making, which build upon the prerequisites of economics, accounting and statistical methods. The 470 Portfolio Management and Risk Analysis (3) major tools include cash fl ow, fi nancial statement This course provides the student the theories, tools, structure and analysis, the time value of money, and techniques and applications of Modern Portfolio risk. Specifi c topics studied with these tools include Theory and Portfolio Risk Management. Building working capital management, asset investment and upon the contents of Finance 352, the course presents capital budgeting, corporate fi nancial structure and the Markowitz portfolio optimization concept as the the choice of debt vs. equity fi nancing, fi nancial mar- basis for designing, developing and managing portfo- ket valuations, and the fi nancial implications of busi- lios of securities. Asset allocation models and tech- ness strategic decisions. Prerequisite: ACC 201 niques are emphasized. The course also extends the student’s knowledge of derivative contracts, such as 327 International Finance (3) options and futures contracts, to their uses in assessing This course presents an overview of the international and managing portfolio risk and presents methods for fi nancial environment and a detailed analysis of tools evaluating the return and risk performance of portfoli- and techniques for international fi nancial manage- os of securities. Prerequisite: FIN 352. Co-requisites: ment. Key topics include the functioning of foreign FIN 419 and FIN 465. exchange markets and international capital and money markets, international portfolio diversifi cation, multi- national capital budgeting, import-export fi nancing, Course Description— direct foreign investment, and international banking. Management Prefi x: MGT Prerequisites: ECO 201, ECO 202, FIN 319. 300 Special Topics in Management (3) 352 Fundamentals of Security Analysis (3) This course, offered on a periodic basis, will include This course is an introduction to the theories, tech- subjects which may satisfy the elective credits in the niques, and strategies of investment management, Business Core and/or be of special interest due to the with emphasis on the global context of investment de- timeliness of the subject matter. cisions. Topics include domestic and foreign securities 305 Organizational Behavior and markets, analysis and valuation of stocks and bonds, Management (3) fundamental security analysis, effi cient markets and Organizational behavior as it relates to the manage- technical analysis hybrid and derivative securities, op- ment functions of planning, organizing, leading, and tions and futures, portfolio and capital market theory controlling is the focus of this course. Examination is and applications including diversifi cation strategies made of the individual’s role within the organization, with foreign securities. Prerequisites: FIN 319, FIN of interpersonal infl uence and group behavior, and of 360. organizational processes. 360 Financial Statement Analysis (3) 325 Operations Management (3) This course will take a user perspective rather than a This course focuses on the design, management and preparer perspective in the analysis of fi nancial state- continuous improvement of operations processes, that ments. A global perspective is also presented through is, the processes used to produce goods and services. the use of both U.S. GAAP and the International Both manufacturing and service operations will be Accounting Standards. The course provides the con- studied. Prerequisites: BUS 311, MGT 305.

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336 Cross-Cultural Management (3) superiors, subordinates and outsiders, over which This course explores the challenges of managing a you may have little authority, in order to achieve your culturally diverse work force and the complexities of objectives. This highly interactive course is designed managing in countries with different religions, tradi- to develop your skills in recognizing and analyzing tions, and values systems. The course focuses on the situations requiring social intelligence, developing ad- ability of managers to lead, motivate, communicate, equate power bases, and infl uencing others. Improve and negotiate with individuals with different attitudes your ability to responsibly utilize organizational pow- towards achievement and work, time and change, er and infl uence Ð in an exciting and enjoyable man- wealth and success, gender and the family, religion ner. Prerequisite: MGT 305, Senior status. and language. The course places a special emphasis 428 Entrepreneurship on the cultural characteristics and diversity of people This course examines the nature of entrepreneurship in Latin American and the Caribbean, Europe and the from the perspective of a start-up as well as an estab- U.S. Prerequisite: MGT 305. lished enterprise. Students will consider marketing, 352 Human Resources Management (3) management, operations, and fi nancial implications The focus of this survey course is to equip the pro- in the development of a business plan. Student learn- spective manager with an understanding of the person- ing will be enhanced through real world examples and nel-related issues involved in effective management of experiences. Prerequisites: MGT 305, MKT 306, FIN his/her employees. Topic areas discussed include hu- 319. man resource planning, recruitment, selection, train- ing/development, Equal Employment Opportunity Course Descriptions— laws and their application, performance evaluation, Management Information Systems quality of work life and labor management relations. Prefi x: MIS Prerequisite: MGT 305. 201 Computer Programming I (3) 355 Confl ict and Negotiation (3) This is the fi rst programming course in the curricu- This course, open to all Barry students, is intended to lum. The course focuses on providing the student with help develop negotiating skills critical to success in a solid problem solving background through the use of any career. Negotiating is a fact of life; everyone ne- a selected visual programming tool. Fundamental pro- gotiates something every day, frequently without real- gramming techniques to be covered include the three izing it. Negotiation is, nonetheless, often misunder- control structures, arrays and database/fi le accessing stood and poorly performed. This course is designed and manipulation. In addition to the fundamental em- to develop your skills in: recognizing and analyzing phasis on algorithmic training, students will learn to situations that call for negotiating (launching a new use the selected visual tool, currently Visual Basic. venture, obtaining a promotion, buying real estate, NET, as a Rapid Application Development (RAD) etc.), preparing for and then conducting the negotia- tool to develop functional prototypes for given busi- tion. We employ a highly interactive, and enjoyable ness problems. Prerequisite: CAT 102 approach involving case studies, role plays, and sim- ulations. Learn the secrets of expert negotiators and 215 Introduction to Information Systems (3) have fun doing it. This course introduces students to the basic concepts and developments in information systems. Areas of 409 Organizational Communication (3) study include computer technology, information sys- This course is designed to help students refi ne their tems concepts, information systems development, ability to communicate, a skill rated as the prime and the use of technology in organizations. Students requisite of a promotable manager. Effective com- gain hands-on experience by using microcomputers to munication skills will be developed by exposing stu- solve business problems. Prerequisite: CAT 102. dents to the human considerations of their message. Developing the “you-attitude”, resume preparation, 220 Fundamentals of System Technology (3) electronic message, creative usage of graphics, and This course is dominated by a practical component in report writing are major areas of focus in this course. which students work within a hardware and network Prerequisite: MGT 305, Senior Status. lab environment. The course will provide students with an introduction to common computer hardware, 420 Leadership (3) peripherals, system software and networks with the This course is intended to help develop the “social in- perspective of fi nding solutions to business problems. telligence” critical to success in any career. Personal Client/server, mini - computers, and mainframe com- effectiveness in practically all organizations requires puters are all discussed with regard to their hardware the ability to mobilize vital support from a diverse and operating system components, Prerequisites: CAT set of interdependent stakeholders, including peers, 102, MIS 215 (Co-requisite if not already taken.)

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312 Computer Programming II (3) 400 Business Intelligence Support: Theories and The objective of this second programming course is Practicum (3) to provide the students with a solid understanding of This course covers both the theories and practicum of object oriented programming (OOP) and the contem- information technologies for the generation, retention, porary approaches to software development. Students and interpretation of business intelligence necessary learn the important OOP concepts, such as encapsu- for the support of critical business processes and busi- lation, inheritance, and message passing, from vari- ness continuity. In particular, the course examines the- ous programming activities using the OOP language ories and technologies in the areas of data mining and Java. To address the critical issue of software reuse, knowledge intensive process modeling. Theoretical students are required to complete a small scale soft- framework for business continuity and their related ware development project which includes not only empirical evaluation methods, using computer based the design and implementation of the class library for dynamic modeling techniques, will be examined in the project, but also its documentation in a universal great detail. While this course does not involve inten- modeling language (UML). Prerequisites: MIS 201, sive programming, some programming background MIS 215. will defi nitely be a plus. Prerequisites: MIS 215, se- 330 Fundamentals of Web Site Development (3) nior standing. The objective of this course is to explore and develop 410 Telecommunications (Data Communication the skills needed to utilize current technology related and Networks) (3) to the development of database intensive, Web based This course covers the basics of telecommunications e-Commerce and e-Business applications. Current technology, and the operation of computer networks. programming tools and languages such as HTML, The management perspective of telecommunications JavaScript, VBScript, ASP, and XML would be em- networks will be emphasized. Issues pertaining to ployed. Also, modern database management systems measures of network performance, the models of how will be integrated in the development of database driv- to manage and control the network to impact their en websites. Integrated development platforms such as behavior, basics of fault, performance and security Front Page, Dream Weaver and Microsoft’s .NET will management and other topics including telecommu- be used as well. New technologies and new imple- nications standards, and network management and mentations such as dynamic HTML, SHTML, WML organizational issues will be discussed. Prerequisite: would be considered if appropriate. Prerequisite: MIS MIS 215. 215. 420 System Implementation (3) 333 Database Management and Design (3) This is the capstone technology course in the MIS The focus of this course is two-fold: Database design curriculum. Groups of students design and implement and its implementation on a commercial database a prototype of a “real world” information system. management system (DBMS), and its specifi cation Projects are expected to utilize the collective body of and manipulation through the use of structured query knowledge gained in the curriculum. As such, proj- languages (SQL). The main areas to be covered in- ects include multiple computer languages and a data- clude data modeling, the major representational mod- base management system with the option for network els, set processing theories within the context of the based implementation. Prerequisites: MIS 312, MIS relational data model, relational algebra, and SQL for- 333, MIS 344. mulation. The DBMS to be used in this course are MS 440 Electronic Commerce (3) ACCESS (or SQL Server), and Oracle. Prerequisite: This course examines contemporary managerial MIS 215. thought and information technologies associated with 344 System Analysis and Design (3) doing business in a digital environment. Current and This course provides an in-depth study of the various projected developments in electronic business will be system analysis and design (SAD) activities involved examined from the managerial and information tech- in the different stages of the system development life nology perspective. Topics may include, but not be cycle. Main focus is placed on the object oriented limited to: IT infrastructure, impact of digital fi rm on (OO) approach to SAD although selected structured logistics, supply chain management, payment mecha- techniques, where appropriate, will also be covered. nisms, security issues, storefronts and virtual fi rms, Students will learn the required techniques to analyze and the implications for business strategy and other and document, using UML, the various perspectives corporate functions. The course will also focus on the of a system during class modeling, collaboration and deployment of e-business applications involving both sequence modeling, and state transitioning modeling. client side and server side programming using a va- Prerequisites: MIS 312 and MIS 333. riety of tools and techniques. Particularly, the devel-

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opment of client side scripting, server side scripting, 381 Marketing Research (3) database connectivity and access, data retrieval and Quantitative and analytical tools and techniques that updates, dynamic web content development , styles are used for studying marketing data and formulating sheets, server based components, site design, SSL marketing strategies and tactics. Prerequisites: BUS security, and shopping carts in e-commerce applica- 311, MKT 306. tions. XML technologies will also be prominently 385 Consumer Behavior (3) covered. Prerequisite: MIS 215, MIS 333 (or instruc- An analysis of the actions and decisions processes of tor consent). individuals and organizations involved in discovering, evaluating, acquiring, consuming and disposing of Course Descriptions— products and services. The disciplines of Marketing, Marketing Prefi x: MKT Psychology and Sociology will be used to understand how consumer behavior is the basis for management 300 Special Topics in Marketing (3) decision making. Prerequisite: MKT 306. This course, offered on a periodic basis, will include subjects which may satisfy the elective credits in the 386 Sales Promotion, Advertising, and Personal Business Core and/or be of special interest due to the Selling (3) timeliness of the subject matter. Examines the process of planning, executing, and evaluating promotional programs utilizing personal 306 Marketing Concepts and Applications (3) selling, advertising, and sales promotion techniques to This course studies the interacting business activi- achieve company objectives. Prerequisite: MKT 306. ties designed to plan, price, promote and distribute want-satisfying products and services to present and 403 Sales Management and Channels of potential customers. The course incorporates current Distribution (3) developments in marketing to acquaint students with Identifi es wholesaling middlemen, retailing middle- the present-day challenges of marketing activities. men, and physical distribution institutions useful for the effective distribution of products and the services 309 Product/Services Management and Pricing they perform. Prerequisite: MKT 306. Strategy (3) This course focuses on the elements required to suc- 466 Business-to-Business and International cessfully manage products & services and develop ap- Marketing (3) propriate pricing strategies. Students will use several Considers the adjustment in marketing strategy need- basic statistical techniques to identify ways in which ed to remain competitive in a global environment. The product/service offerings can be enhanced and pric- impact of changing economic, political, legal, social, ing strategies adjusted. Prerequisites: MKT 306, BUS and cultural environments on management decision 311. making is examined. Prerequisite: MKT 306. 321 Fundamentals of Direct Marketing (3) 490 Marketing Management Strategy (3) An Examination of the concepts, strategies and appli- Development of managerial decision-making tech- cations involved in direct marketing, including mail niques and problem solving through practice in ana- order and direct response advertising. Measurability, lyzing practical marketing cases. Prerequisites: MGT accountability, lists, data and the integration of direct 305, MKT 306, Senior status. marketing programs into the total marketing efforts and overall organizational goals and functions are dis- cussed. Prerequisites: MKT 306, CAT 102. 326 Internet Marketing (3) This course is designed to expose the student to the myriad of ways in which basic business functions can be enhanced through information technology. The primary areas of emphasis will be marketing and the “Information Superhighway” as represented by the many elements comprising the Internet. These ele- ments include such issues as internet tools and tech- nology, Web site development, product and pricing strategies, distribution and direct marketing, market- ing communications, and relationship marketing strat- egies. Prerequisite: CAT 102

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ADRIAN DOMINICAN SCHOOL OF EDUCATION Terry Piper, Ph.D., Dean John G. Dezek, Ed.D., Associate Dean Paul J.L. Papier, Ed.D., Associate Dean Catheryn J. Weitman, Ph.D., Associate Dean Faculty: Arome, Ban, Bernstein E., Booker, Boyle, Brandford, Buria, Carter, Conde, Daniels, Dezek, DiBello, Doran, Duffy, Eeltink, Farrell, Fernandez, Fischer, Gaffney, Giordano, Gonzalez, Gosnell, Guterman, Haid, Harris-Looby, Herman, Hubschman, King, Kolsky, Kopp, Lasky, Levine, Lutz, Maier, Marasco, Masztal, McCrink, Melton, Perkins, Piper, Pittman, Posey, Rice, Roberts, Roseman, Rosenblatt, Rudes, Russell, Smith, Superfi sky, Tulloss, Tureen, Van Voorhis, Warner, Weitman, Wolman

MISSION ¥ develop attitudes which encourage a life-long The Adrian Dominican School of Education is commitment to quality teaching and learning. committed to promoting the mission of the Univer- sity through teaching, advising, scholarship, research, Undergraduate degrees offered and supportive service to the University, its students and community-at-large. Respecting life in all its di- at the Bachelor’s level versity, we are committed to continuous improvement Elementary Education+/ESOL*/Reading* through collaborative processes. Thus, we: Ð offer a comprehensive range of professional Exceptional Student Education+/ESOL*/ courses and programs to prepare leaders for the Reading* 21st century in curriculum, education, admin- + Indicates programs that are approved by the Florida istration, counseling, instructional technology State Department of Education. and human resource development * Indicates an endorsement. Ð continuously update programs to refl ect chang- All of the above programs/majors are State ap- ing societal needs proved programs by the Florida State Department of Ð strive to nurture a student body who will suc- Education leading to a professional certifi cation and ceed as highly accomplished professionals, applicable endorsements. (The Reading endorsement living with integrity and leading with a sense of is available for students who complete the required service and stewardship. course work for the endorsement.) As such, the State may implement new requirements for certifi cation OBJECTIVES: and endorsements, which will become compulsory The Adrian Dominican School of Education, at the time required with or without notice in this through a competent and academically prepared fac- catalog. Students in these programs/majors have sole ulty, offers contemporary programs designed to: responsibility to comply with requirements for certifi - ¥ meet current professional standards including cation/endorsements and to keep current with changes licensure and certifi cation requirements in certifi cation/endorsement requirements. ¥ provide knowledge and develop skills which enable graduates to practice in their career choices

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BARRY DISTRIBUTION AND GENERAL Students who are unable to meet full admission EDUCATION REQUIREMENTS requirements to program/major may elect to take the following courses toward their 6-9 credit limit until all All undergraduate education majors are required fully admit requirements have been satisfi ed: to meet the following Barry University requirements prior to full admission to the School of Education. ECT 405 Introduction to Computer/Technologies in Education CAT102 Basic Computer Applications OR EDU 151 Introduction to Education CS180 Introduction to Computers or equivalent test EDU 218 Educational Psychology (Students may opt-out of this course by passing the opt- EDU 320 Children’s Literature out test available through the Learning Center.) EDU 407 Humanities in the Classroom Theology and Philosophy 9 credits ESE 470 Introduction to Children with English (writing, literature, speech) 9 credits Exceptionalities Science/Mathematics 9 credits TSL 400 Comprehensive ESOL Strategies Social sciences 9 credits Fine Arts 9 credits FULL ADMISSION TO INDIVIDUAL General Electives 3 credits PROGRAMS/MAJORS ¥ Completion of all distribution courses with a ARTICULATION AGREEMENTS WITH minimum 2.5 grade point average (GPA) COMMUNITY COLLEGES ¥ Passing a basic skills test (CLAST, General The School of Education has articulation agree- Knowledge or Praxis I (PPST)) ments with the following colleges: Broward ¥ Must have a grade of “C” or better in core Community College, Central Florida Community content areas courses (English, mathematics, College, Edison College, Miami-Dade College and science, social sciences) Valencia Community College. As such, students who ¥ Completion of EDU 496 Accomplished Prac- have earned an Associate of Arts degree will typically tices Seminar (Students who do not receive need additional distribution courses (e.g., theology) credit for this course will be required to repeat to be fully admitted. Further, students who have com- the course in the subsequent semester. Students pleted an A.A. degree must have at least three (3) must earn a grade of credit (CR) in the second credits in the Fine Arts. semester in order to continue professional edu- cation courses). ACCEPTANCE TO THE ADRIAN ¥ Copy of fi ngerprint security clearance* DOMINICATION SCHOOL OF EDUCATION Students who are not fully admitted will be unable School of Education to take additional education courses in their program/ ¥ Completion of 60 credit hours, an Associate of major until such a time as full admission requirements Arts (A.A.), or an Associate of Science (A.S.) are met. ¥ Cumulative GPA between 2.25 and 2.49 * Criminal background checks including fi ngerprinting are re- ¥ Demonstrated computer profi ciency (CGS 1060 quired of all students in all Bachelor degree programs. Criminal or equivalent, CS 180 or CAT 102) or earning background checks including fi ngerprinting are required of stu- an acceptable score on the computer challenge dents who work with minor children in any capacity in a public and/or private school setting. Fingerprinting clearance is re- test quired before placement can be made in a public and/or private ¥ Must complete 34 credits of general education/ school setting. distribution requirements International Students Students accepted to the School of Education may In order to be fully admitted, please see your aca- take between 6-9 credit hours in education prior to demic advisor for information regarding registration being fully admitted (see below) to the individual information for basic skills and other required State program/major. Students must complete all outstand- mandated tests. ing individual program requirements before they are permitted to register for additional professional edu- PROGRAM SITES cation courses beyond the credit limit. Students who The School of Education’s Elementary Education/ are not fully admitted will be unable to take additional ESOL and Exceptional Student Education programs education courses in their program/major until such a are offered both on the main campus in Miami Shores time as full admission requirements are met. In order and at some off-campus sites throughout Florida. See to be fully admitted to individual programs/majors, the Barry University website at www.barry.edu for lo- students must meet the Full Admission requirements cations of off-campus sites. listed below.

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CHANGE OF MAJOR CREDITS INCOMPLETE GRADES Students who change their major to education Incomplete grades are given in an emergency situ- while attending Barry University must have their tran- ation. The grade of “I” is not used to allow students to script evaluated by the School of Education in order complete fi eld experiences or to subsequently do extra for credits to be accepted as part of the new program. work to raise the grade earned during the term/semes- Acceptance of credits from another major at Barry ter in which the course was taken. University does not guarantee acceptance by the The student is solely responsible for redeeming an School of Education or individual programs/major. incomplete grade within the semester following its receipt. The student will automatically be awarded a STANDARDS OF PROGRESS fi nal grade of “F” if the “I” is not redeemed within the semester following receipt of the “I” grade. A All students must maintain a cumulative GPA of student who earns an incomplete during the student’s 2.5 or higher to remain in good standing and to gradu- graduating semester will forfeit graduation and must ate. Any student who receives less than a 2.5 GPA is re-apply for graduation. Once an “F” has superseded subject to academic probation. the grade of “I”, it cannot be retracted. A grade of “I”, even when redeemed, is part of the offi cial transcript ACADEMIC PROBATION/SUSPENSION and will remain on the transcript.

Academic Probation CLINICAL/FIELD EXPERIENCE A student remains in good academic standing if the REQUIREMENTS cumulative GPA is 2.5 or above once they are fully admitted to their program/major. A student is on aca- Clinical/fi eld experience is a required compo- demic probation if the student’s cumulative GPA falls nent of many undergraduate professional education between a 2.0 and a 2.49. The Dean may require a courses. The student is required to undergo security student on probation to register for a limited course clearance and/or pay a fee, depending upon the county load. or district of fi eld experience placement. Placement in clinical/fi eld experiences is dependent upon Academic Suspension criminal/fi ngerprinting clearance. A student who is on probation and continues to re- ceive less than a cumulative GPA of 2.5 in subsequent INTERNSHIP semesters will be suspended by the School of Educa- Internship is a culminating experience and, as such, tion. A student who has been suspended for academic should be taken during the fi nal semester. Students reasons generally may not petition the Offi ce of Ad- must apply to Internship at least one semester prior to missions for readmission until one year has elapsed. enrolling in the course. Application requirements: The Admissions Offi ce must have the approval of the ¥ 2.5 overall GPA Dean of the School of Education to readmit a student ¥ Must be fully admitted to the School of following suspension. A student suspended for any Education and the individual program/major reason will be subject to those criteria and guidelines ¥ Must have taken the Florida Teacher Certifi cation specifi ed in the University Catalog and required by the Examinations (passed the General Knowledge Florida Department of Education in effect at the time Test, taken the Professional Education and of readmission. Subject Area Examination) ¥ Complete all professional education courses READMISSION POLICY with a grade of C or better (Students may apply When a student re-applies to the School of Educa- for internship with one professional education tion, the applicant must meet admission requirements course remaining in their program/major.) in effect at the time of re-application. Additional re- ¥ Must have completed at least 30 semester hours quirements can be found in the University Admission of coursework at Barry University sections of this catalog under the section entitled “Re- ¥ Must have received credit (CR) in EDU496 admission and Change of Status.” Accomplished Practices Seminar ¥ Demonstrated “fulfi lled” on at least nine (9) of the Florida Educator Accomplished Practices ¥ Submission of Degree Audit from WebAdvisor

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¥ Submission of WebAdvisor receipt or CDN RE-CERTIFICATION receipt specifying fulfi llment of nine (9) Professional education courses offered in the School Accomplished Practices of Education satisfy the requirements of eligibility for In order to receive a grade for Internship, the fol- teacher certifi cation/re-certifi cation. Students needing lowing requirements must be met: certifi cation/re-certifi cation courses should meet with ¥ All sections of the Florida Teacher Certifi cation the DOE Certifi cation Ombudsman in the School of Examinations (General Knowledge, Professional Education for guidance. Education, and Subject Area Examinations) must be passed. ELEMENTARY EDUCATION/ESOL/READING ¥ All twelve (12) Florida Educator Accomplished Practices must be demonstrated at the “fulfi lled” Mission Statement level. The mission of the undergraduate Elementary ¥ Students must successfully complete the cap- Education program with ESOL and Reading endorse- stone project related to their impact on student ments is to prepare preprofessional educators to have learning. the competencies, knowledge and skills that ensure ¥ Students must earn a grade of “C” or better in equity and excellence for all students in a culturally Internship. diverse society. Students completing this program are Placement for Internship will be made at sites prepared to: where the intern: Outcomes 1. is not currently employed; 1. Recognize patterns of physical, social, emo- 2. has not had previous employment; tional and cognitive development in students in 3. attended as a student; nor grades K-6 4. has family attending, including children. 2. Identify and meet the learning needs and abili- ties of identifi ed exceptional education students GRADUATION REQUIREMENTS including student who are English Language ¥ 2.5 overall GPA Learners (ELLs) ¥ Complete all Internship requirements 3. Implement a wide range of instructional strat- ¥ Must have applied for graduation and paid ap- egies to translate content into developmentally propriate fees as applicable appropriate classroom activities ¥ Complete all State certifi cation and endorse- 4. Acquire a knowledge base and effective re- ment requirements search based skills to teach content area subjects (English, Mathematics, etc.) to primary/elemen- Should graduation be forfeited, the student is tary age students including English Language responsible for submitting an updated graduation ap- Learners and exceptional students plication with accompanying fees. 5. Gain a personal philosophy of classroom and behavior management that is based on the ex- LICENSURE/CERTIFICATION INFORMATION amination of research based models and the Only students who have completed all require- skills of observation, description, measurement ments for any State approved degree program will and evaluation to strengthen positive behavior have their transcripts stamped as meeting State ap- and eliminate distracting, non-productive be- proved requirements for certifi cation as well as havior in the primary/ elementary classroom meeting the ESOL and Reading endorsement require- 6. Develop expertise with the design and evalu- ments. As the State implements new requirements for ation of various measures of accountability, certifi cation, they will be compulsory with or with- including state and national achievement tests, out notice in this catalog. The student has the sole as well as classroom based group and individual responsibility to comply with the requirements for tests, and interpret and analyze data derived certifi cation and to keep current with changes in cer- from these measures to improve instruction tifi cation requirements. The student is responsible for 7. Articulate and explain the theories, principles, securing the application for certifi cation and submit- research, and issues of language acquisition ting the necessary documents and fees to the Florida and the teaching and learning of English as a State Department of Education to obtain certifi cation Second Language in order to become effective and endorsement. teachers of ELLs

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8. Gain a sensitivity to, and an appreciation for, Outcomes the cultural and ethnic diversity within our na- Upon completion of the bachelor’s degree in ESE, tion, and to use effective strategies to teach graduates will be able to: intercultural communication to primary/el- 1. Identify different characteristics and learning ementary students who will become the citizens styles of individuals with mild exceptionalities of a global society 2. Articulate the rights of individuals as mandated 9. Acquire and demonstrate skills of collaboration, in the Individual with Disabilities Education communication, ethics, and professionalism to Act (IDEA) become effective teachers and role models in 3. Delineate and make instructional decisions that the communities in which they live and work. are congruent with the laws that protect the rights of individuals with disabilities EXCEPTIONAL STUDENT EDUCATION/ESOL/ 4. Articulate the benefi ts and drawbacks of current READING trends and issues in the education of students with disabilities Mission 5. Assess exceptional students’ learning needs The Bachelor of Science degree program in Excep- using non-biased traditional and alternate as- tional Student Education (ESE) at Barry University sessment tools responds to the general tenet that all persons, irrespec- 6. Implement and evaluate comprehensive student tive of their specifi c disability, are entitled to an equal programs and progress educational opportunity that appropriately addresses 7. Collaborate with school personnel and com- their academic, social, and physical needs. It is the munity members in integrating students with role of the program to prepare and equip prospective exceptionalities into inclusive classrooms and ESE teachers with the necessary competencies and other settings skills to empower and effectively instruct students 8. Work collaboratively with parents, other with exceptionalities in the K-12 classroom. Program education professionals, and members of a professors aim to instill in students the responsibility multidisciplinary team to develop appropriate to teach within a cultural and social context, and to individualized education and transition plans be responsive to students’ diverse backgrounds, and (IEP and ITP) unique strengths and weaknesses, and affect the way 9. Use appropriate strategies and plan instruction in which society accepts and interacts with people for students who are speakers of other languages, with exceptionalities, including those who are sec- are from diverse backgrounds, and are also iden- ond language learners (ELL) and have special gifts tifi ed as having one or more exceptionalities and talents. Prospective teachers are made aware of 10. Integrate the use of computers and assistive the importance of providing a quality education that is technologies in the delivery of instruction for as much culturally responsive as it is developmentally exceptional students appropriate. 11. Develop and implement culturally responsive In addition, exceptional student educators are teaching practices in all areas of instruction trained to facilitate life-long learning as well as pre- 12. Evaluate instruction and monitor the academic pare students with disabilities for their transition from and/or social progress of students with excep- school to work and community living. Strategies in tional learning needs effective collaboration and consultation among gen- 13. Identify appropriate supports and related ser- eral educators, exceptional student educators, and vices for effective implementation of the IEP parents are emphasized throughout the program to and/or ITP ensure appropriate programming and inclusion of stu- 14. Use effective classroom and behavior manage- dents with disabilities in general education settings. ment strategies consistent with the needs of the Prospective teachers are trained to become advocates student while creating an environment that is for their students and parents, being knowledgeable supportive and conducive to learning. about the laws and regulations that protect individu- als with disabilities. Finally, prospective ESE teachers are encouraged to seek opportunities to uphold and improve, where necessary, the laws, regulations, and policies governing the delivery of special education and related services.

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CORE EDUCATION REQUIREMENTS FOR REQUIRED COURSES FOR EXCEPTIONAL ALL PROGRAMS/MAJORS (46 cr.) STUDENT EDUCATION/ESOL/READING ECT 405 Introduction to Computers/ Major (31 cr.) Technologies in Education 3 cr. EDU 320 Children’s Literature 3 cr. ESE 410 Educational Management of EDU 322 Methods of Teaching Reading 3 cr. Students with Exceptionalities 3 cr. EDU 362 Teaching Mathematics in the ESE 411 Speech Correction for Children 3 cr. Elementary School 3 cr. ESE 414 Transition: Teaching Social, EDU 435 Teaching Language Arts Ð Personal, and Work Skills to Reading & Writing 3 cr. students with exceptionalities 3 cr. EDU 466 Diagnostic Assessment and ESE 420 Instructional Strategies for Students Instruction 3 cr. with Intellectual and Developmental EDU 496 Accomplished Practices seminar 1 cr. Delays 3 cr. EDU 499 Internship 12 cr. ESE 424 Instructional Strategies for Students ESE 470 Introduction to Children with with Learning Disabilities 3 cr. Exceptionalities 3 cr. ESE 428 Instructional Strategies for Students TSL 400 Comprehensive ESOL Strategies 3 cr. with Emotional Handicaps 3 cr. TSL 415 ESOL Instruction and Assessment ESE 483 Educational Assessment of Student Strategies 3 cr. with Exceptionalities 3 cr. ESE 490 Curriculum Design in Exceptional Student Education 3 cr. REQUIRED COURSES FOR ELEMENTARY Based upon revisions in State Certifi cation require- EDUCATION/ESOL/READING ments, there may be changes in these requirements Major (30 cr.) which are not in place at the time of the publication EDU 151 Introduction to Education 3 cr. of the catalog. Students should see their advisor for EDU 218 Educational Psychology 3 cr. clarifi cation. EDU 366 Teaching Social Studies in the Elementary School 3 cr. Course Descriptions— EDU 388 Teaching Science in the Elementary Prefi x ECT School 3 cr. EDU 414 Classroom Management 3 cr. 405 Introduction to Computers/Technologies in EDU 417 Evaluation and Measurement in Education (3) Education 3 cr. Provides a comprehensive introduction to the EDU 441 Primary/Elementary School broad role of computers/technologies in education. Curriculum 3 cr. Computers and related technologies are examined Based upon revisions in State Certifi cation require- both as a subject of instruction and as a tool for the ments, there may be changes in these requirements professional educator and the lifelong learner. which are not in place at the time of the publication of the catalog. Students should see their advisor for clarifi cation.

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Course Descriptions— 366 Teaching Social Studies in the Elementary Education Prefi x: EDU School (3) Provides knowledge, skills, and dispositions to effec- 151 Introduction to Education (3) tively establish social studies foundations for students. Studies the historical, philosophical, and sociological Provides methods and instructional strategies for underpinnings of education. Provides a framework teaching elementary school social studies. Emphasis that sets the foundation of educational thought by is on unit development and integrating content.Field becoming familiar with the interrelations of school- experience required. Pre-requisite: Fully admitted ing community and legal issues impacting American to an undergraduate program/major in the Adrian educational systems. The issues surrounding the edu- Dominican School of Education or non-degree seek- cation of children with cultural and linguistic differ- ing teacher certifi cation/re-certifi cation. Pre-requi- ences are also highlighted. Field experience required. sites: EDU151 Introduction to Education; EDU218 218 Educational Psychology (3) Educational Psychology. Pre- or co-requisite: EDU496 Surveys the principles of psychology to the fi eld of Accomplished Practices Seminar. education. Examines human development, learning 376 Art in the Elementary School (3) and motivation, diversity issues, including ESOL at- Aims and procedures in the development of creative tributes, impacting teaching and learning strategies, expression in elementary school children; includes and the learning environment. Field experience re- practice and experimentation in various suitable me- quired. Pre- or co-requisite: EDU151 dia. Education majors only. (Special fee) Pre-requisite: 320 Children’s Literature (3) Fully admitted to an undergraduate program/major in Surveys the literature suited to the needs of children the Adrian Dominican School of Education or non- and integrates multicultural/diversity aspects found degree seeking teacher certifi cation/re-certifi cation. in children’s books into the curriculum. Co- or pre- Pre-requisites: EDU151 Introduction to Education; requisites for Elementary Education and Exceptional EDU218 Educational Psychology. Pre- or co-requi- Student Education: EDU151 Introduction to Education site: EDU496 Accomplished Practices Seminar. and EDU218 Educational Psychology 377 Teaching Music in the Elementary 322 Methods of Teaching Reading (3) Schools (3) Surveys the methods of teaching reading and the strat- Open only to junior and senior Elementary Education egies and materials appropriate for use from emergent majors. This course approaches the actual music class- through intermediate levels. Focus is on the cognitive room situation from the standpoint of the non-music development of the emergent reader and how it relates specialist and is meant to prepare general elementary to brain-based research. Emphasis is placed on the de- teachers for classroom music teaching. Pre-requisite: velopment of oral language, the phonological aware- Fully admitted to an undergraduate program/major in ness continuum, print and alphabetic knowledge, pho- the Adrian Dominican School of Education or non- nics and the causal links among these and vocabulary, degree seeking teacher certifi cation/re-certifi cation. fl uency and comprehension. Assessment tools and Pre-requisites: EDU151 Introduction to Education; differentiated approaches are examined and applied. EDU218 Educational Psychology. Pre- or co-requi- Strategies for teaching reading and writing skills are site: EDU496 Accomplished Practices Seminar. contextualized in children’s literature and content ma- 388 Teaching Science in the Elementary terial. Multicultural perspectives and technology are School (3) used to facilitate and reinforce instruction. Includes Provides knowledge, skills, and dispositions to ef- fi eld experience. fectively establish science foundations for students. 362 Teaching Mathematics in the Elementary Provides methods and instructional strategies for School (3) teaching elementary school science. Emphasis is Provides knowledge and skills to effectively establish on developing critical thinking skills and hands-on mathematical foundations for students. Provides meth- science methodology. Field experience required. ods and instructional strategies for teaching elemen- Pre-requisite: Fully admitted to an undergraduate tary school mathematics. Field experience required. program/major in the Adrian Dominican School of Pre-requisite: Fully admitted to an undergraduate Education or non-degree seeking teacher certifi cation/ program/major in the Adrian Dominican School of re-certifi cation. Pre-requisites: EDU151 Introduction Education or non-degree seeking teacher certifi cation/ to Education; EDU218 Educational Psychology. Pre- re-certifi cation. Pre-requisite: EDU151 Introduction or co-requisite: EDU496 Accomplished Practices to Education; EDU218 Educational Psychology. Pre- Seminar. or co-requisite: EDU496 Accomplished Practices Seminar.

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407 Humanities in the Classroom (3) practices and curriculum changes. Field experience re- Includes the teaching of the history, physical and cul- quired. Pre-requisite: Fully admitted to an undergradu- tural geography, fi ne arts, and the performance arts ate program/major in the Adrian Dominican School of (music, art, movement/dance). Emphasis is placed on Education or non-degree seeking teacher certifi cation/ the role of the related arts in the development of the re-certifi cation. Pre-requisites: EDU151 Introduction young child and how activities in these areas can be to Education; EDU218 Educational Psychology. Pre- integrated into the daily curriculum. Field experience or co-requisite: EDU496 Accomplished Practices required. Seminar. 414 Classroom Management (3) 466 Reading Assessment and Instruction (3) Provides knowledge, skills, and dispositions to ef- Presents techniques of informal reading diagnosis, in- fectively manage classrooms. Provides teachers with terpretation, and planning for the implementation of a repertoire of strategies, competencies, and attitudes individualized and small group reading data driven in- necessary to effectively work with all aspects of class- struction for the primary/elementary classroom. Field room management to create a positive learning envi- experience. Prerequisite: EDU322 and 435. ronment. Includes legal issues pertaining to manage- 492 Workshop in Education (Variable) ment, ethics and professional behavior, and school Provides special interest areas developed from student safety. Field experience required. Pre-requisite: Fully needs and community requests. Number of credits de- admitted to an undergraduate program/major in the pends on individual workshop requirements. Adrian Dominican School of Education or non-degree seeking teacher certifi cation/re-certifi cation. Pre-req- 496 Accomplished Practices Seminar (1) uisites: EDU151 Introduction to Education; EDU218 This is an introductory seminar designed to acquaint Educational Psychology and EDU496 Accomplished students with portfolios, portfolio development, the Practices Seminar. Florida Educator Accomplished Practices, and the portfolio assessment process. Students are exposed 417 Evaluation and Measurement in to the theory and practice of standards-based pro- Education (3) fessional portfolios. Key elements of the portfolio Provides laboratory experience in designing class- process include organization, selecting evidences, room tests and writing test items. Examines group connecting evidences to standards, rubrics, and re- and individual tests as means of accountability and fa- fl ective practice and writing. Pre-requisite: Fully cilitating decision making. Pre-requisite: Fully admit- admitted to an undergraduate program/major in the ted to an undergraduate program/major in the Adrian Adrian Dominican School of Education. Pre-requi- Dominican School of Education or non-degree seek- sites: EDU151 Introduction to Education; EDU218 ing teacher certifi cation/re-certifi cation. Pre-requi- Educational Psychology. sites: EDU151 Introduction to Education; EDU218 Educational Psychology and EDU496 Accomplished 499 Internship (12) Practices Seminar. Provides the intern with a full semester of full-time school site teaching experience under the supervi- 435 Teaching Language Arts Ð Reading and sion of a certifi ed teacher and University supervisor. Writing across the Curriculum (3) The intern will be required to synthesize and apply Investigates reading and writing processes and lan- theories acquired in coursework to realistic classroom guage arts components across the disciplines with situations, demonstrate the 12 Accomplished Practic- the focus on using reading and writing to learn from es, and integrate program related curricular outcomes. content area material. Includes methods, strategies, Pre-requisites: Fully admitted to an undergraduate and techniques for teaching reading and writing in all program/major in the Adrian Dominican School of curricula areas to mainstream and diverse populations Education, 2.5 overall GPA, passed all sections of with an emphasis on application. The knowledge base the General Knowledge Examinations, have taken includes: Teaching Comprehension; Using Textbooks, the Professional Education and Subject Area Exami- Trade Books and multiple genres; Developing nation, completed all professional education courses Academic Vocabulary for Content Area Learning; with a grade of C or better (Students may apply for Mediating Expository Text Structures; and media and internship with one professional education course re- Visual Literacy in the Content Areas. Includes fi eld maining in their program/major.), earned a grade of C experience. Prerequisite: EDU 322. or better in all professional education courses, must 441 Primary/Elementary School Curriculum (3) have completed at least 30 semester hours of course- Examines the principles and problems in primary/el- work at Barry University, received credit in EDU496 ementary school curriculum. Offers practical experi- Accomplished Practices Seminar, and demonstrated ences for the student in developing criteria for valid “fulfi lled” on at least nine (9) of the Florida Educator Accomplished Practices

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Course Descriptions— 428 Instructional Strategies for Students with Prefi x ESE Emotional and/or Behavioral Disorders (3) Surveys instructional strategies for teaching students 410 Educational Management of Students with with emotional and/or behavioral disorders including, Exceptionalities (3) motivational strategies; development, implementation, Analyzes the various forms of classroom organiza- and evaluation of individualized education plans; and tion, behavior management, and communication individualized behavior intervention plans. Field ex- skills appropriate for managing students with dif- perience required. Pre-requisite: ESE470 Introduction ferent exceptionalities. Field experience required. to Children with Exceptionalities. Pre-requisite: ESE470 Introduction to Children with 470 Introduction to Children with Exceptionalities. Exceptionalities (3) 411 Speech Correction for Children (3) Presents an overview of the physical, mental, emo- Evaluates functional and organic speech deviations tional, and behavioral exceptionalities in children and and the possible psychological implications in society the educational and social implications of each. This with a view toward easy and early recognition of a course also provides an overview of the fi eld of spe- child’s possible speech disorder. Pre-requisite: ESE470 cial education and the legal mandates that protect the Introduction to Children with Exceptionalities. rights of individuals with disabilities. Field experience 414 Transition: Teaching Social, Personal, required. and Work Skills to Students with 483 Educational Assessment of the Exceptional Exceptionalities (3) Child (3) Evaluates special needs of students with exceptionali- Proposes educational assessment techniques and pro- ties in the areas of employability skills, career aware- cedures to provide an objective data base for individu- ness, and transition planning for adult living. Field ex- alized instruction for children with exceptionalities. perience required. Pre-requisite: ESE470 Introduction Students gain experience in designing classroom tests to Children with Exceptionalities. and examine test data to facilitate decision making. 420 Instructional Strategies for Students with Field experience required. Pre-requisite: ESE470 Intellectual and Developmental Delays (3) Introduction to Children with Exceptionalities. Examines and evaluates instructional strategies for 490 Curriculum Design in Exceptional Student students with educable, trainable, and profound men- Education (3) tal retardation based on the development, implementa- Provides fundamental information and competencies tion, and evaluation of individualized education plans. regarding the nature and needs of students with mild Field experience required. Pre-requisite: ESE470 disabilities. Introduces curriculum models, including Introduction to Children with Exceptionalities. the administration of instructional systems and cur- 424 Instructional Strategies for Students with riculum materials, taking into consideration federal Learning Disabilities (3) laws, appropriations, staffi ngs, and individualized ed- Surveys instructional techniques for teaching chil- ucation programs. Pre-requisite: ESE470 Introduction dren with learning disabilities, including special- to Children with Exceptionalities. ized approaches in basic skills and adaptation of curriculum materials. Field experience required. Pre-requisite: ESE470 Introduction to Children with Exceptionalities.

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Course Descriptions— 415 ESOL Instruction and Assessment Prefi x TSL Practices (3) This course is designed to build on the foundation 400 Comprehensive ESOL Strategies (3) course in TESOL for students in professional/teacher The goal of this survey course is to develop the foun- education programs. The goal of this course is to link dation of knowledge necessary to prepare educators to the theory and practice for effective teaching of ESOL understand the cultural and linguistic concepts upon students. The course will focus primarily on methods, which second language acquisition and instruction are curriculum and assessment of ESOL students in the based. By developing the conceptual understanding of areas of language and literacy development and con- the needs of linguistically and culturally diverse stu- tent areas. Pre-requisite: TSL400 Ð Comprehensive dents, educators can bring to their future coursework, ESOL Strategies. Field experience required. and ultimately, to the ESOL classroom, the knowl- edge, skills, and dispositions to select and apply the most effective language instructional strategies. Field experience required.

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SCHOOL OF HUMAN PERFORMANCE AND LEISURE SCIENCES TBA, Dean Stephen Anderson, Ph.D., Associate Dean Maritza Ryder, M.S., Assistant Dean

The School of Human Performance and Leisure ment in Coaching, are offered within the department. Sciences (HPLS) includes the Department of Intercol- Pre-Medical and Pre-Physical Therapy coursework legiate Athletics, the Department of Sport and Exercise options can also be supplemented within the Exercise Sciences, and the Department of Campus Recreation Science and Athletic Training curricula. Actual course and Wellness. requirements and descriptions for each of these ma- The Department of Intercollegiate Athletics (ICA) jors, minors and special programs are listed under the provides students with the opportunity to represent Department of Sport and Exercise Sciences. Barry University in amateur, collegiate sport com- The SES Department, through its program in In- petition against like institutions while pursuing the structional Activities in Sport and Recreation, ultimate goal of completing a college degree. Partici- is also committed to providing opportunities for all pation is open only to full-time students who meet students, faculty, and staff to pursue healthy and ac- NCAA eligibility and satisfactory progress require- tive lifestyles by offering activities which lead to the ments. A “try-out” may be required by the respective development of lifetime sports skills, recreational pur- head coach in order to assess athletic ability. The list suits, personal fi tness, and wellness. of varsity sports offered is found under the Depart- The Department of Campus Recreation and Well- ment of Intercollegiate Athletics. ness located in the Landon Student Union, offers a The Department of Sport and Exercise Sciences variety of recreational activities for students, faculty, (SES) offers professional preparation for students and staff. These include intramural sports, extramural seeking career opportunities in human performance, sports, club sports, and organized on- and off-campus leisure, and sport-related areas. Five (5) undergraduate recreational and fi tness/wellness opportunities. programs leading to the Bachelor of Science degree The $4.5 million Health and Sports Center houses are offered: Athletic Training, Exercise Science, two departments (i.e., ICA and SES) within the School Leisure and Recreation Management, Physical of HPLS and is fully equipped with state-of-the-art Education, and Sport Management. In addition, a equipment in an 1,800 sq. ft. Athletic Training Room fi ve-year seamless program (ten or eleven semesters) and research-oriented 2,100 sq. ft. Human Performance leading to both the Bachelor of Science and Master Laboratory, a 780 sq. ft. Biomechanics Laboratory, of Science degrees is offered in Athletic Training, an arena for basketball and volleyball, a 2,200 sq. ft. Exercise Science, and Sport Management. Optional Strength and Conditioning Room, classrooms, locker specializations in Diving Industry Management and rooms, and offi ces. A new, state-of-the-art 4,000 sq. ft. Golf Industry Management are available within the Fitness Center opened in 2004 in the Landon Student Sport Management undergraduate major. In addi- Union. There are quality external facilities for baseball, tion, courses leading to four distinct minors, one in softball, soccer, and tennis, along with multipurpose Diving Education, one in Exercise Science, one in recreational fi elds. An outdoor pool, a sand volleyball Parks and Recreation Management, and one in court, a SCUBA dive locker, and an aerobics studio Sport Management, as well as a teaching endorse- complete the sports complex.

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MISSION AND PURPOSE HPLS is unique in fulfi lling the “quality academics dimension” of the university’s mission by engaging The School of Human Performance and Leisure all three learning domains (i.e., cognitive, affective, Sciences (HPLS) is committed to providing varied ed- and psychomotor) in the delivery of its various class- ucational experiences through its three distinct units: room and participation opportunities. The “religious • DEPARTMENT OF SPORT & EXERCISE dimension” is acknowledged through an emphasis SCIENCE: (1) by offering quality academic on ethical modeling in professional practice among programs that prepare qualifi ed undergraduate faculty, coaches, administrators, and staff. Good majors for careers in Athletic Training, Exercise sportsmanship, wholesome and clean competition, Science, Leisure and Recreation Management, comradeship among participants and peers, a diverse Physical Education, and Sport Management; (2) cultural representation, and equality of opportunity by offering qualifi ed graduate students advanced regardless of race, gender, or religious preference also professional studies in Movement Science or Sport contribute to the recognition of God’s presence in ev- Management; and (3) by providing instructional ery living being. A “caring environment” is fostered opportunities for acquiring wellness, fi tness, and by assuring the academic, physical, and emotional leisure skills in numerous sport and recreational well-being and safety of participants in each program offerings. and by providing mentoring, health care and academic • DEPARTMENT OF INTERCOLLEGIATE support services that will enhance opportunities for ATHLETICS: by striving for competitive ex- success. The administration strongly encourages inter- cellence for men and women in 12 varsity sport ested HPLS constituents to engage in leadership and offerings while also achieving academic excel- participation opportunities for “community service” lence in the classroom. and annually recognizes outstanding achievements in • DEPARTMENT OF CAMPUS RECREATION this area. AND WELLNESS: by providing students, faculty, staff, and alumni with a broad selection of sport, wellness/fi tness, and recreational opportunities. Performance and Leisure Sciences School of Human

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THE DEPARTMENT OF INTERCOLLEGIATE ATHLETICS Michael L. Covone, M.S., Director of Athletics Bridget Lyons, Ph.D., Associate Director of Athletics Jamie Carrig, M.S., Assistant Director of Athletics

MISSION AND PURPOSE All athletic activities and events are actively pub- lished and promoted to also elicit involvement and The basic purpose of intercollegiate athletics (ICA) support from the community. In return, student-athletes is to provide those students who possess outstanding are encouraged to participate in civic and charitable athletic ability an opportunity to excel in amateur events. Additionally, ICA serves as a vehicle by which competitive sports against like institutions while pur- the university extends its presence in the community. suing the ultimate goal of completing their college Staff, coaches, and student-athletes must therefore degrees. ICA serves as a means by which other stu- display a professional decorum befi tting that of very dents, faculty, staff and alumni of Barry University visible community ambassadors for Barry University. can be brought together in support of a common rally- Furthermore, the intercollegiate athletics program will ing point to generate “school spirit” and round-out the be operated within strict adherence to the published concept of creating a typical college campus setting. rules of the NCAA and the Sunshine State Conference ICA satisfi es its role within the educational mis- (SSC) in order to assure that the university’s status sion of Barry University by complimenting classroom within the community always remains a positive one. instruction with experiences that allow for: As an NCAA Division II member school, Barry a. appreciation of the results of fi tness gained through University extends the university’s commitment to ex- good strength and conditioning programs, as well cellence into an extremely competitive intercollegiate as proper nutrition, on one’s mind and body; athletics program that offers national recognition for b. social development by learning such things as the student-athlete. It is home to the 1989, 1992, and teamwork, self-discipline, group dynamics, and 1993 NCAA Champions in Women’s Soccer and the adherence to rules and regulations; 1995 and 2001 NCAA Champions in Women’s Vol- c. opportunities to broaden one’s education through leyball and 2007 NCAA Champions in Men’s Golf. travel; The ability of Barry’s female and male student-ath- d. cultural exchange with team members of differing letes to balance the demands of athletic participation nationalities and ethnic backgrounds. with success in the classroom brings much pride to the Each sport program acknowledges the presence of university community, currently boasting a reported God through wholesome and clean competition, com- NCAA Academic Success rate of 80%. radeship among participants, good sportsmanship, and To participate in intercollegiate athletics as an en- equality of opportunity exclusive of one’s sex, race, tering freshman with no previous full-time college ethnicity, sexual orientation, or religious affi liation. A attendance, the student-athlete must be admitted to caring environment is provided by assuring the aca- Barry University and must meet conference and NCAA demic, physical, emotional and social welfare of our eligibility requirements, including certifi cation by the student-athletes through the leadership provided by a NCAA eligibility center. These requirements include well-qualifi ed teaching/professional staff, academic high school graduation with a minimum cumulative support services, comprehensive health care and cov- grade-point average of 2.000 (based on a maximum erage, and safe playing and practice conditions. 4.000) in a successfully completed core curriculum

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of at least 14 academic courses (per NCAA Bylaw All student athletes must provide proof of ad- 14.3.1.1), and a combined SAT score of 820 (if taken equate health insurance and pass the university’s on or subsequent to April 1, 1995), or a minimum sum medical clearance examination prior to participation score of 68 on the ACT. These required SAT or ACT in athletics. If proof of insurance is not presented, the scores must be achieved under national testing condi- student-athlete will be issued student health insurance tions on a national testing date. The NCAA Guide to through the University and billed accordingly. International Academic Standards for Athletics Eligi- Opportunities are provided for students to “try- bility contains the acceptable credentials applicable to out” for any of the twelve sports by contacting the foreign academic records that satisfy the graduation appropriate head coach. and core-curriculum requirements for initial eligibil- ity specifi ed in NCAA Bylaw 14.3. Coaching Staff: All transfer students must meet the institution’s MEN’S: general admissions requirements, as well as NCAA BASEBALL Marc Pavao and Sunshine State Conference transfer rules in order BASKETBALL Cesar Odio to practice and compete in intercollegiate athletics. GOLF Jimmy Stobs In order to maintain eligibility and continue par- SOCCER Steve McCrath ticipation, all student-athletes are required by the TENNIS George Samuel, Ph.D. NCAA to be in good standing with the university and, WOMEN’S: as per NCAA Bylaw 14.4, must be making satisfac- BASKETBALL Bill Sullivan tory progress toward a Baccalaureate degree. CREW David Sanderson GOLF Patti Rizzo SOCCER Fred Jungemann SOFTBALL Danielle Penner TENNIS George Samuel, Ph.D. VOLLEYBALL David Nichols

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DEPARTMENT OF CAMPUS RECREATION AND WELLNESS Ed Londono, M.A., Director Dan Hill, M.S., Fitness Center Director Catalina Franco, M.S., Wellness Coordinator

The Department of Campus Recreation and Well- INTRAMURAL SPORTS (all co-ed) ness (CRW) provides students, faculty and staff with Basketball a broad selection of structured sport, wellness/fi t- Flag Football ness, and recreational opportunities that promote the Soccer development of active lifetime patterns for health Softball maintenance, weight management, stress reduc- Dodgeball tion, chronic disease prevention, and long-term good Volleyball health. Kickball These programs support “the sound mind in a Whiffl e Ball sound body” principle that round out the total cam- CLUB SPORTS pus experience for students by providing healthy and Basketball active alternatives for out-of-class leisure hours, as Soccer well as opportunities for faculty and staff to engage SCUBA Society in non-sedentary exercise and wellness promotion ac- OPEN RECREATIONAL ACTIVITIES tivities. These activities stimulate physiological and Facilities that are available during regularly scheduled chemical changes in the body that improve mental, open hours include the following: emotional, and physical functions, which positively Fitness Center impact classroom and job performance, self-esteem, Gymnasium and the maintenance of overall good health for the Tennis Courts entire Barry community. CRW activities also create Outdoor Racquetball Courts opportunities for social interaction, teamwork, and ca- Swimming Pool maraderie. Volleyball Sand Court A sample list of activities is included below. Other Multipurpose Recreational Fields offerings may be added at any time, based on adequate FITNESS PROGRAMMING interest levels. Fitness Assessments WELLNESS ACTIVITIES Testing Tuesdays Aerobic Exercise Personal Training Hip Hop Fitness Group Circuits Workouts Kickboxing Fitness Orientations Pilates Further information concerning the Department of Tai Chi Campus Recreation may be found in the Sports and Yoga Recreation section of this catalog under STUDENT Zumba LIFE.

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THE DEPARTMENT OF SPORT AND EXERCISE SCIENCES Stephen Anderson, Ph.D., Associate Dean and Department Chair Sharon Kegeles, M.S., Director of Undergraduate Programs Faculty: Anderson, Cramer, Cremades, Egrit, Gibson, Hicks, Kegeles, Lu, Ludwig, Mier, Odio, Poczwardowski, Rosenberg, Samuel, Shapiro, Workman.

The Department of Sport and Exercise Sciences specialization in secondary education, may desire (SES) offers undergraduate degrees in the following to pursue the Florida Department of Education (FL- fi elds: DOE) certifi cate or endorsement in Coaching. Majors Bachelor of Science (B.S.) in: in other disciplines (e.g., Marine Biology, Photogra- ATHLETIC TRAINING phy, Physical Education) who desire to expand their Pre-Medical Option understanding of the underwater world, may pursue a Pre-Physical Therapy Option Minor in Diving Education. Majors in health-related 5-Year Seamless B.S.-to-M.S. Option professions, including Athletic Training, interested EXERCISE SCIENCE in increasing their knowledge of fi tness and human Pre-Medical Option performance, have the option of enrolling in courses Pre-Physical Therapy Option leading to a Minor in Exercise Science. Students in- 5-Year Seamless B.S.-to-M.S. Option terested in broadening their knowledge in the parks, LEISURE AND RECREATION recreation, and leisure fi elds can seek a Minor in MANAGEMENT Parks and Recreation Management. Majors in other PHYSICAL EDUCATION disciplines (e.g., Business, Communication Studies, SPORT MANAGEMENT, with options for: Exercise Science) who desire to increase their knowl- Diving Industry Specialization edge of and ability to apply administrative principles Golf Industry Specialization within the sport industry may complete a Minor in 5-Year Seamless B.S.-to-M.S. Option Sport Management. In addition, the minors in Exer- cise Science and Sport Management are also available The three optional fi ve-year B.S. to M.S. seam- as areas of specialization to students enrolled in the less programs of study are available to qualifi ed School of Adult and Continuing Education (ACE) who students and culminate with the Master of Science are pursuing the Bachelor of Professional Students degree in Sport Management or in Movement Sci- (B.P.S.) degree. The minor in Parks and Recreation ence with specializations in Athletic Training or Management is available to ACE students as an area Exercise Science. The Bachelor of Science (B.S.) in of specialization within both the B.P.S. and Bachelor Sport Management includes optional specializations of Public Administration (B.P.A.) programs. Require- in Diving Industry Management and Golf Industry ments and descriptions for each of the majors, minors, Management. In addition, coursework is available and special programs offered by the Department of for students or practicing professionals who want to Sport and Exercise Sciences are discussed under the enhance their career options by specializing in certain respective program areas. areas or by seeking more in-depth study in their fi elds. The SES Department offers an extensive program Former high school or collegiate varsity athletes who of Instructional Activities in Sport and Recreation are completing degree requirements in physical edu- (ISR) for students and members of the Barry com- cation, as well as any education major or subject area munity who wish to pursue lifetime leisure, personal

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fi tness, and wellness activities. A listing of these ac- Information” section located in the front of this cata- tivities can be found at the conclusion of this section. log. These are in addition to the specifi c requirements The SES faculty reserve the right to accept, retain, outlined in the following sections for the particular or recommend for graduation only those students major. who, in addition to satisfying stipulated academic re- Information pertaining to the Department’s quirements, meet personal and professional standards progression for “Full Acceptance” into a major is pro- established by national governing bodies. Admission vided to all undergraduate students who have been to the Department of Sport and Exercise Sciences initially accepted into the SES Department. These does not guarantee progression to internship courses, requirements are graphically represented in the “SES certifi cation, or graduation. Student – Major Acceptance Progression” chart and are also available upon request from the Department Chair, each respective Program Coordinator, or one’s MISSION AND PURPOSE academic advisor. Students are strongly encouraged The mission of the Department of Sport and Ex- to apply for “full acceptance” prior to beginning the ercise Sciences complements that of the University. junior year and must apply prior to beginning the se- The curriculum is designed to prepare undergraduate nior year, at the very latest. The student will be denied students who are qualifi ed to pursue careers related to access to specifi ed advanced level coursework in the Athletic Training, Exercise Science, Physical Educa- major for which “full acceptance” is required (see de- tion, and Sport Management. In addition, the school tails under section for each major). Requirements for and department are committed to preparing qualifi ed full acceptance to the B.S. to M.S. options in ATR, graduate students for advanced professional studies EXS, and SM exceed the minimum requirements list- in Movement Science (M.S.) and Sport Management ed in the Acceptance Progression Chart. Please refer (M.S.) Instructional activity courses are also offered to these specifi c requirements in the Course Catalog to provide opportunities for acquisition of wellness, or consult with the Program Coordinator. fi tness, and leisure skills in sport and recreation. A Once “fully accepted,” individuals who do not con- religious dimension is threaded throughout the core tinue to meet the minimal academic standards required curriculum and professional courses by fostering for “full acceptance” to a particular program or major an instructional environment that invites students to will be periodically reviewed by the SES faculty to examine the ethical implications of professional prac- determine eligibility to continue in the program. tice. The school and department provide community Before internship, students must be fully accepted participation and leadership opportunities for inter- into their majors. Most of these culminating, cap- ested students, faculty, and staff. The administration stone, full-immersion experiences will take place in and faculty are committed to providing instruction the nearby community with the appropriate agency. and services that supplement the classroom experi- In rare exceptions, approval may be given for out of ence and promote diversity. This caring environment town internships. These opportunities are reserved for extends beyond the classroom into day-to-day mentor- students who evidence academic excellence, profes- ing relationships and services that support academic sionalism, and initiative. The decision to support an progress. out-of-town internship is based on the recommenda- tion of the advisor, the coordinator, and the department DEGREE REQUIREMENTS chairperson. Final approval must be obtained from Undergraduate majors in the Department of Sport the dean. Background checks and fi nger printing are and Exercise Sciences must satisfy all Barry Univer- required for some internships; costs for these are the sity graduation requirements (e.g., distribution, upper responsibility of the student. In addition, students level courses, GPA, minimum credit hours, integra- must show evidence of current certifi cation in CPR tive experience, etc.) as described in the “Academic and First Aid prior to the internship experience.

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SES CORE SES 210 Foundations of Sport & Exercise Sciences 3 The SES Core is designed to provide broad-based SES 212 Emergency Response 3 competencies in certain areas fundamental to all ma- OR jors seeking sound academic preparation in exercise SES 112 CPR/AED for the Professional Rescuer 2 and sport-related professions. Undergraduate students SES 270 Concepts of Fitness & Wellness 3 pursuing the Bachelor of Science (B.S.) degree in SES 335 Psycho-Social Aspects of Sport 3 Physical Education, Exercise Science and Athletic SES 340 Adapted Physical Activity Training must complete 25 semester hours in the in Sport and Recreation 3 core courses listed below. Students pursuing majors SES 360 Essentials of Exercise Physiology in Sport Management (including concentrations in and Lab Diving Industry Management and Golf Industry Man- OR 4 SES 361 Exercise Physiology and Lab agement) must complete 22 semester hours in the core SES 465 Administration of Programs & courses listed below. (See noted course exceptions.) Facilities 3 Additional specifi c requirements in the major are de- (Except Majors in Sport Management) scribed under the respective program area. Students SES 480 Contemporary Issues & Ethics in must earn the minimum grade of C or better in all Sport 3 SES Core courses. TOTAL SES CORE 21 – 25

SES STUDENT–MAJOR ACCEPTANCE PROGRESSION

ADMISSION Every new student will be placed on Initial TO Entrance requirements for Interim Acceptance: Acceptance for the entire academic year. BARRY Entrance requirements for Initial Acceptance • Complete BIO 220/230 with C or better are admission to Barry, declaration of • Complete ENG 111 and ENG 112 with C or better interest in an SES major & acceptance into • Complete MAT 152 with C or better the Sch. of HPLS by the dean • Minimum cumulative GPA of 2.0 • If MDI, meet additional entrance requirements pertaining to the SM Diving Industry Track shown in University Catalog. • In PHE, complete criteria for the “emergent” level. Entrance Requirements SES For Interim Acceptance INITIAL Not Met ACCEPTANCE

EXTENDED Entrance INITIAL Requirements INTERIM ACCEPTANCE For Interim ACCEPTANCE Acceptance Met

If a student is defi cient in any of the entrance The student is strongly encouraged to apply for Full Acceptance requirements for Interim Acceptance, the student through his/her advisor as soon as the criteria for Interim and Full may be moved into Extended Initial Acceptance Acceptance are met, and must apply prior to the start of the senior based on the recommendation of the advisor & REVIEW year, at the very latest. Department Chair. PANEL Application must be in writing and the student must also meet the following requirements: • Complete SES 210 with C or better. • ATR major: 2.5 CUM GPA. See University Catalog for additional requirements pertaining to Clinical Program Selection and B.S. to M.S. option. • EXS major: 2.5 CUM GPA and a 2.5 Average GPA in all SES and FULL major courses attempted. See University Catalog for additional ACCEPTANCE requirements and B.S. to M.S. option. • PHE major: 2.5 Average GPA in all SES and EDU courses combined, 2.5 CUM GPA, acceptable skill proficiency in designated areas, and completion of the criteria for the “bridging” level. See University Catalog for additional requirements pertaining to the PE-TEP and PE options. • SM major: 2.0 CUM GPA. See University Catalog for additional entrance requirements pertaining to the B.S. to M.S. option and the Diving Industry & Golf Industry tracks. GRADUATION • Completion of sophomore status (60 hours accepted toward a degree at Barry) and 50% of distribution requirements completed. • Recommendation of program coordinator • Recommendation of Faculty Review Panel

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ATHLETIC TRAINING (B.S.) tailed explanation for each of these areas can be found later in this section. Carl R. Cramer, Ed.D., Director Minors in Exercise Science and Sport Man- The Bachelor of Science in Athletic Training (ATR) agement are also available to support the major in is one of the fi rst undergraduate curriculum programs Athletic Training, as well as majors in other health-re- in athletic training to be accredited. This program lated fi elds (e.g., nursing, pre-med, allied health, and includes a comprehensive view of the broad fi eld of biological sciences) who are interested in enhancing Sports Medicine and offers future career opportunities their knowledge of human performance and move- in professions related to the care, prevention, assess- ment science. ment, and rehabilitation of sport-related injuries. This undergraduate major also provides a strong founda- Five-Year B.S. to M.S. Option tion in the sciences for those students interested in Qualifi ed students may opt for the seamless M.S. pursuing graduate study in Athletic Training or re- degree program in Movement Science specializing in lated fi elds (e.g., exercise physiology, various medical Athletic Training while completing their undergradu- professions, occupational therapy, physical therapy, ate studies. Students may be considered for graduate recreational therapy, physician’s assistant, etc.). study at the end of the junior year of undergraduate The B.S. degree in Athletic Training requires 55 coursework when they present a cumulative GPA of credit hours specifi c to the Athletic Training major 3.0 or better and have been “fully accepted” into the (beyond the SES core of 25 credit hours) and includes fi ve-year seamless M.S. option. Information on the 20 credit hours of clinical instruction and fi eld experi- fi ve-year M.S. option is available from one’s academic ence. The program is designed so that the total 132 advisor or the Program Director for Athletic Training cr. hrs. can be completed in 4 years (8 semesters), as- and Movement Science. (See detailed program de- suming the student maintains satisfactory progress, scription later in this section.) remains in good standing, and enrolls in 15-18 credits per term (averaging 17 credit hrs.) including clinical Pre-Medical Option skills instruction. The minimum grade of C is required in all major, A student completing the Exercise Science or Ath- SES core, and co-requisite courses. SES 499 A and letic Training program with high academic standing SES 499 B (A. T. Internship I and II) meet the integra- may include pre-medical studies if interested in apply- tive experience requirement for graduation. ing to medical schools after completion of one of these Completion of ATR degree and clinical require- SES majors. Students must consult the medical school ments prepares the Athletic Training major to attempt catalog(s) of choice under “Criteria” or “Prerequisites the Board of Certifi cation (BOC) examination. A for Admissions” for specifi c requirements and policies description of clinical program requirements and se- appropriate to each medical school before selecting lection criteria can be found following the ATR degree this option. Declaration of this option will largely requirements. The student majoring in Athletic Train- depend upon the student’s GPA and faculty/advisor ing must sit for the BOC examination prior to bring recommendations on academic standing and character. approved for graduation. The student is responsible Majors in Athletic Training or Exercise Science may for all examination fees and the cost of all related trav- have to complete coursework in the areas of Calculus, el to and from the examination site. Fees are posted College Chemistry with lab, Organic Chemistry with on the BOC website at www.bocatc.org. Click on to lab, Biochemistry, College Physics with lab, Micro- the Candidate Handbook and Requirements and refer biology, Genetics, Developmental Psychology and/or to the fee structure in the appendix. BOC certifi ca- Abnormal Psychology, and a demonstrated foreign tion, in combination with the B.S. degree in ATR and language profi ciency. (These requirements may vary American Red Cross certifi cations, qualify the Barry based on specifi c medical school admissions criteria.) graduate to apply for a State of Florida License in Ath- The student interested in the Pre-Medical option letic Training. Licensing information is available from should consult with his/her Barry academic advisor the Program Director. early in one’s undergraduate course of study in order to Other options: ATR majors should consult with accommodate any additional courses that may be nec- their advisor if interested in pursuing coursework in essary into one’s schedule. Students should also plan Pre-Medicine, Pre-Physical Therapy or other allied to take the Medical College Admissions Test (MCAT) health graduate programs, as well as classes leading and plan to interview with the medical school(s) of to Florida Teacher certifi cation in related disciplines their choice, along with any other criteria for selection (i.e., Biology, Health, or Physical Education). A de- established by the respective medical school(s).

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Pre-Physical Therapy Option each subject area with a double asterisk (**) and Students completing the Athletic Training or Ex- must be completed with a grade of C or better. ercise Science programs with high academic standing THEOLOGY AND PHILOSOPHY 9 may wish to pursue a pre-physical therapy option. (THE or PHI 353 Bio-Medical Ethics, and PHI 120 Students must consult the physical therapy school Critical Thinking, and THE 300 Ethical Decision- catalog(s) of choice under “criteria” or “prerequisites Making are strongly recommended choices.) for admissions” for specifi c requirements and policies WRITTEN AND ORAL COMMUNICATION 9 appropriate to each physical therapy school before selecting this option. Declaration of this option will SCIENCE AND MATHEMATICS 16 largely depend upon the student’s GPA and faculty/ ** BIO 230 Human Anatomy and Laboratory (4) ** BIO 240 Intro. to Human Physiology & Lab (5) advisor recommendations on academic standing and ** MAT 152 Elementary Probability & Statistics (3) character. Majors in Athletic Training or Exercise Sci- ** PHY 151 Introductory Physics & Lab (4) ence may have to complete coursework in the areas of College Chemistry with Lab, College Physics with SOCIAL AND BEHAVIORAL SCIENCES 9 Lab, Microbiology, Developmental psychology, Ab- ** PSY 281 Introduction to Psychology (3) normal Psychology. (These requirements may vary HUMANITIES AND FINE ARTS 9 based on specifi c admissions criteria established by SES Core Requirements: the respective Physical Therapy School(s) under con- (See listing. SES 361 required.) 25 sideration). Athletic Training Major Requirements 55 The student interested in the Pre-Physical Therapy CAT 102 Basic Computer Applications 3 option should consult with his/her Barry academic ad- SES 181 A. T. Pre-clinical Skills I 1 visor early in one’s undergraduate course of study in SES 220 Care and Prevention of Athletic order to accommodate any additional courses that may Injuries & Laboratory 4 be necessary into one’s schedule. Students should also SES 281 A. T. Pre-clinical Skills II 1 plan to take the appropriate examination (GRE or AH- SES 316 Therapeutic Modalities and PAT) and plan to interview with the Physical Therapy Laboratory 4 School(s) of their choice, along with any other criteria SES 318 Therapeutic Exercise and Laboratory 4 for selection established by the respective Physical SES 320 Kinesiology & Laboratory 4 Therapy School(s). SES 321 Advanced Assessment of Athletic Injuries Upper Extremity and Lab. 4 SES 322 Advanced Assessment of Athletic Florida Teacher Certifi cation Option Injuries Lower Extremity and Lab. 4 By taking a few additional courses in Education SES 330 Nutrition for Physical Performance 3 and Teaching specialization, students completing the SES 381A A. T. Clinical Skills Level II Pt. 1 2 Athletic Training major may pursue a teaching cer- SES 381B A. T. Clinical Skills Level II Pt. 2 2 SES 481A A. T. Clinical Skills Level III Pt. 1 2 tifi cate for work in Florida secondary schools as a SES 481B A. T. Clinical Skills Level III Pt. 2 2 teacher-athletic trainer. Declaration of this option will SES 487 Senior Seminar in Athletic Training 3 be based largely upon the student’s GPA and faculty/ SES 499A A. T. Internship I 6 advisor recommendations on academic standing and SES 499B A. T. Internship II 6 character. Recommended subject areas for secondary DEGREE TOTAL: ATHLETIC TRAINING 132 teaching include Biology, Health or Physical Educa- tion. Students interested in the Teacher Certifi cation Clinical Program Requirements Option should consult with his/her Barry academic in Athletic Training advisor early in one’s undergraduate course of study in order to accommodate any additional courses that All course requirements for certifi cation by the may be necessary into one’s schedule. BOC are included in the Athletic Training major. To satisfy Barry University and BOC requirements, the student must complete all hours of clinical instruction DEGREE REQUIREMENTS and fi eld experiences in six continuous semesters of Distribution Requirements and Co-requisites 52 clinical study prior to applying for the BOC certifi - The student majoring in this program must exceed cation examination in accordance with the standards the University’s distribution requirement of 45 hours. set by Barry University, the BOC, and the Commis- The Science and Mathematics area requires 16 credit sion on Accreditation of Athletic Training Education hours of course work, bringing the total distribution (CAATE). Clinical courses and Internships may not credit hours required for Athletic Training majors to be done concurrently. 52. Courses specifi cally required are listed below

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CLINICAL PROGRAM SELECTION CRITERIA cal probation that requirement is not met, the student 1. A minimum of 24 credit (semester) hours com- must change his/her major. Students on clinical pro- pleted. bation may continue non-clinical coursework, but no 2. SES 181: A. T. Pre-clinical Skills I; SES 281: clinical hours may be logged or profi ciencies checked A. T. Pre-clinical Skills II; BIO 230: Human off. Students on clinical probation are required to Anatomy with lab; SES 220: care and pre- maintain a fi ve contact hour per week clinical skills vention of athletic injuries and lab; SES 212: maintenance schedule with their previous terms clini- Emergency Response completed with all certi- cal instructor to be considered for reinstatement when fi cations and a grade of C or better. the next term’s GPA is determined. Students not keep- 3. Major declared in Athletic Training. ing the maintenance schedule must repeat the previous 4. A program application form completed and clinical course in the program sequence regardless of fi led with the Program Director. the grade. 5. Offi cial transcripts on fi le with the academic NOTE: Clinical students pursuing the 5-year B.S.-to- advisor. Students transferring to Barry and si- M.S. option must attain a minimum 3.0 cumulative multaneously applying for acceptance into the GPA in order to be “fully accepted” into this seamless clinical program must have their offi cial tran- option and prior to enrolling in graduate courses. scripts fi led with their clinical application to Students accepted into the clinical program will the Program Director. be assessed a fee of $30. This assessment will occur 6. Both a cumulative and major GPA of 2.50 or annually at the time of registration and will provide higher to enter and to remain active in the clini- liability insurance coverage for the year. Beginning cal program. and maintaining a professional membership in the 7. Two program recommendations on fi le with National Athletic Trainer’s Association (NATA), the Program Director. Southeastern Athletic Trainer’s Association (SEATA), 8. Statement of personal and professional goals and the Athletic Trainer’s Association of Florida fi led with the Program Director. (one full page, (ATAF) is expected of all clinical program students. typed, double spaced) Clinical students must demonstrate proof of NATA 9. Successful completion of interview with the membership before enrolment in SES 499 A. T. In- selection committee. ternship I is allowed. (See the ATR Program Director 10. Technical Standards acknowledgement form for information on membership). Clinical students signed by applicant and witnessed by program are expected to attend at least one professional sym- director. posium annually. (See the ATR Program Director for The candidates for the clinical component of the registration information). Uniforms are required for athletic training professional program must meet all all students in the clinical program. (See the ATR 10 criteria listed above. The number of appointments Program Director for cost and purchasing details). to the program will vary from year to year. Program Students will need to arrange transportation to off- application materials must be received by April 1 campus clinical experience sites. This may include of the fi rst academic year in which the student par- cost for public transportation and/or parking. Senior ticipates as an Athletic Training major in order to be fall interns in SES 499 will begin at their site approxi- considered for the fall semester. These fall candidates mately two weeks before the term begins. Students will be notifi ed of their clinical program status after must make room and board arrangements for this time June 1. Students not accepted on the fi rst attempt have which may result in additional fi nancial obligations. one more opportunity to apply the following year by Students attending summer session must be enrolled April 1. The application must be resubmitted the next full-time during this session to receive fi nancial aid. consecutive year. Students unable to qualify for ac- Transfer students’ credentials will be examined ceptance into the clinical program after the required on the basis of the same ten acceptance criteria and a two (2) consecutive attempts will be withdrawn from minimum six semester commitment to meet clinical the major. instruction and fi eld experience requirements at Barry Students must be accepted into the Clinical University. Program in order to be considered candidates for Students who have completed the academic graduation in Athletic Training. program in Athletic Training must have also com- Students accepted into the clinical program must pleted clinical instruction and fi eld experience (SES stay at or above a 2.5 cumulative GPA. Students who 381 and 481 @ 2 hours/segment for two Level II drop below 2.5 are placed on clinical probation and and two Level III segments equaling 8 hours total) have one year to return to clinical standing with a 2.5 prior to being approved for enrollment in SES 499 or higher cumulative GPA. If after one year of clini- (Internships). All hours of clinical instruction and

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fi eld experience must be completed prior to receiv- 4. Completion of SES 487 with a grade of C or ing a fi nal grade in SES 499 A. T. Internship II. All better. Athletic Training majors must apply for the BOC 5. Recommendation of the Athletic Training fac- examination on the advertised date nearest their ulty for the BOC examination and graduation. date of graduation. Applications must be fi led no later than the fi nal semester of study in order to be Technical Standards for Clinical Program approved for graduation. Please see the program Acceptance director for BOC examination application packet. The Athletic Training Educational Program at Barry The clinical education component of the Athletic University is a rigorous and intense program that plac- Training Program at Barry University is a competen- es specifi c requirements and demands on the students cy-profi ciency based program which utilizes faculty enrolled in the program. An objective of this program in mentoring students in the attainment of athletic is to prepare graduates to enter a variety of employ- training clinical knowledge and skills. Each year is ment settings and to render care to a wide spectrum of considered a clinical level in which selected profi cien- individuals engaged in physical activity. The technical cies and experiences must be completed BEFORE standards set forth by the Barry University Athletic advancing to the next clinical level. Before applying Training Educational Program establish the essential for the clinical education program, students must en- qualities considered necessary for students admitted roll in SES 181/SES 281. All Athletic Training majors to this program to achieve the knowledge, skills, and not yet accepted into the clinical education program competencies of an entry-level athletic trainer, as well must be enrolled in SES 181/SES 281. Students in as meet the expectations of the program’s accrediting Level I who are not enrolled in SES 181/281 shall be agency, the Commission on Accreditation of Athletic withdrawn from the ATR major program. Training Education (CAATE). The following abilities, Level I Completion Requirements: personal qualities, and expectations must be met by 1. Successful completion of SES 181/281, SES all students admitted to, and graduating from, the Ath- 212 and Lab, SES 220 and Lab, BIO 230 and letic Training Educational Program. Lab Compliance with the program’s technical standards 2. Minimum cumulative GPA of 2.5. does not guarantee a student’s eligibility for the BOC 3. Acceptance into the clinical education pro- certifi cation exam or a student’s progress to internship gram. courses or graduation. The Athletic Training faculty reserve the right to accept, to retain, and to recom- Level II Completion Requirements: mend to the dean for graduation only those candidates 1. Completion of SES 312 and Lab, SES 316 and who fulfi ll all academic requirements and who satisfy Lab, SES 381A and SES 381B with a grade of all technical standards. C or better. Candidates for selection to, and completion of, the 2. Emergency Response re-certifi cations Athletic Training Educational Program must demon- 3. Minimum cumulative GPA of 2.5. strate: 4. Recommendation of the Athletic Training fac- Standard 1. Intellect ulty for Level III promotion. the mental capacity to assimilate, analyze, syn- 5. Submit application for “full acceptance” (re- thesize, integrate concepts and problem solve quired prior to enrolling in SES 481B). to formulate assessment and therapeutic judg- Level III Completion Requirements: ments and to be able to distinguish deviations 1. Completion of SES 318 and Lab, SES 481A and from the norm. SES 481B with a grade of C or better. Standard 2. Physical Ability 2. Emergency Response re-certifi cations suffi cient postural and neuromuscular control, 3. Minimum cumulative GPA of 2.5. sensory function, and coordination to perform 4. Recommendation of the Athletic Training fac- appropriate physical examinations using ac- ulty for Level IV promotion. cepted techniques; and accurately, safely and 5. “Full Acceptance” granted. effi ciently use equipment and materials during the assessment and treatment of patients. Level IV Completion Requirements: Standard 3. Communication 1. Completion of SES 499 in two semesters at 6 the ability to communicate effectively and sen- credits per semester, with grades of C or better. sitively with patients and colleagues, including 2. Emergency Response re-certifi cations individuals from different cultural and social 3. Minimum cumulative GPA of 2.5. backgrounds; this includes, but is not limited to, the ability to establish rapport with patients

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and communicate judgments and treatment in- ATHLETIC TRAINING formation effectively. Students must be able to understand and speak the English language at (B.S. TO M.S.) a level consistent with competent professional Carl R. Cramer, Ed.D., Director practice. The seamless Bachelor of Science to Master of Standard 4. Receptive Language Science Degree in Athletic Training is a 162 semester the ability to record the physical examination hour (10 semester) program available to qualifi ed stu- results and a treatment plan clearly and accu- dents, which can be completed in fi ve years. A summer rately. term may be required in some cases. Choices include Standard 5. Emotional Fortitude a thesis option OR the successful completion of the the capacity to maintain composure and con- comprehensive examination and a project/internship. tinue to function well during periods of high The program requires 132 undergraduate semester stress. hours and 30 graduate semester hours. The student Standard 6. Commitment who successfully completes the program meets the the perseverance, diligence and commitment requirements for the Bachelor of Science degree in to complete the athletic training education pro- Athletic Training and the Master of Science Degree gram as outlined and sequenced. in Movement Science with a specialization in Ath- Standard 7. Flexibility letic Training. This degree program option in Athletic fl exibility and the ability to adjust to changing Training merges the undergraduate CAATE accredited situations and uncertainty in clinical situations. entry-level program with an advanced graduate Ath- Standard 8. Professionalism letic Training degree program in a seamless fi ve-year affective skills and appropriate demeanor and time frame. Students will need to arrange transporta- rapport that relate to professional education and tion to off-campus clinical experience sites. This may quality patient care. include cost for public transportation and/or parking. Evaluation of Technical Standards Senior fall interns in SES 499 will begin at their site approximately two weeks before the term begins. Students who with reasonable accommodation(s) Students must make room and board arrangements are found to not be able to meet the technical stan- for this time which may result in additional fi nancial dards of the Athletic Training Educational Program obligations. Students attending summer session must (ATEP) must change their major. be enrolled full-time during this session to receive fi - Appeal nancial aid. Students failing to meet the technical standards with all reasonable accommodation(s) may request Full Acceptance into the B.S. to M.S. an outside review of their ability to meet the techni- Program in Athletic Training cal standards by a Florida Licensed and BOC certifi ed The undergraduate student intending to apply to athletic trainer in good standing with the BOC who the program should meet with the Athletic Training has an approved clinical instructor (ACI) rating in Director as soon as possible and no later than during conjunction with a licensed Physiatrist specializing in the last semester of the second clinical year. Before disabilities. This review should be arranged through beginning graduate level coursework in the B.S. to the ATEP program director. If the review affi rms the M.S. program, the undergraduate student must fi rst be program’s position of failure to meet the technical “fully accepted” into the undergraduate Athletic Train- standards, the student will immediately change his ing program by meeting the established SES and ATR or her major. If the review affi rms the student’s posi- full acceptance requirements. To be accepted to the tion, the student will be allowed to continue with the B.S. to M.S. Athletic Training program, the student signed understanding that he or she in all probability must have met the following additional requirements: will not be able to earn a passing performance in the 1. 3.00 cumulative undergraduate GPA clinical course sequence or the BOC Examination. 2. Approval from the Athletic Training Program Barry University policy allows a maximum of three Director, the Director of Graduate Programs of attempts at any course. After the third failed attempt at the Department of Sport and Exercise Sciences, any clinical coursework, the student at that time would the Chairperson of the Department of Sport and be required to change his or her major. Exercise Sciences, and the Dean of the School of Human Performance and Leisure Sciences.

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3. Completion of 90 or more undergraduate credit SES Core Requirements hours by the end of the last semester of the second (See listing. SES 361 required.) 25 clinical year. Athletic Training Major Requirements 55 4. Completion of the Barry University Graduate CAT 102 Basic Computer Applications 3 Application, including a letter of intent and two SES 181 A. T. Pre-clinical Skills I 1 letters of recommendation. SES 220 Care and Prevention of Athletic Injuries & Laboratory 4 A student accepted into the program who later SES 281 A. T. Pre-Clinical Skills II 1 decides not to complete it may still satisfy the require- SES 316 Therapeutic Modalities and ments for the Bachelor of Science degree in Athletic Laboratory 4 Training with successful completion of the 135 under- SES 318 Therapeutic Exercise and Laboratory 4 graduate Athletic Training degree credits including all SES 320 Kinesiology & Laboratory 4 undergraduate degree requirements. SES 321 Advanced Assessment of Athletic Injuries Upper Extremity and Lab. 4 SES 322 Advanced Assessment of Athletic Graduation Requirements Injuries Lower Extremity and Lab. 4 1. Successful completion of the Movement Science SES 330 Nutrition for Physical Performance 3 Graduate Program Core Requirements (12 cred- SES 381A A. T. Clinical Skills Level II Pt. 1 2 its). SES 381B A. T. Clinical Skills Level II Pt. 2 2 2. Successful completion of the Athletic Training SES 481A A. T. Clinical Skills Level III Pt. 1 2 Course Requirements (18 credits). SES 481B A. T. Clinical Skills Level III Pt. 2 2 3. Cumulative GPA of 3.0 or higher in graduate level SES 487 Senior Seminar in Athletic Training 3 SES 499A A. T. Internship I 6 courses, no “D” or “F” grades, and no more than SES 499B A. T. Internship II 6 six credits with a grade of “C”. 4. Successful completion of the comprehensive ex- Athletic Training Graduate Requirements 27 amination and project/internship or Master’s thesis SES 520 Biomechanics 3 and oral defense. SES 540 Medical Recognition of Ath. Injuries 3 SES 545 Manual Techniques 3 (See Graduate Catalog for specifi c degree require- SES 590 Gross Anatomy and Lab 6 ments) SES 616 Research Methods 3 SES 640 Rehabilitation Science 3 DEGREE REQUIREMENTS: B.S. to M.S. SES 645 Curriculum and Instructional Design 3 SES 689 Thesis Distribution Requirements and Co-requisites 52 OR 6 The student majoring in this program must exceed SES 679 Project/Internship the University’s distribution requirement of 45 hours. The Science and Mathematics area requires 16 credit DEGREE TOTAL: ATHLETIC TRAINING (B.S. to M.S.) 162 hours of course work, bringing the total distribution credit hours required for Athletic Training majors to 52. Courses specifi cally required are listed below EXERCISE SCIENCE (B.S.) each subject area with a double asterisk (**) and must be completed with a grade of C or better. Constance M. Mier, Ph.D., Coordinator THEOLOGY AND PHILOSOPHY 9 The Bachelor of Science Degree in Exercise Sci- (THE or PHI 353 Bio-Medical Ethics, and PHI 120 ence (EX) is a 121-semester-hour program which Critical Thinking, and THE 300 Ethical Decision- prepares students for a wide variety of health-related Making are strongly recommended choices.) careers which include, but are not limited to the fol- lowing: WRITTEN AND ORAL COMMUNICATION 9 — Fitness and wellness programs: careers include SCIENCE AND MATHEMATICS 16 health and fi tness instructor, strength training **BIO 230 Human Anatomy and Laboratory (4) instructor; exercise leader, health and fi tness **BIO 240 Intro. To Human Physiology & Lab (5) program director. **MAT 152 Elementary Probability & Statistics (3) — Clinical programs such as cardiac/pulmonary **PHY 151 Introductory Physics & Lab (4) rehabilitation: careers include exercise special- SOCIAL AND BEHAVIORAL SCIENCES 9 ist, exercise test technologist, clinical program **PSY 281 Introduction to Psychology (3) director. HUMANITIES AND FINE ARTS 9

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— Exercise physiology research: a B.S. degree in Field Experiences in Exercise Science Exercise Science prepares students for graduate Students must pass SES 361 (Exercise Physiology) degree work in an exercise physiology labora- with a C or better prior to being admitted to SES 486 tory. Careers include laboratory technician, (Practicum). Practicum in Exercise Science requires research assistant, research scientist. at least 4 hours per week of guided fi eld experience — Other careers: a B.S. degree in Exercise Science in laboratory testing and research, exercise leadership, is a stepping stone for other health-related ca- exercise prescription and programming, and fi tness reers such as nursing, physical therapy and assessment. (See other SES 486 requirements in the physician assistant. course descriptions section.) The program requires 38 credit hours (beyond SES 499 (Internship in Exercise Science) is a full- the SES core of 24 hours) which are specifi c to the time fi eld experience in a hospital-based wellness or Exercise Science major and which prepare students cardiac rehabilitation program, a corporate fi tness to attempt professional certifi cation examinations. center, sports training facility or other off-campus fi t- A student majoring in Exercise Science must take ness/exercise facilities. Completion of SES 486 with a the ACSM Health/Fitness Instructor or the NSCA grade of B or better is required in order to receive ap- Strength and Conditioning Specialist certifi cation ex- proval from the Program Coordinator and Department amination prior to graduation. The minimum grade Chair to enroll in SES 499. (See other requirements of C is required in all major, SES core, and co- under course descriptions.) SES 499: Internship meets requisite courses. the integrative experience requirement for graduation.

Requirements for Full Acceptance to the DEGREE REQUIREMENTS Exercise Science Major: Distribution Requirements and Co-requisites 56 Students who have satisfi ed all SES Interim Accep- The student majoring in Exercise Science must ex- tance requirements should apply for Full Acceptance ceed the University’s distribution requirement of 45 to the major when all criteria have been met. Full ac- hours. The Science and Mathematics area includes 11 ceptance status is required prior to enrolling in SES additional hours of required coursework, bringing the 361 Exercise Physiology and all 400 level SES cours- total distribution credit hours required for Exercise es. The student is eligible for full acceptance to the Science majors to 56. Courses specifi cally required Exercise Science Major when the following require- are listed below each subject area with a double ments have been completed: asterisk (**) and must be completed with a grade 1. The student has completed at least 60 hours ap- of C or better. plicable to the degree and has fulfi lled all SES THEOLOGY AND PHILOSOPHY 9 Interim Acceptance requirements. (THE or PHI 353, Bio-Medical Ethics is strongly rec- 2. The student has declared a major in Exercise ommended) Science. 3. The student has passed Biology 230 (Human WRITTEN AND ORAL COMMUNICATION 9 Anatomy), Biology 240 (Human Physiology), SCIENCE AND MATHEMATICS 20 SES 210 (Foundations of Sport & Exercise ** BIO 230 Human Anatomy and Laboratory (4) Science), SES 270 (Concepts of Fitness and ** BIO 240 Introduction to Human Wellness), CS 180 (Introduction to Computers) Physiology & Lab (5) or equivalent courses, with a grade of C or bet- ** CHE 152 Intro. to Organic & Biological ter. Chemistry & Lab (4) 4. The student has both a 2.5 CUM GPA and a 2.5 OR ** CHE 111 General Chemistry and Qual. Lab (4) Average GPA in all SES and major courses at- ** MAT 152 Elementary Probability & Statistics (3) tempted. ** PHY 151 Introductory Physics & Lab (4) 5. The student has the recommendation of his/her advisor and the Coordinator of the Exercise SOCIAL AND BEHAVIORAL SCIENCES 9 Science Program, as well as the SES Faculty ** PSY 281 Introduction to Psychology (3) Review Panel. HUMANITIES AND FINE ARTS 9 SES Core Requirements: 24 (See listing. SES 361 required)

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Exercise Science Major Requirements 38 CAT 102 Basic Computer Applications 3 EXERCISE SCIENCE (B.S. TO M.S.) SES 220 Care & Prev. of Athletic Injuries 3 Constance M. Mier, Ph.D., Coordinator SES 320 Kinesiology & Laboratory 4 SES 330 Nutrition for Physical Performance 3 The seamless Bachelor of Science to Master of SES 370 Fitness Assessment and Exercise Science Degree in Exercise Science is a 151 semester Prescription 3 hour program available to qualifi ed students, which SES 370L Fitness Assessment and Exercise can be completed in fi ve years plus thesis or a summer Prescription Lab 1 internship (11 semesters). The program requires 115 SES 441 Cardiac Rehabilitation and Lab 3 undergraduate semester hours and 36 graduate semes- SES 441L Cardiac Rehabilitation Lab 1 ter hours. The student who successfully completes the SES 463 Appl. Physiol. Of Resist. Training 3 program meets the requirements for the Bachelor of SES 486 Practicum in Exercise Science 2 Science degree in Exercise Science and the Master of SES 499 Internship in Exercise Science 12 Science degree in Movement Science with a special- Electives (3 hours minimum) 3 ization in Exercise Science. Recommended Courses: The student selects one of two tracks, clinical or SES 326 Principles of Motor Learning (3) research. The clinical track prepares the student for SES 463 Applied Physiology of Resistance director positions in fi tness and wellness clinics. Sev- Training (3) SES 469 Directed Readings in Exercise eral courses offer fi rsthand experience within fi tness Science (3) and wellness programs, including a graduate-level SES 479 Directed Research in Exercise internship. Additional courses within SES emphasize Science (3) administrative, marketing and legal aspects of fi tness SES 485 Intro. to Law in Sport and Exercise and wellness careers. The research track is designed Sciences (3) to prepare the student for doctoral study in exercise DEGREE TOTAL: physiology research or in the medical fi eld, having its EXERCISE SCIENCE (B.S.) 121 greatest emphasis in the sciences. Emphasis is placed on practical experience in the human performance Minor in Exercise Science laboratory, including a graduate-level thesis. An Exercise Science minor is available to comple- ment pre-professional majors in medical, allied health, Requirements for Full Acceptance to the athletic training or other science-based fi elds who are B.S. to M.S. Exercise Science Program interested in further study in the areas of exercise The undergraduate student must fi rst declare their prescription and fi tness programming. A student may major in the Exercise Science BS to MS degree pro- earn a minor in Exercise Science by completing the gram. Before beginning graduate level coursework in following courses: the B.S. to M.S. Exercise Science program, the un- SES 112 CPR/AED for the Prof. Rescuer 2 SES 270 Concepts of Fitness and Wellness 3 dergraduate student must fi rst be fully accepted in the SES 320 Kinesiology & Laboratory 4 B.S. to M.S. program by meeting the full acceptance SES 361 Exercise Physiology and Lab 4 requirements listed below. The undergraduate student SES 370 Fitness Assessment and Exercise who has been fully accepted into the program should Prescription 3 meet with the Exercise Science Coordinator prior to SES 370L Fitness Assessment and Exercise beginning graduate coursework to determine if s/he Prescription Lab 1 will be pursuing the clinical or the research track. SES 441 Cardiac Rehabilitation and Lab 4 Requirements for full acceptance into the B.S.-to- SES 463 Applied Physiology of Resistance M.S. Exercise Science program: Training 3 1. Major in the B.S. to M.S. Exercise Science pro- SES 486 Practicum in Exercise Science 2 gram has been declared. MINOR IN EXS TOTAL: 26 2. Successful completion of Biology 230 (Human Anatomy), Biology 240 (Human Physiology), Pre-Physical Therapy and CAT 102 (Basic Computer Applications), SES Pre-Medical Options: 210 (Foundations of Sport & Exercise Science), Available only to majors in Exercise Science or SES 270 (Concepts of Fitness and Wellness), or Athletic Training (ATR). Please refer to the details equivalent courses, with a grade of C or better. on the undergraduate course requirements for these 3. 3.0 cumulative GPA, and 2.75 average GPA in program options as described in the Athletic Training major, SES core, and co-requisite courses. section.

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4. Approval from the Exercise Science Program Exercise Science Major Undergraduate Coordinator, the Chairperson of the Department Requirements 32 of Sport and Exercise Sciences, and the Dean of (for both clinical and research tracks) the School of Human Performance and Leisure CAT 102 Basic Computer Applications 3 Sciences. SES 220 Care & Prev. of Athletic Injuries 3 SES 320 Kinesiology & Laboratory 4 Graduation Requirements SES 330 Nutrition for Physical Performance 3 1. Successful completion of the course and credit SES 370 Fitness Assessment and Exercise hour requirements. Prescription 3 2. Cumulative GPA of 3.0 or higher in graduate- SES 370L Fitness Assessment and Exercise level courses, no “D” or “F” grades, and no Prescription Lab 1 more than six credits with a grade of “C”. SES 441 Cardiac Rehabilitation 3 SES 441L Cardiac Rehabilitation Lab 1 3. Successful completion of the comprehensive SES 463 Appl. Physiol. Of Res. Training 3 examination (clinical track). SES 486 Practicum 2 4. Successful completion of the internship and the SES 499 Internship 6 internship project (clinical track). Undergraduate Course Electives 3 5. Acceptable oral defense of thesis (research (3-6 credit hours must be 300+ level coursework) track). Recommended Courses: ACC 201 Financial Accounting (3) DEGREE REQUIREMENTS, B.S. TO M.S. BIO 104 Biological Foundations (4) CHE 112 Gen. Chemistry & Quantitative Lab (4) Distribution Requirements and Co-requisites 56 CHE 243 Organic Chemistry I (3) The student enrolled in the B.S. to M.S. degree CHE 244 Organic Chemistry II (3) program must exceed the University’s distribution ECO 201 Intro Macroeconomics (3) requirement of 45 hours for a Bachelor of Science de- MAT 109 Pre-calculus Math I (3) gree. Six (6) credit hours must be 300+ level courses. Exercise Science Major Graduate Courses specifi cally required are listed below each Requirements 30 subject area. Those courses with a double asterisk SES 561 Adv Exercise Physiology (3) (**) must be completed with a grade of C or better. SES 561L Adv Exercise Physiology Lab (1) SES 578 ECG Interpretation & Exercise THEOLOGY AND PHILOSOPHY 9 Testing (2) (THE or PHI 353, Bio-Medical Ethics is strongly rec- SES 616 Research Methodology (3) ommended) SES 618 Fitness & Wellness Promotion (3) WRITTEN AND ORAL COMMUNICATION 9 SES 672 Exercise & Energy Metabolism (3) SES 686 Advanced Practicum (3) SCIENCE AND MATHEMATICS 20 ** BIO 230 Human Anatomy and Laboratory (4) Clinical (9 hrs. required): ** BIO 240 Introduction to Human SES 585 The Law in SES (3) Physiology & Lab (5) SES 679 Internship (6) ** CHE 152 Intro. to Organic & Biological or Chemistry & Lab (4) Research (9 hrs. required): or SES 689 Thesis (6) ** CHE 111 General Chemistry & Qual Lab (4) SES 701 Advanced Studies in Applied ** MAT 152 Elementary Probability & Statistics (3) Statistics (3) ** PHY 151 Introductory Physics & Lab (4) Graduate Course Electives 6 or Recommended Courses: ** PHY 201 General College Physics & Lab (4) SES 520 Biomechanics (3) SOCIAL AND BEHAVIORAL SCIENCES 9 SES 537 Sport Psychology (3) ** PSY 281 Introduction to Psychology (3) SES 625 Motor Learning and Control (3) HUMANITIES AND FINE ARTS 9 SES 662 Exercise Psychology (3) SES 701 Advanced Studies in Applied SES Core Requirements: 24 Statistics (3) (See listing. SES 361 required) DEGREE TOTAL: EXERCISE SCIENCE (B.S. to M.S.) 151

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LEISURE AND RECREATION 6. The student has the recommendation of the pro- gram Coordinator, the Undergraduate Director, MANAGEMENT (B.S.) and the Associate Dean. Gayle Workman, Ph.D., Coordinator DEGREE REQUIREMENTS The Bachelor of Science degree in Leisure and Degree Requirements: Students in the four-year BS Recreation Management (LRM) prepares students program must complete a total of 124 credits, orga- to design, manage, and deliver leisure and recreation nized as follows: services to a variety of people in diverse settings. The Distribution – 47 Leisure and Recreation Management major requires a SES Core – 22 total of 124 semester hours of coursework, including a full-immersion 12 hour internship. A 23 hour minor SES Major – 42 in Environmental Studies is also included. The mini- Minor in Environmental Studies – 10 (13 credits mum grade of C is required in all major, SES core, included in Distribution = 23 credits) minor, and co-requisite courses. The major in Leisure and Recreation Management Elective – 3 focuses on developing the skills to meet the demand Total – 124 and consumer expectations for the expanding lei- Distribution Requirements and Co-requisites 47 sure industry worldwide. The Environmental Studies (Courses specifi cally required are listed below each minor is meant to strengthen and deepen students’ subject area with an asterisk (*) meets both distribution knowledge and sensitivity regarding human impact on and minor requirements and must be completed with a the environment, and the critical role this plays within grade of C or better). the broad fi eld of outdoor leisure and recreation. Ex- THEOLOGY AND PHILOSOPHY 9 tensive opportunities to integrate classroom learning *PHI 354 Environmental Ethics (3) within private leisure programs, tourism agencies, and WRITTEN AND ORAL COMMUNICATION 9 public recreation and park facilities enhances students’ knowledge and refi nes skills. SCIENCE AND MATHEMATICS 11 *BIO 104 Biological Foundations (4) *BIO 220 Human anatomy and Lab (4) LEISURE AND RECREATION MANAGEMENT *MAT 152 Elementary Probability and Stats (3) FULL ACCEPTANCE REQUIREMENTS SOCIAL AND BEHAVIORAL SCIENCES 9 All students who have declared a major in Leisure PSY 281 Introduction to Psychology (3) and Recreation Management and meet the require- * GEO 301 World Environments (3) ments for admission to Barry University will be * GEO 320 Geography of Disasters (3) “initially accepted” into the major. (See Acceptance HUMANITIES AND FINE ARTS 9 Progression Chart depicted earlier in the SES section SES Core Requirements 22 of this catalog). Applications for Full Acceptance into SES 210 Foundations of Sport and Exercise (3) the major are to be submitted to the program Coor- SES 212 Emergency Response and Lab (3) dinator. This process is usually begun during the last SES 270 Concepts of Fitness and Wellness (3) semester of the sophomore year but no later than the SES 335 Psycho-Social Aspects of Sport (3) start of the senior year. SES 340 Adapted Physical Activity, Recreation and Sport (3) Full Acceptance Criteria: SES 360 Essentials of Exercise Physiology and 1. The student has completed at least 60 hours ap- Lab (4) plicable to the degree and has completed 50% SES 480 Contemporary Issues and Ethics in of distribution requirements OR has fulfi lled Sport and Exercise Sciences (3) all SES Interim Acceptance requirements. * Required in SES and also counted in Distribution. 2. The student has declared a major in Leisure Leisure and Recreation Management Core and Recreation Management. Requirements 42 3. The student has achieved a 2.00 cumulative SES 150 Introduction to Outdoor Pursuits (3) GPA. CAT 102 Basic Computer Applications (3) 4. Achieved a 2.00 average GPA in all SES and SES 260 Leisure Programming and Planning (3) EVS courses combined; SES 262 Recreational Leadership (3) 5. The student has completed SES 150, SES 210, SES 292 Commercial Recreation (3) BIO 104, BIO 104 Lab, ENG 111, ENG 112, SES 380 Facility Design and Event and MAT 152 or equivalent with a grade of C Management (3) or better.

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SES 390 Natural Resource Recreation Continued observations and student-aiding are part of Management (3) the course requirements in SES 470 and 476. SES 486 SES 485 Intro to Law in Sport and Exercise (Practicum in Teaching Physical Education) offers op- Sciences (3) portunities for further refi ning teaching skills. SES 422 Principles of Sport Travel and Tourism (3) SES 499 Internship (12) PHYSICAL EDUCATION FULL ACCEPTANCE SES 346 Wilderness Expeditionary Training (3) REQUIREMENTS OR All students who have declared a major in Physical SES 388 Sport Ecotourism (3) Education and meet the requirements for admission to Minor in Environmental Studies 13 Barry University will be “initially accepted” into the (23 credits total with 10 credits (*), including GEO major. (See Acceptance Progression Chart depicted 301, refl ected in distribution) earlier in the SES section of this catalog). Applications *BIO 104 Biological Foundations (4) BIO 260 Biodiversity of Ecosystems (4) for Full Acceptance into the major are to be submitted BIO 360 Dynamics of Restoration Ecology (3) to one’s faculty advisor or to the PE Program Coor- EVS 310 Environmental Movements (3) dinator well in advance of seeking enrollment in the *GEO 320 Geography of Disasters (3) methods course sequence (SES 470 and 476). This *PHI 354 Environmental Ethics (3) process is usually begun during the last semester of Electives (3 credit hours minimum) the sophomore year but no later than the start of the SES 346 Wilderness Expeditionary Training (3) senior year. SES 388 Sport Ecotourism (3) Full Acceptance Criteria: BIO 112 Botany (4) 1. Pass profi ciency tests in several locomotor skills, BIO 216 Zoology (4) sports skills, and basic knowledge areas. The CHE 209 Environmental Chemistry (3) student must pass all profi ciency tests prior to EVS 430 Environmental Crime and Law (3) being “fully accepted.” Opportunities to improve Degree Total: 124 any defi ciencies identifi ed are provided through the broad selection of ISR course offerings. 2. Complete SES 210, EDU 151, and EDU 218 PHYSICAL EDUCATION (B.S.) with a C or better. Kathryn Ludwig, Ph.D., Coordinator 3. Achieve a 2.50 cumulative GPA; 4. Achieve a 2.50 average GPA in all SES and This program may meet the requirements for EDU courses combined; Florida temporary certifi cation. Additional require- 5. Complete all SES department “Interim ments would subsequently be necessary to obtain a Acceptance” requirements (see “Acceptance professional certifi cate. Students are advised that this Progression Chart” earlier in this section); program may not be accepted for certifi cation in other 6. Apply for “Full Acceptance” no later than the states because it is not a state approved program. junior year or the completion of 90 credits of The Bachelor of Science degree in Physical coursework; Education (PE) prepares the student to teach physi- 7. Seek the recommendation from the Physical cal education, fi tness, and wellness in the primary, Education Program Coordinator; elementary, and/or secondary schools (K-12). The 8. Obtain approval from the SES Faculty Review Physical Education major requires a total of up to 121 Panel. semester hours of coursework. The minimum grade 9. Students who meet most, but not all, of the of C is required in all major, SES core, education, requirements for Full Acceptance may peti- and co-requisite courses. tion in writing for special consideration by the The major in Physical Education focuses on the Physical Education Program Coordinator, the acquisition of knowledge and the refi nement of teach- Department Chair, and the HPLS Dean prior ing skills in the areas of fi tness, team and individual to seeking enrollment in the methods course sports, recreational games, and aquatics, as well as sequence. If permission is given to enroll in balance, tumbling, rhythmic and movement activities. SES 470/476, the student will be granted a Emphasis is placed on the sequencing of skills from temporary extension and placed on continued elementary through the secondary grades. Extensive INTERIM ACCEPTANCE with stipulated opportunities for clinical experiences are provid- conditions that must be met at the end of one ed over a minimum of three years, beginning with more semester. Students who meet all stipulat- classroom observations in EDU 151, and SES 210. ed conditions will be fully accepted.

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Approval for Student Teaching: A graduate of the PE option would be qualifi ed to SES 486: PE Student Teaching meets the teach in Florida K-12 with a non-renewable 3-year integrative experience requirement for gradua- temporary teaching certifi cate if all of the follow- tion. In order to be granted permission by the ing conditions are satisfi ed: Department Chair and Dean to enroll in SES 486, 1. Achieve a cumulative GPA of 2.5 at the time of the student must have satisfi ed these conditions: graduation a. be FULLY ACCEPTED into the PE program; 2. After graduating, complete the certifi cation ap- b. pass SES 470 and SES 476 with a C or bet- plication process with the Florida DOE. ter; and 3. Submit to a fi ngerprint check from the Florida c. attempt the general knowledge portion of the Department of Law Enforcement. FTCE; 4. Obtain employment in a school that has a Florida approved system for documenting the Physical Education Full Acceptance and demonstration of required professional educa- Florida Teacher Certifi cation tion competence. 5. Qualify based on meeting the subject area spe- 1. At the time of admission to Barry, all declared cialization requirements through completed Physical Education majors will be “initially ac- coursework in the major. cepted” into the major. In order to apply for a 5-year Professional 2. “Interim Acceptance” follows when students Teaching Certifi cate upon expiration of the tem- satisfy the published criteria listed in the SES porary teaching certifi cate, the following must Acceptance Progression Chart depicted at the fi rst occur: beginning of the SES section in this catalog a. Meet general knowledge requirements with- 3. Once “fully accepted,” students in each option in fi rst year; and may enroll in the methods course sequence b. Successfully complete a professional prepa- (SES 470 and SES 476) and must complete ration alternative certifi cation and education these classes with a grade of C or better. competency program, outlined in paragraph 4. Students fully accepted into the PE program (7)(a); would complete 15 credit hours as listed below: OR SES 486 Practicum in Elementary Physical c. Complete professional preparation courses Education (3-6) as specifi ed in State Board Rule, success- SES 486 Practicum in Secondary Physical fully complete a professional education Education (3-6) competence demonstration program pur- AND suant to paragraph (7)(b), and achieve a 3-9 credits of additional SES electives must be passing score on the professional education completed from among the following courses, competency examination required by State as approved by one’s academic advisor, in order Board Rule. to complete 15 credits total in this category. SES 170 Introduction to Wellness (3) “7(a) The Department of Education shall develop SES 310 Personal Health and Disease and each school district must provide a cohesive com- Prevention (3) petency-based professional preparation alternative *SES 325 Offi ciating Team and Individual certifi cation program by which members of a school Sports (2) district’s instructional staff may satisfy the mastery of *SES 328 Theory of Coaching (3) professional preparation and education competence SES 330 Nutrition for Physical requirements specifi ed in this subsection and rules of Performance (3) the State Board of Education.” SES 431 Media Relations in Sport (3) “7(b) Each school district must and a state supported SES 479 Directed Research in Physical public school or a private school may develop and Education (3) maintain a system by which members of the instruc- SES 485 Intro. to Law in Sport and tional staff may demonstrate mastery of professional Exercise Sciences (3) education competence as required by law. Each pro- *SES 486 Practicum in Coaching (3) gram must be based on classroom application and * [Note: these courses also satisfy requirements for a cer- instructional performance and must include a per- tifi cate/endorsement in Coaching subject to application formance evaluation plan for documenting the and approval from the Florida DOE]. demonstration of required professional education competence.”

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DEGREE REQUIREMENTS: PE SES 485 Intro. to Law in SES (3) *SES 486 Practicum in Coaching (3) Distribution Requirements and Co-requisites 47 (Courses specifi cally required are listed below each * NOTE: These courses also satisfy the requirements for a subject area with a double asterisk (**) and must be Florida Coaching Certifi cate / Endorsement (from the above list of electives) completed with a grade of C or better). DEGREE TOTAL: PE-OPTION THEOLOGY AND PHILOSOPHY 9 PHYSICAL EDUCATION (B.S.) 121 WRITTEN AND ORAL COMMUNICATION 9 Coaching Certifi cate/Endorsement SCIENCE AND MATHEMATICS 11 ** BIO 230 Human Anatomy and Laboratory (4) The Department of Sport and Exercise Sciences ** MAT 152 Elementary Probability & Statistics (3) offers coursework that leads to the State of Florida ** SES 360 Essentials of Exercise Physiology Department of Education (FL-DOE) endorsement in and Lab (4) Coaching. (also required in SES core) Requirements: The study of the effects and dangers SOCIAL AND BEHAVIORAL SCIENCES 9 of drug use including performance enhancing drugs, ** PSY 281 Introduction to Psychology (3) and a valid certifi cate in CPR issued by the Ameri- HUMANITIES AND FINE ARTS 9 can Red Cross or the American Heart Association, is SES Core Requirements: 20 now required. The following courses are offered to all (See listing. PE majors take SES 112 and Lab, majors seeking certifi cation in primary, elementary, or SES 360 required @ 4 hrs. but counted secondary education, including physical education, in Distribution) who also desire to coach in a public school system. Physical Education Major Requirements 36 These courses satisfy FL-DOE requirements towards ISR As recommended by advisor 2 an Endorsement in Coaching. CAT 102 Basic Computer Applications 3 SES 220 Care and Prevention of Athletic EDU 151 Introduction to Education 3 Injuries & Lab 4 EDU 218 Educational Psychology 3 SES 328 Theory of Coaching 3 TSL 400 ESOL Issues and Strategies 3 SES 486 Practicum in Coaching 3 SES 220 Care and Prevention of Athletic COACHING ENDORSEMENT TOTAL 10 Injuries & Lab 4 SES 320 Kinesiology & Laboratory 4 In addition, SES 212, 320, 325, 330, 335, 360, and SES 326 Principles of Motor Learning 3 485 are strongly recommended electives for those stu- SES 350 Tests & Measurement in HPER dents interested in pursuing coaching careers. and Sport 3 SES 470 Methods & Practice of Teaching 4 Elementary Physical Education SPORT MANAGEMENT (B.S.) SES 476 Methods & Practice of Teaching 4 Daniel Rosenberg, Ed.D., Coordinator Secondary Physical Education The Bachelor of Science in Sport Management (SM) Additional Major Requirements 15 prepares students for positions within the professional, SES 486 Practicum in Teaching Elementary PE (3-6) collegiate, corporate, commercial, or recreational sport SES 486 Practicum in Teaching industry, and for graduate study. The Sport Manage- Secondary PE (3-6) ment program requires a total of 120 semester hours, AND including 33 credit hours specifi c to Sport Manage- 3-9 credits of additional SES electives, as approved by ment and an additional 22 hours in the SES Core. A one’s academic advisor, in order to complete 15 credits 21 credit hour minor in Business is also included. The total in the “Additional Major Requirements” category: minimum grade of C is required in all major, mi- Required SES Electives (3 hrs. minimum) 3 nor, SES core, and co-requisite courses. Recommended Courses: Optional, specializations are available in Sport SES 310 Personal Health and Disease Management-Diving Industry and in Sport Prevention (3) Management-Golf Industry. Acceptance to these *SES 325 Offi ciating Team and Individual specializations requires satisfying various competen- Sports (2) cies and standards as stipulated within the catalog *SES 328 Theory of Coaching (3) description for these programs, which follows the SES 330 Nutrition for Physical Performance (3) SES 431 Media Relations in Sport (3) Sport Management major. SES 479 Directed Research in Physical SES 499 (Internship) meets the integrative experi- Education (3) ence requirement for graduation.

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Five Year B.S. to M.S. Option WRITTEN AND ORAL COMMUNICATION 9 The B.S. to M.S. option in Sport Management is SCIENCE AND MATHEMATICS 11 available to qualifi ed students who meet the criteria ** BIO 220 Human Anatomy and Laboratory (4) for selection to and continued enrollment in this pro- ** MAT 152 Elementary Probability gram. (See specifi c requirements for “full acceptance” & Statistics (3) to the B.S. to M.S. option and detailed program de- ** SES 360 Applied Exercise Physiology and Lab (4) scription later in this section). Further information is (also required in SES Core) available from one’s academic advisor or the program coordinator. Along with other published requirements, SOCIAL AND BEHAVIORAL SCIENCES 9 the student must have a 3.0 cumulative Barry GPA and ** ECO 201 Introductory Macroeconomics (3) a 2.75 average GPA in all SES & major courses at- (also required for minor in Business) ** PSY 281 Introduction to Psychology (3) tempted, including courses for the Business minor. HUMANITIES AND FINE ARTS 9 Requirements for Full Acceptance to the SES Core Requirements 17 Sport Management Major: (See listing. SES 360 required @ 4 hrs but counted in Students who have satisfi ed all SES Interim Accep- Distribution. SES 465 not required.) tance requirements should apply for Full acceptance to Sport Management Major Requirements 33 the Major when all criteria have been met. The student Sport Management Core (21 hrs): is eligible for full acceptance to the Sport Manage- CAT 102 Basic Computer Applications 3 ment major when the following requirements have SES 250 Sport and Recreational Management 3 been completed: SES 485 Introduction to Law in SES 3 1. The student has achieved junior status (com- SES 499 Internship in Sport Mgmt. AND/OR pleted at least 60 hours applicable to the SM-Diving Industry OR SM-Golf degree) and has completed 50% of distribution Industry 12 requirements OR has fulfi lled all SES Interim Additional Sport Management Acceptance requirements. Requirements (12 hrs.) 2. The student has declared a major in Sport SES 260 Leisure Planning and Programming 3 Management. SES 380 Facility Design and Event 3. The student has completed SES 210, SES 250, Management 3 BIO 220, BIO 220L, ENG 111, ENG 112, and SES 440 Sport Marketing, Promotions, MAT 152 or equivalent with a grade of C or and Fund Raising 3 better. SES 444 Financial Applications to Sport 3 4. The student has both a 2.0 CUM GPA and a 2.0 Minor in Business 18 average GPA in all SES major and business mi- ACC 201 Financial Accounting 3 nor courses attempted. ECO 201 Intro. Macroeconomics 5. The student has the recommendation of his/ (3 hrs. counted in Distribution) her advisor and the Coordinator of the Sport MIS 215 + Lab Intro. to Management Systems 3 Management Program, as well as the SES MGT 305 Organizational Behavior & Management 3 Faculty Review Panel. MGT 352 Human Resource Management 3 MKT 306 Marketing Concepts and Applications 3 DEGREE REQUIREMENTS MKT 385 Consumer Behavior (Prerequisite - SES 440) 3 Distribution Requirements and Co-requisites 47 The student majoring in Sport Management must exceed Electives (5 hours minimum) 5 the University’s distribution requirement of 45 hours. Recommended Courses: The Science and Mathematics area includes 11. This SES 431 Media Relations in Sport (3) brings the total Distribution credit hours required for COM 200 Introduction to Mass Media (3) Sport Management majors to 47. (Courses specifi cally COM 390 Principles of Public Relations (3) required are listed below each subject area with a ENG 417 Advertising Copywriting (3) double asterisk (**) and must be completed with a ENG 418 Publication Production and Layout (3) grade of C or better). DEGREE TOTAL: THEOLOGY AND PHILOSOPHY 9 SPORT MANAGEMENT (B.S.) 120 PHI 170, Contemporary Moral Problems, is strongly recommended.

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Minor in Sport Management Criteria for Sport Management/Diving The minor in Sport Management is available to Industry (SMDI) Acceptance complement professional majors in other disciplines Students electing this specialization, as well as such as marketing, management, fi tness, health, well- those pursuing a minor in Diving Education, must sat- ness, public relations, journalism, psychology and isfy the following criteria prior to acceptance. NOTE: communications. It is designed to prepare students For student and group safety, **starred items must for opportunities in the sport-related fi elds including be completed before the end of the fi rst semester amateur, professional, and collegiate sport administra- of enrollment. In addition, the faculty member tion, as well as entrepreneurial businesses focusing on reserves the right to restrict a student from par- health, fi tness, recreation, sport and sport products. A ticipating in a dive or related diving activity in student may earn a minor in Sport Management by order to ensure the safety of everyone who might completing the following: be placed at risk. Required Courses: 15 For Interim Acceptance SES 250 Sport & Recreation Management 3 SES 440 Sport Marketing, Promotions and **1. Documentation of current immunizations and Fundraising 3 health screenings, including, but not limited to SES 480 Contemporary Issues & Ethics Tetanus, Hepatitis A and B, Tuberculosis, and in Sport 3 HIV. (Some vaccines are available through SES 485 Intro. to Law in SES 3 the University’s Health Services at discounted SES 486 Practicum in Sport Management 3 rates.) Electives: (6 hours minimum) 6 **2. Medical examination results for certifi cation of Recommended Courses: physical fi tness for rigorous physical activity, SES 260 Leisure Planning and Programming (3) including but not limited to chest x-ray, lung SES 380 Facility Design and Event function, cardiovascular fi tness, complete blood Management (3) and urine screening and blood toxicology re- SES 431 Media Relations in Sport (3) ports. Results may be shared with international SES 444 Financial Applications to Sport (3) diving medical experts at Divers Alert Network SES 465 Administration of Programs and to help determine safety clearance for diving at Facilities (3) all depths required within the SMDI curricu- TOTAL: SPORT MANAGEMENT MINOR 21 lum. **3. Verifi cation of current medical insurance to SPORT MANAGEMENT/DIVING cover local medical treatment for routine health services and/or emergencies including hyperbar- INDUSTRY (B.S.) ic medical treatment and remote air ambulance Sharon Kegeles, M.S., Program Director coverage. All policies must be current through- out the duration of the SMDI program to protect The B.S. degree in Sport Management (SM) in- the health of the student. cludes an optional specialization in Diving Industry. **4. Agreement to complete, prior to each in-water This area of emphasis is designed to prepare the activity, a “Hold Harmless” statement that ac- student for a career in the instructional and business knowledges proper individual preparation for segments of the diving industry and offers the oppor- diving including proper rest, hydration, nutri- tunity to attain SCUBA Instructor certifi cation. The tion and including attesting to being alcohol, SM Diving Industry program consists of a total of 132 nicotine and substance-free. semester hours with a major in Sport Management **5. Agreement to subject to random urine drug totaling 45 credit hours, 26 hours of which are spe- testing during all semesters of in-water activity cifi c to the Diving Industry. An additional 22 hours of and/or coursework as is the professional stan- SES Core courses must be satisfi ed. A 21 credit hour dard in many areas of the diving industry. minor in Business, is also included as part of the Div- **6. Agreement to weekend availability of no less ing Industry program. All requirements for the Sport than one Saturday or Sunday per month during Management major apply. The minimum grade of the academic year for open water activities re- C in all major, minor, SES Core, and co-requisite lated to coursework. Student will be notifi ed in coursework is also required for the Diving Industry advance of particular course registration. track. Prior to attempting any dive under supervi- **7. Agreement to summer availability for one aca- sion, students will be asked to sign an agreement demic session in order to complete an intensive verifying that various technical and safety stan- international dive activity experience. dards have been met.

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**8. Agreement to complete and document no fewer 5. Hold current certifi cations as a lifeguard and as a than 10 open-water dives per calendar year (ex- qualifi ed emergency responder to maintain life- cluding dives associated with coursework). support in remote locations until more qualifi ed **9. Agreement to provide documentation of annual medical personnel arrive. professional service for any personally-owned 6. Manage all aquatic-related emergencies whether mechanical or electronic diving equipment for local or remote in location and provide total appro- continued use throughout the duration of the priate care for the situation, including notifi cation SMD program. of all professional agencies with required docu- *10. Successful completion of the Cooper 12-minute mentation. Swim at a “Good” or higher category for aquat- 7. Demonstrate the ability to work with and take full ic fi tness. Testing to begin the fi rst semester of professional responsibility for diverse populations program involvement. who present with specifi c needs whether cognitive **11. ISR 155 or equivalent entry-level diving certi- or motor in nature and manage the risk in a variety fi cation from a recognized training/certifying of aquatic environments. agency. 8. Attain professional diving leadership certifi ca- 12. ISR 255 or equivalent intermediate diving cer- tion with an international training organization, be tifi cation from a recognized training/certifying current with all legal and ethical issues and be gov- agency. erned by all professional standards as written. 9. Be profi cient in dive operations planning, execu- For Full Acceptance tion and management for various underwater work 13. SES 211 or current Lifeguard Training Certifi ca- within international tropical environments whether tion equivalent to that issued in SES 211. from land or a vessel. 14. SES 212 or current First Aid, CPR/AED for 10. Have a functional understanding of the interna- Professional Rescuers, Blood Bourne Pathogen, tional business aspects and current trends of the Oxygen Administration certifi cations equivalent global industry including: marketing, promotion, to those issued in SES 212. sport tourism including cultural diversity in human 15. Documentation of no fewer than 30 SCUBA dives resource management. in a variety of environments and conditions. 11. Perform as an instructional assistant to a professional 16. Satisfactory completion of a profi ciency exami- SCUBA instructor in maintaining a safe and enjoy- nation including, but not limited to, a written able environment for new divers to enter into the examination on basic diving theory, as well as recreational diving market as educated consumers. a practical exam on diving skill performance in 12. Demonstrate appropriate professional ethics in confi ned and open water. the preservation and conservation of the marine environment, and educate others to support these Technical Standards for Graduates of Sport efforts. Management – Diving Industry Program For successful entry into the international recre- DEGREE REQUIREMENTS ational diving industry and related fi elds, graduates Distribution Requirements and Co-requisites 47 must: (Courses specifi cally required are listed below each 1. Show a solid foundation of knowledge of the diverse subject area with a double asterisk (**) and must be career opportunities by verbalizing a functional un- completed with a grade of C or better). derstanding of the specifi c technical skills required THEOLOGY AND PHILOSOPHY 9 for those areas. 2. Have a functional command of the physics involved WRITTEN AND ORAL COMMUNICATION 9 in compressed gas and breath-hold diving and the SCIENCE AND MATHEMATICS 11 resulting physiological and psychological effects ** BIO 220 Human Anatomy and Laboratory (4) on the human body from juvenile to geriatric. ** MAT 152 Elementary Probability 3. Utilize that knowledge base for appropriate safe & Statistics (3) planning of diving operations within a multitude ** SES 360 Applied Exercise Physiology of aquatic environments using the current technical and Lab (4) support equipment within the industry. (also required in SES Core) 4. Demonstrate a high degree of personal waterman- SOCIAL AND BEHAVIORAL SCIENCES 9 ship ability topside and underwater, including but ** ECO 201 Introductory Macroeconomics (3) not limited to swimming; breath-hold diving; res- (also required for minor in Business) cue techniques; SCUBA skills and seamanship. ** PSY 281 Introduction to Psychology (3 ) ** SOC 201 Introduction to Sociology (3)

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HUMANITIES AND FINE ARTS 9 edge, intensive practical skill application and risk (PHO 203 Basic Photography, is required for those elect- management awareness in the use of SCUBA equip- ing to take SES 308.) ment for work and recreation. Students electing this SES Core Requirements 18 minor must satisfy all SM/Diving Industry criteria (See listing. SES 360 required @ 4 cr. hrs. but counted for acceptance as stated at the beginning of the SMDI in distribution. SES 465 not required.) section. Sport Management/Diving Industry Required Courses: 22 SES 110 Intro to Diving Sciences, Tech & Requirements: 47 Mgmt 2 Sport Management Major Core (21 hrs) SES 211 Lifeguarding 2 (See listing under Sport Management) SES 212 Emergency Response 3 SES 226 Seamanship and Lab 3 Diving Industry Specialization SES 230 Recreational Diving Theory 3 Requirements (26 hrs.) SES 240 Dive Accident Management & SES 110 Intro to Diving Sciences, Rescue and Lab 3 Tech & Mgmt 2 SES 311 Tropical Diving Environments 3 SES 226 Seamanship and Lab 3 SES 351 Diving Leadership & Practicum 3 SES 230 Recreational Diving Theory 3 SES 240 Dive Accident Management & Recommended Electives: (3 hours required) 3 Rescue and Lab 3 SES 308 Underwater Photography (3) SES 351 Diving Leadership & Practicum 3 SES 362 Diving Bus Mgmt, Retailing & SES 362 Diving Business Management, Practicum (3) Retailing & Practicum 3 SES 365 Hyperbaric Phys & Decompression SES 365 Hyperbaric Physiology & Theory (3) Decompression Theory 3 ISR xxx Diving Courses SES 421 Methods of Instruction in SCUBA TOTAL: DIVING EDUCATION MINOR 25 Diving & Lab 3 Summer Intensive Program: SES 311 Tropical Diving Environments 3 SPORT MANAGEMENT/GOLF SES — Diving Industry track electives TBA INDUSTRY (B.S.) Minor in Business 18 ACC 201 Financial Accounting 3 TBA, Program Director ECO 201 Intro. Macroeconomics The B.S. degree in Sport Management (SM) in- (3 hrs. counted in Distribution) cludes an optional specialization in the Golf Industry. MIS 215 Intro to Information Systems 3 This area of emphasis is designed to prepare the stu- MGT 305 Organizational Behavior & dent for instructional and managerial (entrepreneurial) Management 3 careers in golf operations. The program provides the MKT 306 Marketing Concepts & Applications 3 MGT 352 Human Resource Management 3 opportunity for the student to acquire the knowledge MKT 385 Consumer Behavior 3 and skills necessary for success through classroom studies, player development, and varied fi eld experi- Other Electives: (3 hours minimum) 3 ences in the South Florida area – a mecca for golf, Recommended Courses: SES 260 Leisure Planning and Programming (3) known for its many world-class courses, teaching SES 308 Underwater Photography (3) professionals, and ideal year-round climate. The cur- SES 380 Facility Design & Event Mgmt. (3) riculum is also designed so that qualifi ed students can SES 440 Sport Marketing, Promotions, and supplement their undergraduate academic preparation Fund Raising by enrolling in the PGA’s Golf Professional Train- SES 444 Financial Applications to Sport (3) ing Program (GPTP). The SM Golf Industry program DEGREE TOTAL: SPORT MANAGEMENT– consists of a total of 141 semester hours with a major DIVING INDUSTRY (B.S.) 132 in Sport Management totaling 58 credit hours, 22 of which are specifi c to the Golf Industry. An additional Minor in Diving Education 22 hours of SES Core courses must be satisfi ed. A 21 The Minor in Diving Education is designed specifi - credit hour minor in Business is also included as part cally to service majors in other areas outside of Sport of the Golf Industry Management program. All re- Management (e.g., Biological Sciences, International quirements for the Sport Management major apply. Business, Photography, Physical Education, Journal- The minimum grade of C is required in all major, ism, Broadcast Communications, Criminology, Sport minor, SES core, and co-requisite coursework. Management) who desire in-depth theoretical knowl-

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Criteria for Sport Management/Golf SCIENCE AND MATHEMATICS 11 Industry (SMGI) Acceptance **BIO 220 Human Anatomy and Lab (4) Students electing this specialization must satisfy **MAT 152 Elementary Probability & Statistics (3) **SES 360 Applied Exercise Physiology & Lab (4) the following criteria prior to full acceptance. (also required in SES Core) 1. The student has achieved junior status (com- pleted at least 60 hours applicable to the SOCIAL AND BEHAVIORAL SCIENCES 9 degree) and has completed 50% of distribution **ECO 201 Introductory Macroeconomics (3) requirements OR has fulfi lled all SES Interim (also required for minor in Business) **PSY 281 Introduction to Psychology (3) Acceptance requirements. 2. The student has declared a major in Sport HUMANITIES AND FINE ARTS 9 Management Golf Industry. SES Core Requirements 17 3. The student has completed SES 210, SES 250, (See listing. SES 112. SES 360 required @4 hrs but SES 299, SES 399, SES 486-Practicum I, BIO counted in Distribution. SES 465 not required.) 220, ENG 111, ENG 112, and MAT 152 or Sport Management/Golf Industry Requirements: 44 equivalent with a grade of C or better. 4. The student has both a 2.5 CUM GPA and a 2.5 Sport Management Major Core (21 hrs.) average GPA in all SES and major courses at- (See listing under Sport Management) tempted. Additional Sport Management Requirements (3 hrs.) 5. The student has the recommendation of SM-Golf Industry Requirements (20 hrs.) his/her advisor, the Facilitator of the Golf SES 299 Special Topics in Golf I 2 Industry Program, the Coordinator of the Sport SES 399 Special Topics in Golf II 2 Management Program, and the approval of the SES 320 Kinesiology and Lab 4 SES Faculty Review Panel SES 382 Turfgrass Management for the Golf Professional 2 Additional Requirements for the PGA’s SES 442 Golf Country Club Management 3 Golf Professional Training Program SES 472 Methods of Teaching Golf 3 (GPTP): SES 486 Practicum in Golf Industry I 2 1. Students interested in registering for the GPTP SES 486 Practicum in Golf Industry II 2 must successfully complete the PGA Playing Minor in Business 18 Ability Test (P.A.T.). Successful completion is ACC 201 Financial Accounting 3 earned by shooting 15 strokes or fewer above ECO 201 Intro. Macroeconomics the course rating (36 holes) at a course desig- (3 hrs. counted in Distribution) nated by the PGA. MIS 215 Intro to Information Systems 3 2. The student must pay all appropriate fees MGT 305 Organizational Behavior & Management 3 charged by the PGA for the Professional MKT 306 Marketing Concepts & Applications 3 Readiness Orientation (P.R.O.) and the GPTP MGT 352 Human Resource Management 3 checkpoints at the sites established by the MKT 385 Consumer Behavior 3 PGA. Electives (4 hours minimum) 4 3. The student must complete SES 486-Practicum Recommended Courses: I at a site coordinated by the Sport Management- SES 431 Media Relations in Sport (3) Golf Industry Program Facilitator. COM 200 Introduction to Mass Media (3) COM 390 Principles of Public Relations (3) DEGREE REQUIREMENTS ENG 417 Advertising Copywriting (3) ENG 418 Publication Production and Layout (3) Distribution Requirements and Co-requisites 47 DEGREE TOTAL: SPORT The student majoring in S. M. Golf Industry must MANAGEMENT-GOLF INDUSTRY (B.S.) 130 exceed the University’s distribution requirement of 45 hours. The Science and Mathematics area includes 11. SPORT MANAGEMENT This brings the total Distribution credit hours required for Sport Management majors to 47. (Courses spe- (B.S. TO M.S.) cifi cally required are listed below each subject area Daniel Rosenberg, Ed.D., Coordinator with a double asterisk (**) and must be completed with a grade of C or better). The seamless Bachelor of Science to Master of Sci- ence Degree in Sport Management is a 150 semester THEOLOGY AND PHILOSOPHY 9 hour program available to qualifi ed students, which WRITTEN AND ORAL COMMUNICATION 9 can be completed in fi ve years plus thesis or a summer

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internship (11 semesters). The program requires 120 4. Successful completion of the internship and the undergraduate semester hours and 30 graduate semes- internship project (internship track) or ter hours. The student who successfully completes the 5. Successful completion of the thesis (thesis program meets the requirements for both the Bachelor track). of Science and the Master of Science degree in Sport Management. DEGREE REQUIREMENTS, B.S. TO M.S. The student may select one of two tracks, thesis or internship. The thesis track is designed to prepare Distribution Requirements and Co-requisites 47 the student for doctoral study and/or positions in a The student enrolled in the B.S. to M.S. degree sport-related career. All thesis track students must be program must exceed the University’s distribution approved for thesis by the sport management coordi- requirement of 45 hours for a Bachelor of Science nator. The internship track includes a graduate level degree. Courses specifi cally required are listed be- applied experience working in an area of particular low each subject area. Those courses with a double interest, such as facility management, marketing and asterisk (**) must be completed with a grade of C promotions, or management within a sport or recre- or better. ational organization. THEOLOGY AND PHILOSOPHY 9 (PHI 170, Contemporary Moral Problems, is strongly Admission to the B.S. to M.S. Sport recommended) Management Program WRITTEN AND ORAL COMMUNICATION 9 The undergraduate student intending to apply SCIENCE AND MATHEMATICS 11 to the graduate program should meet with the Sport ** BIO 220 Human Anatomy and Laboratory 3 Management Coordinator no later than the end of the ** MAT 152 Elementary Probability & Statistics 3 junior year. Before beginning graduate level course- ** SES 360 Applied Exercise Physiology and Lab 3 work in the B.S. to M.S. Sport Management program, the undergraduate student must fi rst be fully accepted SOCIAL AND BEHAVIORAL SCIENCES 9 ** ECO 201 Introductory Macroeconomics 3 in the undergraduate Sport Management program by ** PSY 281 Introduction to Psychology 3 meeting the established full acceptance requirements. In addition, the student must have met the following HUMANITIES AND FINE ARTS 9 additional requirements. SES Core Requirements 18 1. Major in the B.S. to M.S. Sport Management (See listing. SES 360 required @ 4 hrs but counted in program has been declared. Distribution. SES 465 not required.) 2. Student has achieved junior status or completed Sport Management Major Requirements 33 at least 60 hours applicable to the degree. Sport Management Core (21 hrs): 3. Student has completed 50% of distribution re- CAT 102 Basic Computer Applications 3 quirements OR has fulfi lled all SES Interim SES 250 Sport and Recreational Management 3 Acceptance requirements. SES 585 The Law in SES 3 4. Successful completion of SES 210, SES 250, SES 499 Internship in Sport Mgmt 12 BIO 220, ENG 111, ENG 112, and MAT 152 or Additional Sport Management equivalent courses, with a grade of C or better. Requirements (12 hrs.) 5. The student has both a 3.0 cumulative overall SES 260 Leisure Planning and Programming 3 GPA, and 2.75 average in all SES and major SES 532 Facilities and Event Management 3 courses attempted. SES 440 Sport Marketing, Promotions, 6. Approval from the Sport Management Program and Fund Raising 3 Coordinator, the SES faculty, the Chairperson SES 444 Financial Applications to Sport 3 of the Department of Sport and Exercise Minor in Business 18 Sciences, and the Dean of the School of Human ACC 201 Financial Accounting 3 Performance and Leisure Sciences. ECO 201 Intro. Macroeconomics (3 hrs. counted in Distribution) Graduation Requirements MIS 215 Intro to Information Systems 3 1. Successful completion of the course and credit MGT 305 Organizational Behavior & Management 3 hour requirements. MGT 352 Human Resource Management 3 2. Cumulative GPA of 3.0 or higher in graduate- MKT 306 Marketing Concepts and Applications 3 level courses, no “D” or “F” grades, and no MKT 385 Consumer Behavior more than six credits with a grade of “C”. (Prerequisite - SES 440) 3 3. Successful completion of the comprehensive examination (internship track).

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Electives (4 hours minimum) 4 contemporary outdoor recreation and leisure pursuits. Recommended Courses: The course includes principles, current theories and SES 431 Media Relations in Sport (3) practical applications for the leisure service provider. COM 200 Introduction to Mass Media (3) 170 Introduction to Wellness (3) COM 390 Principles of Public Relations (3) An introductory course open to all students interested ENG 417 Advertising Copywriting (3) ENG 418 Publication Production and Layout (3) in fi tness and wellness and how it relates to quality of life. Students are provided with a basic knowledge Required Graduate Courses, Thesis Track 15 of diet, exercise, stress management, health, and other SES 616 Research Methods 3 areas of total wellness and their impact on maintaining SES 634 Governance and Ad. Of Amateur Sport 3 SES 686 Advanced Practicum 3 healthy lifestyles. Opportunities for computer analysis SES 689 Thesis 6 and hands-on experience will be provided. (SES 270 is designed for majors in SES.) OR 181 A. T. Pre-clinical Skills I (1) Required Graduate Courses, Internship Track 12 SES 616 Research Methods 3 Pre-clinical practicum for athletic training majors. SES 634 Governance and Ad. Of Amateur Sport 3 Introduction to basic clinical skills used in the profes- SES 679 Internship/Project 6 sional activities of the athletic trainer. Basic fi eldwork in the athletic training facility is included. SES 181 A1 Sport Management Graduate 15-18 Course Electives 01 and SES 281 A1 01 are both required as part of the SES 530 Managing the Sport Enterprise (3) criteria for clinical program selection. SES 533 Sport Marketing Management (3) 199/299 Special Topics (1-3) SES 544 Financial Applications to Sport (3) Topics may vary each semester as determined by the SES 621 Ethics and Social Issues in Sport (3) SES faculty, based on subjects of current interest. SES 652 Labor Relations in Sport (3) Offered no more than twice for the same topic. SES 663 Risk Management (3) SES 531 Media Relations and Sport (3) 201 Dance and Aerobic Activities (2) SES 532 Facilities and Event Planning (3) An introductory course in rhythmic activities, folk and SES 535 Managing Professional Sport (3) square dancing, and aerobic exercise activities for the SES 537 Sport Psychology (3) elementary and middle schools. SES 618 Fitness and Wellness Promotion (3) MBA 601 Human Resource Management (3) 202 Elementary Games (Including Track and MBA 605 Entrepreneurial Management (3) Field) (2) MBA 660 Managerial Accounting (3) Indoor and Outdoor games and track and fi eld activi- MBA 681 Economics for Strategic Decisions (3) ties for the elementary and middle schools. DEGREE TOTAL: 203 Gymnastics and Tumbling (2) SPORT MANAGEMENT (B.S. to M.S.) 150 Practice of basic gymnastics and tumbling routines; scientifi c principles involved in teaching gymnas- Course Descriptions — tics and tumbling analyses of skills. Prerequisite: Sport and Exercise Sciences Prefi x: SES Beginning Gymnastics. 110 Introduction to Diving Science, Technology 210 Foundations of Sport and Exercise and Management (2) Sciences (3) Provides an overview of recreational, scientifi c, public Historical foundations of physical education, sport, safety, commercial, military diving, and career oppor- and exercise. Introduction to the fi elds of Exercise tunities within each area. Science, Physical Education, Sport Management, Leisure and Recreation Management and Athletic 112, 112L CPR/AED for the Professional Training. Participation in a variety of sport experi- Rescuer (2) ences. A focus of the class is to examine the common American Red Cross certifi cation examinations: CPR elements that unite the fi elds of Sport and Exercise for the Professional Rescuer including AED for adult Sciences. and child, Blood Bourne Pathogens Training and Oxygen Administration. Lecture and lab must be tak- 211 Lifeguard Training (2) en concurrently. Personal safety, self-rescue, and rescue of others in, on and around the water. Provides minimum skills 150 Introduction to Outdoor Pursuits (3) necessary for qualifi cation as a non-surf lifeguard. This course serves as a basic introduction to the fi eld American Red Cross certifi cation examination: of leisure and recreation. It includes current prin- Lifeguard Training. Prerequisite: SES 112 or 212, or ciples, theories, and practical applications relevant to

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current certifi cation in First Aid, CPR/AED prior to 226 Seamanship and Lab (3) course completion. Introduction to small boat operation for support of 212, 212L Emergency Response and Lab (3) diving activities. Topics include basic boat operation, Course content and practical experiences prepare the boat maintenance, boating safety, safety equipment student to make appropriate decisions about the care requirements, rules of the road, marine navigation, needed in case of emergency. Provides opportunity to marine radio operation, captain and crew responsibili- acquire skills necessary to act as a crucial link in the ties, requirements for U.S. Coast Guard licensing, and emergency medical services (EMS) system. American practical exercises. Red Cross certifi cation examinations: CPR for the 230 Recreational Diving Theory (3) Professional Rescuer including AED for adult and Provides certifi ed SCUBA divers with knowledge child, Blood Bourne Pathogens Training and Oxygen of diving theory. Examines physics, physiology of Administration. Lecture and Lab must be taken con- SCUBA diving, diver stress, stress management and currently. prevention. Prerequisites: initial acceptance into SMDI 214 Methods of Instruction in Swimming and Track, and SES 110. Water Safety (3) 240 Dive Accident Management & Rescue and Methods of teaching swimming and water safety; Lab (3) American Red Cross Water Safety Instructor certifi ca- Trains divers and dive leaders in procedures and tech- tion course. niques for the emergency management of injuries 220 Care and Prevention of Athletic Injuries (3) encountered in diving and the aquatic environment. This course is designed to introduce the student to the Examines primary, secondary, and illness assessment, study of injuries as well as the conditions and illnesses fi eld neurological tests, fi rst aid for pressure related of the physically active. The student will examine the accidents with emphasis on decompression sickness anatomy and physiology associated with injury as and arterial gas embolism, use of oxygen and oxygen well as the etiologic factors related to injury. The stu- equipment, care of marine life injuries, accident-relat- dent will also be introduced to the concepts related to ed diving equipment problems, diving accident analy- the fi eld of athletic training as a profession and will sis, statistical review of diving injuries and fatalities, address the view of other professionals involved with and the role of divers and dive leaders in accident pre- injury in the athletic arena. The course is intended to vention. Includes laboratory exercises in dealing with provide the preliminary information needed to advance watermanship and self-rescue techniques, panicked the fi eld of athletic training and establish a foundation divers, missing divers, in-water artifi cial respiration, of knowledge towards challenging the BOC certifi ca- pressure-related accidents, and diving accident sce- tion examination. Prerequisite: BIO 220/230. narios. Students successfully completing the course may be eligible for certifi cation as Advanced Rescue 220L Care and Prevention of Athletic Injuries Diver and DAN Oxygen Provider. Special course and Lab (1) certifi cation fees apply. Prerequisite: SES 230. This laboratory course applies the cognitive and affec- tive components of the SES 220 lecture in the practice 250 Sport and Recreational Management (3) and profi ciency of the psychomotor skills associated An introduction to the fi elds of sport and recreational with basic injury assessment and athletic injury as- management; overview of theories of management sessment and athletic tapping techniques. Two hours and administration to sports and recreation. weekly. Prerequisite: Concurrent enrollment in SES 259/359/459 Independent Study (3) 220. Original research of special topics pursued inde- 225, 225L Assessment of Athletic Injuries and pendently or in small groups. Available in Athletic Lab (4) Training (AT), Exercise Science (EX), SM-Diving Techniques of evaluation and emergency manage- Industry (DI), SM-Golf Industry (GI), Physical ment for athletic injuries and illnesses. Required for Education (PE), and Sport Management (SM). Prior transfer students with minimal previous collegiate approval of Department Chair and Dean required. clinical Athletic Training experience. Three hours 260 Leisure Planning & Programming (3) lecture and 2 hours laboratory weekly. Laboratory to Provides a basic understanding of the knowledge, be taken concurrently with lecture. Prerequisite: SES skills, and values required for successful planning & 220, 220L and permission of the program coordinator. programming of leisure services for all populations. Laboratory fee required. Presents the steps necessary to establish, market, and manage the human and fi nancial resources in leisure activities. Includes observations of recreational pro-

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grams, including those in aging communities, tour- 292 Commercial Recreation (3) ism, etc. This course is designed to introduce students to the 262 Recreational Leadership (3) fundamentals and principles of commercial recre- This course is designed to introduce students to pro- ation, including the delivery of goods, services, facili- gram and leadership skills used in leisure and recre- ties, entrepreneurship, and current trends in the fi eld. ational enterprises. Emphasis will be on leadership 295 Professional Profi ciency — Team & Field techniques, group dynamics, communication skills, Sports (1) facilitation styles, problem solving and decision mak- Activities include: Basketball, Field Hockey, Football, ing techniques. A study of group dynamics and the Lacrosse, Rugby, Soccer, Softball, Speedball, Track theories and processes of leadership will be explored. and Field, Volleyball. Prerequisite: Coordinator’s ap- 270 Concepts of Fitness and Wellness (3) proval. This course is required for students majoring or mi- 300 Special Topics (3) noring in one of the SES programs. Students will Designed to provide experiences in a contempo- analyze the impact of diet, exercise, stress manage- rary topic, problem, and/or research area. Offered ment, health, and other areas of total wellness on the in Athletic Training (AT), Exercise Science (EX), quality of life. Students will examine their personal Sport Management-Diving Industry (MD), Sport health risk, complete a personal fi tness and nutritional Management-Golf Industry (MG), Physical Education assessment, as well as pursue an individual exercise (PE), and Sport Management (SM). Specifi c topics prescription program. Hands-on experiences and ex- will be offered no more than twice. posure to the use of computer analysis in fi tness as- 306 Research Diving (3) sessment are included. Explores the application of diving in various scientifi c 275 Professional Profi ciency — disciplines. Topics include oceanography, underwater Aquatic Activities (1) archaeology, artifi cial reef programs, underwater sur- Activities include: Canoeing, Lifeguard Training, veying, mapping, documentation, and sampling and Rowing, Sailing, SCUBA Diving, Swimming, Water hydrology studies by divers in Florida. Includes fi eld Safety Instruction. Prerequisite: Coordinator’s ap- trips to selected research sites and opportunities to proval. conduct underwater studies. Special course and certifi - 280 Professional Profi ciency — cation fees apply. Prerequisite: ISR 255 or equivalent. Dance Activities (1) 308 Underwater Photography (3) Activities include: Ballroom Dance, Jazz Dance, Provides the student with working knowledge and ba- Modern Dance, Social, Folk and Square Dance. sic skills in underwater photography. Topics include Prerequisite: Coordinator’s approval. camera selection, camera operation, natural light and 281 A.T. Pre-Clinical Skills II (1) artifi cial light photography, composition, normal and Pre-clinical practicum for athletic training majors. wide-angle lens use, and visual presentation, as well Introduction to basic clinical skills used in the profes- as underwater video techniques. Special course and sional activities of the athletic trainer. Basic fi eldwork certifi cation fees apply. Prerequisites: PHO 203, ISR in the athletic training facility are included. SES 181 255, or equivalent. A1 01 and SES 281 A1 01 are both required as part of 310 Personal Health and Disease Prevention (3) the criteria for clinical program selection. Prerequisite: Epidemiology of disease determinants, including prior to successful completion of or concurrent enroll- identifi cation and intervention in disease processes. ment in SES 181. Major emphasis on nutrition, exercise, and health. 285 Professional Profi ciency — Individual & 311 Tropical Diving Environments (3) Dual Sports (1) Examines selected environments commonly associat- Activities include: Archery, Bowling, Fencing, Golf, ed with recreational diving in Florida and the Tropics. Gymnastics and Tumbling, Handball, Judo, Strength Includes intensive fi eld trip and theory reviewing site Training, Wrestling. Prerequisite: Coordinator’s ap- selection. Topics selected for individual diver proj- proval. ects chosen for integration and environment. Special 290 Professional Profi ciency — course and certifi cation fees apply. Prerequisites: ISR Racquet Sports (1) 255 or equivalent and instructor approval. Activities include: Badminton, Racquetball, Squash, Tennis. Prerequisite: Coordinator’s approval.

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312 Advanced Assessment of Athletic the processes associated with evaluating structural, Injuries & Lab (4) bio-mechanical, neural, and etiological factors related 314 SCUBA Equipment Repair & to athletic injury. Prerequisites SES 220/220L (as re- Maintenance (3) quired by the program director) An overview of SCUBA diving equipment design, 325 Offi ciating Team and Individual Sports (2) manufacturing, function, maintenance, and repair, A study of offi ciating techniques, rules and procedures including disassembly, inspection, and assembly of in selected team and individual sports. selected SCUBA regulators, valves, buoyancy control 326 Principles of Motor Learning (3) devices and infl ation mechanisms, cylinder inspec- Introduces the student to psychomotor concepts and tion, principles of hydrostatic testing, regulator per- how these principles are applied to the learning of formance testing, principles of dive computer opera- gross and fi ne motor skills in order to produce more ef- tion, fi eld maintenance and repair of selected diving fi cient movement. Emphasis is placed on motor learn- equipment, and operation of professional repair facili- ing theories, research, and the learning environment. ties. Special course and certifi cation fees may apply. 328 Theory of Coaching (3) 316, 316L Therapeutic Modalities and Lab (4) Techniques and principles related to coaching and A study of sports therapy physical agents used in athlet- training athletes in various team and individual sports; ic training techniques such as cryotherapy, hydrother- use of sound instructional strategies, athletic manage- apy, electrotherapy, and mechanical therapy. 3 hours ment, and organizational techniques applied to coach- lecture and 2 hours laboratory weekly. Laboratory to ing. This course partially fulfi lls the requirements for be taken concurrently with lecture. Prerequisites: SES the Coaching endorsement. Must be taken concur- 220, 220L. Honors option. rently with one section of SES 328L. 318, 318L Therapeutic Exercise and Lab (4) 330 Nutrition for Physical Performance (3) A study of clinical sports therapy techniques used in The study of nutrition, diet analysis, biochemical the rehabilitation and reconditioning of athletic inju- processes in energy metabolism, nutrition and health ries. 3 hours lecture and 2 hours laboratory weekly. problems, and nutrition as it relates to physical per- Prerequisites: SES 220, 220L. Honors option. formance. 320 Kinesiology (3) 335 Psycho-Social Aspects of Sport (3) The study of anatomical and biomechanical princi- An analysis of the social and psychological dimen- ples of human performance and movement science. 3 sions of sport. Emphasis is placed on social and psy- hours lecture, 2 hours laboratory weekly. Laboratory chological theories and research related to physical to be taken concurrently with lecture. Prerequisite: activity, physical education, corporate fi tness, and BIO 220/230. athletic programs. Prerequisites: PSY 281 or college- 320L Kinesiology Lab (1) level course work in Psychology. The study and application of anatomical and biome- 340 Adapted Physical Activity, Recreation and chanical principles of human performance and move- Sport (3) ment science. Laboratory to be taken concurrently An introductory course designed for pre-professionals with lecture. to develop competencies necessary to deliver service 321 Advanced Upper Extremity Assessment of in accordance with federal laws. Motor, sensory, and Athletic Injuries and Lab (4) cognitive disabilities will be discussed. Emphasis is This course is designed to introduce the athletic train- placed on individualized educational programming ing student to techniques in as\sessment and evaluating and adapting regular physical activity, recreation, athletic related injuries in the upper extremity, head and sport programs. A specialized practicum is also facial, ear, eye regions. The student will be introduced included. to the processes associated with evaluating structural, 344 Teaching Health, Physical Education, and bio-mechanical, neural, and etiological factors related Dance in the Primary/Elementary School (3) to athletic injury. Prerequisites SES 220/220L (as re- Examines the methods, content material, and organi- quired by the program director) zational procedures for conducting primary/elemen- 322 Advanced Lower Extremity Assessments of tary school health and physical education programs; Athletic Injuries and Lab (4) practice in teaching activities in primary/elemen- This course is designed to introduce the athletic train- tary school health and physical education programs. ing student to techniques in assessment for evaluating (Designed for classroom teachers not specializing in athletic related injuries to the lumbar spine, hip, knee, Physical Education.) and ankle region. The student will be introduced to

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346 Wilderness Expeditionary Training (3) 361, 361L Exercise Physiology and Lab (4) This course involves travel to and within selected na- Includes an in-depth survey of the neuromuscular, tional parks or wilderness areas, offering an applied metabolic cardiorespiratory and hormonal responses approach to preparing for and leading wilderness ex- to acute exercise and the physiological adaptations peditions. The purpose of this course is to introduce to chronic exercise. Topics include thermoregula- students to the fundamentals of wilderness travel with tion, ergogenic aids, body composition, sport train- an emphasis on preparation, safety, service and leader- ing, growth and development, and aging. Required for ship. This course is designed to meet the needs of those athletic training and exercise science majors. 3 hours interested in outdoor adventure activity programming. lecture and 2 hours laboratory weekly. Laboratory to 350 Tests and Measurement in HPER and be taken concurrently with lecture. Laboratory fee re- Sport (3) quired. Prerequisites: BIO 240 and Full Acceptance. Introduction to measurement and evaluation tech- 362 Diving Business Management, Retailing & niques used in school and non-school settings. Practicum (3) Includes simplifi ed statistics, test construction, skill Provides the information and strategies necessary to evaluation, and measurement of physical fi tness and research, establish, and operate a diving-related busi- physical performance. Prerequisite: MAT 152. ness. Topics include recreational diving business op- 351 Diving Leadership Practicum and Lab (3) portunities, the diving consumer, the diving market Prepares students for industry opportunities as a dive and its evolution, typical retail business profi les, dive master or dive guide and diving instructor. Includes instruction, dive travel, and the interactions of various dive planning, dive management and control, diver dive training/certifying agencies. Prerequisites: MGT problem-solving, diver rescue (review), teaching con- 305, MKT 306. fi ned water skills, teaching open water skills, tutor- 365 Hyperbaric Physiology & Decompression ing entry level diving students, role of dive masters in Theory (3) confi ned water and open water training and non-train- Provides in-depth study of decompression illness, arte- ing activities, diver buoyancy control, dive site survey, rial gas embolism, and therapeutic applications of hy- analysis, and mapping, and responsibilities and tech- perbaric chambers. Topics include decompression ill- niques of dive guides. Reviews selected topics from ness, arterial gas embolism, CNS and pulmonary oxy- SES 230 and 240. Practical experience is acquired by gen toxicity, hyperbaric chambers and support systems, serving as an instructor aide in ISR 155 and/or ISR treatment protocol and tables, application of hyperbaric 255 (confi ned-water and open-water sessions) as well oxygen in treatment of non-diving related illness and as tutoring entry-level students. Additional open water injury, and hyperbaric chambers. Prerequisites: BIO training sessions will be scheduled. Students success- 220/230, SES 351, SES 360 or 361. fully completing this course may be eligible for certi- 370 Fitness Assessment and Exercise fi cation as Dive Master. Special course and certifi ca- Prescription (3) tion fees apply. Prerequisite: SES 240, SES 311. Application of exercise physiological concepts to ex- 360, 360L Essentials of Exercise Physiology and ercise prescription and programming for individuals Lab (4) without disease or with controlled disease. Includes This is an entry-level course in exercise physiology, analysis of techniques used for health appraisal, which is the study of how the body (subcell, cell, tis- risk stratifi cation and fi tness assessment, and evalu- sue, organ, system) responds in function and structure ation of strategies used to promote physical activity. to 1) acute exercise stress, and 2) chronic physical Prerequisites: SES 270 and SES 361. (May be taken activity. Aspects of chemistry, biology, and physics concurrently). are integrated to explain biological events and their 370L Fitness Assessment and Exercise sites of occurrence in the human body as they affect Prescription Lab (1) exercise and training. The course includes the energy This lab course is designed to provide students the systems, neuromuscular concepts as applied to sports, opportunity to acquire the skills necessary to perform and functions of the cardiovascular and respiratory fi tness assessment and exercise testing for cardio-re- systems during rest, steady state and exhaustive physi- spiratory fi tness, body composition, and muscle fl ex- cal activity. This course satisfi es a general education ibility, strength and endurance, and to demonstrate “distribution” requirement in Science and is required various exercises prescribed for muscle fl exibil- for SMDI, SMGI, PE, and SM majors. 3 hours lec- ity, strength and endurance as recommended by the ture and 2 hours lab weekly. Laboratory to be taken American College of Sports Medicine. 2-hour labora- concurrently with lecture. Laboratory fee required. tory weekly. Prerequisites: SES 270, and SES 360 or Prerequisite: BIO 220/230. SES 361.

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380 Facility Design and Event Management (3) 402 Biological and Medical Aspects of Motor Includes knowledge of the various types of indoor and Physical Disabilities (3) and outdoor facilities, fi scal management, technologi- Presents the sensory and motor aspects of develop- cal advances in equipment, planning of facilities, and mental disabilities. Course content identifi es and clar- event management. ifi es the differential developmental characteristics that 381A A.T. Clinical Skills Level II Part 1 (2) exist among children with learning disorders, behav- A course for athletic training majors designed to pro- ioral disabilities, neurological, orthopedic, genetic, mote clinical skills profi ciency in general medical drug and/or metabolic dysfunctions. This course par- conditions, upper and lower body patient exposures, tially fulfi lls the requirements for the endorsement in medical terminology and athletic protective equip- Adapted Physical Education. ment. Formatted in fi ve-three week rotations with sur- 404 Physical Education and Sport for Children gical observation. Physician presentations in Family with Mental Defi ciencies (2) Practice and Optometry are included. Prerequisites: Provides an understanding of the positive impact of Clinical acceptance and SES 281. physical activity on the psychological and social, as 381B A.T. Clinical Skills Level II Part 2 (2) well as, the physical well being of persons with men- A course for athletic training majors designed to pro- tal disabilities. Includes an introduction to commonly mote clinical skills profi ciency in general medical accepted methods of assessing and identifying persons conditions, upper and lower body patient exposures, with mental defi ciencies with emphasis on developing and medical documentation. Formatted in fi ve-three physical skills. A continuum of activities from basic week rotations with surgical observation. Physician/ motor development through recreational and competi- dentist presentations in Pediatrics and Dentistry are tive sports will be explored. This course partially ful- included. Prerequisite: SES 381A. fi lls the requirements for the endorsement in Adapted Physical Education. 382 Turfgrass Management for the Golf Professional (2) 406 Physical Education and Sport for Children An analysis of turfgrass and turfgrass management with Sensory Disabilities (2) issues related to golf. Topics include the infl uences Provides an understanding of the positive role of phys- of climate, chemicals, topography, repeated use, golf ical activity in the social, emotional, and physical well course design, and related factors in the development being of persons with sensory defi ciencies. Includes and maintenance of golf course turf. the selection of activities at all developmental levels as well as contraindication of activities based upon 388 Sport Ecotourism (3) various medical conditions. This course partially ful- This course involves travel to and within selected lo- fi lls the requirements for the endorsement in Adapted cations outside of the United States. Topics covered Physical Education. will include the history, philosophy, organization and management of the ecotourism industry. The selected 408 Physical Education and Sport for Children destination will be examined in order to understand with Motor Disabilities (2) the various systems of the host country, including an Provides an understanding of the value of physical overview of urban, private, regional, state and federal activity for persons with motor disabilities, from so- roles and guidelines in the provision of recreational cial, emotional, and physiological aspects. Includes opportunities. An introduction to nature resource- assessment techniques to aid in the selection of ac- based tourism, adventure and commercial outdoor tivities with emphasis on the contraindications for recreation opportunities, conservation values, and the specifi c conditions. The range of activities will begin impact of ecotourism will be explored. with basic motor development and continue through specifi c sports skills. This course partially fulfi lls the 390 Natural Resource Recreation requirements for the endorsement in Adapted Physical Management (3) Education. This course investigates the natural, cultural, social and managerial systems that provide society with op- 411 Coaching Techniques for Disabled portunities for nature-based recreation. It will focus Athletes (2) on the administration of recreational lands by state Provides an introduction to the various sports orga- and federal agencies. Principles and practices of rec- nizations specifi c to athletes with disabilities and an reation planning and the management of natural re- emphasis on coaching techniques aimed at those ath- sources will be examined. letes who compete in competitions provided by each of these groups. This course partially fulfi lls the re- quirements for the endorsement in Adapted Physical Education.

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413 Physical Activity for the Profoundly 422 Principles of Sport Travel and Tourism (3) Handicapped (2) The purpose of this course is to examine the elements Provides a foundation in physical activity programs and concept of sport and adventure travel and tour- for students identifi ed as profoundly handicapped. ism. Topics will include the social science of tourism, Includes an introduction to the various sub-groups and the geography, economics, psychology, history, making up this population as well as techniques for and development of tourism and sustainable systems. incorporating providers of physical activity into the The industry’s positive and negative social, cultural, program. Emphasis will be placed on using develop- economic, and ecological impacts in destination com- mental activities in small group settings. This course munities throughout the world will be explored. The partially fulfi lls the requirements for the endorsement planning, development and management of sport tour- in Adapted Physical Education. ism at local, regional, national and international levels 417 Assessment in Physical Education for will be analyzed. Exceptional Students (2) 424 Instructor Preparation in SCUBA Current assessment and evaluation techniques used to Diving (2-6) identify conditions which impede psychomotor func- Students successfully completing this course are eli- tioning. Emphasis is placed on test administration, ed- gible for the “Instructor” certifi cate from the chosen ucational diagnosis, the I.E.P., instructional strategies, SCUBA training/certifying agency. Includes structure, public law compliance, etc. This course partially ful- standards, procedures, training philosophies, knowl- fi lls the requirements for the endorsement in Adapted edge, and skill levels expected of instructors, course Physical Education. offerings, and progressions. Course may be repeated 419 Aquatics for Individuals with for each individual agency (e.g. NAUI, PADI, YMCA) Disabilities (2) at 2 cr. hrs. per agency. Special course fees apply. Develops the skills necessary to provide appropriate Prerequisite: SES 421. Also available as Independent water activities for students with disabilities. In addi- Study. tion to addressing water activities, emphasis will be 431 Media Relations in Sport (3) placed on restrictive medical conditions and providing Study of professional and collegiate sports and their a safe water environment for all persons with disabili- relationship with the various media outlets. (Same as ties. This course partially fulfi lls the requirements for COM 431). the endorsement in Adapted Physical Education. 440 Sport Marketing, Promotions, and 420 Biomechanics (3) Fundraising (3) This course provides you the opportunity to study ad- An investigation of the principles, applications, and vanced techniques in the analysis of mechanical fac- techniques of marketing, promotions, corporate spon- tors related to human movement. Specifi c areas of hu- sorships, and fundraising within the various sporting man movement include: sport, aquatics, ergonomics, industries. rehabilitation, disability sport, exercise/fi tness, and 441 Cardiac Rehabilitation and Lab (4) gait. Prerequisite: SES 320. Pathophysiology of cardiopulmonary and metabolic 421 Methods of Instruction in SCUBA Diving diseases with further emphasis on the physiological and Lab (3) and technical basis of clinical exercise tolerance tests Develops the student’s ability to teach SCUBA div- and exercise prescription, and exercise leadership for ing in courses such as open water, advanced open wa- the cardiopulmonary, diabetic, obese or elderly pa- ter, rescue diver, dive master, and assistant instructor tient. 3 hours lecture weekly. Prerequisite: SES 361 or courses. Examines teaching theory and methods, oral equivalent. Co-requisite: SES 441L. communication, lesson preparation, teaching aids, 442 Golf Country Club Management (3) confi ned and open water instruction planning, meth- Provides the student with knowledge base for man- ods, and student evaluation, organizing and schedul- aging public, private, and resort golf course facilities ing courses, skill problem solving, legal aspects of including managing the golf pro shop, merchandising, diving instruction, review of key academic material running a tournament, understanding laws and gover- and skills, and presentations by participants. Students nance, understanding food and beverage administra- successfully completing this course are eligible to tion, managing personnel, and customer relations. participate in SES 424 as necessary to complete the requirements for certifi cation as a SCUBA Instructor. 444 Financial Applications to Sport (3) Prerequisite: SES 351. Applies principles of fi nance to budgeting, opera- tions, and business decision-making in various sport and exercise-related settings (e.g., schools, colleges,

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pro teams, retail establishments, and corporations). for AT, EX, and MD: Prior approval of Department Prerequisites: MAT 152, ACC 201, ECO 201. Chair and Dean; for PE, “interim” acceptance. 446 Qualitative Analysis in Biomechanics (3) 470 Methods and Practice of Elementary The study of the fundamentals of qualitative analy- Physical Education (4) sis of human movement: application of mechanical This course involves the study and practical applica- concepts, use of observational techniques, and de- tion of instructional design and content for grades K- velopment of skills useful for teaching and enhanc- 8 in a comprehensive and intensive format. It is de- ing human performance in a practical environment. signed to provide the elementary physical education Prerequisite: SES 320. major with the knowledge base, skills, methodology, 447 Biomechanics of Musculoskeletal curriculum development and techniques to teach a full Injuries (3) range of developmental activities to school children in The study of the physical laws and mechanical princi- these grades. Instructional activities will involve skill ples governing the force characteristics, mechanisms analysis, peer teaching, video analysis, and demon- of injury, and healing rate of tissues in the human stration of various teaching strategies for skills appro- musculoskeletal system. Prerequisites: SES 420. priate to grades K through 8. Instructional content and curriculum development will cover the entire range of 461, 461L Advanced Exercise Physiology and skills, games, rhythms and dance, as well as tumbling, Lab (4) balance, and movement activities typically associated Continuation of Exercise Physiology. Includes an in- with physical education programs for this age group. depth survey of exercise biochemistry, cardiovascular Health-related subject matter appropriate for K-8 will function in exercise, biochemical and cardiovascular also be addressed. An emphasis is placed on learning adaptations to exercise training, with emphasis on cur- in all three domains: cognitive, affective, and psy- rent research in exercise physiology. 3 hours lecture chomotor. Students also participate in twenty hours and 2 hours laboratory weekly. Laboratory to be taken of fi eld experiences and observation in elementary/ concurrently with lecture. Laboratory fee required. middle schools. This is a required course for majors Prerequisites: CHE l52, SES 361. in elementary physical education (K-8). Prerequisites: 463 Applied Physiology of Resistance EDU 151 and 218, SES 270 and Full Acceptance. Training (3) 471 Methods and Practice of Teaching Includes critical evaluation of strength and condition- Developmental Activities II (K-8) (4) ing concepts and the biomechanical and physiologi- Continuation of SES 470. This course is designed to cal analyses of various sport movements as they ap- integrate material learned in SES 470 with teaching ply to strength and power exercises for sport training. methodology, curriculum development, and refi ne- Students are prepared to attempt the National Strength ment of teaching skills. Students also participate in and Conditioning Association’s certifi cation exam. twenty hours of fi eld experiences and observation Prerequisites: SES 320 and taken concurrently with in selected elementary/middle schools. This is a re- SES 361. quired course for majors in physical education (K-8). 465 Administration of Programs and Prerequisites: SES 470 and Full Acceptance. Facilities (3) 472 Methods of Teaching Golf (2) Study of desirable standards, policies, and practices Instruction in and techniques of teaching golf to cli- in the organization, supervision, and administration of ents at various golf facilities. Application, methods physical education, athletics, recreation, dance, ath- and practice in golf instruction and training with sub- letic training, and sport programs. Prerequisite: Junior jects of varying skill levels. standing. 475 Methods and Practice of Teaching 469 Directed Readings (3) Secondary Physical Education (4) Directed library research and readings in Athletic This course involves the study and practical applica- Training (AT), Exercise Science (EX), Sport tion of instructional design and content for grades Management-Diving Industry (MD), and Sport 6-12 in a comprehensive and intensive format. It is Management-Golf Industry (GI) to prepare for certifi - designed to provide the secondary physical educa- cation examinations. In Physical Education this course tion major with the knowledge base, skills, methodol- will involve a reading specialist teaching strategies ogy, and techniques to teach a full range of activities for developing students’ reading abilities in Physical to secondary students in these grades. Instructional Education content, with a focus on the instructional content and curriculum development will cover three materials and methods for teaching vocabulary, com- general areas: recreational team sports, individual life- prehension, and text learning experiences. Prerequisite time sports, and personal fi tness/wellness activities.

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Instructional activities will involve skill analysis, peer conditions, upper and lower body patient exposures, teaching, video analysis, and demonstration of vari- and human diseases. Formatted in two-seven week ous teaching strategies for skills appropriate to grades rotations with team care assignment. Physicians pre- 6-12. Emphasis is placed on learning in all three do- sentations in Podiatry and Internal Medicine are in- mains: cognitive, affective and psychomotor. Students cluded. Prerequisite: SES 481A. may also be assigned to assist with an ISR class within 485 Introduction to Law in Sport and Exercise the department or other instructional setting. Students Sciences (3) also participate in twenty hours of fi eld experiences Law affecting participation, supervision, and adminis- and observation in selected middle and secondary tration of amateur, professional, and recreational sport schools. This is a required course for majors in sec- and exercise. ondary physical education (6-12). Prerequisites: EDU 151 and 218, SES 270 and Full Acceptance. 486 Practicum (2, 3, or 6) Advanced fi eld experience in the application of learned 476 Secondary School Physical Education principles from Coaching (CO), Athletic Training Theory and Practice II (6-12) (4) (AT), Exercise Science (EX), Management-Diving Continuation of SES 475. This course is designed to Industry (MD), Management-Golf Industry (MG), integrate skills learned in SES 475 with teaching meth- Physical Education (PE), and Sport Management (SM). odology, curriculum development, and refi nement of Course may be repeated if fi eld experience is varied. teaching skills. Students also participate in twenty Prerequisites for all SES majors: Full Acceptance into hours of fi eld experiences and observation in select- the preferred SES major, as well as prior approval of ed middle and secondary schools. This is a required Program Director and Department Chair; Exercise course for majors in secondary physical education (6- Science majors must also satisfy the specifi c require- 12). Prerequisites: SES 475 and Full Acceptance. ments for Practicum approval listed under the major 479 Directed Research (3) and must have passed SES 370 Fitness Assessment Advanced research experience in Athletic Training and Exercise Prescription or be taking it concurrently. (AT), Exercise Science (EX), Management-Diving Sport Management-Golf Industry majors must enroll Industry (MD), Physical Education (PE), and Sport in sections 01 and 02 at 2 credit hours each. PE-Option Management (SM) under the direct supervision of students must enroll in a minimum of 6 credits total faculty. Prerequisite: Prior approval of Department and a maximum of 12 credits total. Chair and Dean. 487 Senior Seminar in ______(2 or 3) 480 Contemporary Issues and Ethics in An integrative study of the knowledge, concepts, Sport (3) and professional and clinical skills gained from pri- The senior “capstone” course for all SES majors or coursework and practical experiences in Athletic which integrates the knowledge and concepts gained Training (AT), Exercise Science (EX), SM-Diving from prior course work and fi eld experiences with Industry (DI), SM-Golf Industry (GI), Physical real life situations in sport. Examines the positive and Education (PE), and Sport Management (SM). negative consequences of the way sport is organized, 499 Internship (3, 6 or 12) managed, and reported in American society by draw- Intensive, senior-level supervised work experi- ing from current events and articles. Provides a philo- ence in Athletic Training (AT), Exercise Science sophical overview of the values that sport personifi es (EX), Leisure and Recreation Management (LRM), in today’s society. Prerequisite: Senior status; at least SM-Diving Industry (DI), SM-Golf Industry (GI), one of the following is strongly recommended: PHI Physical Education-Student Teaching (PE), and Sport 120, 170, 353, THE 300, 353. Management (SM). An evening seminar and/or written 481A A. T. Clinical Skills Level III Part 1 (2) report of experiences may be included. In order to be A course for athletic training majors designed to pro- permitted to represent Barry University in the public mote clinical skills profi ciency in general medical con- sector, students approved for off-campus internships ditions, upper and lower body patient exposures, and must, in addition to satisfying stipulated academic Pharmacotherapeutics. Formatted in two seven-week requirements in the major, meet personal and profes- rotations with team care assignment. Pharmacist, sional standards established by national governing Nurse Practitioner and Physician’s Assistant presenta- bodies. Students must be currently certifi ed in CPR tions are included. Prerequisite: SES 381B and Full and First Aid. All internship assignments are local in Acceptance. order to provide appropriate faculty supervision. Rare 481B A. T. Clinical Skills Level III Part 2 (2) exceptions may be made for offsite internships by the A course for athletic training majors designed to pro- Dept. Chair and Dean for exceptional students who mote clinical skills profi ciency in general medical have demonstrated superior academic performance

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and the ability for self-motivation. Students must be Course Offerings — able to provide personal transportation to all intern- Prefi x: ISR ship affi liations and absorb expenses related thereto. LEVEL I COURSES are designated by the 100 Athletic Training majors must have also completed number and are entry level courses. 700 supervised clinical hours; Physical Education, Level II COURSES are designated by the 200 Exercise Science, and Leisure and Recreation number. Course material builds on entry skills devel- Management majors must satisfy the specifi c require- oped by 100 courses. Prerequisite to enrollment is the ments for Internship approval listed under the major. appropriate 100 level course or permission of the in- A total of 12 cr. hrs. is required for all SES majors, ex- structor. cept for the fi ve-year EXS B.S. to M.S. option, which ISR 101/201 Aerobic Exercise only requires 6 credits. Prerequisites: Full Acceptance ISR 110/210 Archery into the PE-TEP or other designated SES major (ex- ISR 112/212A Badminton cludes PE option), as well as prior approval of the ISR 113/213A Basketball Program Coordinator, Dept. Chair and Dean. ISR 114/214 Board Sailing ISR 115/215 Bowling ISR 120/220 Canoeing NON-DEGREE PROGRAM ISR 125/225 Fencing ISR 130/230 Golf ISR 135/235 Judo and Self-Defense INSTRUCTIONAL ACTIVITIES IN ISR 136/236 Kayaking (1) SPORT AND RECREATION ISR 140/240 Personal Fitness: Strength and Conditioning Catalina Franco, M. S., Coordinator ISR 142/242 Personal Fitness: Aqua Aerobics The courses in this program focus on general fi t- ISR 145/245 Physical Fitness: Walking, Jogging, ness, lifetime sport and recreational opportunities. Running Offering diversity in choice, the program provides ISR 147/247 Racquetball ISR 148/248 Rowing instructional fi tness and recreational experiences avail- ISR 150/250 Sailing able to the entire University community. Courses are ISR 152/252 Ice Skating (1) designed to promote physical and mental well-being ISR 153/253 In-Line Skating (1) through the development of a lifestyle that includes ISR 155/255 SCUBA Diving physical activity. The variety of activities and skill ISR 157/257 Snorkeling and Marine Awareness (1) levels affords each student a choice to suit individual ISR 158/258 Softball needs and desires. The student has the opportunity to ISR 159/259 Soccer develop competency in selected activities in order to ISR 160/260 Swimming maintain fi tness for living, to provide a foundation for ISR 162/262 Table Tennis active use of leisure time, and to prepare for life-long ISR 163/263 Tai Chi ISR 165/265 Tennis recreational involvement. ISR 170/270 Strength Training All ISR courses may be repeated for credit in order ISR 175/275 Volleyball to provide opportunity to improve upon skill, endur- ISR 180/280 Volleyball/Softball ance, strength, and fl exibility. ISR courses are two ISR 189 Yoga (2) semester hours of credit, unless otherwise stated, ISR 190 Caribbean Connection and are CR/NC option only; no letter grade is earned. ISR 191 Diver and the Coral Reef Activities may carry a special course fee. All courses ISR 192 Night and Drift Diving require a signed waiver of liability and medical his- ISR 193 Reef Creators tory questionnaire/participation agreement. Courses ISR 194 Underwater Navigation and Mapping involving strenuous physical activity may also require ISR 195 Wreck Diving ISR 199 Special Topics* additional participation/liability releases. *Content may vary each semester as determined by the ISR faculty, based on faculty, staff or student inter- ests. No special topic offered more than twice.

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COLLEGE OF HEALTH SCIENCES Faculty: Abdellatif, Beason, Carr, Colvin, Fernandez, Fickel, Freed, Gretzinger, Hackett, Harris, Hays, Hershorin, Lamet, Lavandera, Little, Laudan, Majka, Morris, Neely-Smith, Packert, Pinkerton-Johnson, Rafalko, Steffey, Whalen

The purpose of the College of Health Sciences is to We continue to offer academic programs that pro- provide high-quality education that will prepare com- vide quality education supported by a caring attitude petent, thoughtful, ethical, and compassionate natural and desire for student success. To all of our students and biomedical scientists and health professionals. we provide an awareness of the contributions of sci- This is accomplished within a caring environment entists and practitioners from diverse domestic and supportive of the religious dimension of the university. international backgrounds. We also address biologi- The College also provides biological and biomedical cal, biomedical and health issues that impact those courses for students from other academic disciplines living within and outside of this country. as part of a liberal education. Our international students are provided programs With the knowledge that the world and human and experiences that will allow them to make contri- needs are constantly changing, the goals of the Col- butions to their native countries. lege of Health Sciences are: It is our goal to return all graduates to their com- 1) to provide to a culturally and experientially munities as informed and educated leaders. diverse student body a liberal, professional edu- The College of Health Sciences strives to graduate cation in an environment that fosters motivated, professionals who demonstrate the knowledge, skills, self-directed analytical thinking, learning, and and behaviors to be successful in their careers and research in the biological, biomedical and contribute to the community they serve. health sciences; The College of Health Sciences reserves the right 2) to offer didactic and laboratory courses and to remove any students for academic or non-academic other educational experiences that meet the re- reasons as outlined in university, school, or program quirements of Barry University and of entrance policies and procedures. Students removed from any into professional programs and careers; program must follow the grievance procedures as out- 3) to develop a sense of ethical and social respon- lined by the university, school or program. sibility through opportunities in community service with on- and off-campus components. Health Sciences College of

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ALLIED HEALTH PROFESSIONS— Important Notice: Participation in internship is a re- quired part of the curriculum and a requirement for “3 + 1” PROGRAMS graduation. Internship sites may require a drug, crim- Allied Health is a term used to describe a range of inal, and/or child abuse background check in order occupations in which individuals have responsibility to permit participation in the program’s internship for assisting, facilitating, or complementing physi- and may deny a student’s participation in the intern- cians and other specialists in delivering health care ship because of a felony or misdemeanor conviction, services to patients. Advances in the prevention and failure of a required drug test, or inability to produce diagnosis of disease, in therapy and rehabilitation, and an appropriate health clearance, which would result the need to cope with new health and environmental in delayed graduation or inability to graduate from concerns have increased demands for skilled person- the program. Individuals who have been convicted of nel in allied health fi elds. A student entering these a felony or misdemeanor may be denied certifi cation fi elds must possess certain attributes such as manual or licensure as a health professional. Information re- dexterity, reliability, moral character, and the ability garding individual eligibility may be obtained from to remain calm, courteous, and effi cient under adverse the appropriate credentialing bodies. Drug and back- conditions and stressful situations. ground checks will be done at the student’s expense. Barry offers a choice of four different “3 + 1” pro- Graduation requirements for all allied health ma- grams for those students seeking to meet the growing jors include providing an alumni form to the senior demand in these fi elds: Medical Technology, Cytotech- academic advisor and participation in an exit forum. nology, Diagnostic Medical Ultrasound Technology, and Nuclear Medicine Technology. Educational Objectives After successfully completing this 90-credit pro- 1. Students have mastered the concepts and princi- gram, the student may apply for a 12- to 15-month ples of biology and are able to interpret graphs, period of academic and clinical training in an approved diagrams and charts. School of Medical Technology, Cytotechnology, Di- 2. Students can execute and interpret lab proce- agnostic Medical Ultrasound Technology, or Nuclear dures within an acceptable range of error. Medicine Technology, respectively. The university 3. Students have the knowledge and skills neces- will grant 30 semester hours of credit for this intern- sary for the intelligent performance of major ship program paid to the university at the usual tuition tasks required at the entry level in their fi eld. rate. Prior to the internship, transfer students must have completed at least 30 semester hours in residen- cy at Barry. Upon completion of the internship, the Medical Technology (B.S.) student receives a Bachelor of Science degree with A student majoring in medical technology must a major in Medical Technology or Cytotechnology. meet the following requirements: Biology 104, 112, The baccalaureate degree is a prerequisite to apply for 230, 325, 330, 334, 341, 346, 352 and BIO 300’s sec- the national registry exam in these two professions. tions as specifi ed in “Other Biology Requirements” With a major in Diagnostic Medical Ultrasound or section of catalog. Also required as part of the pro- Nuclear Medicine, and a minor in biology, the student gram are Chemistry 111, 112, 343; Math 211 (note receives a B.S. degree after completing the internship prerequisites); and Physics 151. and achieving a passing score on the national registry exam. Students must apply individually for the year of clinical training; schools selectively admit quali- Cytotechnology (B.S.) fi ed students on an individual basis. Students should A student majoring in cytotechnology must meet check with the hospital for requirements; acceptance the following requirements: Biology 104, 230, 240, is competitive. Internship possibilities are very limited 253, 341(recommended), 346, 450, 451 (recommend- and most are out of state. Locally, Nuclear Medicine ed) and BIO 300’s sections as specifi ed in “Other Technology Internships are currently available. Biology Requirements” section of catalog. Also re- A biology minor is required, at least 10 credits of quired as part of the program are 12 semester hours of which must be taken at Barry before the internship. chemistry including Chemistry 152; 6 semester hours The fi rst 90 semester hours of work based at Barry of mathematics; and a minimum of 4 semester hours University may be completed on a full- or part-time of physics (PHY 151 or 201-202). basis. Students need 30 hours taken in residence at Barry before enrolling in the internship.

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Diagnostic Medical Ultrasound proved by a national allied health accrediting agency. (Fall, Spring, Summer) Technology (B.S.) and Nuclear 483-488-493 Diagnostic Medical Ultrasound Medicine Technology (B.S.) Technology (30) Twelve-month period of academic and clinical train- To facilitate the varying professional needs of ing in a school of diagnostic medical ultrasound tech- the diagnostic medical sonographer and the nuclear nology approved by a national allied health accredit- medicine technologist, two options of study have been ing agency. (Fall, Spring, Summer) established within these majors. Option I has been de- signed for the student whose aptitude and/or interest 259, 359, 459 Independent Study (3) (3) lies more heavily in the sciences. Opportunity for extensive study in areas of special Students in Option I of the above majors are re- interest to the student. (Dean’s permission required.) quired to meet the following requirements: Biology (Fall, Spring, Summer) 104, 230, 325, 330, 334, 341(recommended), and one 295, 395, 495 Research (Semester hours will be of the following: BIO 300M Nutrition or Animal Nu- arranged) trition, 346, 450, 455, or 451, and BIO 300’s sections Investigation of an original research problem of spe- as specifi ed in “Other Biology Requirements” sec- cial interest to the student; independent execution of tion of catalog. Also required as part of the program chosen experimental work or library research; under are Chemistry 111, 112, and 343; Mathematics 211 direction of one selected faculty member. (special (note prerequisites); and 4 semester hours of phys- fee). MARC scholars follow a special research pro- ics. Students in Option II must meet the following gram. (special fee). (45 hours/semester required per requirements: Biology 104, 220, 240, 253, 341 (rec- credit) Prerequisite: Approval of Instructor. (Fall, ommended) and either 300M Nutrition or Animal Spring, Summer) Nutrition, 346, 450, 455 or 451, and BIO 300’s sec- tions as specifi ed in “Other Biology Requirements” section of catalog; Chemistry 111, 112, and 152; MAT BIOLOGY EVENING PROGRAMS 152; and a minimum of 4 semester hours of physics. Gerhild Packert, Ph.D., Program Director The purpose of the Biology Evening Programs is Course Descriptions— to provide non-traditional students who are unable to Biology Prefi x: BIO attend class during workday hours: Internship courses are described below. All other ¥ a B.S. in Biology with a Histotechnology special- Biology course descriptions can be found in the Col- ization, lege of Arts and Sciences, page 100. ¥ a B.S. in Biology with a minor in Histotechnology, 476/576 Teaching of Biology in the Secondary ¥ a Post-Baccalaureate Certifi cate in Histotechnol- School (3) ogy, or Problems confronting teachers of biology in the sec- ¥ a B.S. degree in Biology with a minor in Medical ondary school; organization of courses, sources of ma- Laboratory Science. terials, textbooks, methods of teaching. Prerequisite: The program, consisting of Fall, Spring and Sum- School approval and candidacy in the School of mer semesters, is designed for transfer students to Education. (Fall, Spring) complete the degree requirements in a minimum 480-485-490 Medical Technology (30) of two years. Students may fulfi ll the distribution Twelve- to fi fteen-month period of academic and requirements through the School of Adult and Con- clinical training in a school of medical technology ap- tinuing Education (ACE). proved by a national allied health accrediting agency. (Fall, Spring, Summer) ADMISSION REQUIREMENTS 481-486-491 Cytotechnology (30) Applications are accepted on an ongoing basis. Twelve-month period of academic and clinical train- A $30 application fee is required at the time of sub- ing in a school of cytotechnology approved by a na- mission. Students seeking admission to the Biology tional allied health accrediting agency. (Fall, Spring, Evening Programs must submit a completed appli- Summer) cation, write a statement of purpose, provide offi cial transcripts from institutions attended, and submit two 482-487-492 Nuclear Medicine Technology (30) satisfactory professional letters of recommendation Twelve-month period of academic and clinical train- from faculty or supervisors. A personal interview may ing in a school of nuclear medicine technology ap- be required before acceptance into the program. Upon

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acceptance, a non-refundable deposit in the amount of Students are also required to obtain a score of at $250 is required to hold the applicant’s position in the least 550 (213 on the computer-based test) on the Test program. The deposit will be applied toward tuition of English as a Foreign Language (TOEFL). Offi cial expenses. test results must be submitted to the Offi ce of Health Students may transfer up to 64 credits from an Sciences Admissions, Barry University. accredited community college and an additional 26 upper-level credit hours from an accredited univer- HISTOTECHNOLOGY SPECIALIZATION sity. PROGRAM All students must have received a minimum grade of C in all college-level prerequisites listed below, and Histotechnology is a structural science concerned an overall GPA of 2.5 (on a 4.0 scale). with the evaluation of tissues, their cellular morpholo- gy and their chemical composition. Histotechnologists work under the supervision of a pathologist, preparing, PREREQUISITES cutting, processing and staining tissue specimens of Biology (12 semester hours) human, animal or plant origin for diagnostic, research General Biology and teaching purposes. New technologies and meth- Physiology with Lab odologies are constantly being developed in the fi eld, Anatomy with Lab making this allied healthcare profession one of the Chemistry (8 semester hours) most exciting and dynamic in the workplace today. General Chemistry Barry University’s Histotechnology Specializa- Introduction to Organic and Biological Chemistry tion Program is designed to prepare allied health with Lab professionals for this challenging fi eld. Students Math (3 semester hours) successfully completing the program are eligible to General Education Mathematics, or higher sit for the American Society for Clinical Pathology (ASCP) HTL certifi cation examination. Please note Non-Academic Requirements that certifi cation agencies may change their qualify- ing requirements; it is your obligation to meet those Vision requirements. ¥ Read charts, labels, graphs, materials with the Histotechnologists must have critical thinking aid of a microscope; discriminate colors and re- skills, precision, fi ne manual dexterity, and the ability cord results to work well under pressure and with minimal super- Speech and Hearing vision. Patient contact is limited. ¥ Communicate effectively using standard English, and assess non-verbal information Educational Objectives Fine Motor Skills Graduates will have acquired the ability to: ¥ Skills necessary to operate instruments includ- Demonstrate entry-level competencies in the ba- ing a microtome, and manipulate tools sic procedures of the histopathology laboratory, Psychological Skills including but not limited to fi xation, embedding, ¥ Possess the emotional health required to utilize frozen sectioning, microtomy, routine and special full intellectual abilities stains, and immunohistochemistry. ¥ Recognize emergency situations and take ap- propriate actions Demonstrate the skills and attitudes needed for clinical competencies in the medical laboratory International Students science profession. International students who have completed all or Implement basic principles of laboratory safety part of their college coursework outside of the United procedures. States at an internationally listed institution must Operate basic instruments including microtome, submit their transcripts to an offi cial international cryostat, embedding stations and processing equip- transcript evaluation service. Information about pro- ment, and perform basic maintenance procedures. fessional evaluating services in the United States is Develop the knowledge and skill in education, available from the Offi ce of Health Sciences Admis- management and research to fulfi ll the leadership sions. Offi cial transcripts and the international credit roles within the clinical laboratory. evaluation must be submitted to Barry University for admission and evaluation purposes.

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Integrate knowledge of histology and research to BIO 303 Genetics (3 s.h.) be able to critique and analyze data and published BIO 317 Laboratory Management Seminar (2 s.h.) studies related to the fi eld. BIO 325 Microbiology (3 s.h.) BIO 330 Cell Biology (3 s.h.) Develop an awareness of major health, social and BIO 445 Microtechnique Lecture (2 s.h.) economic problems of the community and the BIO 450 Histology Lecture (2 s.h.) world at large. BIO 450L Histology Lab (2 s.h.) BIO 455 Immunology (3 s.h.) The Biology Evening Programs offer three differ- BIO 475 Seminar (3 s.h.) ent options to help you reach your career goals. Students in Options I and III add the following: Option I BIO 445L Microtechnique Lab (2 s.h.) B.S. in Biology/Histotechnology Specialization BIO 484 Clinical Experience I (4-6 s.h.) Transfer students who have fulfi lled the prerequisites BIO 489 Clinical Experience II (6-9 s.h.) listed above are eligible for this option. The program All students can choose from the following courses as includes a six-month Clinical Experience at clini- needed to satisfy upper-level biology requirements: cal affi liate sites in Dade, Broward, and Palm Beach BIO 300 Special Topics: Flow Cytometry (2 s.h.) counties. BIO 300 Special Topics: Immunohisto- Option II chemistry (2 s.h.) BIO 300 Special Topics: Cytology (2 s.h.) B.S. in Biology/minor in Histotechnology BIO 300 Special Topics: Bioinformatics (2 s.h.) Students that have completed an associate’s degree in BIO 300 Special Topics: Laboratory Safety (2 s.h.) a histotechnician (HT) program from an accredited BIO 346 Parasitology (3 s.h.) community college and are licensed histotechnicians, BIO 427 Biochemistry I (3 s.h.) are eligible for this option. Students are able to trans- BIO 428 Biochemistry II (3 s.h.) fer 64 semester hours from an accredited community BIO 452 Quantitative Applications in college, and up to an additional 26 upper-level semes- Biology (3 s.h.) ter hours from an accredited university. The student then will progress toward a B.S. degree through eve- Note: Biology course requirements for Option III will be ning classes. determined by credit evaluation of the bachelor’s degree. Option II does not require a six-month Clinical Ex- General distribution courses needed to fulfi ll the perience. degree requirements (refer to Catalog for course Option III descriptions and requirements) can be taken concur- rently through Barry University’s School of Adult and Post-Baccalaureate Certifi cate in Histotechnology Continuing Education (ACE). In fulfi llment of the dis- The Post-Baccalaureate Certifi cate in Histotechnolo- tribution requirement, PHI 353 Ð Biomedical Ethics gy program is designed for students who have already is required. earned a bachelor’s degree from an accredited institu- tion and have fulfi lled the prerequisites listed above. This 4 + 1 program prepares the student for histotech- DEGREE REQUIREMENTS nology certifi cation with nine months of additional Major: Minimum 45 semester hours in study. This program includes a six-month Clinical biology courses Experience at clinical affi liates in Dade, Broward, and Math: 3 semester hours, MAT 107 or above Palm Beach counties. Chemistry: Minimum 8 semester hours Students that have fulfi lled the prerequisites for the exclusive of MLT Clinical Post-Baccalaureate Certifi cate may qualify for a sec- Chemistry, equivalent to ond bachelor’s degree. Refer to the Barry University CHE 111 and CHE 152 or Undergraduate Catalog for policies and conditions re- CHE 343 with lab. lated to second bachelor’s degrees. Computer: Minimum 3 semester hours. (CAT 102 or CS 180) CORE COURSEWORK Distribution: 36 semester hours, inclusive of PHI 353 All students in Options I and II are required take the Upper-Level credits: 48 semester hours following core courses: Total number of credits: 120 BIO 300 Special Topics: Orientation (1 s.h.) Satisfactory completion of a fi nal comprehensive exam BIO 300 Special Topics: Medical Terminology (2 s.h.)

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IMMUNIZATION AND PHYSICAL SITES EXAMINATION Didactic courses and BIO 450L Histology Lab and Before attending the Clinical Experience, the student BIO 445L Microtechnique Lab are taught at Barry must present proof of medical insurance, a physical University on the main campus. General distribution examination and current immunizations to include courses may be taken at ACE sites. Histotechnology annual TB screening (PPD), Diphtheria Inoculation Clinical Experiences are offered at clinical affi liate Tetanus (DTP), MMRx2, and Hepatitis B. These doc- sites. uments must be presented before the student will be Miami-Dade County: Jackson Memorial Hospital, allowed to progress to Clinical Experience status. Mount Sinai Medical Center, Palmetto General Hospital, Mark and Kambour Pathology Associates, PARTICIPATION IN THE CLINICAL Baptist Hospital, South Miami Hospital and Miami EXPERIENCE Children’s Hospital. Students may be required to relocate during the clinical Broward County: South Broward Hospital District session. Students must be fi nancially prepared to en- (Memorial Regional Hospital, Memorial Hospital ter into and complete the program. Important Notice: Miramar, and Memorial Hospital West), North Broward Participation in clinical experiences, rotations or fi eld- Hospital District (Broward General Medical Center, work is a required part of the curriculum for Options Coral Springs Medical Center, Imperial Point Medical I and III, and a requirement for graduation. Clinical Center, North Broward Medical Center), Holy Cross affi liate sites require a drug and criminal background Hospital, and Westside Regional Medical Center. check in order to permit participation in the program’s West Palm Beach: Bethesda Memorial Hospital and Clinical Experience. The program may deny a student’s Wellington Regional Medical Center. participation in the Clinical Experience because of a felony or misdemeanor conviction, failure of a required Any remaining courses needed to fulfi ll the degree drug test, or inability to produce an appropriate health requirements (refer to Catalog for course descriptions clearance, which would result in delayed graduation or and requirements) can be taken concurrently through the inability to graduate from the program. Individuals Barry University’s School of Adult and Continuing who have been convicted of a felony or misdemeanor Education (ACE). may be denied certifi cation or licensure as a health professional. Information regarding individual eligibil- ACCREDITATION ity may be obtained from the appropriate credentialing Barry University’s Histotechnology Specialization bodies. Drug screening and background checks will be Program is approved by the Florida Department of done at the student’s expense. Health, Board of Clinical Laboratory Personnel, and The minimal passing grade for each Clinical Experi- accredited by the National Accrediting Agency for ence is: BIO 484 Clinical Experience I, “73” ( C ) or Clinical Laboratory Sciences (NAACLS): 8410 W. higher; BIO 489 Clinical Experience II, “83” (B) or Bryn Mawr Ave. Suite 670, Chicago, IL 60631 / Tele- higher. phone: 773-714-8880 / Fax: 773-714-8886 E-mail: [email protected]. The grading scale for the Clinical Experience courses only is as follows: 93 Ð 100 = A B.S. in Biology/Minor in Medical 83 Ð 92 = B Laboratory Science 73 Ð 82 = C Barry’s undergraduate Biology Evening Programs 68 Ð 72 = D prepare licensed medical laboratory technicians Below 68 = F (MLT) for a B.S. degree in Biology with a minor in Medical Laboratory Science (MLS). Students are able ACADEMIC DISMISSAL to transfer 64 semester hours from an accredited com- Each didactic course must be passed with at least munity college MLT program, and up to an additional the minimally acceptable grade of C or higher. Students 26 upper-level semester hours from an accredited uni- will not be able to enroll in Clinical Experience I until versity. The students then will progress toward a B.S. all didactic courses have been successfully complet- degree through evening classes. ed. Should a student fail to meet the minimal passing grade of “73” (C) or higher for Clinical Experience I, the student will be dismissed from the remainder of the program.

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Educational Objectives DEGREE REQUIREMENTS Graduates will have acquired the ability to: Major: Minimum 30 semester hours in Develop the knowledge and skill in education, upper-level biology courses Minor: 20 semester hours (MLT/MLS management and research to fulfi ll the leadership courses from a community roles within the clinical laboratory. college may be transferred.) Demonstrate the skills and attitudes needed for Math: 3 semester hours, MAT 107 clinical competencies in the medical laboratory and above science profession. Chemistry: Minimum of 8 semester hours, Implement laboratory safety procedures. exclusive of MLT Clinical Chemistry. CHE 111 and Develop an awareness of major health, social and CHE 151 with labs, must be economic problems of the community and the transferred. world at large. Computer: Minimum 3 semester hours, Integrate knowledge of medical laboratory tech- CAT 102 or CS 180 nology and scientifi c research to be able to critique Distribution and analyze data and published studies related to Requirements: 36 semester hours, inclusive of PHI 353 your fi eld. Upper-Level credits: 48 semester hours Total number of credits: 120, with a minimum of 30 CORE COURSEWORK credits from Barry University All students must meet the following requirements: Satisfactory completion of a fi nal comprehensive exam. BIO 300 Special Topics: Orientation (1 s.h.) BIO 300 Special Topics: Medical Terminology (2 s.h.) NATIONAL LICENSURE REQUIREMENTS BIO 300 Special Topics: Laboratory Safety (2 s.h.) Upon successful completion of the B.S. in Biol- BIO 303 Genetics (3 s.h.) ogy/MLS minor degree program, the student will be BIO 317 Laboratory Management Seminar (2 s.h.) eligible for technologist certifi cation by ASCP, NCA, BIO 325 Microbiology (3 s.h.) or AMT. Please note that certifi cation agencies may BIO 330 Cell Biology (3 s.h.) change their qualifying requirements; it is your obli- BIO 346 Parasitology (3 s.h.) gation to meet those requirements. BIO 452 Quantitative Applications in Biology (3 s.h.) BIO 455 Immunology (3 s.h.) Course Descriptions— BIO 427 Biochemistry I (3 s.h.) Biology Evening Programs BIO 428 Biochemistry II (3 s.h.) BIO 475 Seminar (3 s.h.) BIO 300 Special Topics (1-3) Content to be determined as requested by faculty General distribution courses needed to fulfi ll the and/or students to fi ll specifi ed needs or interests. degree requirements (refer to Catalog for course Prerequisite: Approval of instructor. descriptions and requirements) can be taken concur- rently through Barry University’s School of Adult and BIO 303 Human Genetics (3) Continuing Education (ACE). PHI 353 Ð Biomedical The goal is to acquire an understanding of the relation- Ethics is required. ship between genes and phenotypes. Emphasis will be Each didactic course must be passed with at least placed on familiarizing the student with the molecular the minimally acceptable grade of C or higher. nature of the hereditary material, gene function, and gene inheritance. In addition, the student will be intro- duced to recombinant DNA technology and will learn how these techniques are utilized in human genetics. BIO 317 Laboratory Management Seminar (2) General introduction to laboratory management for the medical laboratory technologist; emphasis on the- ories, methods, and techniques used in management, with specifi c application to the laboratory. (Restricted to MLS/Histotechnology students.)

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BIO 325 Microbiology (3) CARDIOVASCULAR PERFUSION, Bacterial and viral classifi cation, structure, physiolo- gy, genetics, pathogenicity and immunology; methods B.S. of cultivation, identifi cation, and control of microor- Jason Freed, M.S., Director ganisms. Prerequisites: Biology 104 or equivalent; CHE 152 or 343. The profession of cardiovascular perfusion is one of the newest and most challenging in health care. BIO 330 Cell Biology (3) Perfusionists apply their knowledge of the cardio-pul- Biological processes in prokaryotic and eukaryotic monary system and complex technology to the task of cells, with emphasis on the correlation between struc- maintaining life during cardiac surgery. This involves ture and function on the molecular level. Prerequisite: the preparation and operation of the heart-lung ma- BIO 104 or equivalent, CHE 152 or 343. chine and other equipment used to replace the normal BIO 346 Parasitology (3) functions of the heart and lungs during surgery. Per- Morphology, taxonomy, identifi cation, life cycle, fusionists are clinically active in a number of areas host-parasitic relationship, and control of protozoan, including pulmonary intervention, neurosurgery, helminth, and arthropod parasites. Prerequisite: BIO cancer surgery, organ and limb preservation, vascu- 104 or equivalent. lar repair, hypothermia, blood salvage and recovery, BIO 427, 428 Biochemistry I, II (3) (3) transplantation, and artifi cial heart assist devices. Introduction to the fundamental aspects of biochem- Their primary role, however, remains in cardiovascu- istry, emphasizing the relationship between structure lar surgery. and function of the major classes of macromolecules Perfusion has grown from the era of on-the-job in living systems. Metabolic interrelationships and trained technicians to technologists of a recognized control mechanisms are discussed as well as the bio- and respected allied health profession demanding chemical basis of human disease. highly skilled specialists, educated and certifi ed in the art and science of extracorporeal technology. BIO 445 Microtechnique and Lab (2) (2) Barry University has designed this program for the Theory and extensive hands-on experience in the his- allied health care professional. The curriculum will totechnology laboratory. Students learn how to use take twenty-one months to complete. The didactic basic instrumentation in preparation for the Clinical session will last two semesters. Classes are scheduled Experience. Prerequisite: BIO 104, BIO 220 or equiv- during the daytime. The clinical session will last three alent, and BIO 450/L. semesters. Clinical practicums are full time, during BIO 450 Histology and Lab (2) (2) the day, Monday through Friday and the student may Microscopic identifi cation of human tissues. Emphasis need to be available nights, weekends, and holidays on the relationship between structure and function. depending on the surgical scheduling. Clinical ex- Prerequisite: BIO 104, BIO 220 or equivalent. perience will consist of adult and pediatric rotations BIO 455 Immunology (3) obtained at various affi liated hospitals. Clinical relo- Major topics considered in this course are antibody cation may be necessary. Students must live and be formation, antigen-antibody interactions, biologi- within thirty minutes of the hospital when on-call. cal effects of immunologic reactions, immunologi- cal specifi city of normal diseased cells and tissues. ADMISSION REQUIREMENTS Prerequisites: BIO 104 and any one of the following: Entrance into the program occurs only once per BIO 253 or BIO 325 or BIO 330. year in the fall. A completed application and a $30.00 BIO 475 Seminar (3) nonrefundable application fee must be submitted no Presentation of reports, discussions, lectures, and pa- later than two months prior to the scheduled class start pers on selected topic(s) in biology. dates. Applicants are required to submit three refer- BIO 484 Clinical Experience I (4-6) ence letters from individuals who have known the Clinical Experience with students’ fi rst exposure to applicant in a working or educational situation. Ap- the hospital environment. Prerequisite: Completion of plicants are required to submit a letter documenting didactic portion of the histotechnology specialization. the observation of at least one cardiac surgical pro- BIO 489 Clinical Experience II (6-9) cedure requiring cardiopulmonary bypass. A personal Continuation of clinical experience with emphasis on interview will be required before acceptance into the achieving entry-level competencies for histotechnolo- program. Offi cial transcript(s) must be sent to the Of- gists. Prerequisite: BIO 484. fi ce of Health Sciences Admissions, Barry University For course description of all other courses see appro- priate section of University Catalog.

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from all post-secondary academic programs and must PROGRAM REQUIREMENTS also document the satisfactory completion of all mini- Students must: mum required prerequisite courses. 1. satisfactorily complete all program course work; Upon acceptance into the program, a non-refund- 2. maintain a minimum C average for all courses, able $250.00 deposit is required to hold the applicant’s and an overall GPA of 2.5; position in the class for which he/she is accepted. The 3. perform a minimum of 75 satisfactory adult clin- position deposit will be applied toward tuition expens- ical bypass procedures and perform or observe a es. The balance of the tuition payment is due on or minimum of 10 pediatric clinical bypass proce- before matriculation. dures; Applicants must have received a minimum grade 4. maintain a student membership in the American of C in all college level prerequisite courses listed be- Society of Extra-Corporeal Technology low, and an overall GPA of 2.50. (Grading is based (AmSECT) and the Florida Perfusion Society on a 4.00 scale.) All prerequisite courses are semester (FPS); and hours or equivalent. 5. satisfactorily complete a fi nal written and clini- English* 6 s.h. cal simulation examination; Speech* 3 s.h. Algebra* 3 s.h. 6. have a current certifi cation in Basic Life Support. Physics (with lab) 4 s.h. Important Notice: Participation in clinical experi- General Chemistry (with lab) 8 s.h. ences, rotations or fi eldwork is a required part of the Human Anatomy & Physiology 8 s.h. curriculum and a requirement for graduation. Clini- Introduction to Biochemistry, or cal rotation and fi eldwork sites may require a drug, Cell Biology 3 s.h. Social & Behavioral Sciences* 9 s.h. criminal, and/or child abuse background check in or- Humanities & Arts* 9 s.h. der to permit participation in the program’s clinical Computer Science 3 s.h. experience, rotation or fi eldwork. Clinical rotation Theology or Philosophy 3 s.h. and fi eldwork sites may deny a student’s participa- tion in the clinical experience, rotation or fi eldwork * Not required if applicant has completed a baccalau- because of a felony or misdemeanor conviction, fail- reate degree. ure of a required drug test, or inability to produce an Educational Objectives appropriate health clearance, which would result in delayed graduation or inability to graduate from the 1. The graduate will have the clinical skills program. Individuals who have been convicted of a and theoretical knowledge required for entry felony or misdemeanor may be denied certifi cation level positions in the fi eld. They will be or licensure as a health professional. Information re- able to competently complete all phases of garding individual eligibility may be obtained from Cardiopulmonary Bypass including pre, intra the appropriate credentialing bodies. Drug and back- and post-operatively. ground checks will be done at the student’s expense. 2. The graduate will demonstrate compassion for patients and exhibit a strong sense of ethical Before applying, an individual should assess his/ behavior. her capacity and suitability for being a student and 3. The graduate will be able to collaborate with pursuing a career as an independent health practitio- other members of the Cardiovascular team and ner. The program is an extremely intense 21 month act as a resource person to other healthcare program that requires personal and fi nancial sac- professionals and patients. rifi ces and demands a high degree of integrity, 4. Collectively, graduates of the program will self-suffi ciency, motivation, discipline and highly demonstrate acceptable pass rates the American developed study skills. Proof of medical insurance Board of Cardiovascular Perfusion certifi cation and a physical examination must be presented prior examination. to matriculation. Proof of current immunizations, to 5. Graduates will become actively employed include Annual TB Screening (PPD), Diphtheria In- in the fi eld of Cardiovascular Perfusion and oculation Tetanus (DTP), MMRx2, and Hepatitis B become involved in professional societies and must be presented before the student will be allowed continuing education. to progress to clinical status. Students may be required to relocate during the clinical session. Students must be fi nancially prepared to enter into and complete the program. This may include providing and maintain- ing additional housing and living expenses during the clinical session should they be required to relocate.

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REQUIRED COURSES clinical probation. While on clinical probation, that student will be allowed to advance to Clinical Practi- First Year cum II. At the midterm of Clinical Practicum II that Fall Semester student must have a passing grade of “80” or higher or Description Semester Hours will be dismissed from the program. Failure to receive Basic Surgery & Monitoring 2 the minimal passing grade for Clinical Practica II or III Perfusion Technology I 3 will result in dismissal from the program. The grading Perfusion Devices & Lab I 1 scale for the Clinical Practica only is as follows: Cardiac Anatomy & Physiology 3 Physiologic Management of Bypass 2 94 Ð 100 = A Biomedical Ethics 3 85 Ð 93 = B Elective Course 3 76 Ð 84 = C 17 Spring Semester Course Descriptions— Cardiovascular Pathology 3 Cardiovascular Perfusion Prefi x: CVP Cardiovascular Pharmacology 3 Perfusion Technology II 3 310 Cardiac Anatomy and Physiology (3) Perfusion Devices and Lab II 1 Structure and mechanisms by which the cardiovas- Cardiology 2 cular system functions in relationship to other organ Research Methodology 1 systems. Prerequisite: Program Admission. Theology 3 16 340 Basic Surgery and Monitoring (2) Exposure of sterile and aseptic techniques, interrela- Summer Semester tionships among personnel and surgical techniques Clinical Practicum I 12 within the operating room relating to perfusion. Prerequisite: Program Admission. Second Year 350 Perfusion Technology I (3) Fall Semester Introduction to the various components that comprise Clinical Practicum II 12 the software and hardware of the perfusion circuit and Spring Semester techniques in their utilization. Prerequisite: Program Clinical Practicum III 12 Admission. Total Required for Graduation 69 360 Perfusion Devices and Lab I (1) The Cardiovascular Perfusion program will have Extensive hands-on experience in the perfusion wet- one class annually and enrollment is limited. The lab. Students learn and demonstrate proper circuit as- program is fully accredited by the Commission on sembly with knowledge of the mechanics. Prerequisite: Accreditation of Allied Health Education Programs Program Admission. (CAAHEP). Upon successful completion of all pro- 400 Cardiovascular Pharmacology (3) gram requirements, each graduate will be eligible to Study of the various pharmacological interventions enter the perfusion certifi cation process with the Amer- utilized for cardiovascular patients. Prerequisites: ican Board of Cardiovascular Perfusion (ABCP). CVP 310, 340, and 350. ACADEMIC DISMISSAL AND PROBATION 410 Research Methodology (1) Applications of how to interpret, write, and pres- Each didactic course must be passed with, at least, ent scientifi c data pertinent to perfusion science. the minimally acceptable grade of C or higher as well Prerequisites: CVP 350 and 360. as satisfactorily completing all of the required course components. Students will not be able to enroll in 420 Cardiology (2) Clinical Practicum I until all didactic courses have Study of normal and abnormal EKG’s, echo cardiog- been successfully completed. Students failing a didac- raphy, electrophysiology treatments, cardiac catheter- tic course twice will be dismissed from the program. ization, and related procedures. Prerequisites: CVP The minimal passing grade for each clinical practi- 310 and 340. cum is Clinical Practicum I ––“76” (C) or higher; 430 Physiological Management of Bypass (2) Clinical Practicum II ––“80” (C) or higher, and Understanding physiological changes occurring dur- Clinical Practicum III ––“85” (B) or higher. Should ing bypass with safety plan. Prerequisite: Program a student fail to meet a grade of “76” (C) or higher Admission. during Clinical Practicum I because of unacceptable clinical performance, that student will be placed on

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440 Cardiovascular Pathology (3) riculum. Evening courses leading to baccalaureate de- Understanding of pathological conditions that exist in grees are offered through Barry University’s School of all organ systems, with special emphasis on the car- Adult and Continuing Education. diovascular system. Prerequisite: CVP 310. 450 Perfusion Technology II (3) POST-BACCALAUREATE/ Emphasis on the numerous long-term support tech- nologies that are utilized separately or in conjunction MASTER OF BIOMEDICAL with the heart-lung machine. Prerequisite: CVP 350. SCIENCE COMBINATION 460 Perfusion Devices and Lab II (1) PROGRAM Emphasis on set-up and priming of different pump systems utilizing centrifugal pumps and perfusion Ralph Laudan, Ph.D., Associate Dean techniques. Prerequisite: CVP 360. 470 Clinical Practicum I (12) POST-BACCALAUREATE PROGRAM An introduction to clinical experience with the stu- The two year Post-Baccalaureate/Master’s Com- dents’ fi rst major exposure to the operating room bination Program is designed for students of high environment. (approximately 600 clinical hours) potential, seeking a career change by pursuing pre- Prerequisites: CVP 400, 410, 420, 440, 450, 460. med and subsequent medical studies. This program encourages students with a bache- 475 Clinical Practicum II (12) lor’s degree to strengthen their undergraduate and/or Essentials of clinical perfusion with emphasis on car- graduate credentials for application to U.S. medical diopulmonary bypass case management. (approxi- schools. Candidates will have the opportunity to pur- mately 600 clinical hours) Prerequisite: CVP 470. sue a coordinated program of required undergraduate 480 Clinical Practicum III (12) science courses in the various disciplines. Operation of complex perfusion related devices and students’ participation in emergency procedures. (ap- ADMISSION REQUIREMENTS proximately 600 clinical hours) Prerequisite: CVP Admission to the post-baccalaureate program is 475. based upon several criteria: Ð a bachelor’s degree from a regionally accredit- OCCUPATIONAL THERAPY ed college or university, with a minimum grade point average of 2.70; Douglas M. Mitchell, Ph.D., OTR/L, Director – offi cial transcripts from all undergraduate insti- The Occupational Therapy Program at Barry tutions attended; University has prepared students for careers as occu- Ð receipt of offi cial MCAT or DAT scores now pational therapists since 1989. Because the program or at the time of application to the Master of is designed for working adults, occupational therapy Biomedical Science Program; courses are scheduled on weekends. Ð a typed personal statement describing your fu- In 1999, the American Occupational Therapy As- ture goals; and sociation voted to move the education of occupational Ð three letters of recommendation: Two letters therapists to the graduate level. The last undergraduate from undergraduate science faculty members, students were admitted to Barry’s Occupational Ther- and one from an advisor or current employer. apy Program in 1999; students are no longer admitted at the undergraduate level. CURRICULUM Barry University currently offers a weekend pro- 8 s.h. Math (Precalculus) gram leading to the Master of Science in Occupational * 8 s.h. General Chemistry with Lab Therapy. Information about program requirements * 8 s.h. Physics with Lab and application procedures is included in the current * 8 s.h. Organic Chemistry with Lab Graduate Catalog. * 8 s.h. Anatomy & Physiology with Lab A bachelor’s degree is required for admission to * 4 s.h. Zoology with Lab the M.S. program. If you are interested in the Occupa- 8 s.h. Anatomy & Physiology strongly recom- tional Therapy Program, but have not yet completed mended a bachelor’s degree, you may wish to contact the Di- *Starred courses are required by most medical schools. rector about choosing undergraduate courses which will support your application to the professional cur-

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MASTER’S PROGRAM Students that are accepted into the Option I Ð 1 year Upon completion of all post-baccalaureate pro- master’s degree program after completing the Post- gram requirements, a candidate’s credentials will be Baccalaureate Program, may take some of the following considered for admission to the Master of Biomedical courses with the fi rst year podiatric medical students: Science Program. The fi le must be appended to include Biochemistry, Histology, and Neuroanatomy. an application for graduate admission, post-baccalau- Completion of 36 graduate credits with a minimum reate course transcripts and satisfactory scores on the grade point average of B (3.00), with no more than 8 MCAT or DAT. (See Master of Science in Biomedical semester hours of C work, must be maintained. Cours- Sciences Program.) es with D or F grades must be repeated and replaced Limited fi nancial support may be available for this with grades of B or better. In addition, each student program. must pass a written comprehensive qualifying exami- The College of Health Sciences at Barry Univer- nation with an overall score of 70% or better before a sity has conducted a special one year program leading candidate can be awarded the M.S. degree. to the M.S. in Biomedical Sciences (MBS). While Students should also be aware that the course load completion of the program does not guarantee accep- required for completion of the master’s degree in one tance to medical school, approximately 77% of the year is twice that of the standard course load in our Track I students over the past 23 years have gained traditional graduate programs. admission to medical or dental schools, as well as A student who has had precalculus could complete schools of osteopathic, veterinary, and podiatric medi- this post-baccalaureate program in one year (including cine throughout the United States, including the Barry summer sessions) and apply to the Master’s program University School of Podiatric Medicine. in Biomedical Sciences for the second year.

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Division of Nursing

Philosophy Focusing in a holistic manner on patterns across This philosophy describes the beliefs of the nurs- the life span, professional nursing involves evidence ing faculty of Barry University about person, society, based practices that are preventative, restorative, and health, illness, and professional nursing. The philoso- promotive. The three major roles of professional nurs- phy evolves from the University mission and supports es, provider of care, coordinator of care, and member the purpose of the Division of Nursing. of a profession, are differentiated at various academic The faculty believe that all humans are unique be- levels. Evolving professional roles are acknowledged ings who have intrinsic value endowed in them by their and fostered. Creator. Humans manifest a mind-body-spirit unity The knowledge base for professional nursing prac- which encourages creativity, harmony, and health. tice is derived from the liberal arts, nursing science, The essence of human unity is the individual’s cul- and related professional studies. Professional nursing ture, spiritual experience, environment, and changing education facilitates the socialization process, the de- life circumstances. We respect diversity, multiple re- velopment of values and professional behavior, and alities, and individual choices of all persons. Through the social construction of policies which affect health the process of professional caring, we place value on at local, national, and international levels. The faculty the life of all human beings within the context of fam- believes that the baccalaureate degree in nursing is the ily, community, and society. entry level for professional nursing practice. Nurs- Society is the dynamic and constructed setting ing education at the master’s level is the appropriate within which all persons exist and interact. Nursing preparation for advanced nursing practice. Doctoral occurs in the framework of a global society. Profes- nursing education prepares nurses as clinicians, edu- sional nursing carries with it the social responsibility cators, leaders, researchers, scholars, and visionaries. to shape and transform the environment, to improve Nursing scholarship advances the knowledge base health and healthcare disparities for all people. Within of the discipline by promoting inquiry, generating and society, each defi ned community provides a unique, utilizing research, and selecting theoretical knowledge multidimensional context for learning. that is compatible with our professional values and The faculty believe that health is the balance of practices. Inquiry is paramount to competence in pro- mind-body-spirit which is interpreted and expressed fessional practice and life long learning. The unique in individuals and groups. The experience of illness is focal area of our inquiry is multicultural health. an alteration in the harmony of the mind-body-spirit. The curricula of the nursing program are dynamic Health and illness are not considered dichotomous and based on the belief that society and nursing are experiences; both are human experiences occurring ever-changing. This attention to nursing’s infl uence simultaneously. Understanding simultaneity is fun- on communities and society supports our focal area damental to the diagnosis and treatment of human of multicultural health by providing opportunities for experiences and responses. scholarship, research, teaching, and community ser-

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vice. The curricula promote and facilitate analytical ciation defi nition of nursing as a profession; and from reasoning, critical thinking, evidence based practice, the intellectual disciplines of natural and social sci- and the ability to construct knowledge. Quality of life ences, psychology, education, administration, and the and the health care needs of individuals, families, and humanities. The nine processes which comprise the communities inform and reform the curricula as fac- practice of nursing and upon which the undergraduate ulty and students engage in the scholarly search for curriculum is based include change, communication, meaning and understanding in professional nursing. critical thinking, leadership, nursing, professionalism, The philosophy of the Division of Nursing articu- research, teaching/learning and multicultural health. lates with the University mission through the major characteristics of quality education, religious dimen- Outcomes sion, community service, and a caring environment In accordance with The Essentials of Baccalaure- which celebrates the diversity of students, faculty, and ate Education for Professional Nursing Practice of community. The nursing faculty embrace Barry Uni- the American Association of Colleges of Nursing, the versity’s international dimension, respect for human faculty identifi ed the following outcomes expected of dignity, Dominican spirit of scholarship and service each student at the end of the baccalaureate program and commitment to social responsibility and leader- in nursing: ship. ¥ Synthesize knowledge, skills, and technology from the practice and science of nursing, the arts, Purpose humanities, and the sciences to engage in critical The undergraduate nursing program consists of the thinking and the nursing process, incorporating the generic BSN programs and the RN to BSN program. mind, body, and spirit, in the care of diverse indi- The undergraduate program is based on a Judeo- viduals, families, and communities. Christian heritage and humanistic framework which ¥ Incorporate nursing and health related research seeks to lay a foundation for safe, compassionate and fi ndings in the delivery of comprehensive nursing multiculturally sensitive professional practice. The care. undergraduate program prepares clinically compe- ¥ Adapt practice, teaching, and communication tent professional registered nurses for employment through knowledge of multicultural norms and be- settings that require: critical thinking and leadership/ liefs. management skills to communicate with patients and ¥ Incorporate strategies for health promotion, risk other health care providers; participation in change reduction, and disease prevention in the care of di- related to the provision of nursing care; the inculca- verse individuals, families, and communities. tion of nursing and health related research; the ability ¥ Integrate leadership and management principles to educate individuals, families, and communities to coordinate, manage, delegate, and evaluate care regarding health promotion, risk reduction, and dis- with diverse individuals, families, and communi- ease prevention; participation in continued personal ties in multiple contexts. and professional growth; and preparation for graduate ¥ Coordinate care for diverse individuals, families, study in nursing. and communities through collaboration with the multidisciplinary healthcare team. Curriculum ¥ Evaluate the impact of political, legal, and ethical factors on the health of individuals, families, and The nursing faculty has developed a contemporary communities and the effect of the students’ partici- curriculum designed to prepare nursing students for pation in those processes. professional nursing practice in the new millennium. ¥ Embrace professional practice through assuming The new program is grounded in Community Based responsibility and accountability for actions and a Education (CBE). In community based education, commitment to education and self evaluation. each defi ned community is a unique, multidimen- sional context for learning. Educational opportunities provide a variety of healthcare delivery experiences Accreditation that are determined by the needs and resources of The program is approved by the Florida Board of both the community and the nursing program. CBE Nursing, 4080 Woodcock Drive, Suite 202, Jackson- requires ongoing partnerships among students, faculty ville, FL 32207, and is accredited by the Commission and community members. on Collegiate Nursing Education. The master’s nursing The undergraduate curriculum in the Division of education program is accredited by the Commission Nursing is based on nine signifi cant processes. These on Collegiate Nursing Education. Accreditation is processes evolve from beliefs about human beings an indication of public approbation, attesting to the and their environment; the American Nurses Asso- quality of the educational program and the continued

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commitment of the sponsoring institution to support The Center for Nursing Scholarship guides, the program. For further information about the accred- supports, and assists with the discovery, application, itation of the program, please contact the Commission integration and dissemination of scholarly work of on Collegiate Nursing Education, One Dupont Circle, the nursing faculty and students. The Center is guided NW, Suite 530, Washington, DC 20036-1120, (202) by Boyer’s model of scholarship, which includes the 887-6791. scholarship of discovery, application, integration, and teaching. The Center provides support in the creation Options of scholarly activities that affect multicultural health, guide faculty and students in the design of scholarly The baccalaureate degree in nursing may be earned inquiry, assist with the dissemination of scholarly in several ways, depending upon the previous educa- work, houses scholarly resources for faculty and stu- tion of the student. Students who are entering from dent use, provides support to develop skills in proposal high school or with some credit from other colleges writing and publishing, reviews IRB proposals to as- or universities, including licensed practical nurses sist faculty and students, and supports scholarship that (L.P.N.s), enter the Basic Option. Ordinarily, the Basic is created/formed by practice, community services, Option takes four years to complete. Although courses and /or teaching. may be taken in the summer, no summer classes are The Division of Nursing supports the Lambda Chi required to complete the Basic Option. Exceptional Chapter of Sigma Theta Tau International, the in- students willing and able to carry heavier course loads ternational honor society for nursing. The purposes are able to complete the Basic Option in three years. of Sigma Theta Tau International are to: recognize This plan would require summer enrollments. superior academic achievement; recognize the devel- Those students in the Basic Option who have opment of leadership qualities; foster high professional earned the required amount of credit by the end of standards; encourage creative work; and strengthen their sophomore year and who meet other criteria, commitment to the ideals and purposes of the pro- may accelerate their programs by joining the Two- fession. Lambda Chi sponsors an annual research Year Transfer Option. conference and provides other programs of profes- The Accelerated Option may be chosen by students sional and scholarly interest. who have at least a bachelor’s degree in another fi eld and a 2.7 GPA in course work leading to a bachelor’s degree, or by those who have at least a 3.0 GPA and Americans With Disabilities Act meet other criteria as described below. RNs matricu- In keeping with its mission and goals, and in com- late in an option designed for them. Each option and pliance with Section 504 of the Rehabilitation Act of the pertinent eligibility criteria are described in detail 1973 and the Americans with Disabilities Act, Barry below. University’s Division of Nursing promotes an envi- ronment of respect for and support of persons with Continuing Education Offerings disabilities. The two categories of individuals with disabilities are: a) individuals with a physical or men- In addition to the degree programs, the Division of tal impairment that substantially limits one or more Nursing is approved by the Florida Board of Nursing major life activities; and b) individuals with a record to provide non-credit continuing education offerings of physical or mental impairment that substantially for registered and licensed practical nurses, and offers limits one or more major life activities. Major life ac- many opportunities for student intellectual growth and tivities include caring for oneself, performing manual service. tasks, walking, seeing, hearing, breathing, learning, and working. Opportunities for Student Growth and The term “physical impairment” includes, but is Service not limited to: orthopedic, visual, speech and hear- Among the opportunities for student activities is ing impairments; cerebral palsy, epilepsy, muscular the Nursing Student Association which is a chap- dystrophy, multiple sclerosis, cancer, heart disease, ter of the National Student Nurses Association. The diabetes, HIV disease (symptomatic and asymptom- NSA offers fi nancial aid opportunities and provides atic), tuberculosis, drug addiction, and alcoholism. for students to pursue activities of their choice for Mental impairments include mental or psychological community service, student recognition, and student disorders such as mental retardation, organic brain socialization. This is the pre-professional organization syndrome, emotional or mental illness, and specifi c for nursing students. Active membership as a student learning disabilities. is rewarded by a special membership in the Florida Individuals applying for admission, progression Nurses Association after graduation. to clinical courses, and graduation from nursing must

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be able to meet the physical and emotional require- The faculty, having accepted that nursing is a ments of the academic program. Individuals who pose practice discipline with cognitive, sensory, affective a direct threat to the health or safety of others or to and psychomotor requirements, have adapted a list themselves may be denied admission, progression, or of “Core Performance Standards” based on a docu- graduation. The division’s determination that a person ment of the Southern Council on Collegiate Education poses a direct threat will be based on an individualized for Nursing. It will provide an objective measure assessment that relies on current medical evidence or upon which an individual and the faculty can base in- on the best available objective evidence to assess: formed decisions regarding whether the individual is a) the nature, duration and severity of the risk; and “qualifi ed” to meet the requirements of the academic b)the probability that the potential injury will actually program. Each standard has an example of activities occur. which a student would be required to perform while enrolled in a nursing program.

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Core Performance Standards for Admission, Progression, and Graduation

Performance Standard Examples of Necessary Activities (Not all inclusive)

Critical Thinking Critical thinking ability suffi cient for Identify cause-effect relationships in critical clinical judgment situations, develop nursing care plans.

Interpersonal Interpersonal abilities suffi cient to interact Establish rapport with patients/clients and with individuals, families, and groups from colleagues. a variety of social, emotional, cultural, and intellectual backgrounds

Communication Communication abilities suffi cient for Explain treatment procedures, initiate health interaction with others in oral and written teaching, document and interpret nursing form actions and patient/client responses. Give oral and written reports to other members of the health care team.

Mobility Physical abilities suffi cient to move from Move around in patient rooms, work room to room and maneuver in small spaces, and treatment areas, administer spaces cardiopulmonary resuscitation procedures. Meet responsibilities in a timely manner.

Motor Skills Gross and fi ne motor abilities suffi cient to Calibrate and use equipment; safely position, provide safe and effective nursing care lift, and transfer patients/clients.

Hearing Auditory ability suffi cient to monitor and Hear monitor alarm, emergency signals, assess health needs auscultatory sounds, cries for help.

Visual Visual ability suffi cient for observation and Observe patient/client responses at a assessment necessary in nursing care distance and close at hand. Comprehend three-dimensional relationships and spatial relationships of objects.

Tactile Tactile ability suffi cient for physical Perform palpation, auscultation, percussion assessment and functions of physical examination and/or those related to therapeutic intervention.

Social Behavior Compassion, integrity, interpersonal skills, Develop a mature, sensitive and effective interest and motivation relationship with clients.

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Bachelor of Science in Nursing The following are the admission application dead- lines and notifi cation date for Barry University’s (B.S.N.) Division of Nursing undergraduate programs: Admission File Applicant BASIC OPTION Completion Notifi cation Admission Requirements Dates Dates Applicants are notifi ed in writing of the admission February 1 February 28 decision after all application materials have been re- ceived and evaluated. Completion of the admission May 1 May 31 fi le is the responsibility of the applicant. Meeting the July 2 July 31 admission requirements does not guarantee admis- sion to the Division of Nursing. Applicants entering September 4 October 1 from high school or with fewer than 12 college credits must meet general university admission requirements, November 1 November 30 as well as the following criteria for the Basic Nursing Admission to nursing does not guarantee progres- Option: sion to clinical nursing courses or graduation. The (1) completion of high school or college courses in nursing faculty reserves the right of retaining, pro- biology and chemistry (with laboratories) with gressing, and graduating those students who, in its a minimum grade of C in each, judgment, satisfy the requirements of scholarship, (2) completion of Algebra II or equivalent, with a health, and personal suitability to practice profession- minimum grade of C, al nursing. (3) achievement of minimum total score of 970 on the SAT I or 20 on the ACT, and Background Checks (4) achievement of a minimum of a 3.0 cumulative Clinical agencies require students to be fi ngerprint- high school grade point average. ed, pass drug screening and background checks and Applicants who have completed 12 or more college clear the HHS/OIG list of excluded individuals and the credits who do not have a bachelor’s degree must meet GSA list of parties excluded from federal programs. general University admission requirements as well as Compliance with this requirement and satisfactory the following criteria for the Basic Nursing Option: fi ndings are essential for clinical placement and pro- (1) achievement of a minimum of a 3.0 cumulative gression. Students who fail to submit to a background college grade point average, with fewer than 5 check or students whose background checks indicate Ws, Ds, or Fs. a conviction as specifi ed in Florida Statutes Title XXI, (2) Earned at least a C in each of the required Chapter 435.04 Level 2 Screening Standards or stu- science courses taken (anatomy, physiology, dents who refuse to provide a copy of the results to a microbiology, biochemistry) without repeats. clinical agency upon request will be unable to remain LPN applicants must meet the above requirements in the nursing program. applicable to them as well as the following: (1) achievement of at least an 80% average in prac- tical nursing coursework, and Progression to Clinical Courses (2) hold a current Florida L.P.N. license or proof of Admission to the university does not guarantee eligibility to sit for the NCLEX-PN. progression to the fi rst clinical nursing course. The An interview with an academic advisor may be re- following are the criteria for progression to the fi rst quired. clinical nursing course, NUR 283-Health Assessment Across the Lifespan, which is taken in the sophomore year. (1) Completion of human anatomy, physiology, mi- crobiology, and biochemistry (with labs) with at least a C in each course; (2) attainment of a 2.00 (C) average in courses tak- en in the natural and behavioral science block;

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(3) attainment of a 2.50 (C) cumulative grade point TWO-YEAR OPTION average in all coursework completed at Barry or Students in the Basic Option may accelerate their 2.70 for transfer credit; program with the Two-Year Option. In this option, the (4) completion of 30 credits of coursework appli- qualifi ed student may complete all the nursing courses cable to nursing; and in two years. To progress into this option, the student (5) submission of evidence of health status accept- must meet the following requirements: able for the practice of nursing, health insurance (1) earn at least a B in NUR 200, NUR 215, NUR 216, (see Health Insurance Section of this Catalog), NUR 220, NUR 212, and NUR 283; CPR certifi cation, submission of background (2) earn at least a C in each liberal arts course taken checks, and liability insurance. The liability with the 200 level nursing courses; insurance fee will be charged to all nursing stu- (3) have no more than 12 liberal arts credits to com- dents unless proof of other insurance coverage plete by the end of the sophomore year; and is provided to the Business Offi ce. (4) earn at least a 3.00 cumulative grade point aver- The following are policies regarding continued age. progression in nursing: At the end of the sophomore year, students eli- (1) Nutrition in Clinical Care (DIN 271) and gible for the program will enroll in junior courses in Developmental Psychology (PSY 382) must be the summer and fall semesters, and take their senior taken prior to NUR 320. courses in an accelerated spring semester. (2) yearly submission of a report of an examina- For accurate advising, students planning to enroll in tion indicating good mental and physical health, the Two-Year Option should confer with their advisors health insurance (see Health Insurance Section while taking the science and liberal arts requirements. of this Catalog), CPR certifi cation, and liabil- Students admitted to the Two-Year Option must earn ity insurance. The liability insurance fee will a minimum of C in juniors and senior level courses in be charged to all nursing students; however order to progress in the option. After conferring with students who provide proof of comparable lia- their advisor, students in the Two-Year Option may bility insurance coverage to the Business Offi ce elect to complete the program in the Basic Option. within 30 days of billing will have their account credited for the premium. THREE-YEAR OPTION (3) In the event a grade lower than a C is received Academically well-qualifi ed freshmen may wish to in any undergraduate nursing course, the stu- choose a faster option through which to complete the dent must submit a letter to the Student Affairs nursing program. In order to qualify, a student must Committee before the start of the course the enter with at least a B average and be able to maintain student wishes to repeat requesting permission that average throughout the nursing program. This to repeat the course and continue in the nursing option requires summer study as well as the usual aca- program. The faculty members of the Student demic years. Affairs Committee will evaluate the student’s academic and advisee records. Depending upon this evaluation, the student may be allowed to L.P.N. to B.S.N. OPTION repeat the course or be advised that permission This program is similar to the Basic and Two-Year has not been granted, and therefore, the student Options but allows the qualifi ed L.P.N. to test out of cannot continue in the nursing program. some nursing coursework. These courses include: (4) One nursing course may be repeated one NUR 212 Therapeutic Nursing Interventions 3 time with the consent of the Student Affairs DIN 271 Nutrition in Clinical Care 3 Committee. A student receiving a second failure Total 6 in any undergraduate nursing course will not be All other coursework remains the same as the Basic permitted to continue in the nursing program. Option. The course sequence, part-time or full-time (5) The grades of D, F, W, WP, and WF are con- status, and method to earn credit for other courses will sidered the same as a grade lower than C when be decided between the student and his/her advisor. repeating any undergraduate nursing course.

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ACCELERATED B.S.N. OPTION (2) a current active license from the State of Florida, Admission to the Accelerated B.S.N. Option re- and quires: (3) professional liability insurance. (1) either a bachelor’s degree from an accredited col- lege or university, or completion of all liberal arts; Alternatives to Earn Credit (2) either a G.P.A. of 2.70 for the most recent 60 cred- Requirements of the program are met through its for those with a bachelor’s degree, or a GPA CLEP, nursing mobility and achievement examina- of 3.00 for those working on their fi rst bachelor’s tions or their equivalents, profi ciency examinations, degree; transfer, correspondence courses, or by enrolling in (3) at least a C in the four required sciences without courses at Barry University. To be accepted in transfer, having repeated a course; credit must have been completed with at least a grade (4) completion of all prerequisite and liberal arts of C at a regionally accredited college or university. courses, prior to entering clinical nursing courses. Please refer to the transfer credit policies in this cata- (5) An interview may be required. log for complete information. The student may earn Prerequisite course credit may be earned through credit through the School of Adult and Continuing CLEP, transfer, correspondence, or by challenging Education where courses are taught in a manner and in or enrolling in courses at Barry University. All nurs- time blocks appropriate for the adult working student. ing courses are taken full time at Barry during four 15-week terms beginning in January and ending the Profi ciency Examinations following May. One way in which the R.N. student may receive Because time in class or clinical approximates credit for a course at Barry University is by the profi - 40 hours per week, it is not usually possible to work ciency exam. For each specifi ed course there is a study during the year of enrollment in nursing courses. Ad- sheet available from the Division of Nursing with vance preparation should be made for fi nancing that course expectations. Profi ciency exams are available year. Some fi nancial aid and loans are available, and for the following: students are encouraged to seek assistance from the CHE 152 Biochemistry Financial Aid Offi ce. The cost for tuition and fees for BIO 220 Human Anatomy the nursing credits equals that for four full-time se- BIO 240 Physiology mesters. Books, uniforms, and other requirements will BIO 253 Microbiology be additional costs. NUR 301 Nursing Research Accelerated Option students who receive lower The examinations are taken for “CREDIT/NO than a C in a nursing course (D, F, W, WP, WF) may be CREDIT” and if a student achieves an acceptable approved for continuation in the Division of Nursing’s score, “CREDIT” for the course will be given. If an Basic Option by the Student Affairs Committee. acceptable score is not achieved, “NO CREDIT” will be given. This “NO CREDIT” will not go on a per- REGISTERED NURSE manent record and will not affect the grade average. (R.N. TO B.S.N.) OPTION It does mean that the student must enroll in, and pass, Graduates of state-approved diploma and associate the course. Profi ciency exams may not be repeated. degree programs in nursing are eligible to apply for admission to the baccalaureate program in the Reg- Nursing Credit By Examination istered Nurse Option. The program followed by the Registered nurses who are graduates of accredited R.N. students is designed to be as fl exible and respon- associate degree programs in the State of Florida will sive to individual student needs as possible within the be awarded 32 credits towards their bachelors degree constraints of curriculum, university and accredita- after successfully completing 21 credits of nursing tion requirements, and quality educational theory. The courses at Barry and submission of a portfolio. There length of the program for the R.N. student is depen- is a $35 per credit fee for each credit awarded. Those dent upon the amount of acceptable transfer credit; RNs who do not meet these criteria earn 32 nursing success in completion of CLEP, profi ciency, and nurs- credits through examination by taking the nursing ing examinations; and part-time or full-time status. mobility exams. Testing is designed to evaluate previ- In most instances a minimum of two years should be ous learning and experience. It includes three content anticipated for completion. areas in three test booklets. Credit by exam is also Admission to the R.N. to B.S.N. Option requires: awarded for success on Excelsior College exams. (1) a cumulative G.P.A. of 2.70; and

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Excelsior College Exam 554 (19 credits) in lieu of other nursing courses until earning a grade of NUR 220 Nursing Care of Individuals, Families, C or better in the repeated course. If a student & Communities; NUR 320 Nursing Care of earns a D or an F in NUR 481, NUR 483, NUR Families: Adult/Elderly; NUR 489 High Acuity 493, or NUR 494, the student must have per- Nursing of the Adult; NUR 491 Nursing Care of mission from the Student Affairs Committee to the Older Adult repeat the course. Only one nursing course may Excelsior College Exam 457 (8 credits) in lieu of be repeated. NUR 325, Nursing Care of Families: Parent/ ¥ Submit on an annual basis a report of an ex- Child amination indicating good mental and physical Excelsior College Exam 503 (5 credits) in lieu of health, health insurance (see Health Insurance NUR 380, Nursing Care of Families: Mental Section of this Catalog), CPR certifi cation, and Health Nursing liability insurance. The liability insurance fee Interested students should contact the Division of will be charged to all nursing students; however Nursing for current information on where and when students who provide proof of comparable lia- these tests are offered. R.N. students may take them bility insurance coverage to the Business Offi ce in any order they choose. It is advisable to begin test- within 30 days of billing will have their account ing as early in the program as possible. These tests credited for the premium. may be repeated once; after the second failed attempt, In order to graduate with honors, a student must the student will be asked to enroll in the correspond- complete at least 56 credit hours at Barry University ing course or a tutorial for that course. Tutorials will carrying letter grades of A, B, C, or D, and must have be taken for credit/no credit only. There is a $35 per a cumulative grade point average of at least 3.50. credit fee for each credit by examination awarded.

Equivalent Credit Alternatives R.N./B.S./B.A. to M.S.N. BRIDGE OPTION Qualifi ed R.N. students may be eligible to receive Registered nurses with bachelor’s degrees in other some credit in place of taking related mobility tests. fi elds, who have a GPA of 3.0 or higher, may apply These alternatives include national certifi cation in an directly for admission to the Masters Program in area of clinical nursing practice. Details are available Nursing. See the graduate catalog for complete infor- from the Associate Dean. mation.

Sequence for Beginning Required TRANSPORTATION Nursing Courses Students are responsible for providing their own The following criteria must be met before an R.N. transportation to and from all health agencies and student is eligible to take the fi rst nursing course: other selected experiences such as home visits to pa- 1. completion of at least half of the credits for each of tients, parents, and families. Car pooling to clinical the following distribution requirements; sites is acceptable for clinical experiences in hospitals. a. Philosophy/Theology 9 cr. Students must have access to their own car during the b. English/Speech 9 cr. community health clinical experiences. c. Science/Mathematics 19 cr. d. Social/Behavioral Sciences 9 cr. RN LICENSURE (NCLEX-RN) e. Arts/Humanities 9 cr. f. Computer/Open Elective 7 cr. Upon completion of all nursing program require- 2. All “Nursing Credit by Examinations” must be ments, including passing a nationally standardized successfully completed prior to taking NUR 481. If comprehensive examination, the graduate is eligible the student is required to take a tutorial to complete to take the National Council Licensure Examination the requirements for any of these four examina- (NCLEX-RN). As part of the licensure application tions, the tutorial must be successfully completed process, arrest and court records of fi nal adjudication prior to enrolling for NUR 481. for any offense other than a minor traffi c violation must be submitted to the Board of Nursing for review. Applications of those who have been convicted of a R.N. Progression felony and whose civil rights have not been restored In order to progress in the nursing courses, the stu- are considered to be incomplete until documentation dent must of restoration of civil rights is received. ¥ Maintain at least a 2.00 GPA; The application and records should be fi led at least ¥ Repeat any nursing course in which less than 90 days before the examination date in case a student a C was earned. The student may not enroll in may be required to appear before the Board.

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NURSING PROGRAM REQUIREMENTS: NUR 301 Research in Nursinkg NUR 320 Nursing Care of Families: Adult/Elderly BASIC, TWO-YEAR, THREE-YEAR, L.P.N. NUR 325 Nursing Care of Families: Parent/Child and ACCELERATED OPTIONS NUR 380 Nursing Care of Families: Mental Health Distribution and Pre/Corequisite Courses for stu- Nursing dents working on their fi rst bachelor’s degree (68 NUR 489 High Acuity Nursing of the Adult credits): NUR 490 Community/Public Health Nursing NUR 491 Nursing Care of the Older Adult ENG 111/112 English Composition and Research NUR 493 Nursing Leadership SPE 101 Fundamentals of Speech BIO 220 Introductory Human Anatomy (with lab) BIO 240 Introduction to Human Physiology (with R.N. to B.S.N. OPTION (62 cr.) lab) Distribution & Prerequisite Courses: BIO 253 Introductory Microbiology (with lab) Human Anatomy + lab CHE 152 Introduction to Organic and Biological Microbiology + lab Chemistry (with lab) Biochemistry + lab MAT 152 Elementary Probability and Statistics Physiology + lab PSY 281 Introduction to Psychology Statistics PSY 382 Developmental Psychology English Composition (6 cr.) SOS Any History, Economics, Geography, Political Science Speech ANT/SOC Any Anthropology or Sociology Social and Behavioral Science Distribution (9 cr.) PHI Philosophy Distribution Humanities and Arts Distribution (9 cr.) THE/PHI 353 Biomedical Ethics Philosophy Distribution (3 cr.) THE Theology Distribution Theology Distribution (3 cr.) HUM and ARTS Bio-Medical Ethics (3 cr.) Humanities and Arts Distribution (9 cr.) Computer Elective DIN 271 Nutrition in Clinical Care Open Elective CS 180 Introduction to Computers OPEN Open Elective Nursing Major: R.N. to B.S.N.; Options (28 cr.) (In addition to 32 credits by Prerequisite Courses for students with a previous bachelor’s degree (44 credits): validation or examination) BIO 220 Introductory Human Anatomy (with lab) NUR 301 Research in Nursing BIO 240 Introduction to Human Physiology (with NUR 303 Professional Processes lab) NUR 481 Community Health Nursing BIO 253 Introductory Microbiology (with lab) NUR 483 Health Assessment CHE 152 Introduction to Organic and Biological NUR 488 Health Care Trends and Politics for Nurses Chemistry (with lab) NUR 493 Nursing Leadership MAT 152 Elementary Probability & Statistics NUR 510 Advanced Pathophysiology PSY 281 Introduction to Psychology NUR 520 Nursing Informatics PSY 382 Developmental Psychology PSY/SOC One course in either of these areas Course Descriptions— DIN 271 Nutrition in Clinical Care PHI/THE Philosophy and Theology courses (6 cr.) Nursing Prefi x: NUR THE/PHI 353 Biomedical Ethics (Theory credits, 1 cr = 15 hours; Clinical credits, CS Computer Elective 1 cr = 45 hours) Nursing Major: Basic, Two-Year, Three- 110 Orientation for Nursing Students (Theory 1) Year, Assists beginning nursing students to adjust to life in L.P.N., and Accelerated Options (60 cr.) the university and the Division of Nursing. Introduces NUR 110 Orientation for Nursing Students students to the mission and values of the university, NUR 200 Introduction to Professional Nursing school, and nursing profession and explains how the NUR 211 Medication Calculation for Nurses goals and expectations of the nursing program are con- NUR 212 Therapeutic Nursing Interventions gruent with these beliefs. Content includes essential NUR 220 Nursing Care of Individuals, Families, & skills needed for academic success at Barry University Communities Division of Nursing. NUR 215 Pharmacology NUR 216 Pathophysiology 199 Special Topics (Theory 1-3) NUR 0215 SI: Pharmacology Content to be determined each semester as requested NUR 0216 SI: Pathophysiology by faculty and/or students to fi ll specifi ed needs or in- NUR 283 Health Assessment Across the Life Span* terests.

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200 Introduction to Professional Nursing supporting students’ learning needs related to altera- (Theory 2) tions in biological patterning that affect the homeo- Introduces the beginning-nursing student to the con- stasis and hemodynamics in human beings across the cepts, theories, and issues of the professional nurs- lifespan. ing role. Introduces the eight processes, which frame 220 Nursing Care of Individuals, Families, & the undergraduate curriculum, within the context Communities (Theory 3, Clinical 2) of the philosophy of the Division of Nursing and a Discusses health promotion issues ranging from the lo- community-based program, which guides the total cal community to a global perspective using the epide- curriculum. The essential processes include change, miological and ecological models. Focuses on healthy communication, critical thinking, leadership, nursing, individuals, families, and communities. Introduces professionalization, research, and teaching/learning. students to health/illness factors as they explore health Other concepts include mind-body-spirit unity and the promotion, illness prevention, and systems protection. cultural aspects of individuals. Facilitates an under- Prerequisites: NUR 200, 216, 283 standing of nursings’ historical development and the role of the nurse in today’s healthcare delivery system. DIN 271 Nutrition in Clinical Care (Theory 3) Prerequisites: BIO 220, BIO 240, BIO 253, CHE 152 Introduces essentials of optimum nutrition of health and disease; macronutrients and energy metabolism; 211 Medication Calculation for Nurses (Theory 1) vitamins and minerals; nutrition and diet for the client. Provides an intense, interactive program of study of Prerequisites: BIO 220, CHE 152. medication dosage calculations. Includes the applica- tion of specifi c formulas that lead to safe medication 283 Health Assessment Across the Life Span calculation. (Theory 3, Clinical 1) Introduces the concepts and skills of health assessment 212 Therapeutic Nursing Interventions (Theory across the life span, including health history and in- 1, Lab 0.5, Clinical 1.5) terviewing. Students perform complete system assess- Focuses on the acquisition of therapeutic nursing ments of well children, adults, and elderly clients in interventions that support, promote, restore, and community settings. Prerequisites: BIO 220, BIO 240. optimize health in a variety of health care settings. Nursing interventions are mastered in the laboratory 300 Special Topics (Theory 1-3) setting and provide a foundation for nursing practice. Content to be determined each semester by the School Prerequisites: NUR 200, 216, 283 as requested by faculty and/or students to fi ll specifi ed needs or interest. 215 Pharmacology (Theory 3) Iincludes the various classifi cations of pharmacologic 301 Research in Nursing (Theory 3) agents. Addresses the professional nursing implica- Introduces principles and process of nursing practice tions for safe administration, observation for desired research: study of problem identifi cation and defi ni- effects, and recognition and treatment of adverse drug tion, study design, data collection techniques, inter- reactions and/or interactions. Prerequisites: BIO 220, pretation and critique of research reports, and the de- BIO 240, BIO 253, CHE 152; Corequisite: NUR 0215 velopment of abilities as an intelligent consumer of nursing research. Prerequisite or Corequisite: MAT 0215 SI: Pharmacology (Theory 1) 152. This course is a supplemental instruction to NUR 215 Pharmacology. Using a variety of strategies including 303 Professional Processes (Theory 3) (R.N. to quizzes, discussion, and tutorials, the focus is on sup- B.S.N.) porting students’ learning needs related to the various Examines the health care delivery system based on the classifi cations of pharmacologic agents as well as the 8 processes inherent in the curriculum: change process, nursing implications for safe administration of medi- communication process, critical thinking, leadership/ cations. management process, nursing process, professionaliza- tion process, research process, and teaching/ learning 216 Pathophysiology (Theory 3) process. Prerequisite: MAT 152, PHI 353, CS 180. Focuses on alterations in the biological patterning that affect the homeostasis and hemodynamics in human 320 Nursing Care of Families: Adult/Elderly beings across the lifespan. Prerequisites: BIO 220, (Theory 3, Clinical 3) BIO 240, BIO 253, CHE 152; Corequisite: NUR 0216 Focuses on the professional practice of nursing indi- viduals and families within the context of acute and 0216 SI: Pathophysiology (Theory 1) restorative care environments. Emphasis is placed on This course is a supplemental instruction to NUR 216 the development of the role of nurse as provider and Pathophysiology. Using a variety of strategies includ- manager of care. Prerequisites: NUR 212, 220, NUR ing quizzes, discussion, and tutorials, the focus is on 215, NUR 216.

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325 Nursing Care of Families: Parent/Child 489 High Acuity Nursing of the Adult (Theory 4, Clinical 4) (Theory 3, Clinical 3) Focuses on meeting the parent-child and adolescent Provides for the acquisition and synthesis of health- health needs of individuals and families within the care knowledge with an emphasis on the adult popu- community. Emphasis is placed on providing a con- lation in an acute care environment. Apply the nurs- tinuum of care for at risk pregnant women, infants, ing process, problem solving techniques, and critical children, and adolescents with acute or chronic con- thinking in caring for clients with multi-system dis- ditions. Special focus placed on the unique role of ease processes. Prerequisite: NUR 320, NUR 325, nursing and its contributions to the parent-child health NUR 380. team. Prerequisites: NUR 320, PSY 382 490 Community/Public Health Nursing 380 Nursing Care of Families: Mental Health (Theory 2, Clinical 2) Nursing (Theory 3, Clinical 2) The theoretical and practical bases for public health Focuses on meeting the mental health needs of indi- nursing are presented. Knowledge from previous viduals and families within the community. Emphasis courses is integrated as students identify and analyze is placed on the nurse as provider and manager of care. the health care needs of aggregate populations and Special focus is placed on the unique role of the nurse independently plan and actualize public health inter- and the contribution of nursing to the mental health vention projects. Prerequisite: NUR 320, NUR 325, team. Prerequisites: NUR 220, NUR 216 NUR 380. 459 Independent Study (Theory 1-3) 491 Nursing Care of the Older Adult Provides opportunity for an in-depth investigation in (Theory 1, Clinical 1) an area of nursing of special interest to the student. Details the complex health needs and societal issues of Student is primary course designer assisted by a nurs- the elderly in our society. Opportunity to manage the ing faculty member. Prerequisites: Senior status and health care needs of older clients in a variety of set- permission of Associate Dean of the Undergraduate tings while identifying the sociological and political Program. challenges that are unique to clients in this age group. 481 Community Health Nursing (Theory 3, Prerequisite: NUR 320, NUR 325, NUR 380. Clinical 3) (RN to BSN Only) 493 Nursing Leadership (Theory 3, Clinical 3) Focuses on health promotion and illness prevention, Introduction to the professional and social issues of synthesis and application of nursing skills and theory leadership roles and clinical management functions. while caring for individuals, families, and aggregates Assists the student in cultivating and acquiring the as an integral part of the community. Students study leadership skills needed to be innovative and prepared public health principles, and experience an in-depth to function in tomorrow’s healthcare environment. relationship with client(s) over extended period of time Prerequisite: NUR 489. in variety of community settings to become familiar 493R Nursing Leadership (Theory 3) (R.N. Only) with the many roles of the community health nurse. Introduction to the professional and social issues of Prerequisites: “Nursing Credit by Examination” (32 leadership roles and clinical management functions. crs.) or tutorials. Assists the student in cultivating and acquiring the 483 Health Assessment (Theory 3) leadership skills needed to be innovative and prepared (R.N. to B.S.N. only) to function in tomorrow’s healthcare environment. Introduces the concepts and skills of health assessment 510 Advanced Pathophysiology (Theory 4) with focus on well adults and children. Prerequisites: Compares and contrasts physiological and pathological BIO 220, BIO 240, BIO 253, CHE 152. changes that affect homeostasis of individuals across 488 Healthcare Trends and Politics for Nurses the lifespan. Current research based knowledge is ap- (Theory 3) plied to pathological changes in selected disease states. Introduction to the present realities of the healthcare 520 Nursing Informatics (Theory 3) industry, the stages of public policy development, Introduction to concepts of computer and informa- and political activism. Focuses on paradigmatic shifts tion science as they relate to nursing informatics. and trends impacting healthcare today, which will af- Introduction and refi nement of skills necessary to fect the new professional nurse. Connects policy and gather and dispense nursing data and nursing infor- politics to practice. Prepares the student to proactively mation as they relate to nursing science. Exploration plan and function in a constantly changing healthcare of computer programs and software relevant to nurs- environment, and empowers students to recognize ing administration, education, research, and practice their professional identities. Prerequisite: NUR 320, (nursing knowledge). NUR 325, NUR 380.

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ELLEN WHITESIDE McDONNELL SCHOOL OF SOCIAL WORK Debra M. McPhee, Ph.D., Dean Phyllis F. Scott, Ph.D., Interim Associate Dean Preeti Charania, LCSW, Director, MSW Program Michael P. Dentato, MSW, Director, BSW Program Gala Munnings, MSW, Director, Field Education Mabel Rodriguez, LCSW, Coordinator, BSW Field Education Carol Huffman, LCSW, Director of Admissions Faculty: Charania, Cook, Crawford-Brown, Cummins, Dentato, Engle, Gray, Huffman, Ingram-Herring, Lacey, Lewis, McPhee, Millenbach, Moreda, Munnings, Nuehring, Nowakowski-Sims, Pierce, Rodriguez, Rosenwald, Rullo, Scott, Singleton, Smith, Whelley

HISTORY OF THE SCHOOL quality and effectiveness of human services and social In the wake of community upheaval and turmoil well being throughout the region and nation. in the early and mid 1960’s there was a demand for professionally trained social workers. As there was PHILOSOPHY OF THE BSW PROGRAM not a school of social work in South Florida, Barry The BSW program will prepare students to be University established the fi rst graduate social work direct service generalist social workers. Much like program in South Florida in 1966 to help fi ll this need. a general practitioner in medicine, a direct service A Ph.D. in Social Work was introduced in 1983 to generalist social work practitioner must have a wide prepare advanced practitioner/scholars for leadership range of knowledge, methods, and skills. The work- roles within the profession and community. In 2000, er must be able to work with individuals, families, the School initiated a BSW degree program which small groups, and larger systems to promote the best was fully accredited by the Council on Social Work possible relationships between people and their en- Education in 2003. In 1984, the School was named the vironments. Direct service refers to the activities the Ellen Whiteside McDonnell School of Social Work to worker does to help consumers of service. These in- honor a woman who made a signifi cant contribution clude individual, family, and group counseling; case to the reform and development of social welfare pro- management; education; advocacy; referral; and work grams in the State of Florida. on behalf of clients in agency change and community organization. Understanding the connections between THE MISSION OF THE SCHOOL the problems of clients and the communities in which The mission of the school of social work is framed they are nested, the worker is able to move naturally by the values, ethics and social commitments of the and seamlessly from work with individuals, families, social work profession as well as those of Barry Uni- or groups to work in the agency, neighborhood, com- versity. The school’s primary purpose is the education munity, local, or larger level as needed and to use of social workers for all levels of professional prac- various methods as needed. tice that is characterized by competence, quality, and The ability to move seamlessly from one level of dedication to the principles of social and economic work to another is the hallmark of a direct service justice. The school is committed to the development generalist. The worker is able to move the work with of professional social workers who are drawn from di- their clients from the clients’ personal struggles to verse communities and who are prepared to engage in their community struggles within their capacity of social work practice that improves the quality of life what can realistically be accomplished. The “larger within those communities. Through professional and systems work” of the generalist develops from their Social Work

continuing education, knowledge development and direct service work. Conversely, a worker engaged School of professional action, the school aims to enhance the in community work will be able to move with con-

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stituents from their community struggles to help with • Practice without discrimination and with respect, personal struggles where appropriate. The connections knowledge, and skills related to clients’ age, between personal and communal problems/resources class, color, culture, disability, ethnicity, family are of paramount importance to the direct service gen- structure, gender, marital status, national origin, eralist practitioners and they are facile in shifting the race religion, sex, and sexual orientation; focus of work or of working with two or more foci. In • Understand the forms and mechanisms of op- addition, they are facile in using various methods as pression and discrimination and apply strategies they work in the various foci. of advocacy and social change that advance so- This notion of seamless practice is the organizing cial and economic justice; principle of the BSW curriculum. The liberal arts dis- • Understand and interpret the history of the tribution courses are selected to provide students with social work profession and its contemporary the cognitive tools and education necessary for the structures and issues; complex task of seeing, understanding, and assessing • Apply knowledge and skills of generalist social the connections between private troubles and public work practice with systems of all sizes; issues. This understanding is critical to seamless prac- • Use theoretical frameworks supported by tice. The courses within the major will prepare the empirical evidence to understand individual de- student for seamless practice. velopment and behavior across the life span and the interactions among individuals and between GOALS OF THE BSW PROGRAM individuals and families, groups, organizations, and communities; Consistent with the Mission of the School and to • Analyze, formulate, and infl uence social poli- fulfi ll the mission of the BSW Program, the follow- cies; ing program goals were developed. The program will • Evaluate research studies, apply research fi nd- prepare students: ings to practice, and evaluate their own practice 1. For seamless generalist social work practice in interventions; agency-based settings within the South Florida • Use communication skills differentially across context; client populations, colleagues, and communi- 2. To practice with, and on behalf of, diverse and ties; multicultural clients and communities and with • Use consultation and supervision appropriate to populations at risks, within a person-environ- social work practice; ment perspective; • Function within the structure of organizations 3. To practice with a commitment to the allevia- and social service delivery systems and seek tion of poverty, oppression, social injustice, and necessary organizational change. discrimination; 4. To practice guided by a social work identity, professional values, and ethical standards; BACHELOR OF SOCIAL 5. To practice with a clear understanding of the connections between public issues and personal WORK (BSW) troubles, and to seamlessly move from work at an individual level to work with larger systems ADMISSION REQUIREMENTS both with and on behalf of clients 6. To engage in lifelong professional growth and All undergraduate students entering Barry Univer- learning. sity must apply through university enrollment services and meet university standards for admission.

BSW Program Objectives BSW Major-Specifi c Admission Criteria: Graduates demonstrate the ability to: As a program that prepares students for beginning • Apply critical thinking skills within the context professional social work practice, the undergraduate of professional social work practice; program admits only those students who have the • Understand the value base of the profession and academic and personal qualifi cations for the profes- its ethical standards and principles, and practice sion. An interview with an academic advisor may be accordingly; required.

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Freshman Admission: DISTRIBUTION REQUIREMENTS AND 1. Total score of 970 on the SAT or 20 on the ACT CO-REQUISITES 2. High school grade point average of 2.7 Students majoring in social work will exceed the University’s distribution requirement of 45 credit Transfer Admission: hours. The Social and Behavioral Science area 1. College grade point average of 2.7 with no more includes 18 hours bringing the total distribution/co- than 5 Ws, Ds, or Fs requisite credit hours to 54. The courses social work 2. Students transferring as Juniors must complete the majors should choose from to fulfi ll the category of Request for Progression to Major Courses form in distribution and co-requisites are listed below. Avail- addition to the University Application ability of courses will vary by semester. Required Applicants are notifi ed in writing of the admis- courses are indicated with an asterisk. Strongly rec- sion decision after all application materials have been ommended courses are indicated by double asterisks. received and evaluated. Normally the review and noti- Availability of courses will vary by semester. fi cation process takes 4 to 6 weeks after the complete application materials are received. Completion of the Written Communication (6 hours) admission fi le is the responsibility of the applicant. ENG 111 Freshman Composition and Literature Exceptions to the admission policy may be granted ENG 112 Techniques of Research for special circumstances on a case-by-case basis by ENG 210 Introduction to Literature the Program Director. ENG 212 Processes and Strategies for Writing ENG 312 Advanced Composition Progression to Major Courses ENG 329 English Composition and Syntax (ACE) Admission to the University does not guarantee progression to the 300 level courses or to the fi eld- Oral Communication (3 hours) work and practice courses. COM 104 Interpersonal Communication The following are the criteria for progression to the COM 320 Family Communications (ACE) 300 level courses, which are taken in the junior year: SPE 101 Fundamentals of Speech 1. completion of Social Work 201 (Introduction to SPE 305 Theories of Communication Social Work) with a minimum grade of 2.7; 2. attainment of a 2.00 (C) average in courses taken in Theology (3 hours) the social and behavioral science block; THE 103 World Religions: Spiritual Experiences 3. completion of at least 30 hours of the course work of Human kind applicable to social work, including Sociology 201 THE 201** Faith, Belief, and Traditions and Psychology 281, with at least a C; THE 303 Comparative Religion 4. attainment of a 2.50 (C) cumulative grade point av- THE 306 Dynamics of Faith, Beliefs, and erage in all coursework completed at Barry or 2.70 Theology for transfer credit; THE 311 Sexuality, Sex and Morality 5. submission of the Request For Progression form. THE 312 Freedom and Virtue THE 325 Feminist Perspectives in Ethics The following are the criteria for progression into THE 327 Peace and Justice Field Education I and Practice II (SW 471) which are THE 331 Christianity and Culture taken concurrently in the senior year: THE 360 Women in the Church 1. attainment of a 2.50 (C) cumulative grade point av- THE 362 Women in the New Testament erage in all coursework completed at Barry; THE 372 Marriage and the Family 2. attainment of a 2.70 cumulative grade point aver- age in all social work coursework completed at Philosophy (6 hours) Barry; PHI 120** Critical Thinking 3. completion of 75 hours of volunteer experience; PHI 150 Philosophic Problems 4. submission of the Field Internship application PHI 220 Introduction to Philosophy form and acceptance into a fi eld internship place- PHI 260 Philosophy of the Human Person ment arranged by the fi eld work offi ce. PHI 292** Ethics PHI 304 Epistemology PHI 305 Problems in Philosophy PHI 308 Philosophy of Law PHI 314 Metaphysics PHI 318 Modern Philosophy

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PHI 319 Contemporary Philosophy SOC 204 Social Problems PHI 353** Biomedical Ethics SOC 246 Marriage and Family PHI 354 Environmental Ethics SOC 300 Schools and Society PHI 355 Philosophy of Politics SOC 301 American Family (ACE) PHI 370 Contemporary Moral Problems SOC 305 Issues in Culture (ACE) SOC 307 Race and Ethnicity Fine Arts (3 hours) SOC 332 Drugs and Society Any Art, Music, Theatre, Dance, or Photography SOC 370 Social Psychology Course except MUS 376 or MUS 476 SOC 372 Social Stratifi cation SOC 405** Sociology of Race, Class, & Gender** Humanities (6 hours) SOC 415 Women in Contemporary Society Any 2 Humanities distribution courses may be taken; SOC 417 Sociology of Death and Dying however, the selection of foreign language is strongly SOC 455 Sociology of the Family recommended Psychology 281* Introduction to Psychology Psychology 301 Psychology of Drug and Alcohol Natural and Physical Sciences (9 hours) Abuse MAT 107 General Education Mathematics Psychology 306 Psychology of Women MAT 109 Pre-calculus Mathematics Psychology 325 Theories of Personality MAT 152** Elementary Probability and Statistics * Psychology 329 Understanding and Coping with BIO 103 Biological Crisis Stress (ACE) BIO 120* Biology Overview for non-biology Psychology 370 Social Psychology majors * Psychology 382 Developmental Psychology BIO 215 Health and Wellness Psychology 410 Group Dynamics and Decision- BIO 300* Biology for Social Workers * Making (ACE) HIS 150 The Meaning of History Social And Behavioral Sciences (18 hours) HIS 201** U.S. People & Ideas I CRM 200** Introduction to Criminology HIS 202** U.S. People & Ideas II CRM 305 Women and Crime HIS 306** Twentieth Century America CRM 317 Elite and Organized Crime HIS 315 History of Florida CRM 328 Race, Class and Crime HIS 390** U.S. History since World War II ECO 201/202** Introduction to Macroeconomics Note: Must take at least one history course POS 201* American Government* POS 303 Public Policy and Administration (ACE) Computer Profi ciency (3 hours or a score POS 355 Environment and Politics (ACE) of 75% on computer placement waiver test) SOC 201* Introduction to Sociology* CAT 102 Basic Computer Applications SOC 202 Juvenile Deliquency CS 180 Introduction to Computers

School of Social Work Required Courses 1st Year and Sophomore Year Junior Year Senior Year SW 201 Introduction to Social Work SW 361 Human Behavior and the SW 471 Practice II SW 352 Social Welfare Policy Social Environment I SW 472 Practice III SW 362 Human Behavior and the SW 476 Practice IV Social Environment II SW 491 Field I SW 340 The Personal, Cultural, and SW 492 Field II Social Infl uences on Helping SW Elective SW 481 Research SW 376 Practice I Volunteer experience

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Minor in Sociology 366 Human Behavior and the Social Social Work students can earn a minor in sociology Environment II (3) by completing 18 hours in the sociology department. This is the second course of a two-semester sequence Students must successfully complete the following four providing content on theories and knowledge of hu- sociology courses plus two other sociology classes: man bio-psycho-social development and the inter- action between the range of social systems (society, SOC 201 Introduction to Sociology communities, organizations, families, and groups) SOC 370 Social Psychology which comprise the social environments of most hu- SOC 405 Sociology of Race, Class, and Gender man beings. Ecological systems theory, social con- SOC 423 Sociological Theory structivism and confl ict theory provide a basis for an examination of the systems which comprise the social Course Descriptions— environment and for understanding human behavior Social Work Prefi x: SW as infl uenced by the reciprocal interaction of social, cultural, and political factors. The impact of social 201 Introduction to Social Work (3) and economic injustices upon individuals, families, The introductory course will introduce the students to groups, and society is explored. the profession of social work, but it also introduces the students to generalist social work practice: social 376 Social Work Practice I (3) workers must be able to see the connection between This course introduces students to generalist social social issues and individual problems and then to work practice. This social work skills course introduc- move from individual problems to helping efforts in- es students to the wide spectrum of settings in which volving larger systems. services are offered. The focus will be on acquainting students with the skills needed for ethical and effec- 340 The Personal, Cultural, and Social tive generalist social work practice. The different roles Infl uences on Helping (3) practitioners assume in providing service to client sys- The course explores approaches to and activities of tems (e.g. individuals, families, groups, organizations, helping in various cultures and societies. The signifi - and communities) will be examined. Course topics in- cance of both giving and receiving help will be ex- clude professionalism, ethical decision making, criti- amined. The values associated with varying helping cal thinking, self awareness and culturally competent methods as well as their strengths and limitations will communication as well as an introduction to the vari- be explored. Emphasis will be placed on the impor- ety of skills implemented in each stage of a strengths- tance of seeing problems from multiple points of view based helping process. The student’s volunteer experi- and being able to help at individual, group, and com- ence provides opportunities for integrated learning. munity levels. 455 Ethnic Sensitive Social Work Practice (3) 352 Social Welfare Policy (3) This course helps students develop a culturally sensi- The Policy Course will introduce students to the con- tive perspective for work with members of minority nections between society’s organized public responses groups. It emphasizes the identifi cation and utilization to personal problems. In addition, content on policy for- of different theoretical models of practice that can be mulation, implementation, analysis, and change will re- effective in interventions with minority individuals, inforce and provide the context for seamless practice. families, groups, and communities. Pre- or co-requi- 365 Human Behavior and the Social site: Practice II. Environment I (3) 458 Social Work with Women (3) This is the fi rst of a two-course sequence that pro- This elective introduces students to the psychological vides a social work context for introducing students to and social development of women. Special problems theories and theoretical models that explain reciprocal faced by women (e.g., divorce, battering, depression, infl uences in shaping human behavior. This course ex- eating disorders) are discussed, and feminist interven- amines human growth and development from concep- tions described. Pre- or co-requisite: Practice II tion to very old age and death through the lens of psy- chosocial developmental theory and resiliency theory. 471 Social Work Practice II (3) The infl uence of race, culture, ethnicity, socio-eco- The second of four courses in the BSW Practice nomic status, gender, physical and cognitive capaci- Sequence introduces the skills of helping individu- ties, social and economic injustice, and sexual orien- als, families and groups within a community context. tation are presented as variables which play a central Grounded in the values and ethics of the profession, role in infl uencing the transactions between the person students learn the application and evaluation of skills and the environment. The interplay of social systems used in the initial phase of helping. Emphasis is on the with the developmental process is highlighted. relationship of the attributes of client systems, agency

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and community contexts, and worker roles in practice. 475 Social Work Practice with Refugees and The effects of oppression, the role of diversity, recog- Immigrants (3) nition of strengths and promotion of resilience in cli- This course is designed to examine the unique issues ent systems are considered. SW 491, Field Education affecting refugee and immigrant populations. As a re- I, must be taken concurrently with this course. sult, it provides a comprehensive perspective of social 472 Social Work Practice III (3) work practice – a perspective that entails the examina- This third practice course in the BSW program focus- tion of multiple factors that affect refugees and im- es on the development of professional skills unique migrants at the micro, meso, and macro levels, and to the middle/ongoing or work phase and the ending relevant practice approaches at each of those levels. phase and transitions. The strengths perspective inte- Pre-/Co-Requisite SW 340 gral to the interactional approach and life model of 476 Social Work Practice IV (3) social work practice provides the framework for this This course introduces students to generalist social course. Students will examine current knowledge, work practice in the context of organizations and com- professional values, and skills relevant to work with munities. It builds upon the knowledge that students a range of life stressors as they present themselves have gained in their previous practice courses on work within diverse populations and diverse communities. with individuals, families and groups. Particular atten- Critical to understanding the helping relationship and tion is devoted to the problems of vulnerable popula- essential skills is the student’s ability to respond to the tions living in oppressed communities and situations. ways in which individuals, groups, organizations and The course will include generalist practice skills in the communities are systematically oppressed and denied assessment of problems in organizations and commu- access to social, political, and economic resources. nities and will teach students various approaches to This course includes a specifi c focus on student skill the implementation of change methodologies. development related to: the identifi cation and assess- 481 Social Work Research (3) ment of service gaps within human service organiza- Social Work Research provides under-graduate social tions, professional social work role and function, me- work students with the necessary values, knowledge, diation of interpersonal and environmental stressors and skills for utilizing methods of research and evalu- with individuals, families, groups and communities, ation in their professional work. and the skillful navigation of the middle and ending phases of the helping relationship. Field Education II, 491 Field Education I (3) SW 492, must be taken concurrently with this course. A supervised educational experience with specifi ed educational objectives, completing the required hours per week in an agency setting for the duration of the fi eld placement semester. Field Education I requires a minimum of 224 hours. 492 Field Education II (3) A supervised educational experience with specifi ed educational objectives in an agency setting, complet- ing the required hours per week in an agency setting for the duration of the fi eld placement semester. Field Education II requires a minimum of 224 hours.

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Americans with Disabilities Act CORE PERFORMANCE STANDARDS FOR ADMISSION, MATRICULATION, AND In keeping with its mission and goals, and in com- pliance with Section 504 of the Rehabilitation Act of GRADUATION 1973 and the Americans with Disabilities Act, Barry All students must meet essential standards of be- University School of Social Work promotes an envi- havior for social work practice. The following chart ronment of respect for and support of persons with begins with the NASW Code of Ethics that identi- disabilities. The two categories of individuals with fi es the core values on which social work’s mission is disabilities are: a) individuals with a physical or men- based; it summarizes ethical principles that refl ect the tal impairment that substantially limits one or more profession’s core values; establishes a set of specifi c major life activities; and b) individuals with a record ethical standards that guide social work practice and of physical or mental impairment that substantially knowledge generation and knowledge dissemination limits one or more major life activities. Major life ac- and provides the principles on which the public can tivities include caring for oneself, performing manual hold social work practitioners, scholars, and educators tasks, walking, seeing, hearing, breathing, learning, accountable. These principles depict the scope of re- and working. sponsibility to which all students obligate themselves The term “physical impairment” includes, but is from the time of entry in the Barry University-School not limited to: orthopedic, visual, speech and hear- of Social Work. The Core Performance Standards are ing impairments; cerebral palsy, epilepsy, muscular based on the assumption that the standards, includ- dystrophy, multiple sclerosis, cancer, heart disease, ing the Code of Ethics, are exercised differentially diabetes, HIV disease (symptomatic and asymptom- in accord with a social worker’s role, but that in this atic), tuberculosis, drug addiction, and alcoholism. set of standards, correlated skill areas, and examples Mental impairments include mental or psychological of essential behaviors, all social workers, including disorders such as mental retardation, organic brain students in Barry University’s social work Bachelor, syndrome, emotional or mental illness, and specifi c Master, and Doctoral degree programs, will recognize learning disabilities. their professional responsibilities and criteria for pro- Individuals applying for admission, progression fessional conduct. In order to remain in good standing to junior and senior courses, and graduation from the in the School of Social Work, all students, as stated in School of Social Work must be able to meet the physical the NASW Code, “…must not allow their own per- and emotional requirements of the academic program sonal problems, psychosocial distress, legal problems, as well as performance expectations of professional substance abuse, or mental health diffi culties to inter- social work practice. Individuals who pose a direct fere with their professional judgment and performance threat to the health or safety of others or to themselves or to jeopardize the best interests of people for whom may be denied admission, progression, or graduation. they have a professional responsibility.” (p.23, NASW The school’s determination that a person poses a direct Code of Ethics). threat will be based on an individualized assessment that relies on current medical evidence or on the best available objective evidence to assess: a) the nature, duration and severity of the risk; and b) the probability that the potential injury will actually occur. Social work is a practice discipline with cognitive, sensory, affective and psychomotor requirements, and the faculty have adapted a list of “Core Performance Standards.” Each standard has an explanation of skill areas and an example of activities that a student would be required to perform while enrolled in a social work program. 7/14/2005

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Standards Skill Areas Description of Essential Behavior

Professional Ethics: Student:

Individual judgment and conduct is consistent Identifi es and maintains legal and ethical Refrains from socializing with clients; with established laws and the values and ethics standards in all practice and academic roles maintains boundaries with research of the social work profession as set forth in the and settings; seeks appropriate consultation participants and students they may teach. NASW Code of Ethics when necessary. Utilizes clinical supervision and/or refers client when needed interventions are beyond his/her competence.

Demonstrates integrity and trustworthiness in Keeps commitments to clients, research carrying out all professional/academic roles participants, students they may teach and and activities. colleagues.

Demonstrates academic integrity in the Refrains from cheating and plagiarism as preparation of written assignments, research defi ned in the student handbook. and scholarly papers.

Understands and appropriately applies laws Utilizes pseudonyms when discussing clients pertaining to client confi dentiality; protects in class or academic papers; protects research the well-being of research participants in participant identity in written reports of accord with IRB human subjects’ protection studies. guidelines. Submits research proposal to IRB for review prior to initiating research activities with human subjects.

Advocates for and advances change on behalf Participates in individual and/or group of vulnerable populations. activities at the local, state or national level, such as lobby day.

Demonstrates respect for the positive value of Willingly accepts and works with a diverse diversity. client caseload; designs research and scholarship that refl ect cultural validity.

Critical Thinking: Student:

Individual reasoning refl ects a comprehensive Applies a scientifi c, analytic approach Academic presentations refl ect a analysis that distinguishes fact from to practice, research and scholarship that comprehensive, inclusive, and relevant review inference; an individual’s conclusions and integrates the critical appraisal of social of appropriate literature. assigned meanings are grounded in relevant research fi ndings and the evaluation of social data, information and evidence. policies, program and practice outcomes. Process recordings refl ect student’s use of this knowledge in working with clients. Organizes information from extant bodies of knowledge and literature, or secures primary or secondary data, or a combination, and exercises logical thinking, analysis, and synthesis, comparison and contrast, to develop cogent understandings of scholarly issues.

Demonstrates an ability to integrate theory and practice in all academic work including research and fi eld education. This includes a demonstrated knowledge of the infl uence of social, political and economic factors in the evaluation of academic scholarship, research, client systems, organizations, and communities.

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Standards Skill Areas Description of Essential Behavior PROFESSIONAL USE OF SELF Task Management: Student:

Effective time/task management strategies Consistently completes quality work on Submits all required work without being guide all professional and academic schedule. prompted, and follows through with responsibilities and activities. fi eld placement or practicum terms and commitments on collaborative projects.

Punctually attends fi eld or practicum placements, meetings, and classes.

Acts responsibly with respect to Communicates in advance to all affected communication and negotiation of professional parties whenever there is an interruption and academic commitments. of planned attendance or task completion and identifi es appropriate alternatives when a change in plans is necessary to include instructors and advisors around absences or the late submission of assignments.

Self Awareness: Student:

A commitment to the process of self- Examines professional practice and academic Engages the challenge of self-refl ection and refl ection and self-critique assuming full strengths and weaknesses. self-critique process in all classroom, fi eld responsibility to protect peers, colleagues, education and practicum discussions and research participants, clients and others written exercises. from the adverse consequences of personal performance problems and behaviors. Solicits, accepts, and incorporates feedback Utilizes weekly supervisory sessions and/or with respect to performance. other forms of professional and academic advisement and mentorship.

If in a fi eld placement, submits required process recording and actively participates in fi eld supervision.

Seeks professional help and consultation when necessary.

Identifi es and addresses barriers to Makes the necessary adjustments to performance through the design and professional and/or academic workloads implementation of specifi c goals and strategies in the face of personal diffi culties that may for professional growth. adversely impact the quality of academic work or practice with clients.

Professional Relationships: Student:

All professional interactions refl ect Develops and maintains cooperative and Voices concerns to fi eld educator or respect, integrity, honesty, cooperation and collegial relationships with clients, colleagues, practicum mentor or faculty supervisors of collaboration as well as a clear understanding superiors, peers, students, research participants, assistantships in a respectful manner and in of professional role, authority and appropriate agency personnel, faculty, school staff, accordance with agency protocol. boundaries. advisors, and fi eld educators. Keeps fi eld advisor or doctoral faculty advisor informed of all issues that may arise in fi eld and works proactively with all parties to alleviate issues.

Honors and follows through on verbal and written agreements and commitments made with others.

Contributes as a constructive participant in Attends “Meet the Dean” sessions and offer academic and agency affairs. constructive suggestions to improve the quality of the program.

Cooperates, collaborates, and supports Co-authors publications with peers and social work and interdisciplinary colleagues faculty colleagues. in the knowledge-building and knowledge dissemination enterprise.

Identifi es and demonstrates an appreciation of Constructs culturally grounded research the uniqueness and commonalities, strengths/ and scholarship and intervention plans with resilience and limitations, and confl icting various client systems. values that characterize self and other individuals and groups. Prepares strengths-based social work research designs and assessments of clients.

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Standards Skill Areas Description of Essential Behavior Collaborates effectively with community Makes appropriate referrals of clients or resources and connects clients with local research participants, as appropriate, for client community resources. services.

Engages, maintains and appropriately Exits assigned fi eld placement or doctoral terminates relationships with diverse client practicum with proper notifi cation to all groups, faculty, university personnel, relevant parties, including clients, fi eld colleagues, students, organizations, educator or practicum mentor, and fi eld communities, and research participants in a advisor or doctoral faculty advisor. professional, responsible and respectful manner

Communication: Student:

All verbal, non verbal and written exchange Receives and responds appropriately to Speaks with dignity, respect, and sensitivity of information between self, clients, faculty, verbal, non verbal and written forms of to clients, colleagues, faculty, school staff, university personnel, and colleagues are communication with a wide range of client fi eld staff, research participants, students, and in accordance with established laws and systems and persons demonstrating an others at all times. professional standards. understanding of professional role and sensitivity to differences due to class, age, Prepares written and oral academic products culture, ethnicity, religion, gender, sexual and presentations with responsible content. orientation and physical or mental abilities without evaluation or judgment; effectively use language to communicate with others.

Demonstrates mastery of the English language. Prepares written documents that are clear, concise, accurate and complete and refl ect correct grammar, syntax, thought development and APA referencing format.

Demonstrates timely and appropriate Follows agency guidelines for record keeping receipt of, response to, and documentation SSW guidelines for record keeping if of communication with faculty, school deployed by the SSW. staff, peers, other colleagues, students, fi eld educators, advisors, research participants, and Uses process recordings to communicate clients as indicated. learning progress to fi eld educator and fi eld advisor.

Returns all calls or emails in a timely manner to faculty, school staff, peers, other colleagues, students, fi eld educators, advisors, research participants, and clients as indicated.

Attendance Policy Developmental Courses All courses taught in the BSW Program adhere To fulfi ll its responsibility to educate students, Barry to the following attendance policy: A total of 5 class University offers a series of developmental courses for hours of absence may result in automatic withdrawal the benefi t of those students who need to strengthen with W, WP, or WF if within the designated with- some of their skills. Students receiving a grade of IP drawal period, or with an automatic F if not. It is the in any developmental English or math course will be student’s responsibility to complete the withdrawal enrolled in the SAME course as a REPEAT in the during the designated withdrawal period. subsequent term. A section of ENG 095, reserved for The majority of coursework for the major and mi- such repeats, is marked on the printed class schedule nor must be completed in residence. as (FOR IP STUDENTS ONLY). All developmental courses must be completed successfully by the end of 45 credit hours or, in the case of transfer students, within the fi rst academic year in residence.

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William J. Heffernan, Chairperson Nelson L. Adams, III, MD Alejandro Aguirre Sister Linda Bevilacqua, OP, PhD* John M. Bussel Sister Mary Ann Caulfi eld, OP Sister Rosemary T. Finnegan, OP Robert B. Galt, III, Esq. Gregory F. Greene Jorge Gross, CPA Christopher J. Gruchacz John P. Horan, Esq. Keith B. Kashuk, DPM Joseph P. Klock, Jr., Esq. Dr. Neta Kolasa Olga Melin Charles R. Modica, JD Gerald W. Moore, Esq. Michael O. O’Neil, Jr. Maura O’Shea-Owens* Eduardo A. Otero, MD Sister Rosa Monique Peña, OP Patricia M. Rosello Donald S. Rosenberg, Esq. Susan A. Rosenthal Sister Corinne Sanders, OP, EdD Rev. Msgr. Kenneth Schwanger* Joel H. Sharp, Jr. Esq. Sister Sharon Weber, OP, PhD Shirley McVay Wiseman

* ex-offi cio

BBRYUG_10.inddRYUG_10.indd 279279 44/4/08/4/08 111:12:571:12:57 AMAM 280 ADMINISTRATIVE ORGANIZATION ADMINISTRATIVE ORGANIZATION President ...... Sister Linda Bevilacqua, O.P., Ph.D. President Emerita and Chancellor ...... Sister Jeanne O’Laughlin, O.P., Ph.D. Executive Assistant to the President ...... Mary Ellen Letsche Assistant to the President for Mission Integration and Director of Campus Ministry ...... Sister Arlene Scott, O.P., M.A. Chaplain…………...... Reverend Scott T. O’Brien, O.P., D.Min. Assistant Campus Minister ...... Br. Fernando Sorolla-Delgado, O.P. Director of Music/Campus Ministry ...... John Wicker, B.A. QIP Project Director ...... Patricia Ramlow, M.S. Wellness Coordinator ...... Greta Moncayo, M.S. Assistant to the President for Mission Integration and Director of QIP ...... Roxanne S. Davies, M.S.

Provost ...... Linda M. Peterson, Ph.D. Executive Assistant to the Provost ...... Nildy Polanco Director, Archives ...... Sister Dorothy Jehle, O.P., Ph.D. Vice Provost for Planning, Assessment and Institutional Research ...... Christopher Starratt, Ph..D. Director for Institutional Research ...... Shaunette Grant, B.S. Assistant Director for Institutional Research ...... Miriam Soto, B.S. Assessment Coordinator ...... Jennifer Budhoo, B.A.

Interim CTO ...... Yvette A-M Brown, M.S. Library Director and Assistant Dean of Library Services ...... TBA Interim Library Director ...... Kenneth S. Venet, M.L.S. Senior Reference Librarian/Coordinator of Theological Collections ...... Philip M. O’Neill, M.S.L.S. Senior Reference Librarian/Collection Manager ...... William P. Morrissey, M.S.L.S. Reference Librarian/Coordinator of Bibliographic Instruction/ Information Literacy ...... Merlene Nembhard, M.L.S. Reference Librarian/Coordinator of English Department/ Instructional Resources ...... Sister Frances O’Dell, O.S.F., M.A. Reference Librarian ...... Pamela Beegle, M.L.S. Head of Technical Services/Librarian ...... Marietta DeWinter, M.L.S. Director, Server and Meassaging Systems ...... Justin Moses, B.S. Applications Developer & Library Computing Systems Specialist ...... Carmen Casal, M.S. Systems Administrator ...... Troy Marshall, B.S. Director, Applications Development and Database Administration ...... Kerri-Quaan Stewart, B.S. Applications Developer ...... Grace Secada, B.S. Systems Administrator and Lead Sharepoint Manager ...... Garrett McFarlane, B.S. Network Manager, Network Operations Center ...... Maximo Ramirez, B.S. Senior Networking Engineer ...... Sebastien Laurore, M.S. Assistant Networking Engineer ...... Falizea Burkes, B.S. Associate Dean, Distance Education Support and Director, CELT ...... Linda Cahill, Ph.D. Assistant Director, CELT ...... Marjorie J. Loring, M.S. Coordinator of Support Services ...... Keva Boone, B.P.A., B.S. Assistant Dean for Information Technology Administration ...... Glendon B. Redway, M.Phil. IT Acquisitions Specialist ...... Alexander Stevanovski, B.S. Director, Desktop Computing Services ...... Wesley Ng-A-Fook, B.S. PC Support Specialist ...... Andrew Simpson PC Support Specialist ...... Ian Genus, B.S. Desktop Computing Support Specialist ...... Charelle Russell, B.S. Desktop Computing Support Specialist ...... Joel Campo, B.S. Desktop Computing Support Specialist ...... Karl-Marc Degraff, M.S. Assistant Director of Central Florida IT Operations ...... Dan O’Neill, B.S. Desktop Computing Support Specialist ...... Cedric June, B.S. Director, Info Technology Infrastructure Services ...... Terry Kushi

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Director, IT Support Desk ...... Darrell Duvall, M.S. Assistant Director, IT Support Desk ...... Audrey Johnson, M.S. Senior IT Support Analyst ...... John Beynon, M.S. Associate Dean, Instructional Computing Services ...... Hernan Londono, M.S. Manager, Videoconferencing Support Services ...... Guillermo Dopico, B.S. Instructional Technology Support Specialist ...... Steve Schraer, M.S. Assistant Director, Instructional Computing Services ...... John Baldwin, B.S. Manager/Production Coordinator, David Brinkley Studio ...... Mary Rode Worley, B.A. Technical Manager, David Brinkley Studio ...... Richard Maher Lab Supervisor, David Brinkley Studio ...... Vladimir Lescoufl air, B.S. Manager, Computer Labs ...... John Beynon, M.S. Manager, Audiovisual Services ...... Lynch Hymn, B.L.S. Assistant Manager, Audiovisual Services ...... Jan M. Griswold, M.A.

Dean of Academic Records and University Registrar ...... Debra D. Weyman, M.S. Senior Associate Registrar ...... Cynthia Chruszczyk, M.S. Associate Registrar ...... Richard Isrel, B.S. Assistant Registrar ...... Dorothy C. Kelly, B.S. Director of Operations ...... Deborah A. Reato, M.S. Assistant to the Registrar ...... Cherrie A. Ali, M.S.

Associate Vice President of Off-Campus Site Coordination and Dean, School of Adult and Continuing Education ...... Carol-Rae Sodano, Ed.D. Executive Associate Dean ...... Thomas Ayers, M.S. Director, Facilities and Budget Analysis ...... Marvin Hattaway, B.S. Executive Director, Operations ...... Joanne M. Suarez, M.S. Manager, Support Services ...... Jennifer Harris, B.S. Operations Manager ...... Monica Garcia Executive Director of ACE Enrollment ...... Joseph Sharp, M.B.A. Enrollment Director, Dade County ...... Tiffany Pagana, M.B.A. Enrollment Director, Brevard / Volusia Counties ...... Christina Dorn, B.A. Enrollment Director, Central Florida ...... Rashanda Denson, M.A. Assistant Enrollment Director, Central Florida ...... Carmen Briceno, M.S. Enrollment Director, Palm Beach County ...... Linda Zucco, B.L.S. Director, Retention Coordination ...... Edwina H. Sanders, M.A. Regional Director, South Miami-Dade County ...... Rebecca DeCardenas, M.B.A. Site Manager, Cutler Ridge ...... Sylvia Pera, M.S. Assistant Dean, Partnership Site Development and Administration ...... Carlos Pineiro, M.S. Site Manager, South Florida PODS ...... Joseph Keener, M.S.W. Enrollment Manager, South Florida PODs ...... Linda Arney, B.S. Associate Director, West Dade ...... Marie Ange Levasseur, M.S.W. Regional Director, Broward County ...... Priscilla M. Suarez-Trujillo, M.S. Director, Pembroke Pines ...... Youdaris Mira-Bohigas, M.S. Associate Director, Davie ...... Eric Block, M.S. Site Manager, Ft. Lauderdale ...... Carla Davidson, M.A. Enrollment Manager ...... Rosanne Visalli Regional Director, Palm Beach County ...... Kathy Weigand, M.S. Associate Director, Palm Beach Gardens ...... Millicent Kelly, M.S. Director, Treasure Coast ...... Janice M. Dowsett, M.A. Associate Director, Treasure Coast ...... Sister Grace Flowers, O.P., Ed.S. Regional Director, Brevard and Volusia Counties ...... Lynn Grant, M.A. Director, Melbourne ...... Elizabeth Francisco, M.B.A. Enrollment Manager, Melbourne ...... Jennifer Brooke Cruz Regional Director, Collier / Lee / Charlotte Counties ...... Charles Bell, Ed.D. Enrollment Manager, Southwest Florida ...... (Maria) Patti Gonzalez, B.S. Site Manager, Naples ...... Kathleen Cureton, M.S. Enrollment Manager, Collier County ...... Holly Ann Haines-Kohl Director, Polk / Highlands Counties ...... Wendy Lamoreaux, M.A. Enrollment Manager, Polk/Highlands Counties ...... Kathleen Craig

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Regional Director, Central Florida ...... Dolores Lukomski, M.S. Site Manager, Orlando ...... Ana R. Rhodes, M.B.A. Enrollment Manager, Orlando ...... Kimberly A. Crawford Director, Tampa / St. Pete ...... Michael E. Green, M.A. Enrollment Manager ...... TBA Regional Director, North Florida ...... John Rushing, D.B.A. Site Manager, Tallahassee ...... Margaret Bowden, M.P.A. Enrollment Manager / P.T. Academic Advisor ...... Elain D. Carroll, M.S. Enrollment Management Assistant, Tallahassee Community College ...... Emma Carter, B.P.A. IT Certifi cation Consultant ...... Kimberly Wilhjelm Assistant Dean, Ft. Myers ...... Charles Bell, Ed.D. Associate Dean, Experiential Learning / Director, Portfolio ...... Judith O. Brown, Ed.D. Director, Portfolio Program Support ...... Joanne Longo, M.S. Associate Dean, Academic Affairs ...... Lee Dutter, Ph.D. Assistant Dean, Academic Affairs ...... Charles M. McBee, M.S. Assistant Dean, Academic Affairs ...... Anita Zavodska, Ph.D. Academic Coordinator, Administration ...... Robert Scully, D.B.A. Academic Coordinator, Art, Humanities, Photography and Assistant Academic Coordinator for English ...... Cynthia Davis, Ph.D. Academic Coordinator, Behavioral Sciences, Psychology, Social Welfare ...... Andrea Allen, Ph.D. Academic Coordinator, Communications, Speech, Theatre ...... Rochelle Kinzel, M.A. Academic Coordinator, English, Written Communication and Foreign Languages ...... Patricia Feito, Ph.D. Academic Coordinator, Health Services Administration, Assistant Academic Coordinator Administration, Brevard, Orlando, Treasure Coast ...... Barry J. Brock, Ed.D. Academic Coordinator, Information Technology ...... Khaled Deeb, Ph.D. Academic Coordinator, Legal Studies ...... Eric D. Olson, J.D. Academic Coordinator, Natural Sciences, Mathematics ...... Anita Zavodska, Ph.D. Academic Coordinator, Network and Systems Engineering ...... Thomas Ayers, M.S. Academic Coordinator, ORI ...... Ellen Scarborough, M.S. Academic Coordinator, Philosophy ...... Robert B. Horner, Ph.D. Academic Coordinator, Public Administration ...... Richard Orman, Ph.D. Academic Coordinator, Theology ...... Ann Swaner, Ph.D. Assistant Academic Coordinator for Administration, Broward, Palm Beach ...... George Alexakis, Ed.D. Assistant Academic Coordinator for Administration, Miami, West Dade ...... Jalane Meloun, Ph.D. Assistant Academic Coordinator for Administration, South Dade ...... Michael Provitera, D.B.A. Assistant Academic Coordinator for Information Technology, Brevard/Orlando ...... Pamela Luckett, Ph.D. Assistant Academic Coordinator for Information Technology, South Dade ...... Antonio Pita, M.S. Assistant Academic Coordinator for History, Political Science ...... Kirsten Loutzenhiser, Ph.D. Associate Dean, Continuing Education ...... Marilyn Jenkins, Ph.D. Open Enrollment Program Director ...... Carmen Haybieng, B.S. Regional Director, Elderhostel ...... Susan Leff, B.L.S. Associate Dean, Student Affairs ...... Patricia D. LaBahn, Ph.D. Academic Advisor/Recruiter, Cutler Ridge ...... Sylvia Pera, M.S. Academic Advisor/Recruiter, South Miami-Dade County ...... Ernest Washington, M.S. Academic Advisor/Recruiter, South Miami-Dade County ...... Sheri M. Valentine, J.D. Academic Advisor/Recruiter, Pembroke Pines ...... Youdaris Mira-Bohigas, M.S. Academic Advisor/Recruiter, Davie ...... Eric Block, M.S. Academic Advisor/Recruiter, Ft. Lauderdale ...... Carla Davidson, M.A. Academic Advisor/Recruiter, Boynton Beach ...... TBA Academic Advisor/Recruiter, Palm Beach Gardens ...... Millicent Kelly, M.A. Academic Advisor/Recruiter, Treasure Coast ...... Sister Grace Flowers, O.P., Ed.S. Academic Advisor/Recruiter, Melbourne ...... Elizabeth Francisco, M.B.A. Academic Advisor/Recruiter, Merritt Island ...... Kimberly A. Watzek, M.A. Academic Advisor/Recruiter, Naples ...... Kathleen Cureton, M.S. Academic Advisor/Recruiter, Ft. Myers ...... Edwina H. Sanders, M.A. Academic Advisor/Recruiter, Orlando ...... TBA Academic Advisor/Recruiter, Daytona Community College ...... Miguel Gonzalez, Ed.D. Academic Advisor/Recruiter, St. Pete College ...... Michael E. Green, M.A. Academic Advisor/Recruiter, Santa Fe Community College ...... Joe M. Paden, Ph.D. Academic Advisor/Recruiter, Tallahassee ...... Margaret Bowden, M.P.A.

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Assistant Dean, Student Affairs ...... TBA Academic Advisor/Recruiter, Miami Shores ...... Nancy Albrecht, M.Ed. Academic Advisor/Recruiter, Miami Shores ...... Utley Bush, M.S. Academic Advisor/Recruiter, Miami Shores ...... Sr. Lucy Cardet, M.A. Academic Advisor Recruiter, Miami Shores ...... Michele Wetzel, M.B.A. Director, Business Development and Corporate Recruitment ...... Sandra Roberts, M.A. Regional Director of Marketing ...... Alfred McCullough, M.B.A. Associate Dean, Corporate and Community Development ...... Heidi McLaughlin, D.B.A. Executive Director, Administrative Support ...... Rosa M. Rodriguez, B.L.S.

Associate Vice President for Undergraduate Studies and Dean, College of Arts and Sciences ...... Karen Callaghan, Ph.D. Associate Dean for Undergraduate Studies ...... Tony S. Wallner, Ph.D. Associate Dean for Graduate Studies ...... Rev. Mark E. Wedig, O.P., Ph.D. Assistant Dean/Academic Advisor ...... Carol Clothier, M.S. Chair, Biology ...... Laura Mudd, Ph.D. Chair, Communication ...... Denis E. Vogel, Ph.D. Chair, English and Foreign Languages ...... Bradley Bowers, Ph.D. Chair, Fine Arts ...... Silvia Lizama, M.F.A. Chair, History and Political Science ...... George Cvejanovich, Ph.D. Chair, Mathematics/Computer Science ...... Chakib Chraibi, Ph.D. Chair, Physical Sciences ...... Tony S. Wallner, Ph.D. Stockroom Lab Director/Lab Instructor ...... Maria Aloya, M.S. Chair, Psychology ...... Lenore T. Szuchman, Ph.D. Director, Clinical Psychology Program Acting Director, School Psychology Program ...... Frank Muscarella, Ph.D. Chair, Sociology and Criminology ...... Gary Grizzle, Ph.D. Chair, Theology and Philosophy ...... Rev. Mark E. Wedig, O.P., Ph.D. Director, M..A. in Practical Theology ...... Gloria L. Schaab, S.S.J., Ph.D. Director, Ministerial Formation ...... Elsie Miranda, D.Min. Director, Doctor of Ministry Program ...... Alicia C. Marill, D.Min. Director, M..A. in Pastoral Ministry for Hispanics (SEPI) ...... Rev. Mario B. Vizcaino, Ph.D. Director, M..A. in Pastoral Theology (Rice School) ...... Andrea L. Molinari, Ph.D. Director, Honors Program ...... Pawena Sirimangkala, Ph.D. Director, Math Lab ...... Mark Rokhfeld, M.S. Director, Center for Advanced Learning ...... Phyllis Sandals, Ed.D. Coordinator, Developmental English Program ...... Esther Sampol, M.A. Coordinator, Writing Center and Reading Labs ...... Olena Drozd, M.A.

Interim Dean, School of Business ...... Jeffrey A. Mello, Ph.D. Interim Associate Dean ...... Manuel Tejeda, Ph.D. Assistant Dean for Students ...... William P. Frank, M.B.A. Director of Graduate Programs ...... Michael A. Broihahn, M.B.A., M.S. Director, International Business Programs ...... Manuel Tejeda, Ph.D. Assistant Dean for Marketing ...... Jose J. Poza, M.B.A.

Dean, School of Education ...... Terry Piper, Ph.D. Associate Dean ...... John G. Dezek, Ed.D. Associate Dean ...... Catheryn J. Weitman, Ph.D. Chair, Counseling Programs ...... M. Sylvia Ferrandez, Ph.D. Chair, Curriculum and Instruction Program ...... Jill Beloff Farrell, Ed.D. Chair, Early and Middle Childhood Education ...... Sam Perkins, Ph.D. Chair, Educational Computing and Technology Programs ...... Joel Levine, Ed.D. Chair, Elementary Education Programs ...... Sam Perkins, Ph.D. Chair, Exceptional Student Education Programs ...... Judy Harris-Looby, Ph.D. Chair, Higher Education Administration Programs ...... Carmen McCrink, Ph.D. Chair, Human Resource Development Programs ...... David M. Kopp, Ph.D. Coordinator, Montessori Education Programs ...... Ijya Tulloss, Ed.D. Chair, Reading and Literacy Studies ...... Joyce Warner, Ed.D. Coordinator, Teaching English To Speakers of Other Languages ...... Sam Perkins, Ph.D. Coordinator, Clinical and Field Experiences ...... Robert Russell, Ed.D.

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Administrative Director, Educational Leadership Program ...... Reid E. Bernstein, M.Ed. Coordinator, Early and Middle Childhood Education ...... Barbara Alderman, M.S. Director of Marketing ...... Patricia S. Miller, M.B.A. Coordinator, Admissions and Marketing ...... Lincoln Pettaway, M.B.A.

Vice President for Medical Affairs and Dean, School of Graduate Medical Sciences ...... Chester A. Evans, D.P.M. Associate Dean of Clinics ...... John P. Nelson, D.P.M. Associate Academic Dean ...... Michael Siegel, Ph.D. Assistant Administrator/Grantsman ...... Robert McKinlay, M.P.S. Assistant Dean and Director, Physician Assistant Program ...... Doreen C. Parkhurst, M.D. Director, Professional Master of Public Health Program ...... Richard T. Patton, M.P.H., M.A. Chair, Basic Medical Science ...... Ramjeet Pemsingh, Ph.D.

Dean, School of Human Performance and Leisure Sciences ...... TBA Associate Dean ...... Stephen Anderson, Ph.D. Assistant Dean ...... Maritza Ryder, M.S. Chair, Sport and Exercise Sciences ...... Stephen Anderson, Ph.D. Director, Graduate Programs ...... Leta Hicks, Ed.D. Assistant Director, Graduate Programs ...... Edward J. DeMott, M.S. Director, Undergraduate Programs ...... Sharon Kegeles, M.S. Assistant Director, Undergraduate Programs ...... Rosie Pumariega, B.L.S. Director, Athletic Training Programs ...... Carl Cramer, Ed.D. Coordinator, Athletic Training Clinical Program ...... Sue Shapiro, Ph.D. Coordinator, Biomechanics Program ...... Kathy Ludwig, Ph.D. Coordinator, Exercise Science Programs ...... Constance Mier, Ph.D. Coordinator, Instructional Activities in Sport and Recreation ...... Catalina Franco, M.S. Coordinator, Leisure and Recreation Management ...... Gayle Workman, Ph.D. Coordinator, Physical Education Program ...... Kathryn Ludwig, Ph.D. Coordinator, Sport and Exercise Psychology Program ...... Gualberto Cremades, Ph.D. Coordinator, Sport Management Programs ...... Daniel Rosenberg, Ph.D. Facilitator, Diving Industry Specialization ...... Sharon Kegeles, M.S. Facilitator, Golf Industry Specialization ...... TBA Director of Athletics ...... Michael Covone, M.S. Associate Athletic Director ...... Bridget Lyons, Ph.D. Assistant Athletic Director ...... Jamie Carrig, M.S. Compliance & Operations Coordinator ...... Maryann Giovanelli, M.S. Director, Sports Information ...... Dennis Jezek, M.S. Assistant Sports Information Director ...... Brian Keith Smith, B.S. Head Coach, Men’s Baseball ...... Marc Pavao, M.S. Head Coach, Men’s Basketball ...... Cesar T. Odio, M.S. Head Coach, Women’s Basketball ...... William M. Sullivan, M.S. Head Coach, Women’s Crew ...... E. David Sanderson, B.A. Head Coach, Women’s Golf ...... Patti Rizzo Head Coach, Men’s Golf ...... Jimmy Stobs, B.S. Head Coach, Men’s Soccer ...... Steve McCrath, M.S. Head Coach, Women’s Soccer ...... Fred W. Jungemann, B.A.S. Head Coach, Women’s Softball ...... Danielle Penner, M.S./M.B.A. Head Coach, Men’s and Women’s Tennis ...... George M. Samuel, Ph.D. Head Coach, Women’s Volleyball ...... David Nichols, B.A. Head Athletic Trainer ...... TBA Assistant Athletic Trainer ...... Christopher Brown, M.S. Faculty Athletics Representative ...... M. Eileen McDonough, Ed.D. Director, Campus Recreation and Wellness ...... Edward Londono, M.S. Fitness Center Director ...... Dan Hill, M.S. Wellness Coordinator ...... Catalina Franco, M.S.

Dean, School of Law ...... Leticia Diaz, Ph.D., J.D. Associate Dean for Information Services ...... Glen-Peter Ahlers, M.L.S., J.D. Associate Dean for Student Services ...... John A. Agett, M.S. Interim Assistant Dean for Academic Affairs ...... Frank L. Schiavo, J.D., LL.M.

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Associate Vice President for Research; Dean, School of Natural and Health Sciences ...... Sister John Karen Frei, O.P., Ph.D. Associate Dean; Director MBS Program ...... Ralph Laudan, Ph.D. Assistant Dean ...... Deborah Montague, M.B.A. Laboratory Director ...... Lynette Cupido, O.N.C., H.N.D. Director of Technical Services ...... Yvette Jeantilus, M.S. Operations Manager ...... Carey Courson Director, M.S. in Anesthesiology Program ...... John McFadden, M.S.N., M.S., C.R.N.A. Director, Occupational Therapy Program ...... Douglas M. Mitchell, Ph.D. Assistant Director, Occupational Therapy Program ...... Cynthia Creighton, Ph.D. Academic Fieldwork Coordinator, Occupational Therapy Program ...... Lysa Shocket, M.S. Director, Cardiovascular Perfusion Program ...... Jason Freed, C.C.P., M.S. Assistant Program Director, Cardiovascular Perfusion Program ...... Cynthia Cervantes, C.C.P., B.S. Associate Dean; Director, M.S. in Health Services Administration Program ...... Alan S. Whiteman, Ph.D. Acting Director, B.S. in Bio/M.L.S. Program; Histotechnology Track ...... Gerhild R. Packert, Ph.D. Director, Health Sciences Admissions Operation ...... Jocelyn Goulet, M.A. Coordinator, Admissions and Marketing ...... Denise Deen, M.B.A. Assistant Director, MARC and MIRT Program ...... Flona Redway, Ph.D.

Associate Vice President for Graduate Studies and Dean, School of Nursing ...... Pegge L. Bell, Ph.D. Associate Dean for Administrative Affairs ...... Kathleen A. Papes, Ed.D. Associate Dean for Academic Programs ...... Claudette Spalding, Ph.D. Director, MSN-Nurse Practitioner Specializations ...... Andra Hanlon, Ph.D. Director, MSN-Nurse Educator and Nurse Administrator Specializations ...... Lynne Bryant, Ed.D. Director, BSN Program ...... Shane Neely-Smith, Ph.D. Director, Nursing Resource Center ...... Henry Henao, M.S.N. Undergraduate Student Admissions Advisor ...... Diane K. Finek, M.A. School of Nursing Recruiter and Undergraduate Clinical Coordinator ...... Rosanne Sonshine, B.S.N.

Dean, School of Social Work ...... Debra M. McPhee, Ph.D. Associate Dean (Interim) ...... Phyllis F. Scott, Ph.D. Director, Admissions ...... Carol Huffmann, L.C.S.W. Director of Operations ...... Kee Tse, M.B.A. Director, Doctoral Program ...... Elane Nuehring, Ph.D. Director, MSW Program ...... Preeti Charania, L.C.S.W. Director, BSW Program ...... Michael Dentato, M.S.W. Director, Field Education ...... Gala Munnings, M.S.W. Director, Palm Beach Program ...... Eva Nowakowski-Sims, Ph.D.

Assistant Vice Provost for Enrollment ...... Angela M. Scott, M.S. Executive Assistant to Assistant Vice Provost for Enrollment ...... Gwendolyn Duvall Coordinator for Enrollment Management Communications ...... Yeshica M. Yanes Director for Undergraduate Admissions ...... Laura Antczak, M.S. Associate Director for Undergraduate Admissions ...... Richard C. Wilkinson, M.A. Associate Director for Undergraduate Admissions ...... Magda J. Castineyra, Ed.M. Counselor, Undergraduate Admissions ...... TBA Counselor, Undergraduate Admissions ...... Karen Fisher, M.S. Counselor, Undergraduate Admissions ...... Julie Dunn, B.A. Counselor, Undergraduate Admissions ...... Sarah Gambrill, B.S. Counselor, Undergraduate Admissions ...... Latrell Armstrong, B.A. Counselor, Undergraduate Admissions ...... TBA Regional Undergraduate Recruiter/Coordinator for Alumni Recruitment ...... Patricia A. Dinger, M.S. Manager for Inquiry Development Strategies ...... Andres Velez Call Center Manager ...... Julie Heim Senior Director for Graduate Admissions ...... Dave C. Fletcher, M.A. Assistant Director for Graduate Admissions ...... Lauren Eadeh, M.A. Director of Marketing for ADSOE ...... Patricia S. Miller, M.B.A. Part-Time Coordinator, Graduate Admissions/Marketing/ADSOE ...... Lincoln Pettaway, M.B.A. Part-Time Graduate Admissions Recruiter, ADSOE, Orlando ...... Susan Hays, M.A. Coordinator, Admissions/Marketing, Health Sciences ...... Denise Deen, M.B.A.

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Assistant Dean/Director for Financial Aid ...... Howard Dart Humeston, M.S. Senior Associate Director for Financial Aid ...... Aida Claro, B.S. Associate Director for Financial Aid/ACE ...... Nigel Manderson, B.B.A. Assistant Director for Financial Aid/ACE ...... Deborah L. Davis, M.S. Assistant Director for Graduate Financial Aid ...... Carole Hanson, B.P.S. Assistant Director for Undergraduate Financial Aid ...... Lillian Cabrera-Molina Associate Director for Financial Aid ...... Yamirka Rial, M.S. Senior Counselor, Financial Aid ...... Ginette Black, B.A. Senior Counselor, Financial Aid/ACE ...... Alice Cole-Miller, M.S. Counselor, Financial Aid/ACE ...... Eisha Henry Senior Counselor, Financial Aid ...... Azul Dominguez, B.A. Counselor, Financial Aid ...... Daniela Ortega, B.A. Counselor, Financial Aid ...... Antonnette Boudion, B.A. Graduate Financial Aid Counselor ...... Norma Davis Robinson, B.A. Counselor, Financial Aid ...... Jennifer Nunez State and Federal Work Study Coordinator ...... Luisa Jahaira Metellus, B.P.S. Telecounselor, Financial Aid ...... Ruth Reed, B.A. Senior Director for Records Management and Transcript Evaluation ...... Madeleine G. Whittaker, M.Ed. Assistant Director for Admissions Records ...... Caroline Izquierdo, B.B.A. Assistant Director for Records and Transcript Evaluation ...... Teresa M. Gasso, M.S. Transcript Evaluator ...... Emily Hayes, B.A. Transcript Evaluator ...... Patrick Shanahan, B.A. Transcript Evaluator ...... Laura Fothergill, B.A. Records Manager ...... Gloria Munoz Assistant Dean for Information Systems & Technology ...... Yolairis Barranco, M.S. Assistant Director for Information Systems & Technology ...... Carrie Grimes, M.S. Part-Time Coordinator, Information Systems ...... TBA Coordinator, Information Systems ...... TBA Coordinator of Enrollment Research ...... Elizabeth Swope, M.A. Systems Coordinator (Communications Management)/TSA ...... Annette Grazziani-Rivera, B.S. Senior Director, Operations/Budget Manager ...... Carol A. Albrecht, B.L.S. Coordinator, Processing & Distribution Center ...... TBA

Senior Vice President for Business and Finance ...... TBA Executive Assistant to the Vice President ...... Cheryl B. Gerber, M.S. Associate Vice President for Finance and Chief Accounting Offi cer ...... Susan Kirkland, M.B.A. Controller ...... Judith Penate, M.B.A. Financial Analyst ...... Yvonne Falloon, M.B.A. Assistant to the Controller ...... Angel (Fred) Rodriguez, B.B.A. Assistant Director, Accounting ...... Margot Swan, B.S. Director, Financial Grants Management ...... Mercedes Vanegas, B.A. Assistant Grants Manager ...... Adriana Acedo, B.S. Grants Assistant ...... Yolanda Fernandez Senior Accountant ...... Jan Blair, B.P.A. Executive Assistant ...... Dorothy Valcourt Executive Director, Business Operations ...... Cathleen Leonard, M.A. Assistant Director, Cashier/Business Offi ce (CBO) ...... Ronald LaBarrie, M.B.A. Assistant Director, Cash Management ...... Rosemarie Cieslar, B.S. Student Financial Coordinator ...... Sherry Lex-Heinrich, B.P.S. Associate Vice President and University Budget Offi cer ...... Nicole Diez, M.B.A. Senior Financial Analyst ...... Lena Marcea, B.A. Junior Financial Analyst ...... Carolina Salvador Payroll Manager ...... Serrana Dominguez Director, Accounts Payable ...... Nancy Perez, B.L.S. Director, Purchasing ...... Sandra Madison, B.S. Associate Vice President for Business Services and Facilities Management ...... Freddy E. Ulloa, M.B.A. Director of Facilities ...... Alex MacNamara, B.S. Maintenance Manager ...... Neil Stewart Assistant Manager ...... Ronald D. Hultquist, B.S. Grounds & Support Services Manager ...... David Mace Housekeeping Manager ...... TBA

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Director, Conference and Event Services ...... Monica Soto, M.S. Business Center Manager ...... Paul Kestler Assistant Vice President for Administrative Information Systems ...... Traci A. Simpson, M.S. Business Analyst/Special Assistant ...... TBA Systems Administrator ...... Nina O’Shea, M.S. Database Administrator ...... Regina Lopez, B.S. Senior Systems Analyst ...... Mary Laura Corriss, M.S. HR Database Administrator ...... Michael Taylor, B.A., B.S. IT Support Supervisor ...... Terry Nelson Database Analyst ...... Felix Rodriguez Database Analyst ...... Debra Pantaleo Programmer/Analyst ...... Waldo Andrade, B.S. Programmer/Analyst ...... Sonja Archer Thompson, M.S.

General Counsel and Vice President for Human Resources ...... John A. Walker, J.D. Assistant Vice President for Human Resources ...... Jennifer Boyd-Pugh, M.S. Director ...... Patti Dopico Director, Human Resources, Orlando ...... Elizabeth Norris Employment Manager ...... Erin Raizen, M.S.

Vice President for Institutional Advancement ...... Ann E. Paton, B.S. Associate Vice President for Institutional Advancement ...... Thomas Paul Severino, M.A. Executive Director, Advancement Services ...... Joyce Riveira, M.B.A. Director for the Annual Fund ...... J. C. Hernandez, B.A. Program Coordinator, Annual Fund ...... Diane Seubert Phonathon Facilitator ...... Matthew Berkshire Director for Major and Planned Gifts ...... Cheryl Lawko, B.A. Director, Grant Programs ...... Mara Morganstein, M.S. Coordinator for Grants ...... Jatika Hudson Director for University Sponsorships ...... Caridad MacNamara, B.S. Coordinator, University Events ...... Jessica Cerda, B.A. Coordinator, Development Research ...... Priya Nembhard, B.A. Coordinator for Donor Relations ...... James Touma, B.P.A. Coordinator for Government Relations ...... Maria Stallions, Ph.D. Assistant Vice President for Alumni Relations ...... Sean Kramer, B.A. Alumni Program Director ...... Renee Glover-Hodge, M.S. Coordinator for Student and Young Alumni Programs ...... Patricia O’Brien, B.A. Assistant Vice President for Communications and Marketing ...... Michael S. Laderman, B.A. Senior Communications Coordinator ...... Paige Stein, M.A. Communications Coordinator I...... Jeremy Jones, A.S. Communications Coordinator II ...... Julianna Pietak, M.A. Communications Assistant ...... Sara Lofty, B.A. Art Director ...... Martin L. Hamilton, A.S. Editorial Assistant ...... Jessica Alexander, B.A. Project Manager ...... Karen Subran Marketing Representative, Orlando ...... Susan Bendlin, J.D. Assistant Vice President for Internet Communications and Marketing ...... Michel Sily, M.S. Associate Director for Web Marketing ...... Andrew Vaccaro, M.B.A. Senior Web Writer ...... Valerie Turner, M. Phil. Senior Web Programmer ...... Miguel Ramirez, B.S.

Vice President for Student Affairs ...... Michael J. Griffi n, Ed.D. Associate Vice President for Student Affairs ...... M. Eileen McDonough, Ed.D. Associate Vice President for Student Affairs/Dean of Students ...... Maria Luisa Alvarez, Ph.D. Coordinator, Student Conduct, Dean of Students Offi ce ...... Jeffrey Edwards, M.S. Assistant Vice President ...... Jean Hock, M.S. Administrative Assistant ...... Janet Dowd

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Director, Career Services ...... Amy Diepenbrock, Ph.D. Career Counselor ...... John Moriarty, M.B.A. Career Counselor ...... Maria Tomaino, M.S., N.C.C. Conference and Workshop Planner ...... Shaunelle Wall, B.S. Director, Center for Counseling and Psychological Services ...... Sr. Anastasia Maguire, R.S.M., M.S.W., L.C.S.W. Assistant Director/Counselor ...... James C. Scott, Psy.D., Licensed Clinical Psychologist Administrative Assistant ...... Helen Balgobin Counselor ...... Jennifer Mathis-Fisher, M.S., Registered Mental Health Counseling Intern Counselor ...... Hossiella Longoria, Psy.D., Psychologist on Temporary Permit Counselor ...... Alison Morris, M.S., L.M.F.T. Director, Offi ce of Disability Services ...... Leslie Rouder, M.S.W., L.C.S.W. Administrative Assistant ...... Ria Hutton Coordinator ...... TBA Coordinator ...... Allison Kowlessar Director, Intercultural Center ...... Damaris Vasquez, M.S. Assistant Director ...... TBA Coordinator ...... Yojana Rodriguez, M.S. Director, Center for Leadership Development, Transition and Retention Services ...... Dana Ponsky, M.A. Assistant Director ...... Gina Joseph, M.S. Director, Residence Life ...... Matthew Cameron, M.S. Associate Director ...... Patrick Devine, M.S. Administrative Assistant ...... Sandra Riley Area Coordinator ...... Alberto Lorenzo, B.A. Area Coordinator ...... Emily Must, B.S. Area Coordinator ...... Candi Whittick, B.S. Director Student Activities ...... Anwar Cruter, M.A Assistant Director, Student Activities ...... LaKima Garnett, M.S. Administrative Assistant ...... Shamona McFadden Coordinator, Center for Commuter Student Affairs ...... Sarah Bramblette, M.Ed. Coordinator, ...... TBA Director, Student Health Center ...... Eileen Egan-Hineline, R.N-C, M.S. Administrative Assistant ...... Pam Foster Nurse Practitioner ...... Corvette Yacoob, M.S.N., A.R.N.P., B.E. Clinical Coordinator ...... Candice Hill, R.N., M.H.S.A. Director, Student Union ...... Mickie Voutsinas, B.S. Assistant Director ...... Mari Exelrud , B.A Coordinator ...... Robert Pelaez Coordinator, Volunteer and Community Service Center ...... TBA Executive Director of Public Safety ...... Stanley A. Young, M.S. Assistant Director ...... Cherie Knudson Crime Prevention Coordinator ...... Liz Talatinian Executive Director, Dining Services and Bookstore ...... Jacqueline M. McGlone, M.Ed. General Manager, Dining Services ...... Pierre Sierralta Manager, Campus Bookstore ...... Claudia Hadjez

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ABDELLATIF, Ahmed; Assistant Professor of ALVAREZ, Maria Luisa; Associate Vice President Biology; M.D., Faculty of Medicine, Alexandria, for Student Affairs; Dean of Students; B.S., Egypt; M.S., University of Louisville Georgetown University; M.B.A., Nova University; ACEDO, Adriana; Assistant Grant Manager, Division Ph.D., Barry University of Business and Finance; B.S., Centro de Estudios ANDERSON, Stephen; Associate Dean and Superiores del Estado de Sonora; Hermosa, Department Chair, Human Performance and Mexico Leisure Sciences; B.S., M.S., Indiana State AHLERS, Glen-Peter, Associate Dean for Information University; Ph.D., University of Maryland Services and Professor of Law; B.A., University of ANDRADE, Waldo; Programmer/Analyst, New Mexico; M.L.S., University of South Florida; Administrative Information Systems; B.S., J.D., Washburn University School of Law University of Louisville ALBRECHT, Carol A.; Senior Director, Operations/ ANTCZAK, Laura; Director of Undergraduate Budget Manager, Division of Enrollment Admission, Division of Enrollment Management; Management; B.L.S., Barry University M.S., Florida Atlantic University ALBRECHT, Nancy; Academic Advisor/Recruiter, ARMSTRONG, Albert W.; Assistant Professor of School of Adult and Continuing Education; B.S., Radiology; B.S.R.S., Midwestern State University; Colorado State University; M.Ed., Pennsylvania M.S., D.P.M., Barry University State University ARMSTRONG, Latrell; Admissions Counselor, ALDERMAN, Barbara; Coordinator, Early and Division of Enrollment Management; B.A. Middle Childhood Education; B.A., Stetson University of Memphis University; M.S., Barry University ARNEY, Linda; Enrollment Manager, South Florida ALEXANDRAKIS, Aphrodite; Professor of Pods; School of Adult and Continuing Education; Philosophy and Humanities; Director of Master of B.S., Barry University Arts in Liberal Studies; B.A., Rutgers University; AROME, Gladys; Assistant Professor, Educational M.A., Ph.D., University of Miami Computing and Technology; B.S., Ahmadu ALEXAKIS, George; Assistant Academic Coordinator Bello University (Nigeria); M.S., Indiana State for Administration; Assistant Professor of Broward, University; Ph.D., Barry University Palm Beach Administration, School of Adult and ASMUS, Peggy; Accounts Payable Assistant, Business Continuing Education; B.C., Ryerson University; and Finance Division M.S., Johnson and Wales University; Ed.D., Nova Southeastern University AUSTIN, Rev. Gerard, O.P.; Professor, The Blessed Edmund Rice School for Pastoral Ministry; ALEXANDRE, Jessica; Editorial Assistant, University B.A., Providence College; S.T.L., Immaculate Marketing; B.A., Southern Methodist University Conception College; S.T.D., Institut Catholique de ALI, Cherrie A.; Assistant to the Registrar; B.A., Paris Florida International University; M.S., Barry AVILES, Jesus; Area Coordinator, Residence Life; University B.S., Barry University ALLEN, Andrea; Assistant Professor of Behavioral AYERS, Thomas; Executive Associate Dean; Sciences, School of Adult and Continuing Academic Coordinator, Network and Systems Education; B.A., University of South Florida; Engineering; School of Adult and Continuing M.S., Ph.D., Florida International University Education; B.S., St. Peter’s College; M.S., Doctoral ALOYA, Maria; Stockroom Lab Director/Lab Candidate, Barry University Instructor, Department of Physical Sciences; B.S., BALCERSKI, Judith A.; Professor Emeritus of M.S., Florida International University Nursing; B.S.N., Barry University; M.S.N., Wayne ALVAREZ, Blanca F.; Associate Professor of French; State University; Ph.D., University of Michigan B.A., University of Miami; M.A., University BALDWIN, John; Assistant Director, Instructional of Miami; Ph.D., The Catholic University of Computing Services, Division of Information America Technology; B.S., Barry University BALLEW, Adam Joshua; Desktop Computing Support Specialist, Division of Information Technology

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BAN, Ruth; Assistant Professor of Education; B.S., BOHNING, Geraldine; Professor Emerita of Western Illinois University; M.S., University of Education; B.A., Dakota Wesleyan University; London; Ph.D., University of South Florida M.A., University of South Dakota; Ed.D., BARRANCO, Yolairis; Assistant Dean for Information University of Miami Systems and Technology, Division of Enrollment BOOKER, James; Associate Professor of Education; Management; B.A., Queens College C.U.N.Y.; B.S. North Carolina State University; MPA, M.S., Barry University University of Central Florida; Ph.D. Capella BEASON, Ferrona; Instructor of Nursing; B.S.N., University M.S.N., Barry University BOONE, Keva; Coordinator of Support Services, BEEGLE, Pamela; Reference Librarian; M.L.S., Kent Division of Information Technology; B.P.A., B.S., State University; B.A., Ohio State University Barry University BELL, Charles; Regional Director, Ft. Myers, School BOSWORTH, David; Assistant Professor of Theology; of Adult and Continuing Education; B.A., M.S., B.A., Saint John’s College; M.A., Ph.D., The Ed.D., Nova Southeastern University Catholic University of America BELL, Pegge L.; Associate Vice President for Graduate BOUDION, Antonnette; Financial Aid Counselor, Studies and Dean, School of Nursing, Professor of Division of Enrollment Management; B.A., St. Nursing; B.S.N., Georgia Southwestern College; Thomas University M.S.N., University of Alabama, Birmingham; BOULOS, John; Associate Professor of Chemistry; Ph.D., University of Virginia B.A., Queens College; M.Phil., The City University BENDLIN, Susan; Marketing Representative - of New York; Ph.D., The City College of New Orlando, University Marketing; B.A., University York of Virginia; J.D., Gonzaga College BOWDEN, Maggie; Academic Advisor/Recruiter, BERNSTEIN, Edward; Associate Professor of School of Adult and Continuing Education; B.A., Education; B.Ed., University of Miami; M.E., M.P.A., University of North Florida FAU; Ed.D., Nova University BOWERS, Bradley; Chair, English and Foreign BERNSTEIN, Reid; Administrative Director of Language; Professor of English; B.A., University Educational Leadership; B.A., Eckerd College; of So. Florida; M.A., North Carolina State M.Ed., University of Miami University; Ph.D., University of North Carolina at Chapel Hill BERKSHIRE, Matthew; Phonathon Facilitator, Institutional Advancement BOYD-PUGH, Jennifer; Assistant Vice President, Human Resources; B.S., M.S., Barry University BETHART, Ivonne; Language Lab Manager; B.A., M.A., University of Miami BOYLE, Helen; Assistant Professor of Education; B.S., Queens College; M.Ed., Georgia State BEVILACQUA, O.P., Sister Linda; President; University; Ed.D., Nova Southeastern University Professor of Education; B.S., Barry University; M.Ed., Siena Heights University; Ph.D., Michigan BRAMBLETTE, Sarah; Coordinator Center for State University Commuter Student Affairs, Student Affairs; B.A., Shawnee State University; M.Ed., Ohio University BEYNON, John; Manager Computer Labs, Division of Information Technology; B.S., M.S., Barry BRANDFORD, Juanita; Associate Professor of University Education; B.S., Cheyney State College; M.Ed., Trenton State College; Ed.D., Teachers College/ BILL, Michael; Instructor in Biology; B.S., St. Vincent Columbia University College; M.S., Barry University BRAUNSTEIN, Susan; Associate Professor of BIRDSONG, Leonard E.; Associate Professor of Communication, School of Adult and Continuing Law; B.A., Howard University; J.D., Harvard Law Education; B.A., M.A.T., University of Louisville; School Ed.D., Florida Atlantic University BLACK, Ginette; Senior Financial Aid Counselor, BRICENO, Carmen; Assistant Enrollment Division of Enrollment Management; B.A., Queens Director, Central Florida; School of Adult and College Continuing Education; B.A., M.Ed., University of BLOCK, Eric; Associate Director, Academic Advisor/ Massachusetts, Amherst Marketing Representative, Associate Director, BRILL, Jacqueline; Assistant Professor of Surgery; School of Adult and Continuing Education; B.P.S., B.S., St. Thomas University; D.P.M., Barry Barry University; M.S., St. Thomas University University

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BROCK, Barry J.; Academic Coordinator, Health BURNS, Kayreen; Professor Emerita of Psychology; Services Administration; Assistant Academic B.S., Virginia Commonwealth University; M.Ed., Coordinator for Administration, Brevard, University of North Dakota; Ph.D., Loyola Orlando Treasure Coast; Assistant Professor of University Health Services Administration, School of Adult BUSH, Utley; Academic Advisor/Recruiter, School and Continuing Education; B.S., University of of Adult and Continuing Education; B.A., M.S., Alabama; M.P.A., University of West Florida; University of Kansas Ed.D., University of Central Florida BYRNE, Lawrence; Associate Professor of English; BROIHAHN, Michael A.; Associate Professor of B.A., Loyola University; M.A., Boston University; Accounting; B.S., M.B.A., M.S., University of Ph.D., Boston University Wisconsin; CABRERA-MOLINA, Lillian; Assistant Director BROWN, Beverly; Head of Public Services; Division for Financial Aid, Division of Enrollment of Information Technology Management BROWN, Christopher D.; Assistant Athletic Trainer CAHILL, Linda Elizabeth; Associate Dean, Distance and Clinical Instructor; Human Performance and Education Support, Director, Center for Excellence Leisure Sciences in Learning and Teaching (CELT); B.A., George BROWN, Judith Oropallo; Associate Dean, School Mason University; M.A., Temple University; M.S., of Adult and Continuing Education; B.A., Elmira University of Miami; Ph.D., New York University College; M.A., New York University; Ed.D., CALLAGHAN, Karen; Associate Vice President for Florida International University Undergraduate Studies and Dean, College of Arts BROWN, Yvette Ann Marie; Interim CTO, Division and Sciences; B.A., LaSalle College; M.A., Ohio of Information Technology; B.S., M.S., Barry State University; Ph.D., Ohio State University University CAMACHO, Martin; Visiting Professor of Music, BRYANT, Lynne; Director, Nurse Administrator and and Assistant to the Chair Fine Arts, B.M.,Instituto Nurse Educator Specialization; Assistant Professor Superior de Arte, Havana; M.M. and P.S., Cleveland of Nursing; B.S.N., University of Maryland; Institute of Music; D.M.A., University of Miami M.S.N., University of Pennsylvania; Ed.D., Florida CAMPO, Joel; Desktop Computing Support Specialist, International University Division of Information Technology; B.S., Florida BUCHMAN, Jacqueline; Associate Professor of International University Podiatric Medicine; B.S., Pennsylvania State CAMERON, Matthew; Director, Residential Life, University; D.P.M., California College of Podiatric Student Affairs; B.S., M.S., Barry University Medicine CANTENS, Bernardo J.; Associate Professor of BUCKLEY, Meghan; Program Coordinator EPA Philosophy; B.A., M.A., Florida International Grant; B.S., Barry University University; M.A., Ph.D., University of Miami BUDHOO, Jennifer; Assessment Coordinator, CARDET, Sr. Lucy, O.S.F.; Academic Advisor/ Institutional Research; B.S., Barry University Recruiter, School of Adult and Continuing BURGUES, Sch.P., Reverend Jose Pascual; Assistant Education; B.A., St. Bonaventure; M.A., Case Director, M.A. in Pastoral Ministry for Hispanics Western AE Serve (SEPI), Assistant Professor of Theology; S.T.L., CARR, Diann; Assistant Professor of Nursing; B.S.N., Universidad de Zaragoza; S.T.L., Pontifi cia Duquesne University; M.S.N., Barry University; Universidad Biblica, S.T.D., Institut Catholique de Doctoral Candidate, Florida International Paris University BURIA, MariaElena; Assistant Professor of CARRIG, James; Assistant Athletic Director, Public Education; B. S., Florida International University; Affairs/SID; B.A., University of Findlay; M.S., M.S., University of Southern California The United States Sports Academy BURKE, Robert; Professor Emeritus of Educational CARROLL, Elain D.; Enrollment Management Computing and Technology; B.A., Michigan State Assistant; School of Adult and Continuing University; Ed.D., Harvard University Education; B.A. Washington State University, BURKES, Falizea; Assistant Networking Engineer, M.S., Barry University Division of Information Technology; B.S.,Barry CARTER, Emma; Enrollment Management Assistant; University School of Adult and Continuing Education; B.P.A., Barry University.

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CARTER, Sam; Assistant Professor, School of CLOTHIER, Carol; Assistant Dean, Arts and Education; B.S., Eastern Illinois University; M.S., Sciences; B.S., Florida State University; M.S., Florida International University; J.D., University Barry University of Miami CLOTTEY, Ruth; Professor of Marketing; B.A., Ohio CARTRIGHT, Evelyn; Instructor of English; B.A., Northern University; M.B.A., Bowling Green State M.A., State University of New York at Stony University; Ph.D., Oklahoma State University Brook; D.P.A., Nova Southeastern University COLE-MILLER, Alice; Senior Financial Aid CASAL, Carmen; Applications Developer & Counselor/ACE, Division of Enrollment Library Computing Support Specialist, Division Management; B.S., Nova Southeastern University; of Information Technology; B.A., Florida M.S., California State University International University; M.S., North Dakota State COLIN, Jessie; Professor of Nursing; B.S.N., M.S.N., University Hunter College; Ph.D., Adelphi University CASSINI, Charles J.; Assistant Professor of COLVIN, Mary K.; Assistant Professor of Nursing; Philosophy; B.A., The Catholic University of B.S.N., Georgetown University; M.S.N., Edinboro America; M.A., University of Miami; M.Ed., University of Pennsylvania Florida Atlantic University CONDE, Luis T.; Assistant Professor of Education; CASTINEYRA, Magda J.; Associate Director for B.S., University of Lisbon, Portugal; B.A., St. Undergraduate Admissions, Division of Enrollment Thomas University; M.S., St. Thomas University; Management; B.A., St. Thomas University; Ed.M., Ph.D., The Union Institute Harvard University CONNELL, Helen; Associate Professor of English; CEDRA, Jessica; Coordinator, University Events; Assistant Chair, English and Foreign Languages; B.A., University of Miami B.A., M.A., Syracuse University; Ph.D., Florida CERVANTES, Cynthia A.; Assistant Program State University Director, Cardiovascular Perfusion Program; B.A., COOK, Patricia J.; Assistant Professor of Social Work; University of Oklahoma B.A., Gordon College; M.S., Columbia University CHARANIA, Preeti; MSW Program Director, School School of Social Work of Social Work; B.A., University of Bombay; CORRISS, Mary Laura; Senior Programmer/Analyst, M.S.W., Nirmala Niketan College of Social Work, Administrative Information Systems; B.A., Bombay, India Duquesne University; M.S., Barry University CHATTOO, Calmer; Reference Librarian; B.A., COULTER, Beverly; Professor of Music; B.F.A., University of West Indies, Mona, Jamaica; Florida Atlantic University; M.M., D.M.A., M.L.S., Ed.M., University of Buffalo-STATE University of Miami UNIVERSITY OF NEW YORK COURSON, Carey; Operations Manager, School of CHOJNACKI, Margaret K., Assistant Professor Natural and Health Sciences of Communication; B.A., M.A., Ph.D., State University of New York at Buffalo COVONE, Michael; Director of Athletics; B.P.S., M.S., Barry University CHRAIBI, Chakib; Chair, Mathematics and Computer Science; Professor of Computer Science; B.S., CRAMER, Carl R.; Professor of Sport and Exercise M.S., Doctorate, University of Bordeaux; Ph.D., Sciences; B.A., Augsburg College; M.Ed., State University of New York at Binghamton University of Wisconsin; Ed.D., Kansas State University CHRUSZCZYK, Cynthia; Senior Associate Registrar; B.B.A., Florida International University; M.S., CRAWFORD-BROWN, Claudette; Instructor of Barry University Social Work; B.Sc., University of the West Indies; M.S.W., Howard University; Ph.D., Rutgers CIESLAR, Rosemarie; Assistant Director, Cash University Management, Business and Finance Division; B.S., Barry University CREIGHTON, Cynthia; Associate Professor and Assistant Director of Occupational Therapy; B.S., CLARKE, Steve K.; Assistant Professor of Eastern Michigan University; M.A., University of Anesthesiology; B.A., Wright State University; Michigan; Ph.D., Wayne State University B.S., George Washington University; M.A. Wright State University CREMADES, Gualberto; Associate Professor of Sport and Exercise Sciences; B.S., M.Ed., Ph.D., CLARO, Aida; Senior Associate Director for Financial University of Houston Aid, Division of Enrollment Management; B.S., Barry University

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CRUTER, Anwar S., Director, Offi ce of Student DAY, Terri; Associate Professor of Law; B.A., Activities; B.A., Elon College; M.A., Appalachian University of Wisconsin; M.S.S.A., Case Western State University Reserve University; LL.M., Yale Law School; J.D., CULVER, Charles M.; Associate Program Director, University of Florida Physician Assistant Program; Professor of Medical DeCARDENAS, Rebecca; Regional Director, School Education; B.A., Columbia University; M.D., of Adult and Continuing Education; B.P.S., Barry Ph.D., Duke University University; M.B.A., Embry Riddle Aeronautical CUMMINS, Linda; Associate Professor of Social University Work; B.E.S., Thomas More College; M.S.W., DEEB, Khaled; Academic Coordinator, Information Ph.D., Ohio State University Technology; Associate Professor of Information CUPIDO, Claris Lynette; Laboratory Director, School Technology, School of Adult and Continuing of Natural and Health Sciences; ONC (Biological Education; B.A., B.S., Beirut University; M.S., Sciences) The College of Northeast London; Ph.D., Florida International University Diploma in Microbiology, London Guildhall DEGRAFF, Karl-Marc; Desktop Computing University Specialist, Division of Information Technology; CURETON, Kathleen; Academic Advisor/Recruiter, B.S., M.A.S., Barry University School of Adult and Continuing Education; B.S., DEEN, Denise; Coordinator, Admissions/Marketing Austin Peay State University; M.S., Murray State Health Services, Division of Enrollment University Management; B. Comm., St. Mary’s University; CURRERI, Angela Ceil; Professor of Art; B.F.A., M.B.A., Heriot-Watt University University of Miami; M.F.A., University of DeLaPENA, Maura (Silvia); Assistant to Department Kansas Administration Theology/Philosophy CURTISS, Pamela; Assistant Dean of Education, DEL RIO, Heberto; Assistant Professor of Ft. Myers, School of Education; B.A., Hastings Mathematics; Licentiate Mathematics, M.S., College; M.A.E., Ph.D., University of Nebraska- Universidad Nacional Autonoma de Mexico; M.S., Lincoln University of Miami; Ph.D., State University of CVEJANOVICH, George J., Jr.; Associate Professor New York at Stony Brook of Political Science and International Studies; DeMOTT, Edward J.; Assistant Director for Graduate Chair, History and Political Science; B.A., Programs, School of Human Performance and Louisiana State University; M.A., Louisiana State Leisure Sciences; B.A., M.S., Barry University University; Ph.D., University of Texas DeWINTER, Marietta; Head of Technical Services/ DAGHESTANI, Eddie; Associate Professor of Librarian, Division of Information Technology Economics and Finance; J.D., Damascus University; DENSON, Rashanda; Enrollment Director; School M.S., Ph.D., Colorado State University of Adult and Continuing Education, B.S., Bethune DANIELS, Ollie; Associate Professor of Education; Cookman; M.A., University of Phoenix B.S., Edward Waters College; M.S., Texas Southern DENTATO, Michael; B.S.W. Program Director, University; Ed.D., University of Florida School of Social Work; B.A., M.S.W., Fordham DAVIDSON, Carla; Academic Advisor/Site Manager, University School of Adult and Continuing Education; B.A., DEVINE, Patrick; Associate Director, Residential Life, State University of New York; M.A., New York Student Services; B.S., M.S., Barry University University DeWINTER, Marietta; Head of Technical Services/ DAVIES, Roxanne S.; Assistant to the President for Librarian; Division of Information Technology; Mission Integration and Director of QIP; B.S., M.L.S., Florida State University M.S., Texas A&M University DEZEK, John; Associate Dean; Associate Professor DAVIS, Cynthia; Academic Coordinator, Art, of Education; B.A., University of Wisconsin; M.A., Humanities, Music, and Photography; Assistant Ed.S., Ed.D., Western Michigan University Academic Coordinator for English; Associate Professor of English, School of Adult and DIAZ, Leticia M.; Dean School of Law, Orlando; J.D., Continuing Education; B.A., Boston College; Ph.D., Rutgers School of Law M.A., Georgetown University; M.Ed., Boston DIAZ-RODRIGUEZ, Mercedes; Executive Secretary University; Ph.D., University of Maryland to the Director of Anesthesiology; B.S. Candidate, DAVIS, Deborah L.; Assistant Director for Financial Barry University Aid/ACE, Division of Enrollment Management; DiBELLO, Lilia; Assistant Professor of Education; B.S., M.S., University of Maine B.A., Tulane University; M.S., Ed.D., Florida International University

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DICK, Ronald M.; Professor of Anesthesiology; B.S., DUVALL, Darrell; Director, Information Technology Florida State University; B.S., Ph.D., University of Support Desk, Division of Information Technology; South Carolina B.S., M.S., Florida International University DIENER, Betty; Professor of Management, School DUVALL, Gwendolyn; Executive Assistant to of Business; B.S., Wellesley College; M.B.A., Assistant Vice Provost for Enrollment Management, D.B.A., Harvard University Division of Enrollment Management DIEZ, Nicole O.; Associate Vice President for EADEH, Lauren, Assistant Director for Graduate Business and University Budget Offi cer; B.B.A., Admissions, Division of Enrollment Management; M.B.A., University of Miami B.A., M.A., New York University DINGER, Patricia; Regional Undergraduate Recruiter/ EDWARDS, Jeffrey; Coordinator of Student Conduct, Alumni Developer, Division of Enrollment Dean of Students Offi ce; B.A., B.S., M.S., Barry Management; B.A. Ohio Northern University; University M.S., Barry University EELTINK, Catherina; Associate Professor of DOMINGUEZ, Azul; Senior Financial Aid Counselor, Education, Counseling - Orlando; B.A., Marquette Division of Enrollment Management; B.A., Florida University; M.S., University of Miami; Ph.D., International University Florida State University DOMINGUEZ, Serrana; Payroll Manager, Business EGAN-HINELINE, Eileen, RN-C; Director, Student and Finance Division Health Center; B.S.N., Barry University; M.S., DOPICO, Guillermo; Videoconferencing Support Barry University Specialist, Division of Information Technology; EGRET, Claire; Assistant Professor, Biomechanics; B.S., Barry University B.S., University of Rouen (France); M.S., DOPICO, Patti; Director, Human Resources University of Rennes (France); Ph.D., University of Rouen (France) DORAN, Madeleine; Associate Professor of Education; B.S., Valdosta State University; M.S., ELLIS, Gilbert; Assistant Professor of Physiology; University of Montana; Ed.D., University of South B.A., University of New Hampshire; M.S., Florida Northeastern University; Ed.D., Nova Southeastern University DORN, Christina S., Enrollment Director, Brevard; School of Adult and Continuing Education; B.A., ENGLE, Bretton C., Assistant Professor of Social University of Wisconsin. Work; B.S., M.S., Boise State University; Ph.D., Florida International University DOWD, Janet, Administrative Assistant, Vice president for Student Affairs. ESPOSITO, Luigi; Associate Professor of Sociology and Criminology; B.A., Florida International DOWETT, Janice; Academic Director; School of University; M.A., Ph.D., University of Miami Adult and Continuing Education, Treasure Coast; B.S., Salen-Teikyo University; M.A., West Virginia ESTEVEZ, Monsignor Felipe J.; Associate Professor University of Theology; M.A., Barry University; S.T.L., University of Montreal; S.T.D., Pontifi cal DROZD, Olena; Coordinator, Writing Center and Gregorian University Reading Lab; Instructor in English, Learning Center; B.A., Odessa State UniversityÐUkraine; ESTEVEZ, Marilyn; Instructor of English; B.S., M.A., Florida International University Florida International University; M.A., Barry University DUBNER, Barry; Professor of Law, B.A., Hunter College; J.D., New York Law School; LL.M., EVANS, Chester A.; Vice President for Medical University of Miami; LL.M., J.S.D., New York Affairs and Dean, School of Podiatric Medicine; University Professor of Podiatric Medicine; B.S., University of Miami; M.S., University of Florida; B.Med.Sc., DUBERRY, James; Executive Chef, Dining Services D.P.M., California College of Podiatric Medicine DUFFY, Maureen; Professor of Education; B.S., EWING, Dan; Professor of Art History; B.A., National University of Ireland; M.S., Barry University of California; M.A., Ph.D., University University; M.S., Ph.D., Nova University of Michigan DUTTER, Lee E.; Associate Dean for Academic EXELRUD, Mari, Assistant Director, Student Union Affairs; Professor of Public Administration, Offi ce, Student Affairs; B.A., FACHA University School of Adult and Continuing Education; B.S., Florida State University; M.A., Ph.D., University FAIRBANKS, Sandra J.; Associate Professor of of Rochester Philosophy; B.A., Wheaton College; M.Phil., University of Edinburgh; J.D., University of Maine; M.A., Ph.D., University of Minnesota

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FAIRBANKS, O.P., Sr. Sara Ann; Associate Professor FISHER, George H.; Professor of Chemistry; B.S., of Theology; B.A., Wilson College; M.A., Aquinas Rollins College; M.S., University of Florida; Institute of Theology; Ph.D., University of St. Ph.D., University of Miami Michael’s College/ Toronto School of Theology FISHMAN, Philip; Instructor of English; B.S., M.A., FALLOON, Yvonne M., Financial Analyst, Business Ohio State University and Finance Division; B.B.A., Florida Atlantic FLETCHER, Dave C; Senior Director for Graduate University; M.B.A., Nova Southeastern University Admissions, Division of Enrollment Management; FARRELL, Jill Beloff; Chair, Curriculum and B.A., Don Bosco College; M.A., University of Instruction Program; Assistant Professor South Florida; M.A., St. Vincent De Paul Regional of Education; B.S.A., M.S., Ed.D., Florida Seminary International University FLOWERS, O.P., Sr. Grace; Academic Advisor, FEIN, Richard B; Assistant Professor of Medical Associate Director, Treasure Coast, School of Education; Director of Didactic Studies, Medical Adult and Continuing Education; B.S., Siena Director, Physician Assistant Program; B.S. Heights College; M.S., Barry University; M.A., University of Florida; M.D., University of Miami; Loyola University; Ed.S., University of Georgia M.P.H. Florida International University FOREMAN, Sean D., Assistant Professor of Political FEITO, Patricia Maria; Academic Coordinator Science; B.A., Clarion University; M.A., Ph.D., English, Written Communication, and Foreign Florida International University Languages; Associate Professor of English, School FOTHERGILL, Laura; Transcript Evaluator, Division of Adult and Continuing Education; B.A., Florida of Enrollment Management; B.A. College of International University; A.M., University of Wooster Michigan; Ph.D., University of California FRANCISCO, Elizabeth; Director, Melbourne, School FERNANDEZ, Antonio A.; Assistant Professor of of Adult and Continuing Education; B.S., M.S., Biology; B.Sc., B.A., M.D., Higher Institute of M.B.A., Embry-Riddle Aeronautical University Medical Sciences of Havana, Cuba FRANCO, Catalina; Wellness Coordinator; FERNANDEZ, M. Sylvia; Chair, Counseling Coordinator of Instructional Activities in Sports Programs; Professor of Counseling Education; and Recreation; Human Performance and Leisure B.A., B.S., M.S., Ph.D., Southern Illinois Sciences; B.S., M.S., Barry University University at Carbondale FRANCO, Mary Jane; Instructor in Computer Science, FERRER-WREDER, Laura; Associate Professor of Mathematics and Computer Science Department; Psychology; B.S., Barry University; M.S., Ph.D., B.S., Pontifi cia Universidad Javeriana; M.S., Florida International University University of Notre Dame FERSTLE, Thomas; Assistant Professor of English; FRANK, Mitch; Associate Professor of Law; B.A., B.S., University of Texas at Dallas; M.A., Cornell University; J.D., University of Florida University of Dallas; Ph.D., University of Texas at Dallas FRANK, William P.; Assistant Dean for Students, School of Business; B.S., Bradley University; FICKEL, Angela; Instructor in Biology; B.S., M.B.A., DePaul University Marquette University; M.S., Barry University FREED, C.C.P., Jason; Program Director, FIEDLER, Anne; Professor of Management, School Cardiovascular Perfusion; B.S., University of of Business; B.A., M.B.A., University of Miami; Texas; M.S., Barry University Ph.D., Florida International University FREEMAN, Marsha; Associate Professor of Law; FIEN, Richard B.; Assistant Professor of Medical B.A., Queens College; J.D., Touro College Education; Director of Didactic Studies, Physician Assistant Program; B.S., University of Florida; FREI, O.P., Sr. John Karen; Associate Vice President M.D., University of Miami; M.P.H., Florida for Research; Dean, School of Natural and Health International University Sciences; Professor of Biological and Biomedical Sciences; B.A., Douglass College; M.S., Rutgers FISCHER, Cynthia; Assistant Professor of Education; University; M.B.A., Barry University; Ph.D., B.A., Hofstra University; M.S., Adelphi University; University of Miami Ph.D., University of Virginia FRIESER, Barry; General Manager, Dining Services; FISHER, Karen; Admissions Counselor, Division B.A., Brandeis University of Enrollment Management; B.S., M.S., Elmira College GAFFNEY, Patrick; Assistant Professor of Education; B.A., St. Benedict’s College; M.Ed., University of Missouri; Ph.D., University of Mississippi

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GALT-McBEAN, Danelle; Adjunct Assistant GOULET, Jocelyn; Director, Health Sciences Professor of Anesthesiology; B.S.N., University of Admissions Operation; B.A., B.Ed., University of Mary; M.S., Barry University Ottawa; B.Ph., L.Ph., St. Paul University; M.A., GAMBRILL, Sarah; Admissions Counselor, Division University of Ottawa of Enrollment Management; B.S., University of GRANT, Lynn; Regional Director, Brevard/Volusia, Central Florida School of Adult and Continuing Education; B.S., GARCIA, Tamara Celestin; Coordinator, Inter-Cultural City University of New York at York College; Center, Student Services; B.A., University of M.A., Webster University Miami; M.P.A. , Florida International University GRANT, Shaunette; Director of Institutional Research; GARNETT, LaKima; Assistant Director, Student B.S., University of Florida Activities; B.A., Eastern Carolina University; GRAY, Susan; Professor of Social Work; B.A., M.S., Barry University Caldwell College; M.S.W., Rutgers University; GASSO, Teresa M.; Assistant Director for Records M.B.A., Barry University; Ed.D., Nova University; and Transcript Evaluation, Division of Enrollment Ph.D., Barry University Management; B.S., Kennesaw College; M.S., GRAZZIANI-RIVERA, Annette; Systems Coordinator Barry University (Communications Management)/TSA, Division of GENUS, Ian; PC Support Specialist, Division Enrollment Management; B.S., Barry University of Information Technology; B.S., American GREEN, Michael E.; Director, Tampa/St. Petersburg, Intercontinental University School of Adult and Continuing Education; B.S., GERBER, Cheryl B.; Executive Assistant to Vice West Virginia University, M.A., University of President for Business and Finance; B.L.S., M.S., Central Florida Barry University GREENBAUM, Andrea; Associate Professor of GIBSON, Ann; Associate Professor of Sport & English; B.A., California State University; M.A., Exercise Sciences; B.A., Albertus Magnus College; Ph.D., University of South Florida M.B.A., M.S., Ph.D., University of New Mexico GRIFFIN, Michael; Vice President for Student Affairs; GIORDANO, Victoria A.; Associate Professor of Professor of Education; B.A., M.A., Siena Heights Education; B.S. and M.S., Nova University; Ed.D., College; Ed.D., Nova Southeastern University Florida International University GRIMES, Carrie; Assistant Director for Information GIOVANELLI, Maryanne; Coordinator of Athletic Systems and Technology; Division of Enrollment Operations, School of Human Performance and Management; B.L.S., M.S., Barry University Leisure Sciences; B.S., Lynn University; M.S., GRISWOLD, Jan M.; Assistant Manager, Audiovisual Barry University Services; M.A., Trevecca Nazarene University GLOVER-HODGE, Renee; Alumni Programs GRIZZLE, Gary; Chair, Sociology and Criminology; Director; B.S., M.S., Barry University Associate Professor of Sociology; B.A., Florida GLYNN, Gerard; Associate Professor of Law; B.A., St. International University; M.S., Florida State Louis University; LL.M., Georgetown University; University; Ph.D., Northwestern University M.S., J.D., American University GUTERMAN, Jeffrey; Assistant Professor of GOEHL, John F., Jr.; Professor of Physics; B.S., Education; B.A., Boston University; M.S., Ph.D., University of Notre Dame; Ph.D., University of Nova Southeastern University Notre Dame HACKETT, Virginia, Assistant Professor of Nursing; GONZALEZ, Javier; Instructor; B.S., Florida B.S.N., Hunter College-Bellevue; M.S.N., Molloy International University; M.S., Nova Southeastern College University HADJEZ, Claudia; Follett Bookstore Manager GONZALEZ, Miguel A.; Academic Advisor/ HAGAMAN, Julia; Registrar, School of Law-Orlando; Recruiter, School of Adult and Continuing B.A., University of Pittsburg Education, Daytona; M.H.S., Lincoln University; HAID, Lois K.; Associate Professor of Education, Ed.D., Temple University School of Education; B.A., College of St. GONZALEZ, Pedro B.; Associate Professor of Elizabeth; M.Ed., Marymount University; Ph.D., Philosophy; B.A., University of Alabama; M.S., George Mason University Ph.D., DePaul University HAMILTON, Martin; Art Director, University GOSNELL, Joan C.; Assistant Professor of Education; Marketing; A.S., Art Institute of Fort Lauderdale B.P.S., M.S., Florida International University

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HANLON, Andra, Director, Nurse Practitioner HERMAN, Trish; Site Coordinator of Elementary Specializations, Associate Professor of Nursing; Education, Fort Myers; Assistant Professor B.S.N., Georgetown University; M.S.N., Rutgers of Education; B.S. University of Wisconsin- University; Ph.D., Loyola University Whitewater; M.E., National Louis University; HANSON, Carole F.; Assistant Director for Graduate Ed.S., Ed.D., Nova Southeastern University Financial Aid, Division of Enrollment Management; HERSHORIN, Indra Ramphal; Instructor in Nursing; B.P.S., Barry University B.S.N., M.S.N., Doctoral Candidate, Barry HARALAMBIDES, James; Professor of Computer University Science; Diploma, University of Patras, Greece; HICKS, Leta E.; Associate Professor of Sport and M.S., Ph.D., University of Texas, Dallas Exercise Sciences; Director, Graduate Programs; HARKINS, Gretchen M.; Director, Grant Programs B.S., University of Tulsa; M.S. and Ed.D., and Governmental Relations, Institutional Oklahoma State University Advancement; B.A., J.D., Florida State University HILL, Candice, R.N., Registered Nurse, Clinical HARRIS, Jennifer; Manager, Support Services; B.S., Coordinator, Student Health Center; B.S.N., Barry University. Barry University; M.H.S.A., Georgia Southern University HARRIS-HOLLOWAY, Jennifer; Instructor in Nursing; B.S.N., M.S.N., University of Miami HILL, Dan; Director of the Fitness Center; Assistant Director of Campus Recreation and Wellness; HARRIS-LOOBY, Judy; Chair, Exceptional Student B.S., Barry University; M.S., Georgia Southern Education Programs; Associate Professor of University Education; B.A., M.A., University of the Virgin Islands; Ph.D., University of Miami HOCK, Jean; Assistant Vice President, Student Affairs; B.A., M.S., Barry University HATTAWAY, Marvin; Director, Facilities and Budget Analysis; School of Adult and Continuing HORNER, Robert Bower; Academic Coordinator, Education, B.B.A, Tennessee State University Philosophy; Assistant Professor of Philosophy, School of Adult and Continuing Education; B.A., HAUSER, Nancy E., Operations Manager, School of Schiller International University; M.A., Boston Business; B.P.S., Barry University University; M.A., Ph.D. University of Miami HAYES, Emily; Transcript Evaluator, Division of HOUSTON, Yvonne; Assistant Professor of Dance, Enrollment Management; B.A., The College of B.F.A., New York University; M.A., Teachers Wooster College, Columbia University HAYS, Elizabeth T.; Associate Professor of HU, Xiaotang; Assistant Professor of Biology; M.S., Physiology; B.A., Keuka College; Ph.D., University Ph.D., Hunan Medical University (China) of Maryland HUBSCHMAN, Betty Gould; Associate Professor of HAYS, Susan, Part-time Graduate Admissions Education; B.A., Florida Atlantic University; M.S., Recruiter/ADSOE, Orlando, Division of Ed.D., Florida International University Enrollment Management; B.S., M.S. University of Phoenix HUFFMAN, Carol; Director, School of Social Work, Offi ce of Admissions; B.S., Bowling Green HEIM, Julie, Call Center Manager, Division of State University; M.S., Case Western Reserve Enrollment Management University HELOPOULOS, Terry; Assistant Professor of Medical HULL, Helia Garrido; Director of Legal Research Education, Physician Assistant Program Expansion and Writing Program, Assistant Professor of Law; at St. Petersburg College; P.A., Miami-Dade B.A., Providence College; J.D., Stetson University Community College; M.M.S., Nova Southeastern University HULTQUIST, Ronald D.; Assistant Maintenance Manager, Facilities Management; Licensed HENAO, Henry; Director, Nursing Resource Center, General Contractor; B.S., Barry University School of Nursing; B.S.N., M.S.N., Barry University HUMESTON, Howard Dart; Assistant Dean/ Director for Financial Aid, Division of Enrollment HENGARTNER, Christoph; Assistant Professor of Management; B.L.S., M.S., Barry University Biology; B.S., Université Laval, Canada; Ph.D., Massachusetts Institute of Technology HUNTER, Carmen; Director, Continuing Education Programs, School of Adult and Continuing HENRY, Eisha; Financial Aid Counselor/ACE, Education; B.S., Barry University Division of Enrollment Management HURLEY, O.P., Sister Marie Carol; Professor Emerita of Humanities; B.A., Siena Heights College; M.A., The Catholic University of America

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HURT, Joseph Richard; Professor of Law; L.L.M., JONES, Jeremy; Communications Coordinator I, Yale University; J.D., Baylor University Media Relations; University Relations; A.S., HUTTO, Barbara B.; Assistant to the Dean, School of Vincennes University Arts & Sciences JOSEPH, Gina; Assistant Director, Center for HYMN, Lynch; Audiovisual Services Manager, Leadership and Transition Services; B.A., M.S., Division of Information Technology; B.L.S., Barry Barry University University JUNE, Cedric; Desktop Computing Specialist, INGRAM-HERRING, Sarah; Assistant Director Division of Information Technology; B.S., of Field Education, School of Social Work; University of South Carolina B.S.W., Florida A&M University; M.S.W., Barry JUNGEMANN, Fred; Head Coach, Women’s Soccer; University B.A.S., Arizona State University IOZZIO, Mary Jo; Professor of Theology; B.A., KEENER, Joseph; Site Manager, South Florida PODS, Pennsylvania State University; M.A., Providence School of Adult and Continuing Education; B.A., College; M.A., Ph.D., Fordham University St. Alphonsus College; M.S.W., Barry University ISREL, Richard; Associate Registrar; B.S., Florida KEGELES, Sharon; Director of Undergraduate International University Programs; School of Human Performance & IZQUIERDO, Antonio Gil; Web Programmer/ Leisure Sciences; Assistant Professor of Sport Designer, Administrative Information Systems; and Exercise Sciences; Director, Undergraduate B.S., Concordia University, Wisconsin Programs; B.S., M.S., Barry University IZQUIERDO, Caroline, Assistant Director for KELLY, Dorothy C.; Assistant Registrar; B.S., Barry Admissions Records, Division of Enrollment University Management; B.B.A., Florida International KELLY, Millicent; Director, Palm Beach Gardens, University School of Adult and Continuing Education; B.A., JARVIS, Karen; Biological Supply Manager; B.S., University of Delaware; M.S., Barry University Barry University KESTLER, Paul; Business Center Manager, Business JEANTILUS, Yvette; Director of Technical Services; Services B.P.S., M.S., Barry University KING, Christine A.; Associate Professor of Education; JEHLE, O.P., Sister Dorothy; Professor Emerita of B.Ed., M.Ed., Ed.D. University of Miami English; Director of Archives; B.A., College of KINZEL, Rochelle; Academic Coordinator, St. Francis; M.A., John Carroll University; Ph.D., Communications, Speech and Theater; Portfolio Loyola University Reader, School of Adult and Continuing Education; JENKINS, Marilyn; Associate Dean, Continuing Assistant Professor of Communication Arts; B.A., Education, Administrative Director for University Queens College; M.A., Hunter College and Regional Partnerships, School of Adult and KIRKLAND, Susan; Associate Vice President for Continuing Education; B.S., M.S., La Roche Finance and Chief Accounting Offi cer, Business College, Ph.D., Barry University and Finance Division; B.S., University of North JEZEK, Dennis; Director, Sports Information; B.A., Carolina; M.B.A., Barry University University of Alabama; M.S., Shippensburg KLEIER, JoAnn; Associate Professor Nursing; B.S.N., University of Pennsylvania University of South Florida; M.S.N., University of JIMENEZ, Ricardo; Instructor of Computer Science, Miami; Ed.D., Florida International University; Mathematics and Computer Sciences; B.A., Florida Ph.D., Barry University International University; M.S., Barry University KNUDSON, Cherie, Assistant Director, Public JOHNSON, Audrey; Assistant Director of IT Support Safety Desk, Division of Information Technology; B.S., KOLINSKY, Heather; Assistant Professor of Law; M.S., Barry University B.A., Stetson University; J.D., Rutgers University JONASSEN, Frederick; Assistant Professor of KOLSKY, Sharon; Instructor in Education; B.S., Law; B.A., Columbia University; Ph.D., Cornell University of Maryland; M.S., University of University; J.D., Indiana University Miami JONES, Jennifer; Clinical Liaison and Instructor; KONCSOL, Stephen W.; Associate Professor of School of Natural and Health Sciences; B.S., Psychology; B.A., Clark University; M.S., Rutgers University of South Florida; M.S., Barry University; Ph.D., Rutgers University University KONCZAL, Lisa; Assistant Professor of Sociology and Criminology; B.A., M.A., Ph.D., Florida International University

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KOONS, Judith; Associate Professor of Law; B.A., LANGEN, Wendy Hoon; Assistant Faculty; Physician University of Florida; J.D., University of Florida Assistant Program, School of Graduate Medical College of Law; M.T.S., Harvard University Sciences; B.A., New College; MCMSc, Barry Divinity School University, PA-C. KOPERSKI, SFCC, Sr. Veronica; Professor of LANGTON, Brandon G., Web Developer, Web Theology; B.A., Madonna College; M.A., Marketing; B.S., Florida International University University of Notre Dame; M.A., S.T.L., Ph.D., LASKY, Cynthia; Assistant Professor of Education; S.T.D., Catholic University of Louvain (Belgium) B.S., University of Southern Connecticut; M.S., KOPP, David; Chair, Human Resource Development Barry University; Ed.D., Nova Southeastern Programs; Assistant Professor of Education; A.A.S, University B.S., University of Louisville; M.B.A. , University LATKOVICH, C.S.J., Sr. Sallie L.; Assistant Professor, of Orlando; Ph.D., Barry University The Blessed Edmund Rice School for Pastoral KOWLESSAR, Allison; Coordinator, Offi ce of Ministry; B.A., Cleveland State University; Disability Services, Student Affairs D.Min., Graduate Theological Foundation KRAMER, Sean; Assistant Vice President for Alumni LAUDAN, Ralph; Associate Dean, School of Relations; B.A. Florida International University Natural and Health Sciences; Associate Professor KUSHI, Harold (Terry); Director, Info Technology of Biology; B.S., M.S., Fairleigh Dickinson Infrastructure Services; Division of Information University; Ph.D., Rutgers University Technology LAVANDERA, Reynel; Assistant Professor of LaBAHN, Patricia D.; Associate Dean, School of Adult Nursing; B.S.N., M.S.N., University of Miami and Continuing Education; Assistant Professor of LAURORE, Sebastien; Assistant Network Engineer, Social Science; B.A., Creighton University; M.A., Division of Information Technology; M.S., University of Dayton; M.B.A., Barry University; American Intercontinental University Ph.D., Saint Louis University LAURORE, Sebastien; Senior Network Engineer, LaBARRIE, Ronald; Manager, Student Financial Division of Information Technology; B.S., Barry Services, Cashier/Business Offi ce; B.S., M.B.A., University; M.S., American Intercontinental Barry University University LACEY, Debra; Associate Professor of Social Work; LAWKO, Cheryl; Director for Major and Planned Gifts, B.S., University of Florida; M.Ed., University of Institutional Advancement; B.A., Northwestern Vermont; M.S.W., Ph.D., State University of New University York at Albany LEACOCK, Stephen J.; Professor of Law; B.A., LACY, D. Aaron; Assistant Professor of Law; B.S., M.A., City of London Polytechnic; LL.M., London University of Maryland; J.D., University of Florida; University; Barrister, Middle Temple-London LL.M., American University LEFF, Susan; Director, Elderhostel Programs, LADERMAN, Michael S.; Assistant Vice President Adult and Continuing Education; B.L.S., Barry for Communications and Marketing; B.A., Nova University Southeastern University LEONARD, Cathleen; Executive Director, Business LAGOMARSINO, Sheri; Assistant Dean for Operations, Business and Finance Division; B.S., Admissions, School of Law-Orlando; B.S., M.A., Barry University University of Florida; J.D., Florida State LENNON, Ron; Professor of Marketing, School of University Business; B.A., Long Island University; M.B.A., LAMET, Ann W.; Assistant Professor of Nursing; University of Baltimore; Ph.D., University of B.S.N., Hunter-Bellevue; M.S., State University Maryland of New York at Stony Brook; Ph.D., Barry LePAGE, Carolyn.; Director, Nurse Practitioner University Specializations, Assistant Professor of Nursing; LAMOREAUX, Wendy; Director, School of Adult B.S.N., M.S.N., Doctoral Candidate, Barry and Continuing Education; B.A., Florida Southern University College; M.A., University of South Carolina LETSCHE, Mary Ellen; Executive Assistant to the LANDA-GONZALEZ, Belkis; Assistant Professor of President Occupational Therapy; B.S., University of Miami; LESCOUFLAIR, Vladimir; Studio Lab Supervisor, M.S., Florida International University; Ed.D., Division of Information Technology; B.S., Florida Florida International University International University

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LEVASSEUR, Marie Ange; Associate Director, Adult LOUTZENHISER, K. Kim; Assistant Academic and Continuing Education; B.L.S., M.S.W, Barry Coordinator of History, Political Science and Public University Administration, Assistant Professor of Public LEVINE, Joel; Chair, Educational Computing and Administration, School of Adult and Continuing Technology Programs; Associate Professor of Education; A.B., Washington University; M.A., Education; B.A., University of So. Florida; M.S., Ph.D., St. Louis University Florida International University; Ed.S., Nova LU, Chia-Ying; Assistant Professor of Sport University; Ed.D., Florida International University Management; B.S., Ming-Chuan University, Taipe, LEWIS, Sarah J.; Associate Professor of Social Work; Taiwan; M.S. Louisiana Tech., Ph.D., Florida State B.S.W., Florida Atlantic University; M.S.W., Barry University University; Ph.D., Florida State University LUCKETT, Pamela; Assistant Professor of Information LEX-HEINRICH, Sherry; Student Financial Technology; Assistant Academic Coordinator for Coordinator, Business and Finance Division; Information Technology, Brevard, Orlando; B.S., B.P.S., Barry University University of Arkansas - Pine Bluff; M.S., Western Michigan University; Ed.S., Ph.D., Florida Institute LIN, Peter; Professor of Biology; B.S., University of of Technology Wisconsin; M.T., Theda Clark Reg. Medical Ctr.; Ph.D., Johns Hopkins University LUDWIG, Kathryn; Associate Professor of Sport and Exercise Sciences; B.A., the Colorado College; LINE, Kaci; Director of Academic Counseling and M.S., Texas Christian University; Ph.D., Texas Bar Preparation, School of Law-Orlando Woman’s University LITTLE, Daniel J.; Assistant Professor of Nursing; LUEPTOW, Margaret B.; Adjunct Associate Professor B.S., M.B.A., Nova University; M.S.N., Florida and Librarian, The Blessed Edmund Rice School Atlantic University; Ph.D., Barry University for Pastoral Ministry; A.B., Oberlin College; LIZAMA, Silvia; Chair, Fine Arts; Professor of M.L.S., University of Oregon Photography; B.F.A., Barry University; M.F.A., LUKOMSKI, Dolores; Regional Director, Central Rochester Institute of Technology Florida; University and Municipal Partnerships; LONDONO, Edward Andrew; Director of Campus Academic Advisor, School of Adult and Continuing Recreation; B.A., M.A., Florida International Education; B.S., M.S., Barry University University LUTZ, Marilyn; Associate Professor of Education, LONDONO, Fernando; Facilities Manager and Coordinator of Orlando, School of Education; Technical Director, Fine Arts Department B.B.A., M.B.A., Lindenwood College; Ed.D., LONDONO, Hernan; Associate Dean, Instructional Nova Southeastern University Computing Services, Division of Information LYONS, Bridget; Associate Director of Athletics; Technology; B.S., M.S., Barry University Human Performance and Leisure Sciences; B.A., LONGO, Joanne; Assistant Director, Portfolio Saint Michael’s College; M.Ed., Ph.D., Virginia Program Support, School of Adult and Continuing Commonwealth University Education; B.S., University of Maryland; M.S., MACE, David; Grounds & Support Services Manager, Barry University Facilities Management LONGORIA, Hossiella; Personal Counselor, Center MACIÁ, Silvia M.; Assistant Professor of Biology; for Counseling and Psychological Services; B.A., B.S., University of Miami; Ph.D., University Florida International University; M.A., Psy.D., of Miami Rosenstiel School of Marine and Argosy University Atmospheric Sciences LOPEZ, Regina; Database Administrator, MacDOWALL, Charlene; Instructor in Mathematics, Administrative Information Systems; B.S., Barry Mathematics and Computer Science Departmenet; University B.A., M.S., Hunter College, City University of LORING, Marjorie J., Assistant Director, Center for New York Excellence in Leraning and Teaching (CELT); MacNAMARA, Alex; Director of Facilities, Facilities B.S., M.S., Barry University Management; B.S., Barry University LOSITO, James M.; Professor of Orthopedics and MacNAMARA, Caridad; Director, Corporate and Biomechanics; B.S., California Polytechnic State Community Relations, Institutional Advancement; University; D.P.M., California College of Podiatric B.S., Barry University Medicine MADISON, Sandra; Director, Purchasing; Business LOTFY, Sara; Commnications Assistant; B.S., and Finance Division; B.S., Barry University University of Central Florida

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MAGUIRE, R.S.M., L.C.S.W., Sr. Anastasia; Director, McCRATH, Steven; Head Coach Men’s Soccer; B.A., Center for Counseling and Psychological Services; M.S., Seattle Pacifi c University B.Ed., Queens University, Belfast; M.S.W., Barry McCULLOUGH, Alfred J.; Regional Director of University Marketing, School of Adult and Continuing MAHER, Richard S.; Technical Manager, David Education; B.B.A., Iowa College; M.B.A., New Brinkley Studio York University MAJKA, Gene; Assistant Professor of Nursing; McCRINK, Carmen; Chair, Educational Leadership B.S.N., M.S.N., DePaul University and Higher Education Administration Program; MAJOR-SANABRIA, Michelle M.; Assistant Associate Professor of Education; B.S., Florida Professor of Psychology; B.A., S.S.P., Ph.D., Barry International University; M.Ed., Ph.D., University University of Miami MANDERSON, Nigel; Associate Director for McDONOUGH, Mary Eileen; Associate Vice President Financial Aid/ACE, Division of Enrollment for Student Affairs; Professor of Education; NCAA Management; B.B.A., Florida Atlantic University Faculty Athletics Representative; B.S., Chestnut Hill College; M.S., Marquette University; M.B.A., MARASCO, Joanna; Associate Professor of Barry University; Ed.D., Nova University Education, School of Education; B.S., Monmouth University; M.Ed., The College of New Jersey; McFADDEN, John; Program Director and Assistant Ph.D., University of Arizona Professor of Anesthesiology; B.S.N., Gwynedd- Mercy College; M.S. in Health Care Administration, MARILL, Alicia C.; Associate Professor of Theology; St. Joseph’s University; M.S. in Nurse Anesthesia, Director, Doctor of Ministry Program; B.A., Florida St. Joseph’s University; M.S.N., University of Atlantic University; M.A., Barry University; D. Tennessee Min., Catholic Theological Union McFARLANE, Garrett; Systems Operator, Division of MARINAS, Carol; Professor of Mathematics; B.S., Information Technology; B.S., Barry University Indiana Univ. of Pennsylvania; M.S., Indiana Univ. of Pennsylvania; Ed.S., Barry University, Ph.D., McGLONE, Jacqueline M.; Executive Director, Florida State University Dining Services and Bookstore, Student Affairs; B.S., Eastern Michigan University; M.Ed., MARKMAN, Joanna; Acting Clinical Director, University of Arizona Assistant Professor of Law, B.S., Syracuse University; J.D., Syracuse University College of McKINLAY, Robert; Assistant Dean, Project Law Development/Grants, Division of Medicine; B.S., Eastern Michigan University; M.P.S., College of MARKOV, Lubomir P.; Assistant Professor of Boca Raton Mathematics; M.A., Sofi a University, Bulgaria; M.A., Ph.D., University of South Florida McKOY, Angela; Academic Advisor, School of Adult and Continuing Education; B.A., M.S., St. Leo MARSHALL, Troy; Systems Administrator, Division College of Information Technology; B.S., Barry University McLAUGHLIN, Heidi; Associate Dean for Marketing MASON, Alan; Associate Professor of Music; B.M., and Recruitment, School of Adult & Continuing M.M., Manhattan School of Music; D.M.A., Education; B.S., Fairfi eld University; M.B.A., University of Miami D.B.A., Nova Southeastern University MASZTAL, Nancy B.; Professor of Education, School McMAHON HICKS, Connie; Assistant Professor of of Education; B.A., Florida State University; Communication, Professional in Residence; B.A., M.Ed., Ph.D., University of Miami Macalester College MATHIS-FISHER, Jennifer, Registered Mental McPHEE, Debra M.; Dean, School of Social Work; Health Counseling Intern/Personal Counselor, B.A., Saint Mary’s University, Nova Scotia; Center for Counseling and Psychological Services; M.S., Columbia University; Ph.D., University of B.S., Kennesaw State University; M.S., Valdosta Toronto State University. MEDINA, Marleyn; Records Manager, Sciences MAYBEE, Richard; Assistant Professor, Behavioral Admissions; B.S., Barry University Sciences/Speech, School of Adult and Continuing Education; B.S., M.A., Central Michigan MEDINA-SHEPHERD, Rose; Assistant Professor of University; Ph.D., University of Nebraska Nursing, B.S.N., Pace University; M.S.N., College of New Rochelle; Ph.D., Barry University McBEE, Charles M.; Assistant Dean, Academic Affairs, School of Adult and Continuing Education; B.S., M.S., Georgia State University

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MELLO, Jeffrey A.; Interim Dean; Professor of MOLINARI, Andrea L; Director, M.A. in Pastoral Management, School of Business; B.S., B.A., Theology (Rice School); B.A., Franciscan Boston University; M.B.A., Ph.D., Northeastern University; M.A., Providence College; Ph.D., University Marquette University MELOUN, Jalane M.; Academic Coordinator for MONCAYO, Greta; Wellness Coordinator Ð QIP; Human Resources Administration, Miami, West B.A., Barry University; M.S., Florida International Dade, Assistant Professor of Administration, University School of Adult and Continuing Education; B.A., MONTAGUE, Deborah F.; Assistant Dean, School Baldwin-Wallace College; M.A., Ph.D., University of Natural and Health Sciences; B.S., Syracuse of Akron University; M.B.A., Barry University MELTON, Teri; Associate Professor of Education, MONTAGUE, Jeremy; Professor of Biology; B.S., School of Education; B.S., The State University State University of New York at Geneseo; M.S., of New York at Albany; M.S, The State University Kent State University; Ph.D., Syracuse University of New York at Buffalo College; Ed.D., Lehigh University MORALES, Guillermo; Instructor of Mathematics; Mathematics and Computer Science Department; MENDEZ, Jesus; Associate Professor of History; B.S., University of Havana; Ph.D., Cuban Academy B.S., M.A., University of Miami; Ph.D., University of Sciences, Havana, Cuba of Texas at Austin MOREDA, Irene C.; Associate Professor of Social MERCEA, Lena; Senior Financial Analyst, Business Work; B.A., University of South Florida; and Finance Division; B.A., University of M.A.S.S.W., University of Chicago Chicago MORGANSTEIN, Mara S.; Director, Grants MERRILL, Thomas J.; Professor of Surgery; B.S., Programs, Institutional Advancement; B.A., Iowa State University, D.P.M., Dr. William Scholl Pennsylvania State University; M.S., Villanova College of Podiatric Medicine University METELLUS, Luisa Jahaira; State and Federal MORIARTY, John; Career Counselor, Career Work Study Coordinator, Division of Enrollment Services; B.S. University of Florida; M.B.A., Management; B.P.S., Barry University National University MIRA-BOHIGAS, Youdaris, Director, Pembroke MORRELL, Stephen O.; Professor of Economics and Pines; B.P.S., M.S., Barry University Finance; B.S., M.A., Ph.D., Virginia Polytechnic MIER, Constance M.; Associate Professor of Sport Institute and Exercise Sciences; B.S., Michigan State MORRIS, Alison, L.M.F.T.; Personal Counselor, University; M.S., University of Arizona; Ph.D., Center for Counseling and Psychological Services; University of Texas at Austin B.S., Oxford Brooks University; M.S., Nova MILLENBACH, O.P., Patricia; Instructor, School Southeastern University of Social Work; B.A., Siena Heights University; MORRIS, Ivette; Assistant Professor of Nursing; M.A., Western Michigan University; M.S.W., B.S.N., Florida International University; M.S.N., Barry University Barry University MILLER, Patricia S.; Director of Marketing for MORRISSEY, William P.; Senior, Reference Adrian Dominican School of Education, Division Librarian, Library; B.A., University of Kansas; of Enrollment Management; B.S., Pace University; M.S.L.S., Florida State University M.B.A., Indiana University MOSES, Justin: Director Ð Server and Messaging MIRANDA, Elsie; Director, Ministerial Formation; Systems, Division of Information Technology; Assistant Professor of Theology; B.S., University B.S., Barry University of Florida; M.S., Boston College; D.Min., Barry University MOSES, Justin; Assistant Director Ð Server Operations, Division of Information Technology; MITCHELL, Douglas; Director, Occupational Therapy B.S., Barry University Program; B.S., Eastern Michigan University; M.S., Wayne State University; Ph.D., Barry University MOTT, Shani; Director of Africana Studies; Assistant Professor of English; B.A., Wesleyan University; MOHAPATRA, Seema; Assistant Professor of Law; Ph.D. University of Michigan B.A., Johns Hopkins University; M.P.H., Yale University; J.D., Northwestern University MUDD, Laura; Chair, Biology; Professor of Biology; B.S., Georgetown University; Ph.D., University of Florida

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MUNNINGS, Gala Brown; Director of Field NUEHRING, Elane M.; Professor of Social Work; Education, School of Social Work; B.A., Fisk Director, Doctoral Program, School of Social Work; University; M.S.W., Barry University B.A., Gonzaga University; M.S.S.W., University MUNOZ, Gloria; Records Manager, Division of of Wisconsin; Ph.D., Florida State University Enrollment Management NUNEZ, Jennifer; Financial Aid Counselor, Division MURPHY, Ann S. Carneal.; Professor Emerita of of Enrollment Management Education; Director, Reading Program; B.A., O’BRIEN, Patricia; Coordinator for Student and Young Southern Methodist University; M.A., University Alumni Programs; B.A., St. Louis University of Kentucky; Ed.S., University of Kentucky; Ed.D., O’BRIEN, Rev. Scott T., O.P.; Chaplain; D.Min., University of Miami The Catholic Theological Union,Chicago; M.Div., MURPHY, Hugh; Assistant Professor of Theatre; Dominican School of Philosophy and Theology, B.A., M.A., Florida State University; Ph.D., The Berkeley, CA; M.A., Graduate Theological Union, Ohio State University Berkeley MUSCARELLA, Frank; Director of Clinical O’CONNOR, Nancy; Director of Billing and Account Psychology Program; Acting Director, School Services, School of Graduate Medical Sciences Psychology Program, and Professor of Psychology; O’DELL, Sr. Frances, O.S.F.; Reference Librarian; B.A., San Diego State University; M.A., University B.S., M.A., St. Bonaventure University; M.A., of Louisville; Ph.D., University of Louisville University of South Florida MUST, Emily; Area Coordinator for Residential Life; ODIO, Cesar T.; Head Coach, Men’s Basketball; B.S., Barry University Instructor in Sport and Exercise Sciences; B.S., NEELY-SMITH, Shane; Assistant Professor of Florida Southern College; M.S., Nova University Nursing; B.S.N., M.S.N., Ph.D., Barry University O’DONNELL, O.P., Sister Marie Joannes; Professor NELSON, John P.; Associate Dean of Clinics, Emerita of Chemistry; B.S., Siena Heights College; School of Graduate Medical Sciences; Professor Ph.D., The Catholic University of America of Podiatric Medicine; B.A., Rutgers University; O’GRADY, Reverend John F; Professor Emeritus of D.P.M., Ohio College of Podiatric Medicine Theology; B.A., Mary Immaculate College; M.Div., NELSON, Katherine; Associate Professor of Mary Immaculate Seminary; S.T.L., College of St. Communication; B.A., Loyola University; M.A., Anselm; S.T.D., University of St. Thomas; S.S.L., Ph.D., Arizona State University S.S.D., Pontifi cal Biblical Institute, Gregorian NELSON, Terry; IT Support Supervisor, Business and University Finance Division O’LAUGHLIN, O.P., Sister Jeanne; President Emerita NEMBHARD, Merlene; Reference Librarian; B.S., and Chancellor; Professor of Education; B.S., Siena Barry University; M.S., Florida State University; Heights College; M.S.T., M.Ed., Ph.D., University M.L.S., Florida State University of Arizona NEMBHARD, Priya; Coordinator, Development OLSON, Eric D.; Academic Coordinator, Legal Research; B.A., Syracuse University Studies; Assistant Professor of Legal Studies, School of Adult and Continuing Education; B.B.A., NG-A-FOOK, Wesley; Director of Desktop Computing Florida Atlantic University; J.D., University of Services, Division of Information Technology, Florida B.S., Barry University O’NEIL, Daniel; Assistant Director, Central Florida IT NICHOLS, David; Head Coach, Women’s Volleyball; Operations, Division of Information Technology; B.A., University of California Los Angeles B.A., State University of New York at Buffalo NICKERSON, Inge; Professor of Management; B.S., O’NEILL, Philip M.; Senior Reference Librarian; M.B.A., D.B.A., Louisiana Tech University B.A., University of Delaware; M.S.L.S., Columbia NODARSE, Maria Margarita; Associate Professor of University Spanish; B.A., College of the Sacred Heart; M.A., ORMAN, Richard; Academic Coordinator, Public Ph.D., University of Miami Administration, Professor of Public Administration, NORRIS, Elizabeth; Manager, Human Resources, School of Adult and Continuing Education; B.S., Orlando State University of New York; M.R.P., Ph.D., NOWAKOWSKI-SIMS, Eva; Director, Palm Beach Syracuse University Program, School of Social Work; B.S. University ORR, Edward; Associate Professor of Biomedical of Florida; M.P.H., University of South Florida; Science; B.S., Cleveland State University; Ph.D., M.S.W., Barry University; Ph.D., Barry University University of California, Berkeley

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ORTEGA, Daniela; Financial Aid Counselor, Division PEREZ, Fernando M.; Assistant Professor, Sociology of Enrollment Management, B.A., Belmont Abbey and Criminology; B.S., M.S., Florida State O’SHEA, Nina M.; System Administrator, University; Ph.D., University of Miami Administrative Information Systems; B.P.S., M.S., PEREZ, Nancy; Director of Accounts Payable; B.L.S., Barry University Barry University PACKERT, Gerhild; Program Director, Evening PERKEL, Linda K.; Associate Dean for Undergraduate Programs of Biology; B.S., M.S., University Education, School of Nursing; Associate Professor of Central Florida; Ph.D., University of South of Nursing; B.S.N., University of Florida; M.S.N., Florida University of Miami; Ph.D., Barry University PAGANA, Tiffany; Enrollment Director, Miami- PERKINS, Sam; Chair, Early and Middle Childhood Dade County, School of Adult and Continuing Education; Coordinator, TESOL; Associate Education,; M.B.A., George Washington University Professor of Education; B.S., North Georgia (MVC Campus) College; M.E., Mercer University; Ph.D., Georgia PAN, Victor; Professor of Mathematics; B.S., State University Guangzhou Normal University; M.A., Jinan PERRY, Vincent; Chief Financial Offi cer, School of University; Ph. D., University of South Florida Law-Orlando; B.A., University of South Florida PAPES, Kathleen A.; Associate Dean for Administrative PETERSON, Linda M.; Provost; Professor of Affairs, School of Nursing; Associate Professor Psychology; B.S., University of Illinois; M.S., of Nursing; B.S., Russell Sage College; M.A., Ph.D., University of Miami Teachers College, Columbia University; Ed.S., PETRINO-LIN, Teresa; Associate Professor of Ed.D., Florida Atlantic University Biology; Ph.D., National University of Tucuman, PARKHURST, Doreen C.; Assistant Dean, School Argentina of Graduate Medical Science, Program Director, PETTAWAY, Lincoln, Coordinator Graduate Physician Assistant Program; Associate Professor Admissions and Marketing, ADSOE, Division of Medical Education; B.A., Stonehill College; of Enrollment Management; B.A., University of P.A., Northeastern University; M.D., Boston Rochester; M.B.A., Cleveland State University University School of Medicine PICHÉ, O.P., Sister Evelyn; Dean Emerita, School PATON, Ann E.; Vice President for Institutional of Education; Professor of Education; B.A., Siena Advancement; B.S., Fitchburg State College Heights College; M.A., Siena Heights College; PATTON, Richard T. (Tim); Director, Professional Ph.D., Michigan State University Master of Public Health; B.S., M.A., University PIERCE, Walter J.; Associate Professor of Social of Florida; M.P.H., University of North Carolina Work; B.A., Morehouse College; M.A., University at Chapel Hill of Chicago; Ph.D., Barry University PAVAO, Marc; Head Coach, Baseball; B.S., PIETAK, Julianna M.; Communications Coordinator Bridgewater State University, M.S., Barry II, University Relations; B.A., Bucknell University; University M.J., University of Wollongong, Australia PAYNE, Bruce C.; Professor of Finance; B.A., M.B.A., PINEIRO, Carlos; Assistant Dean, Partnership University of South Florida; Ph.D., Louisiana State Development and Administration, School of Adult University and Continuing Education; B.S., Mercy College; PEMSINGH, Ramjeet; Associate Professor of M.S., Long Island University Anatomy, School of Graduate Medical Sciences; PINKERTON-JOHNSON, Cynthia; Instructor of B.Sc., University of Montreal, Canada; B.Ed., Nursing; B.S.N., M.S.N., University of Miami University of Toronto, Canada; M.Sc., University of Guelph, Canada; Ph.D., University of Alberta, PIPER, Terry, Dean, School of Education; B.A., M.A., Canada University of New Hampshire; Ph.D., University of Alberta PENATE, Judith; Controller, Business and Finance Division; B.S., Barry University; M.S. University PISSARIS, Seema; Assistant Professor of Management; of Miami B.B.M., Ryerson University; M.B.A., Doctoral Candidate, Florida Atlantic University PENNER, Danielle; Head Coach, Softball; B.A. California University of Pennsylvania; M.S./ PITA, Antonio; Assistant Professor of Information M.B.A. Barry University Technology; Assistant Academic Coordinator of Information Technology, Miami-Dade and Collier PERA, Sylvia; Academic Advisor/Recruiter, Kendall, Counties; B.A., Florida International University; School of Adult and Continuing Education; B.S., M.S., University of Miami M.S., Barry University

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PITTMAN, John C.; Site Coordinator, Kendall; RAMLOW, Patricia; QIP Project Coordinator, Human Associate Professor of Education; B.S., Bethune- Resources; B.S., Pontifi cia Universidad Catolic Cookman College; M.A., Fisk University; Ed.S., RAPHAEL, Amy, Director, Career Services; B.A., University of Florida; Ed.D., University of Miami Wake Forest University, M.S., University of North POCZWARDOWSKI, Artur; Professor of Sport and Carolina at Greensboro, Ph.D., The University of Exercise Sciences; M.S., University of Gdansk Georgia Poland; Ph.D., University of Utah RATZMANN, Rev. George; Assistant Professor, The PONSKY, Dana; Director, Center for Leadership and Blessed Edmund Rice School for Pastoral Ministry; Transition Services; B.A., University of Maryland; M.A. in Theology, St. Vincent De Paul Seminary; M.A., Bowling Green State University S.T.L., Ph.D., Katholieke Universiteit PORTA, Alicia; Graphic Designer; B.A., Florida RAY, Reina; Coordinator, O’Laughlin Intercultural Atlantic University Center; B.S., Florida Atlantic University POSEY, Vivian; Assistant Professor of Education; REATO, Deborah A.; Director of Operations, Offi ce B.A., Caldwell College; M.A., University of South of the Registrar; B.S., M.S., Barry University Florida; Ed.D., Nova Southeastern University REDWAY, Flona; Assistant Director of MARC and POULOUS, James; Assistant Director, Math Lab; MIRT Program; Assistant Professor of Biology; B.S., M.S., Florida International University B.Sc., University of the West Indies; M.Phil., POWELL, Toni; Professor Emerita of Education; B.S. University of the West Indies; Ph.D., University of Carnegie-Mellon University; M.S., Ph.D., Florida Cambridge, England State University REDWAY, Glendon; Assistant Dean for Information POZA, Jose J.; Assistant Dean for Marketing, Andreas Technology Administration; B.Sc., M.Phil, School of Business; B.B.A., Florida International University of the West Indies University; M.B.A., Barry University REED, Jill Mitchell; Assistant Professor of English; PRESMANES, O. P., Reverend Jorge; Assistant B.S., Columbia University; M.A., State University Professor of Theology; B.A., Georgia State of New York at Stony Brook; Doctoral Candidate, University; M.DIV., M.A., Dominican School Florida International University of Philosophy & Theology at the Graduate REED, Ruth; Financial Aid Telecounselor, Division Theological Union; D.MIN., Barry University of Enrollment Management; B.A., Trinity PROVITERA, Michael J.; Assistant Academic International University Coordinator for Administration, Miami-Dade RIAL, Yamirka C., Associate Director for Financial County, Assistant Professor of Administration, Aid, Division of Enrollment Management; School of Adult and Continuing Education; B.S., B.S., Florida Atlantic University; M.S., Barry City University of New York; M.B.A., Saint John’s University University; D.B.A., Nova Southeastern University RICE, O.P., Sister Ellen Marie; Assistant Professor of PUMARIEGA, Rosie; Assistant Director for Education; B.S., Edgewood College; M.S., Fordham Undergraduate Programs, School of Human University; Ph.D., University of Wisconsin Performance and Leisure Sciences; B.L.S., Barry RIOS, Giselle Elgarresta; Assistant Professor of University Music; B.M., M.M., D.M.A., University of Miami QUERAL FOX, Carmen; Assistant Professor of RIPLEY, Hugh W.; Dean Emeritus, University Medical Education; Director of Clinical Education, Library; A.B., Syracuse University; A.M., Syracuse Physician Assistant Program; B.S., Northern University; M.S.L.S., Columbia University Kentucky University; M.P.H., B.S., P.A., Nova Southeastern University RIVEIRA, Joyce, Executive Director, Advancement Services; B.S., M.B.A., Barry University RAFALKO, Sharon; Instructor of Nursing; B.S.N., M.S.N., University of Maryland RIZZO, Patrice; Head Coach, Women’s Golf RAIZEN, Erin; Employment Manager, Human ROBERTS, Catherine; Assistant Professor in Resources; B.S., Barry University; M.S., Nova Education; B.A., College of New Rochelle; M.S., Southeastern University Barry University; Ph.D., Barry University RAMIREZ, Maximo; Network Manager, Division of ROBERTS, Sandra L.; Director, Business Information Technology; B.S., Barry University Development and Corporate Recruiting, School of Adult and Continuing Education; B.L.S., M.A., RAMIREZ; Miguel; Senior Web Programmer, Web Barry University Marketing; B.S., Barry University RAMOS, Keila; Union Offi ce Coordinator, Student Services; B.S., University of Central Florida

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ROBINSON, Norma Davis; Graduate Financial Aid RUSHING, John; Regional Director, North Florida, Counselor, Division of Enrollment Management; Assistant Professor of Administration; School of B.A., Florida State University Adult and Continuing Education; B.A., University ROCKWELL, Thomas; Associate Professor of of Miami; M.B.A., D.B.A., Nova Southeastern Graphic Art; B.F.A., Cleveland Institute of Art; University M.F.A., Florida Atlantic University RUSSELLL, Charelle; Desktop Computing Support RODRIGUEZ, Angel (Fred); Assistant to the Specialist, Division of Information Technology; Controller; B.B.A., University of Miami B.S., Florida Memorial University RODRIGUEZ, Mabel; Assistant Director of Field RUSSELL, Robert; Coordinator of Clinical and Field Education, School of Social Work; B.S.W., Experience; Assistant Professor of Education; B.S., Indiana University; M.S.W., Florida International Hunter College; M.S., Barry University; Ed.D., University Nova Southeastern University RODRIGUEZ, Rosa; Director, Operations/Budget, RYDER, Maritza; Assistant Dean, School of Human School of Adult and Continuing Education; B.L.S., Performance and Leisure Sciences; B.L.S., M.S., Barry University Barry University ROGERS, Marjorie, K.; Clinical Liaison and RYTTEKE, Sara; Associate Professor of Photography; Instructor; School of Natural and Health Sciences; B.F.A., Arizona State University; M.F.A., B.S.N., University of Central Florida; M.S., University of Houston University of New England SACCO-BENE, Christine; Assistant Professor of ROKHFELD, Mark; Director, Math Lab; Instructor Counseling; B.S., Virginia Polytechnic Institute in Mathematics; B.S., M.S., Ternopol State and State University; M.S.Ed., Old Dominion Pedagogical Institute, Ukraine; A.B.D., Iv. Franko University; Ph.D., The College of William and State University, L’vov Mary ROMANO, David; Assistant Professor, School of SALAGA, Steve; Academic Advisor, School of Adult and Continuing Education; B.A., West Human Performance and Leisure Science; B.S., Chester University of Pennsylvania; M.S., Central East Carolina University; M.Ed., University of Washington University; Ph.D., University of Georgia Kansas SALVADOR, Carolina; Junior Financial Analyst ROSA, Sandra; Director of Human Resources, School SALVANESCHI, Luigi; Distinguished Adjunct of Law-Orlando; A.A., Hostos College Professor; M.C., Liceeo-Ginnasio Pareggiato; ROSEMAN, Fay; Assistant Professor of Education, Ph.D., Lateran University Certifi cation; B.S., Pace University; M.S.W., New SAMPOL, Esther; Coordinator, Developmental York University; Ph.D., Barry University English; Instructor in English; B.S., Nova ROSENBERG, Daniel Z.; Associate Professor Southeastern University; M.A., Barry University of Sport and Exercise Sciences; B.S., Ed.D., SAMRA, Rise J.; Professor of Communication; B.A., University of Massachusetts; M.A., University of Western Michigan University ; M.A., University of North Carolina Michigan; Ph.D., University of Arizona ROSENBLATT, Andrea F.; Associate Professor of SAMUEL, George M.; Head Coach, Tennis; Assistant Education; B.Ed., M.Ed., Ed.D., University of Professor of Physical Education; B.S., M.P.D., East Miami Tennessee State Univ.; Ph.D., Southern Illinois ROSENWALD, Mitchell; Associate Professor, School University of Social Work, B.A., Salisbury State University; SANBORN, Allen F.; Professor of Biology; B.S., M.A. Syracuse University; M.S.W., Ph.D., M.S., Ph.D., University of Illinois University of Maryland at Baltimore SANDALS, Phyllis; Director, Center for Advanced ROUDER, Leslie, L.C.S.W.; Director, Offi ce of Learning (CAL); B.E., University of Alberta, Disability Services, Student Affairs; B.A., Stony Edmonton, Canada; M.E., Ed.D., University of Brook University; M.S.W., Barry University Calgary, Alberta, Canada ROZNOVSKY, Thomas; Crime Prevention SANDERS, Edwina; Director, Retention Coordination, Coordinator; B.S., Southern Illinois University School of Adult and Continuing Education; B.P.S., RUDES, James; Assistant Professor of Education; M.A., Barry University B.A., Hunter College; M.S.W., New York SANDERSON, E. David; Head Coach, Women’s University; Ph.D., Nova University Crew; B.A., Yale University RULLO, Diane, Instructor of Social Work; B.A., M.A., Montclair State College; M.S.W., Ph.D., Fordham University

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SARGENT, Georgette M.; Operations Coordinator, SCOTT, James C.; Licensed Clinical Psychologist; Sport and Exercise Sciences, School of Human Assistant Director/Counselor, Center for Performance and Leisure Sciences; B.S., Barry Counseling and Psychological Services; B.A., University Seton Hall University; M.S., Psy.D. Nova SAUSE, John P.; Professor of Theology; B.A., Iona Southeastern University College; M.A., Manhattan College; M.S., Biscayne SCOTT, Jeanne; Retail Manager, Dining Services College; Ph.D., Florida State University; M.J., SCOTT, Phyllis F.; Interim Associate Dean, School Loyola University School of Law of Social Work; B.A., Florida Atlantic University; SAVERIMUTTU, Mahen; Assistant Professor of M.S.W., Barry University; Ph.D., Barry University Communication; B.A., University of Peradeniya, SCULLY, Robert E.; Academic Coordinator Sri Lanka; M.S., Purdue University; Doctoral of Administration, Associate Professor of Candidate, Michigan State University Organizational Behavior, School of Adult and SCARBOROUGH, Jack; Dean, School of Business; Continuing Education; B.A., Pennsylvania State Professor of Management; B.S., U.S. Coast Guard University; M.A., Temple University; D.B.A., Academy; M.B.A., University of Hawaii; Ph.D., Nova University University of Maryland SECADA, Grace; Applications Developer, Division of SCHAAB, S.S.J., Sr. Gloria; Assistant Professor of Information Technology; B.S., Barry University Theology; B.A., Chestnut Hill College; M.A., SEGAMI, Carlos; Professor of Mathematics and LaSalle University; Ph.D., Fordham University Computer Science; B.S., Universidad Nacional SCHANFIELD, Lillian; Professor of English; B.Ed., de Ingenieria, Lima, Peru; M.A., University of University of Miami; M.A., University of Montreal; Kansas; Ph.D., University of North Carolina M.B.A., Barry University; M.ST., University of SESODIA, Sanjay; Associate Professor of Anatomy Oxford; Ph.D., University of Miami (Neurophysiology); B.Sc., University of Newcastle- SCHIAVO, Frank Louis; Interim Assistant Dean for upon-Tyne, England; M.Sc., Royal Postgraduate Academic Affairs; Associate Professor of Law, Medical School, University of London, England; School of Law-Orlando; B.S., University of Ph.D., University of Newcastle-upon-Tyne, Pennsylvania; LL.M., New York University School England of Law; J.D., Villanova University School of Law SEUBERT, Diane; Program Coordinator; Annual SCHINASI, Lee D.; Associate Clinical Professor, Fund, Institutional Advancement School of Law-Orlando; B.B.A., University of SEVERINO, Thomas Paul; Associate Vice President Toledo; J.D., University of Toledo Law School for Institutional Advancement; B.S., M.S., Iona SCHLICH, Alex F.; Learning Service Coordinator, College, New York; M.A., University of Notre Department of Theology and Philosophy; Dame B.A., University of Notre Dame; M.A., Barry SHANAHAN, Patrick; Transcript Evaluator, Division University of Enrollment Management; B.A. Elmira College SCHOFFSTALL, Brenda; Assistant Professor of SHAPIRO, B. Sue; Associate Professor of Sport and Biology; B.S., Meredith College; Ph.D., Florida Exercise Sciences; B.S., West Virginia University; State University M.S., Ed.D., University of Virginia SCHRAER, Steve; Instructional Technology Support SHARP, Joseph; Executive Director, Recruitment Specialist, Division of Information Technology; and Marketing Analysis, School of Adult and B.A., University of Miami; M.A., Florida Continuing Education; B.S., Northeast Louisiana International University; M.S., Barry University University; M.B.A., Indiana Wesleyan University SCHWARTZBERG, Cori; Instructor in English; B.A., SHAW, Graham; Associate Professor of Biochemistry; M.A., University of Miami Ph.D., Aston University, England SCOTT, Angela M.; Assistant Vice Provost for SHENG, Shirley; Assistant Professor of Marketing; Enrollment Management; B.S., M.S., Barry B.A., Shanghai Institute of Business Administration; University MSc Finance, University of Leicester; Doctoral SCOTT, O.P., Sister Arlene; Assistant to the President Candidate, Florida Atlantic University for Mission and Ministry and Director of Campus SHIELD, O.P., Sister Judith; Associate Professor Ministry; B.A., University of Florida; M.A., Loyola Emerita of Economics; Ph.B., Siena Heights University of Chicago College; M.A., The Catholic University of America SHINE, Agnes; Associate Professor of Psychology; B.A., M.A., State University of New York at Plattsburgh; M.A., Middle Tennessee State University; Ph.D., Ball State University

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SHOCKET, Lysa Academic Fieldwork Coordinator, SMITH, Lyn; Site Coordinator of Elementary Occupational Therapy; B.S., M.S., Boston Education, Orlando; Assistant Professor University of Education; B.S., University of Southern SICCONE, Robert F.; Assistant to the President, The Connecticut; M.S., Ed.D., Nova Southeastern Blessed Edmund Rice School for Pastoral Ministry; University B.A., M.S. in Education; Iona College SMITH, Mark; Assistant Professor, School of SIEGEL, Michael; Associate Academic Dean, Social Work; B.A., University of South Carolina- Associate Professor of Microbiology, School Spartanburg; M.S.W., San Francisco State of Graduate Medical Sciences; B.S., Cornell University; Ph.D., Barry University University; Ph.D., University of Florida SODANO, Carol-Rae; Associate Vice President for SIENA, O.P., Sister Marie; Professor Emerita of Off-Campus Site Coordination and Dean, School of Education; B.S., Siena Heights College; M.S., Adult and Continuing Education; B.A., Marymount University of Michigan; Ed.D., Wayne State College; M.A., Fordham University; M.A., LaSalle University University; Ed.D., Widener University SIERRALTA, Pierre; Retail Manager, Dining SONSHINE, Roseanne; Nurse Recruiter and Clinical Services Coordinator, School of Nursing; B.S.N., Barry University SILY, Michel; Assistant Vice President for Internet Communications and Marketing; B.S., M.S., Barry SOROLLA-DELGADO, Br. Fernando; Assistant University Campus Minister; B.A., Our Lady of the Lake University SIMPSON, Andrew R., PC Support Specialist, Division of Information Technology SOTO, Miriam; Assistant Director for Institutional Research; B.S., Barry University SIMPSON, Traci A.; Assistant Vice President for University Administrative Data, Administrative SOTO, Monica; Director of Conference and Event Information Systems; B.S., M.S., Barry University Services; B.L.S., M.S., Barry University SIMPSON-WOOD, Taylor; Associate Professor of SOUTHERLAND, Charles C., Jr.; Professor of Law; B.A., DePaul University, M.F.A., Florida Podiatric Medicine; B.S., Brigham Young State University, J.D., LL.M., Tulane University University; D.P.M., California College of Podiatric School of Law Medicine SINGH, Jai N.; Associate Professor of Mathematics; SPALDING, Claudette; Associate Dean for the Assistant Chair, Math and Computer Science; Graduate Education, School of Nursing; Associate B.S., M.S., Patna University, India; Ph.D., Bihar Professor of Nursing; B.S.N., University of Miami; University, India M.S.N., Ph.D., Barry University SINGLETON, Sharron M.; Associate Professor, STARRATT, Christopher; Vice Provost for Planning, School of Social Work; B.S.W., Norfolk State Assessment and Institutional Research; Associate University; M.S.W., Ohio State University; D.S.W., Professor of Psychology; B.A., University of Howard University Florida; M.A., Ball State University; Ph.D., Auburn University SIRIMANGKALA, Pawena; Director, Honors Program; Associate Professor of Communication; STECHSCHULTE, O.P., Sister Agnes Louise; B.A., Mount Saint Clare College; M.A., Cleveland Professor Emerita of Biology; B.S., Siena Heights State University; Ph.D., Kent State University College; M.S., University of Detroit; Ph.D., The Catholic University of America SLONE, Don R.: Clinical Liaison and Instructor, School of Natural and Health Sciences; B.S.N., STEFFEY, Christine, Assistant Professor of Nursing; University of Central Florida; M.S., Barry B.S.N., University of Maryland; M.S.N., Florida University International University SMITH, Allen; Professor of Anatomy; B.A., Brown STEIN, Paige; Senior Communications Coordinator, University; B.S., Widener University; M.A., University Relations; B.A., Boston College; M.A., Temple University; Ph.D., University of Oregon Boston University Medical School STEVANOVSKI, Aleksander; IT Acquisition SMITH, E. Timothy; Professor of History; B.A., Specialist, Division of Information Technology; Manchester College; M.A., Ph.D., Kent State B.S., Florida International University University STEWART, Kerrie-Quaan; Director of Applications SMITH, Brian Keith; Assistant Sports Information Development and Database Administration, Director; B.S., Mississippi College Division of Information Technology; B.S., Barry University

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STEWART, Neil; Maintenance Manager, Facilities TALCOTT, Stanley M.; Professor of Law; B.S., Management University of Nebraska; J.D., University of STOBS, James; Head Coach Men’s Golf; B.A., Nebraska School of Law Florida Atlantic University TAYLOR, Michael; H.R. Data Base Administrator, STRUGANOVA, Irina; Associate Professor of A.I.S.; B.A., B.S., Barry University Chemistry and Physics; B.S., Ph.D., Moscow State TEJEDA, Manuel J.; Professor of Management, A.B., University M.S.Ed., Ph.D., University of Miami SUAREZ, Joanne M.; Executive Director, Operations, THOMPSON, Sonja Archer; Programmer/Analyst, School of Adult and Continuing Education; B.L.S., Administrative Information Systems; B.S., Barry M.S., Barry University University; M.S., Florida International University SUAREZ, S.J., Reverend Pedro; Professor of TOMAINO, Maria; Career Counselor; B.S., SUNY- Mathematics; B.A., Fordham University; M.S., Buffalo; M.S., Syracuse University; National University of Miami; M.Div., Loyola University of Certifi ed Counselor, NBCC accredited Chicago; M.S., Ph.D., Northwester University TOUMA, James; Coordinator for Donor Relations; SUAREZ-TRUJILLO, Priscilla M.; Regional Director, B.A. Barry University Broward County, School of Adult and Continuing TSE, Kee; Director of Operations, School of Social Education; B.A., M.S. Barry University Work; B.A., Florida Atlantic University; M.B.A., SUBRAN, Karen; Project Manager; University Barry University Marketing TSESARSKAIA, Mara; Instructor of Chemistry; SULLIVAN, William M.; Head Coach, Women’s B.S., M.S., Leningrad University of Chemistry and Basketball; B.A., Georgetown College; M.S., Nova Technology; M.S., University of Miami Southeastern University TULLOSS, Ijya C.; Coordinator, Montessori SUMMERS, Mark; Professor of Law, School of Law- Programs; Associate Professor of Education; Orlando; B.A., Washington and Jefferson College; B.S., Mapual Institute of Technology; M.S., J.D., West Virginia University; L.L.M., University Northwestern University; Ed.D., Nova University of Cambridge, England TUREEN, Richard M.; Associate Professor of SUNSHINE, Edward R.; Associate Professor of Counseling; B.B.A., University of Miami; MEd., Theology; B.A., M.A., Loyola University of St. Louis University; Ph.D., Nova University Chicago; Ph.D., Graduate Theological Union, TURNER, Valerie; Senior Web Writer, Web Marketing; Berkeley B.A., Douglass College, Rutgers University; SUPERFISKY, Sister Phyllis, O.S.F.; Associate M.Phil., Drew University Professor of Education; B.A., Alverno College; TYLER, Michael; Professor of Accounting, School M.A., Saint Louis University; Ph.D., Boston of Business; B.S., Florida State University; Ph.D., College Florida International University SUSSMAN, Stephen, E.; Assistant Professor of ULLOA, Freddy E.; Associate Vice President for Administration, School of Adult and Continuing Business Services and Facilities Management; Education; B.S., Philadelphia; B.I.S., M.P.A., B.S., Barry University; M.B.A., Barry University Ph.D., Georgia State University UMADHAY, Lonar Anthony M.; Adjunct Assistant SWAN, Margot; Assistant Director, Accounting; B.A., Professor of Anesthesiology; B.S.N., University B.S., Barry University of Santo Tomas; M.S.N., Florida International SWANER, Ann; Academic Coordinator of Theology; University Associate Professor of Theology, School of Adult VACCARO, Andrew; Associate Director for Web and Continuing Education; B.A., University of Marketing, B.A., M.B.A., Barry University Toronto; Ph.D., Univ. of Iowa VALCOURT, Dorothy; Executive Assistant, Finance SWOPE, Elizabeth; Coordinator for Enrollment and Budget Research, Division of Enrollment Management; B.A., Brandeis University; M.A., Northeastern VALENTINE, Sheri; Advisor/Recruiter, School University of Adult and Continuing Education, B.A., City University of New York, J.D., Pace University SZUCHMAN, Lenore T.; Professor of Psychology and Chair, Psychology Department; B.A., Brandeis VAN VOORHIS, Peggy; Instructor in Education; University; M.A., University of Texas, Austin; B.S., M.S., University of Wisconsin M.S., Ph.D., Florida International University VANEGAS, Mercedes; Director, Financial Grants Management, Business and Finance Division; B.A., University of Miami

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VASQUEZ, Damaris, Director, Intercultural Center, WATED, Guillermo; Assistant Professor of Student Affairs; B.A., Rhode Island College; M.S., Psychology; B.A., University of Miami; M.S., University of Rhode Island Ph.D., Florida International University VEGA, Leticia; Assistant Professor of Biology; WATTS, John; Assistant Professor of Law; B.A., B.S., Florida International University; Ph.D., University of Miami; J. D., Harvard Law School Massachusetts Institute of Technology WATZEK, Kimberly A.; Academic Advisor/Recruiter, VELEZ, Andres; Manager for Inquiry Development School of Adult and Continuing Education; B.A., Strategies, Division of Enrollment Management M.A., University of Central Florida VELIS, Evelio; Assistant Professor of Health Services WEBER, Scott; Associate Professor of Photography; Administration; M.D., University of Havana, Cuba; B.F.A., M.F.A., San Francisco Art Institute M.S., Barry University WEDIG, O.P., Rev. Mark E.; Associate Dean for VENET, Kenneth S.; Interim Library Director; Graduate Studies, College of Arts and Sciences; B.A., Northeastern University; M.L.S., Southern Associate Professor of Theology; Chair, Theology Connecticut State University and Philosophy; B.A., Southern Methodist VILLEMURE, O.P., Sister Paul James; Professor of University; M.Div., M.A., Graduate Theological Mathematics; B.S., Siena Heights College; Ph.D., Union; Ph.D., The Catholic University of America University of Notre Dame WEIGAND, Kathy A.; Regional Director, Palm Beach VITRO, Paul; Assistant Director, Union Offi ce, County, School of Adult and Continuing Education Student Affairs; B.S., M.B.A, Barry University in Boynton Beach; B.L.S., Barry University; M.Ed., Florida Atlantic University VIZCAINO, Reverend Mario B.; Director, M.A. in Pastoral Ministry for Hispanics (SEPI); B.A., WEINER, Marc A.; Assistant Dean, Medical S.T.L., Gregorian University; M.A., The Catholic Admissions and Marketing, Division of Medicine; University of America B.S., J.D., University of Miami VOGEL, Denis E.; Chair, Department of WEINREB, Steven; Assistant Professor of Medical Communication; Professor of Communication; Education; B.S., Dickinson College; M.D., B.A., Wayne State University; M.A., Central Vanderbilt University School of Medicine Michigan University; Ph.D., Florida State WEITMAN, Catheryn J.; Associate Dean, Professor University of Education; B.S., University of Missouri; VOUTSINAS, Mickie; Director, Landon Student M.Ed., University of Guam; Ph.D., Texas A&M Union, Student Affairs; B.S.. Barry University University WALKER, John; General Counsel and Vice President WESSLING, Pamela; Assistant Professor of Nursing; for Human Resources, Division of Legal Affairs and B.S.N., M.S.N., University of Miami Human Resources; B.S. University of Maryland; WETZEL, Michele; Academic Advisor/Recruiter, J.D., University of Florida School of Adult and Continuing Education; B.A., WALL, Shaunelle, Conference and Workshop M.B.A., University of Miami Planning, Career Services; B.S., Barry University WEYMAN, Debra D.; Dean of Academic Records and WALLNER, Tony S.; Associate Dean for Undergraduate University Registrar; B.S., M.S., Barry University Studies, College of Arts and Sciences; Professor WHALEN, Dara; Assistant Professor of Nursing; of Chemistry; Chair, Physical Sciences; B.S., B.S. (Nursing), Dominican College of Blauvelt; University of Wisconsin; M.S., University of M.S.P.H., University of North Carolina, Chapel Michigan; Ph.D., Case Western Reserve University Hill WALSH, Sandra; Professor of Nursing; B.S.N., Duke WHALL, Sr. Mildred, S.H.C.J.; Associate for University; M.A.Ed., Wake Forest University; Administration, The Blessed Edmund Rice M.S.N., East Carolina University; Ph.D., University School for Pastoral Ministry; M.A. in Religious of South Carolina Education, Seattle University; M.A. in Educational WARNER, Joyce; Chair, Reading and Literacy Psychology, New York University Studies; Assistant Professor of Education; B.A., WHELLEY, Joanne; Associate Professor, School of Syracuse University; M.S., Monmouth University; Social Work; B.A., M.S.W., Catholic University of Ed.D., University of Pennsylvania America; Ph.D., Fordham University WASHINGTON, Ernest; Academic Advisor/Recruiter, WHITEMAN, Alan S.; Associate Dean and Program School of Adult and Continuing Education; B.P.S., Director, Health Services Administration; B.A., M.S., Barry University Michigan State University; M.B.A., Wayne State University; Ph.D., Walden University

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WHITTAKER, Madeleine G.; Senior Director for WORLEY, Mary Rode; Studio Manager/Production Records and Transcript Evaluation, Division of Coordinator, David Brinkley Studio; A.A., A.S., Enrollment Management; B.S., Chestnut Hill Miami-Dade Community College; B.A., Barry College; M.Ed., State University of New York at University Buffalo YACOOB, Corvette, A.R.N.P., Nurse Practitioner, WHITTAKER, Madeline K.; Graphic Designer, Student Health Services; B.S.N., M.S.N., Barry University Marketing; B.A., St. Thomas University University YANES, Yeshica M.; Coordinator for Enrollment WHORF, Robert; Associate Professor of Law; B.A., Management Communications, Division of Brown University; J.D., Syracuse University Enrollment Management College of Law YOUNG, Stanley; Director of Security; B.P.A., M.S., WICKER, John; Director of Music/Campus Ministry; Barry University B.A., University of Miami ZAJICKOVA, Zuzana; Assistant Professor of WILCOX, Joel; Associate Professor of Philosophy; Chemistry; B.S., M.S., Slovak Technical University; B.A., University of California; M.A., John Hopkins Ph.D. Florida Atlantic University University; Ph.D., University of Minnesota ZAVODSKA, Anita; Assistant Dean, Academic Affairs; WILKINSON, Richard C., Associate Director for Academic Coordinator, Natural Sciences and Undergraduate Admissions, Division of Enrollment Mathematics; Assistant Professor of Environmental Management; B.A., University of South Florida; Sciences, School of Adult and Continuing M.A., George Washington University Education; B.S., Florida International University; WOLMAN, Clara; Professor of Education; B.A., M.A., University of Illinois; Ph.D., University of M.A., Hebrew University of Jerusalem, Israel; Arizona Ph.D., University of Minnesota ZUCCO, Linda; Recruiter, School of Adult and WONG, Roman M.; Associate Professor of Continuing Education; B.L.S., Barry University Management Information Systems; Honours ZUNIGA-GALINDO, Wilson; Associate Professor of Diploma, Lingnan College of Hong Kong; M.B.A., Computer Science and Mathematics; B.S., National University of North Carolina at Charlotte; Ph.D., University of Colombia; B.S., Francisco Jose De Southern Illinois University Caldas University (Colombia); M.S., University of WORKMAN, Gayle; Associate Professor of Sport Los Andes (Colombia); D.S., Institute of Pure and & Exercise Sciences; B.S., Bowling Green State Applied Mathematics (Brazil) University; M.S., Slippery Rock University; Ph.D., The Ohio State University

BBRYUG_10.inddRYUG_10.indd 311311 44/4/08/4/08 111:13:061:13:06 AMAM 312 INDEX INDEX

Academic Awards ...... 42 Campus Recreation and Wellness Department ..... 212 Academic Calendar ...... 3 Campus Bookstore ...... 29 Academic Dishonesty ...... 58 Cardiovascular Perfusion, B.S...... 252 Academic Information ...... 42 Career Services ...... 18 Academic Resources ...... 60 CAL Program ...... 62 Accounting, B.S...... 188 Ceramics, B.A...... 126 Accreditation ...... 6 Change of Major or School ...... 44 Address, University Telephone ...... 2 Change of Status ...... 15 Administration, B.S...... 75 Chemistry, B.S...... 161 Administration and Faculty ...... 289 Civic Chorale ...... 31 Administrative Organization ...... 280 Class Adjustments ...... 44 Admissions ...... 11 Class Load ...... 44 Adult and Continuing Education (ACE) ...... 71 CLEP ...... 14 Advanced Placement ...... 14 Clubs and Organizations ...... 25 Advertising (B.A.) ...... 104 Coaching Staff ...... 211 Advertising Minor ...... 105 Communication Studies, B.A...... 106 Advisors ...... 42 Communication Studies Minor ...... 106 Africana Studies ...... 120 Communication, Department of ...... 104 Allied Health Professions ...... 246 Community College Articulation Agreements ...... 14 Alumni Association ...... 31 Computer Science, B.S...... 150 Appeal of Grades ...... 56 Computer Science Minor ...... 156 Art, B.F.A., B.A...... 124 Contents, Table of ...... 4 Art Minor ...... 127 Continuing Education Programs ...... 79 Art History Minor ...... 127 Counseling and Psychological Services ...... 19 Articulation Agreements ...... 14 Credit/No Credit ...... 42 Arts and Sciences, College of ...... 90 Criminology, B.S...... 175 Athletic Grants ...... 40 Criminology, Minor ...... 175 Athletic Training, B.S...... 216 Cytotechnology, B.S...... 246 Athletic Training, Five Year B.S. to M.S...... 220 Dance Minor ...... 140 Athletics, Intercollegiate ...... 210 Dean of Students ...... 18 Attendance ...... 42 Dean’s List ...... 42 Audit ...... 42 Declaration of Major ...... 44 Bachelor of Liberal Studies (B.L.S.) ...... 73 Degrees and Majors, Graduate ...... 46 Bachelor of Professional Studies (B.P.S.) ...... 74 Degrees and Majors, Undergraduate ...... 45 Bachelor of Public Administration (B.P.A.) ...... 75 Departmental Profi ciency Examination ...... 47 Bachelor of Science in Legal Studies (B.S.L.S.) .... 77 Desktop Computing Services ...... 67 Barry University Civic Chorale ...... 31 Developmental Courses ...... 47 Biology, B.S...... 97 Diagnostic Medical Ultrasound Biology, B.S. (Non-Medical Specialization) ...... 99 Technology, B.S...... 247 Biology, Biotechnology Specialization ...... 98 Dining Services ...... 30 Biology, Evening Program ...... 247 Disability Services ...... 19 Biology, Histotechnology Specialization ...... 248 Discounts ...... 33 Biology for the Medical Laboratory Science ...... 250 Dismissal ...... 34 Biology, Marine ...... 99 Distribution Requirements ...... 47 Biology Minors ...... 100 Diving Education Minor ...... 232 Biomedical Science Post-Baccalaureate ...... 256 Drawing Specialization, B.A., B.F.A...... 125 Board of Trustees ...... 279 Early Admission ...... 12 Brinkley, David (Studio) ...... 68 Economics Minor ...... 190 Broadcast Communication, B.A...... 105 Education, School of ...... 201 Broadcast Communication Minor ...... 105 Elementary Education, B.S...... 201 Buildings and Facilities ...... 9 English and Foreign Languages, Department of ...112 Business, Andreas School of ...... 185 English/Literature, B.A...... 112 Business Minor ...... 190 English/Professional Writing, B.A...... 113 Campus Interchange Program ...... 42 Environmental Studies, Minor ...... 176

BBRYUG_11.inddRYUG_11.indd 312312 44/4/08/4/08 111:13:271:13:27 AMAM INDEX 313

Exceptional Student Education, B.S...... 202 Intercollegiate Athletics, Department of ...... 210 Exercise Science, B.S...... 221 Intercultural Center, O’Laughlin ...... 22 Exercise Science, Five Year B.S. to M.S...... 223 International Business, B.S...... 188 Exercise Science Minor ...... 223 International Applicants, Admissions ...... 15 Expenses ...... 32 International Studies, B.A...... 147 Faculty and Staff ...... 289 Internship ...... 50 Family Educational Rights and Privacy Act ...... 9 Italian ...... 122 Fees ...... 32 Journalism Minor ...... 122 Film Studies ...... 121 Leadership Development ...... 23 Finance, B.S...... 188 Learning Center ...... 60 Financial Aid ...... 36 Legal Studies Program ...... 77 Financial Aid, Eligibility and Application ...... 36 Leisure and Recreation Management, B.S...... 225 Financial Aid Grants, Loans, Scholarships ...... 37 Liberal Studies, B.L.S...... 73 Financial Aid, Federal ...... 37 Library Services ...... 69 Financial Aid, State ...... 38 Loans, Student ...... 37 Financial Aid, Veterans Assistance ...... 40 Majors, Change of ...... 44 Fine Arts, Department of ...... 124 Management, B.S...... 188 French, Minor ...... 119 Marine Biology ...... 99 Freshman Composition ...... 49 Marketing, B.S...... 188 Freshman Applicants ...... 12 Marketing Minor ...... 190 General Knowledge Test (GKT) ...... 60 Mathematics and Computer Science, General Studies, B.A...... 95 Department of ...... 150 Geography ...... 149 Mathematical Sciences, B.S...... 150 Good Standing, Probation, Suspension ...... 50 Mathematics Minor ...... 155 Gordon Rule ...... 50 Medical Laboratory Science, Biology, B.S...... 250 Grade Appeal ...... 56 Medical Leave Policy ...... 55 Grade Reports ...... 49 Medical Technology, B.S...... 246 Grading System ...... 49 Mission and Ministry, Offi ce of ...... 26 Graduate Credit for Qualifi ed Seniors ...... 50 Mission Statement ...... 7 Graduation Rate Data ...... 9 Music, B.A., B.M...... 134 Graduate Degrees and Majors ...... 46 Music Minor ...... 136 Graduating with Honors ...... 42 Health Sciences, College of ...... 245 Grants ...... 37 Non-Degree Students ...... 14 Greek Life ...... 27 Nuclear Medicine Technology, B.S...... 247 Grievance and Appeals ...... 56 Nursing, Division of ...... 257 Good Standing ...... 50 Nursing, Accelerated Option, B.S.N...... 264 Guest Students ...... 14 Nursing, Basic Option, B.S.N...... 262 Health Center, Student ...... 24 Nursing, L.P.N. to B.S.N. Option ...... 263 Health Insurance ...... 35 Nursing, R.N. to B.S.N. Option ...... 264 Health Services Administration Program (ACE) .... 76 Nursing, R.N./B.S./B.A. to Histotechnology Specialization ...... 248 M.S.N. Bridge Option ...... 265 History, B.A...... 143 Nursing, Two-Year Option, B.S.N...... 263 History and Political Science, Department of ...... 143 Nursing, Three-Year Option ...... 263 History of the University ...... 8 Occupational Therapy ...... 255 Home Schooled Students ...... 12 Off-Campus Locations, Adult and Continuing Honor Societies ...... 26 Education ...... 77 Honors Program ...... 64 O’Laughlin Intercultural Center ...... 22 Housing Costs ...... 32 Orientation, New Students ...... 23 Human Performance and Leisure Sciences, Orientation Course Description ...... 23 School of ...... 208 Painting and Drawing ...... 125 Humanities ...... 121 Peace Studies ...... 148 Incomplete ...... 50 Philosophy, B.A...... 181 Independent Study ...... 50 Philosophy, Minor ...... 182 Information Technology, B.S...... 76 Photography, B.F.A., B.A...... 130 Information Technology, Division of ...... 67 Photography Minor ...... 131 Information Technology Infrastructure Services .... 70 Photography Certifi cate ...... 131 Instructional Activities, Sport and Recreation ...... 244 Physical Education, B.S...... 226 Instructional Computing ...... 68 Physical Sciences, Department of ...... 161

BBRYUG_11.inddRYUG_11.indd 313313 44/4/08/4/08 111:13:281:13:28 AMAM 314 INDEX

Physics Minor ...... 165 Social Science Minor ...... 148 Policies and Procedures ...... 56 Social Work, School of ...... 269 Political Science, B.S...... 140 Social Work, B.S.W...... 270 Pre-Dental, Biology ...... 97 Sociology and Criminology, Department of ...... 172 Pre-Dental, Chemistry ...... 162 Sociology, B.S...... 172 Pre-Engineering ...... 160 Sociology Minor ...... 173 Pre-Law, B.A...... 148 Spanish, B.A...... 116 Pre-Medical, Biology ...... 97 Spanish Minor ...... 117 Pre-Medical, Chemistry ...... 162 Special Topics ...... 55 Pre-Medical, Athletic Training ...... 216 Speech ...... 110 Pre-Medical, Exercise Science ...... 223 Sport and Recreation, Instructional Pre-Optometry, Biology ...... 97 Activities in ...... 244 Pre-Pharmacy, Biology ...... 97 Sport and Exercise Sciences, Department of ...... 213 Pre-Pharmacy, Chemistry ...... 162 Sport Management, B.S...... 228 Pre-Physical Therapy, Biology ...... 97 Sport Management-Diving Industry Pre-Physical Therapy, Athletic Training ...... 216 Specialization ...... 230 Pre-Physical Therapy, Exercise Science ...... 223 Sport Management-Golf Industry Pre-Physician Assistant, Biology ...... 97 Specialization ...... 232 Pre-Podiatry, Biology ...... 97 Sport Management, Five Year, B.S. to M.S...... 233 Pre-Veterinary, Biology ...... 97 Student Life ...... 18 Pre-Veterinary, Chemistry ...... 162 Student Organizations ...... 26 President’s List ...... 42 Student Right to Know Act ...... 8 Probation ...... 50 Student Affairs ...... 18 Professional Studies, B.P.S...... 74 Student Teaching Requirements ...... 200 Professional Writing/English, B.A...... 113 Study Abroad ...... 66 Psychology, B.S., Department of ...... 167 Substance Abuse ...... 58 Psychology, B.S. Industrial/Organizational Summer Sessions ...... 55 Specialization ...... 168 Suspension ...... 50 Psychology Minor ...... 168 Teaching Endorsement (P.E.) ...... 227 Public Administration, B.P.A...... 75 Theatre, B.F.A, B.A...... 138 Publications ...... 31 Theatre Minor ...... 140 Public Relations, B.A...... 107 Theatre Performances ...... 31 Public Relations Minor ...... 107 Theology and Philosophy, Department of ...... 177 Readmission and Change of Status ...... 15 Theology, B.A...... 177 Recitals and Exhibits ...... 31 Theology Minor ...... 177 Recreation and Wellness, Campus TOEFL ...... 16 Department of ...... 212 Transcript Requests ...... 55 Refund Policy ...... 35 Transfer Credit Policies ...... 13 Registration Payment Arrangements ...... 33 Transition in Language and Culture Program ...... 61 Repeat Courses ...... 51 Translation, Interpretation, Spanish Certifi cate .... 112 Request to Register at Another Institution ...... 51 Trustees, Board of ...... 279 Residential Life ...... 24 Tuition and Fees ...... 32 Right To Know, Students ...... 8 Tuition Discounts ...... 33 Room and Board ...... 32 Tuition Payment Plan ...... 33 ROTC ...... 52 Tutorial ...... 55 Scholarships ...... 39 Veterans ...... 42 Second Bachelor’s Degrees ...... 54 Volunteer and Community Service Center ...... 29 Servicemember’s Opportunity College ...... 80 Withdrawal Policy ...... 34 Sexual Harassment ...... 56 Women’s Studies ...... 170

BBRYUG_11.inddRYUG_11.indd 314314 44/4/08/4/08 111:13:281:13:28 AMAM