Updated 6-30-10 ACAdemiC CAtALog 2009-2011
www.peace.edu A Liberal Arts & Sciences College for Women Raleigh, NC ACAdemiC CAtALog 2009-2011
Peace College admits students of any race, color, national and ethnic origin to all the rights, privileges, programs and activities afforded to students at the school. It does not discriminate on the basis of handicap, age, race, sexual orientation, color or national origin in the administration of its educational policies, admissions policies, scholarships and loan programs or athletic and other school-administered programs.
Peace College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia, 30033-4097, telephone 404-679-4501) to award baccalaureate degrees.
2 LiSt of depArtmentS
Inquiries should be directed as indicated below. Call the campus receptionist at 919-508-2000 and ask to be connected to the appropriate individual: Academic Advising, Associate Dean for Advising and Retention Academic Matters, Provost Academic Support Programs, Coordinator of Learning Services Admissions and Applications, Dean of Enrollment and Adult Education Adult Education, Dean of Enrollment and Adult Education Alumnae Affairs, Director of Alumnae Affairs Athletics, Director of Athletics Bequests, Gifts or Grants, Vice President for Development and Alumnae Affairs Bookstore, Manager of Bookstore Career Services, Director of Career Services Clubs and Organizations, Director of Leadership and Service Counseling, Director of Counseling Center Disabilities, Director of Disability Services Educational Programs, Provost Expenses and Account Information, Vice President for Finance and Administration Financial Aid, Director of Financial Aid First Year Experience, Director of First Year Adventure Health Services and Medical Forms, College Nurse or Dean of Students Housing and Residence Life, Director of Residence Life Information Systems & Technology, Associate Vice President for Technology International Programs, Coordinator of International Studies Programs Internships, Director of Career Services Leadership Programs, Coordinator of Leadership Studies Program or Director of Leadership and Service Library, Director of Library Services Marketing, Vice President for Marketing and College Relations New Student Orientation, Director of Student Engagement or Dean of Students Public Relations, Vice President for Marketing and College Relations Religious & Spiritual Life, Chaplain Scholarships and Financial Aid, Director of Financial Aid Security, Director of Security Student Activities, Director of Student Engagement Student Life, Handbook, Rules and Regulations, Dean of Students Transcripts and Academic Reports, Registrar
The college reserves the right to make any necessary changes in the calendar, regulations, student charges or courses of instruction announced in this catalog. It is the responsibility of the student to see that all the degree requirements are met for graduation from Peace and/or transfer to other institutions.
3 tAbLe of ContentS
generAL informAtion bACCALAUreAte degree Peace At A Glance ...... 9 Baccalaureate Degree ...... 111 Academic Divisions, Disciplines, and Assessment ...... 12 Degree Requirements ...... 112 History of Peace ...... 13 Peace Passport ...... 113 Location and Campus ...... 14 Articulation Agreement (CAA) and All Other Transfers ...... 119 Adult Education ...... 121 AdmiSSionS & finAnCiAL informAtion Admissions ...... 18 Tuition and Fees ...... 24 CUrriCULUm offeringS & progrAm reqUirementS Scholarships and Grants ...... 28 Loan Programs ...... 30 Adventures Program ...... 131 Anthropology ...... 133 Art & Design ...... 141 ACAdemiC & StUdent Life Honor Societies ...... 33 Biology ...... 147 Awards ...... 34 Business Administration ...... 153 Advising and Adventures ...... 36 Chemistry ...... 163 Career Services and Educational Support ...... 37 Child Development ...... 165 Clubs and Cooperating Raleigh Colleges (CRC) ...... 39 Communications ...... 171 Honors Program and Independent Study ...... 40 Computer Information Systems ...... 177 International Study ...... 41 Education ...... 179 Internships/ Special Format Courses ...... 42 English ...... 184 Student Life ...... 43 French ...... 190 Special Facilities ...... 45 History ...... 292 Human Resources ...... 298 Latin American Studies ...... 203 StUdent HAndbook Leadership Studies ...... 205 Campus Information and Polices ...... 48 Liberal Studies ...... 210 Peace College Community ...... 61 Math & Statistics ...... 212 Residence Life ...... 71 Music Performance ...... 214 Federal Regulations ...... 81 Philosophy ...... 221 Enrollment Polices ...... 82 Physical Education, Health and Dance ...... 222 Campus Services...... 83 Political Science ...... 230 Student Development ...... 86 Psychology ...... 236 Religion ...... 245 ACAdemiC regULAtionS Sociology ...... 247 Academic Regulations ...... 100 Spanish ...... 248 Grading ...... 101 Theatre ...... 253 Credit Transferable to Peace College ...... 105 Summer Sessions ...... 108 AdminiStrAtive offiCeS Administrative Offices ...... 259
Appendix Title II NC Institution Level Survey ...... 269 4 peACe CoLLege CALendAr: fALL 2009 SemeSter
AUgUSt 22 Arrival of new students (first-year and transfer students) 22-25 Student Orientation; Advising (first-year and transfer students) 25 Academic Convocation, 3:30 p.m. 26 Classes begin
September 2 Last day to add a course november 7 Labor Day Holiday, no classes, 5 Pre-registration for Spring 2010 ends offices closed 24 Residence halls close at 5 p.m. 25-29 Thanksgiving Holiday, no classes oCtober 26-27 Offices closed 7 Last day to remove Spring Semester “I” grades 29 Residence halls reopen at 2 p.m. 7 Mid-term reports due 7 Residence halls close at 5 p.m. 30 Classes resume at 8 a.m. 8-11 Fall Break, no classes, offices open 11 Residence halls reopen at 2 p.m. deCember 12 Classes resume at 8 a.m. 9 Last day of classes 14 Advising Morning 10 Reading Day 29 Pre-registration for Spring 2010 begins 11-17 Final examinations (see your advisor) 17 Residence halls close at 5 p.m. 30 Last day to drop a course and receive a “W” 24-31 Offices closed
Upper-LeveL deSign StUdentS Work WitH CLientS on tHe peACe CoLLege CAmpUS AS WeLL AS in tHe rALeigH CommUnity.
5 peACe CoLLege CALendAr: Spring 2010 SemeSter
JAnUAry 26 Last day to drop a course 1 New Year’s Day Holiday, offices closed 31 Priority pre-registration for Fall 2010 begins 7 Residence halls open 2 p.m. 8 Advising and schedule change period begins ApriL 8 Spring Orientation for new students 1 Pre-registration for seniors begins 11 Classes begin at 8 a.m. 2 No classes, offices closed 12 Last day to add/drop a course online using 2-4 Easter Holiday, no classes my.peace.edu 5 Classes resume at 8 a.m. 18 Martin Luther King, Jr. Holiday, no classes, 5 Pre-Registration open to all students offices closed 22 Student Showcase, no classes 19 Last day to add a course using the traditional add/ drop slip in the Registrar’s Office 27 Awards Convocation, 3:30 p.m. 28 Last day of classes
febrUAry 29 Reading Day 18 Last day to remove Fall Semester “I” grades 30 Final examinations begin
mAy mArCH 6 Final examinations end 4 Mid-term reports due 6 Residence halls close at 3 p.m. 5 Mid-term reports emailed to students 7 Baccalaureate, 7:30 p.m., 8 Advising period begins First Presbyterian Church 10 Advising and Assessment morning, 8 a.m.-1 p.m. 8 Commencement, College Green, 10 a.m.* 12 Residence halls close at 5 p.m. 31 Memorial Day Holiday, offices closed 13 Spring Break Begins, no classes, offices open 21 Spring Break ends, Residence halls reopen 2 p.m. * The college holds one official commencement ceremony per academic year. 22 Classes resume at 8 a.m.
bioLogy profeSSorS LiSA bonner (rigHt) And pAtriCk myer teAm WitH StUdentS to CoLLeCt WAter SAmpLeS.
6 peACe CoLLege ACAdemiC CALendAr 2010-2011
Fall 2010 SpRiNg 2011 AUgUSt JAnUAry 21 Arrival of new students (first-year and 1 New Year’s Day Holiday, offices closed transfer students) 7 Advising and Orientation 21-24 Student Orientation; Advising (first-year and 9 Residence halls open 2 p.m. transfer students) 10 Classes begin at 8 a.m. 24 Academic Convocation, 3:30 p.m. 17 Martin Luther King, Jr. Holiday, no classes, 25 Classes begin offices closed 18 Last day to add a course September 1 Last day to add a course febrUAry 6 Labor Day Holiday, no classes, offices closed 1 Applications for semester abroad in Fall 2011 due 17 Last day to remove Fall Semester “I” grades oCtober 6 Last day to remove Spring Semester “I” grades mArCH 6 Mid-term reports due 4 Mid-term reports due 6 Residence halls close at 5 p.m. 7 Advising for Fall 2011 begins 9 Advising and Assessment Morning; classes resume at 7-10 Fall Break, no classes, offices open 1pm 10 Residence halls reopen at 2 p.m. 11 Residence halls close at 5 p.m. 11 Classes resume at 8 a.m. 12-20 Spring Break Begins, no classes, offices open 11 Advising for Spring 2011 begins 20 Residence halls reopen at 2 p.m. 13 Advising Morning; classes resume at 1pm 21 Classes resume at 8 a.m. 28 Pre-registration for Spring 2011 begins 25 Last day to drop a course and receive a “W” (see your advisor) 29 Last day to drop a course and receive a “W” 30 Pre-Registration for Fall 2011 ends
ApriL november 14 Student Showcase and Awards Convocation, no classes 23 Residence halls close at 5 p.m. 22 No classes, offices closed 24-28 Thanksgiving Holiday, no classes 22-24 Easter Holiday, no classes 25-26 Offices closed 25 Classes resume at 8 a.m. 28 Residence halls reopen at 2 p.m. 27 Last day of classes 29 Classes resume at 8 a.m. 28 Reading Day 29 Final examinations begin deCember 8 Last day of classes mAy 9 Reading Day 5 Final examinations end, Residence halls close at 3 p.m. 10-16 Final examinations 6 Baccalaureate, 7:30 p.m., First Presbyterian Church 16 Residence halls close at 5 p.m. 7 Commencement, College Green, 10 a.m. 24-31 Offices closed 30 Memorial Day Holiday, offices close
7 peACe CoLLege
generAL informAtion
8 peACe At A gLAnCe oUr miSSion Peace is a baccalaureate college of arts and sciences that challenges women to an adventure of intellectual and personal discovery, preparing women for graduate and lifelong learning, for meaningful careers, and for ethical lives of purpose, leadership and service. beginning yoUr CoLLege edUCAtion You are on an educational journey that lasts a lifetime. At Peace College, you will acquire a strong liberal arts background, giving you the skills to communicate effectively, be a critical thinker and appreciate diversity. Student activities and enrichment programs will complement classroom instruction, and the development of moral character will help you become a socially responsible person and productive citizen. Even your social life at Peace will be important. As you cultivate friendships, you will nurture the self-confidence needed to succeed. A decision to study at Peace is a decision to gain a solid foundation for the rest of your life. Read the details outlined in this Catalog and discover the opportunities and commitment Peace College offers you. oUr StrAtegiC pLAn for 2012: tHe trAnSition ContinUeS peACe’S evoLUtion AS A bACCALAUreAte inStitUtion
• Peace College will achieve regional name-recognition as a baccalaureate liberal arts and sciences college that develops women as citizens and leaders.
• Peace College will develop distinctive programs and initiatives based on the principle of “connections” that allow students to apply the skills and knowledge developed in classes in professional and civic contexts. A hallmark of the Peace College experience has always been meaningful and productive student-faculty interactions. We will keep class sizes small and foster mentoring relationships that develop between students, faculty, and staff and result in positive student outcomes.
• Peace College will provide contemporary facilities and a talented workforce to support the development of students’ intellectual, professional, and social abilities.
• Peace College will attract and retain a student body reflective of society and of ample size and vitality to support academic and student devel opment programs that mold women as citizens and leaders.
• Peace College will strengthen its finances and fundraising to ensure the continued success of its academic and student programs and its contemporary campus. The college will achieve a $30 million capital campaign and leverage prudent investments in its new mission.
An AverAge of 65% of oUr grAdUAteS indiCAte tHeir internSHipS Led direCtLy to A Job offer.
An AverAge of over 90% of oUr grAdUAteS Are empLoyed or enroLLed in grAdUAte SCHooL WHen SUrveyed one yeAr After grAdUAtion.
over tHe LASt 10 yeArS, every pSyCHoLogy StUdent WHo HAS preSented Her reSeArCH At tHe nAtionAL ConferenCe for UndergrAdUAte reSeArCH HAS HAd Her pAper ACCepted for pUbLiCAtion in tHe ConferenCe proCeedingS.
oUr fACULty memberS’ Working reLAtionSHipS WitH StUdentS eArned tHe CoLLege top rAnkingS in nSSe’S CAtegory “fACULty-StUdent interACtion”.
9 peACe At A gLAnCe
CHArACter Peace is an independent liberal arts and sciences college for women. In the fall of 1995, the college began instruction at the baccalaureate level while continuing to offer its excellent associate degree programs. Elimination of the Associate of Arts, Associate of Science and Associate of Fine Arts in Music degrees was effective at the end of the 2004-05 academic year.
degreeS offered Peace offers the Bachelor of Arts degree in Anthropology, Biology, Business Administration, Child Development, Communication, Education, English, Graphic Design, History, Human Resources, Leadership Studies (co-major), Liberal Studies, Music Performance, Political Science, Psychology, Spanish, and Theatre. We also offer a Bachelor of Science degree in Business Administration, Biology, Child Development, and Psychology. In addition, Peace offers a licensure-only program in Teacher Education for students already holding a BA or BS degree. Peace also offers Bachelor of Arts degree completion programs for adult learners (24+) in Business Leadership and Human Services.
StUdent body The majority of the approximately 730 students at Peace are from North Carolina; however, there are students from across the nation, especially other Southeastern states. There are also international students. Most students are recent high school graduates; however, some women are enrolling at Peace to begin or continue their college education as non-traditional students.
fACULty Peace maintains a full-time-student-to-full-time-faculty ratio of 14:1. Our highly qualified faculty offers individual attention to Peace students, serving as role models and mentors. Over eighty percent of the full-time faculty members hold doctoral or terminal degrees in their disciplines, and all full-time faculty have completed advanced study beyond the master’s degree. As an undergraduate institution with its primary focus on teaching, all classes are taught by faculty members, not graduate assistants.
ACCreditAtion Peace College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award baccalaureate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033- 4097 or call 404-679-4500 for questions about the accreditation of Peace College. Peace College, or members of its faculty and staff, holds member ship in the following associations:
• American Association for Higher Education • National Association of Independent Colleges and Universities • American Counseling Association/ American College Counseling Association • North Carolina Association of Colleges and Universities • Association of Governing Boards of Universities and • North Carolina Independent Colleges and Universities Colleges • North Carolina Association of Student Financial Aid • Association of Presbyterian Colleges and Universities Administrators • Council for the Advancement and Support of Education • Southern Association of Colleges and Schools • Council of Independent Colleges • Southern Association of Colleges for Women • The College Board • Southern Association of Student Financial Aid Administrators • Cooperating Raleigh Colleges • United States Tennis Association • Greater Raleigh Chamber of Commerce • Women’s College Coalition • National Academic Advising Association 10 peACe At A gLAnCe
SpeCiAL progrAmS • Professional, course-related internships are required for students in all baccalaureate majors. • Extensive inde pendent study courses offer opportunities for exploration of topics of individual interest. • The Career Services Office provides career counseling, listings of internship options, workshops, and a resource library. Peace College students have access to courses and library facilities and on-line databases of other Raleigh colleges and universities through the Cooperating Raleigh Colleges (CRC) consortium (see page 39). • International Study programs are available on a continuing basis in several parts of the world, and opportunities are available annually in a variety of other locations for short-term work or internships or for a semester abroad. • A special program for Honors Scholars is supported, as is the opportunity for students to take Honors credit in selected courses. • A double major in Leadership Studies can complement a student’s major. mASterS LeveL ArtiCULAtion AgreementS Peace College has developed articulation agreements with North Carolina State University, UNC-Chapel Hill and East Carolina University for a variety of master’s and doctoral degree programs. These articulation agreements provide many benefits to Peace students including visits to the Peace campus by representatives of the programs and an early decision on the application. We have an articulation agreement with the NCSU Graduate School (over 160 MA and PhD programs) and with some individual departments at NCSU. Peace has two agreements with UNC-Chapel Hill, one with the School of Education Master of Arts in Teaching (MAT) program which gives students access to a 15-month program that will enable them to meet licensure requirements to teach all subjects at the secondary level. Peace also has an agreement with the UNC-Chapel Hill Department of Allied Health Sciences which offers degrees in Speech-Language Pathology, Occupational Therapy, Rehabilitation Counseling, Audiology, and Physical Therapy. Finally, Peace and ECU have an agreement that provides Master of Arts in Teaching options in Elementary, Secondary and Special Education. tHe ArtS Peace has strong programs in theatre, visual arts, music, and dance. Peace College Theatre stages theatrical productions every semester. Graphic Design students present shows of their work, and the Peace College Dance Company performs each year. The music program features several performing groups and private lessons in voice, piano, organ, strings, woodwinds, and brass are offered. The college has a partnership with the North Carolina Symphony. Through this partnership the Symphony and the College collaborate on campus performances for Manning Chamber Music Series, which features Peace College music faculty and musicians from the symphony.
StUdent ACtivitieS Peace College has more than 36 student-led groups with many opportunities for leadership. Spiritual life, sports, special interest and academic clubs, intercollegiate athletics, social programming, and student government are among the areas sponsoring a variety of student activities. reLigioUS Life Peace is affiliated with the Presbyterian Church (USA) through the First Presbyterian Church of Raleigh. However, the college is not sectarian, and students from other religions attend Peace. Religious life is enhanced through weekly chapel services, which are required for first-year and transfer students; by an on-campus chaplain; and by the activities of the Peace Spiritual Life Association, a student-led organization.
11 ACAdemiC diviSionS, diSCipLineS, And ASSeSSment
ACAdemiC diviSionS And diSCipLineS The faculty and curricula are organized under two divisional areas:
Division of Arts and Sciences
Division of Organizational Studies
The two divisions are headed by chair persons who are chosen from the faculty and who may be contacted for information about subjects offered in their divisions.
Division of Arts and Sciences Division of Organizational Studies Dr. Lisa Bonner, Chair Dr. Teresa Holder, Chair
Anthropology Adventures Biology Art and Design Chemistry Business Administration Computer Information Systems Child Development English Communication French Economics History and Political Science Elementary Education Latin American Studies Special Education Liberal Studies Human Resources Mathematics Journalism Music Leadership Studies Philosophy Psychology Physical Education, Health & Dance Religion Sociology Spanish Theatre
ASSeSSment At peACe CoLLege Periodic and systematic evaluation of students at the college-wide level helps Peace College determine how effectively we are meeting the academic and personal development needs of our students. In addition to using the results of such assessment to make appropriate changes in the programs at Peace, the information is needed for the Southern Association of Colleges and Schools as part of our continuing accreditation by the Commission on Colleges. All Peace students will participate in this assessment process throughout their years at Peace College. The different types of assessments include: general education knowledge and skills, writing skills, speaking skills, critical thinking, development and achievement of personal and academic goals while at Peace College, and surveys about the facilities, programs and services offered by Peace. Different types of data are collected each year and students are randomly selected for which type of test or survey they will take. Scores on standardized tests used in the assessment work remain confidential and in no way affect a student’s grade in her courses. The results are used solely for examining programs and services offered by the college and to make improvements as deemed appropriate. Results of these tests and surveys have been very helpful to the college in the past.
12 HiStory of peACe CoLLege
Peace College was founded by prominent Presbyterians in regarding the purchase. As a result, property now valued at the Synod of North Carolina who desired to establish in the more than $7 million came under the permanent control of state capital a school “of high grade” for young women. At the the Presbyterian Church. Peace secured a new charter, which inception of the project in 1857, William Peace, an elder of changed the school from a stock company to a corporation the First Presbyterian Church of Raleigh, donated $10,000 and and guaranteed the original purpose of Peace as a women’s eight acres of land for the present college site. In recognition of educational institution affiliated with the Presbyterian Church. his generosity, the college was named for him. When First Presbyterian Church of Raleigh assumed The Civil War postponed the school’s opening for several ownership of Peace in 1907, it secured the assistance of years. In 1861 Main Building, still unfinished, served as a the Albemarle, Granville, Kings Mountain, Orange and Confederate States hospital. After the war, the United States Wilmington Presbyteries in its management. Peace Institute, as government used Main as local Freedman’s Bureau offices. the college was named from its beginning, was renamed Peace, In 1872 the Rev. Robert Burwell and his son, John B. a Junior College for Women, in 1930. In 1940 the name was Burwell, leased the property, and they re-established Peace as an changed to Peace Junior College and in 1943 to Peace College. educational institution. The Burwells remained as co-presidents In its earlier years of operation, Peace offered course work at of Peace until 1890. During this time, Robert and John Burwell all levels, from kindergarten through college, and it continued developed Peace’s reputation as a leader in education for to offer instruction beginning with grade seven until 1936. women. From 1936 through 1939, Peace discon tinued grades seven Peace established one of the first departments of art and to ten. In 1953, Peace came under the control of the Synod painting in the South in 1875. Four years later, the first of North Carolina. This relationship continued until 1962, at kindergarten in the South began at Peace. The following year, in which time the First Presbyterian Church of Raleigh reassumed 1880, Peace introduced the South’s first school of cooking. In the operation. By 1969, Peace no longer offered high school 1878, a prominent North Carolina stock company, composed instruction. primarily of Presbyterians, bought Peace. Twelve years later, A Board of Trustees now governs Peace College. The Board’s James Dinwiddie leased Peace for a term of fifteen years. Dr. Executive Committee has the authority to make decisions Dinwiddie purchased a large portion of the stock and conducted concerning its operation. A second affiliated organization, Peace a successful school until 1907. At that time, his failing health College of Raleigh Foundation, Inc., serves as a fund-raising and forced him to give up his work. He was very anxious for the investment agency, operating solely on behalf of Peace College. school to remain under Presbyterian influences and control, so In June of 1992, the Peace College Board of Trustees voted he appeared before the Session of the First Presbyterian Church unanimously for Peace to move to baccalaureate status. Peace of Raleigh with the offer to sell the school to the church. College was accredited as a baccalaureate institution in 1996 The First Presbyterian Church appointed James R. Young and offers a variety of majors leading to the Bachelor of Arts as chairman of a committee to devise a plan and take action degree. The Board of Trustees voted unanimous ly on January
13 LoCAtion
Peace College is located at 15 East Peace Street in downtown Raleigh, North Carolina, the state’s political, educational and cultural center. The State Capitol, Legislative Building, State Library and museums lie within a few blocks of the campus. The College’s location offers unique opportunities for personal and educational enrichment of which we encourage students to take advantage. North Carolina State University is just minutes from Peace College, and four other colleges also are located in Raleigh. The University of North Carolina at Chapel Hill and Duke University are within 25 miles of Peace. Numerous concerts, dramatic presentations, and other cultural activities in the area complement the Peace College program. An international airport services several major airlines, which provide transportation to all parts of the United States and foreign countries. Amtrak passenger rail service and bus service are also available in Raleigh.
peACe CoLLege CAmpUS
tHe CAmpUS Peace College maintains a vibrant, picturesque campus in the center of the busy capital city. It is located in a 21- acre grove of native oaks. The campus features a mix of historic and contemporary facilities with ample parking for students, faculty, staff and visitors. The majority of campus has wireless access for the Internet.
tHe foLLoWing Are detAiLS on individUAL CAmpUS fACiLitieS:
MaiN buildiNg, constructed before the Civil Main Building and all other residence halls are War, stands impressively in the center of campus. While equipped with emergency lighting and smoke detection maintaining the original brick structure with massive devices for fire protection. Main Building is equipped white columns and large balconies at its entrance, Main’s with a sprinkler system. The West Wing of Main interior has been renovated to provide modern comforts Building contains the Williams Board Room, the Blue without sacrificing its historic elegance. Main contains Parlor, security offices and the James Dinwiddie Chapel. administrative and faculty offices, meeting and reception Erected in 1928, the East Wing of Main Building rooms, parlors and resident rooms for students. Student contains Academic Advising, Adventures Program, and rooms have two Internet ports, two telephone lines, and Leggett Theater complex. a cable television connection.
14 peACe CoLLege CAmpUS
MaRy loRe Flowe buildiNg, completed gRoveR M. heRMaNN StudeNt in 2000, contains a lecture hall with tiered seating CeNteR, built in 1963, was given by the late Grover and laptop connections, a variety of classroom sizes, M. Hermann and Mrs. Hermann, then of Chicago, and faculty offices. In addition, there are state-of-the- Illinois. The student center contains a swimming pool, art computer laboratories for anthropology, business locker rooms, a gymnasium, a dance studio and a administration, communication/mass media, human classroom. Besides physical education areas, the Center resources, languages, and psychology. All classrooms and provides facilities for social affairs and recreation in labs have access to the Internet and multimedia. During general. The facility got a refresh in 2005 thanks to the a special dedication ceremony in the fall of 2000, the generosity of alumna Fay Anderson ’54 and her building was named for Mary Lore Flowe, an alumna husband, Ed. who graduated in 1900. MaRy howaRd leggett theateR, bRowNe-MCpheRSoN MuSiC located on the second floor of Main’s East Wing, was buildiNg, added to the campus facilities in 1974, completely redesigned and renovated in 1996 and is now honors two long-time members of the Board of Trustees, a-state-of-the-art facility with computerized lighting and Micou F. Browne and William P. McPherson, both sound systems. The theater is named in memory of Mary of Raleigh. A specially designed concert pipe organ, Howard Leggett, class of 1922. designed for Peace by Holtkamp Organ Co., is the focal point of the Sarah Graham Kenan Recital Hall, which luCy CoopeR FiNCh libRaRy, completed seats 275. in 1969, was made possible by a major contribution from The Music Building also contains voice and piano Mr. and Mrs. George D. Finch of Thomasville, North studios, an organ instruction complex, a choir practice Carolina, and their three daughters. The facility, which room, classrooms, office space and a lounge area. In 1998 underwent a major renovation and an expansion in a computer lab was added which makes possible music 2008-2009, accomodates more than 45,000 volumes and manuscript production, editing and CD production. 300 periodical titles, easily searched in the Library’s online catalog. The library also provides on and off campus iRwiN belk hall, completed in 1967, was access to 16 electronic research databases and over 20,000 named as an expression of appreciation for gifts by Mr. E-Journals. The periodical collection can be accessed and Mrs. Irwin Belk of Charlotte, North Carolina, other from any workstation on the campus network or from members of the Belk Family and associates. The building off-campus computers with Internet connections. An contains a spacious student dining room, named the active learning commons and a coffee shop occupy the Carol Grotnes Belk Dining Room in honor of Mrs. first floor. The second floor of the library contains group Irwin Belk; the President’s Dining Room; the bookstore; study rooms, Learning Services, Career Services, media the Student Development Office; student lounge; and collections, and bound resources. student computers with wireless access. JaMeS diNwiddie Chapel, renovated in JaMeS a. davidSoN ReSideNCe hall, 1973, is located on the second floor of Main’s West completed in 1986, accommodates 64 students. The Wing. The Chapel, named in memory of Dr. James three-story structure is arranged with a suite floor plan. Dinwiddie, who served as Peace College president from There are two women per room and four students sharing 1890 to 1907, is a beautiful place of worship. The 1870 a bathroom. Non-suite, two-person rooms have a private Pomplitz organ, a rare antique pipe organ, has been bath. Student rooms have two Internet ports, and a cable restored to superior working condition. television line. The building has an elevator and three study rooms. It is named for a long-time friend of Peace College, James A. Davidson of Raleigh.
15 peACe CoLLege CAmpUS
S. david FRazieR hall, contains the williaM g. RoSS ReSideNCe hall, Admissions Office on the first floor and 21 resident completed in 1969, is a facility for 126 students. The rooms on each the second and third floors. The resident U-shaped, three-and-one-half-story structure is arranged rooms are grouped in suites with a bathroom in each with a suite floor plan, providing every four students suite separating two, two-person rooms. Frazier Hall, with a bathroom. Student rooms have two Internet ports formerly East Building, was erected in 1928 and and a cable television line. Three study rooms, Health renovated in 1972 and 1987. Student rooms have two Services, the Counseling Center, two kitchens, a fitness Internet ports and a cable television line. In 1992, East center and reception areas are included. The building is Building was further renovated and rededicated as Frazier named for William G. Ross of Raleigh, former chairman Hall in honor of Dr. S. David Frazier, Peace president of the Board of Trustees’ Building Committee. from 1965-1988. Frazier Hall underwent a complete renovation in 2001. biNghaM ReSideNCe hall, which opened July 2005, is located on north campus on land that MaRiaN N. FiNley ReSideNCe hall, was purchased in 2002. This facility houses 66 juniors constructed in 1964, received its name from Mr. and and seniors in apartment-style “cottages” of six or eight Mrs. A.E. Finley of Raleigh, long-time supporters of students, offering a more independent living experience Peace College. Finley Hall provides suite-type living on campus. Each cottage has semi-private bedrooms quarters for 91 students. Student rooms have two and bathrooms, with a shared living room, kitchen, internet ports, two telephone lines, and a cable television and dining area, a washer/ dryer in each unit, and full line. Finley Hall reopened in the fall of 2004 following a internet, telephone, and cable television connections. complete renovation. Students who live in this residence hall are required to have a meal plan, but may choose a modified plan of RaglaNd teNNiS CouRtS, this complex 10 meals per week. This hall was named for Peace’s of six, all-weather Laykold courts, three of which are ninth president, Laura Carpenter Bingham ’77 and her lighted, was a gift of Mr. and Mrs. W. Trent Ragland, Jr., husband Warren, in 2010. of Raleigh. JoyNeR houSe, renovated in 1999, serves as a williaM C. pReSSly aRtS aNd SCieNCe residential house for students. The house includes 10 buildiNg, was named by Mr. and Mrs. Grover bed spaces plus living quarters, a kitchen and a laundry Hermann in honor of Dr. William C. Pressly, the sixth area. Student rooms have two Internet ports and a cable Peace College president. This building, first used in television line. 1964-65, contains classrooms and laboratories for work in biology and chemistry. It also contains art and graphic design studios and general classrooms. The Dr. Claire E. Freeman ’39 Cellular and Molecular Biology Laboratory was dedicated in November 1998. In this laboratory students are able to conduct state-of-the-art experiments such as gel electrophoresis of DNA and proteins, DNA cloning and creating recombinant bacteria. The Dr. Annie Louise Wilkerson Biology Laboratory was dedicated in 2007 and is named for Raleigh’s first female doctor of obstetrics and gynecology.
16 peACe CoLLege
AdmiSSionS And finAnCiAL informAtion
17 AdmiSSionS
introdUCtion to AdmiSSionS Peace College seeks to enroll women who will benefit from the academic programs and who will contribute to the life of the Peace College Community – a community upheld by the Honor System, which requires students to maintain academic and personal integrity. The college encourages women with varied talents and interests representative of all social, economic, ethnic and racial backgrounds to apply. Admission decisions are made on a rolling basis.
Peace College does not discriminate in its admission of women students, regardless of race, creed, color, religion, age, national origin, sexual orientation, disability, or veteran status. In our employment practices, Peace College seeks to hire, promote, and retain the best qualified individuals, regardless of race, creed, color, religion, age, sex, national origin, sexual orientation, disability, or veteran status. This is done in accordance with the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act. The college complies with the Family Education Rights and Privacy Act of 1974, as amended, regarding information on file and students’ access to their records. Directory information (name, address, class, and major) may be released, unless the student requests in writing that her information be withheld.
Admission requirements/procedures for students are defined by five categories. • Traditional First-Year student (high school senior or graduate) • High school student applying as a junior for early entrance • Transfer student • International student • Former Peace College student (readmission)
Regardless of category, a candidate for admission to Peace must submit entrance credentials indicating evidence of graduation from a secondary school or other successful experiences that demonstrate the student’s ability to make satisfactory progress at Peace College.
AdmiSSionS Applications are reviewed individually; decisions are based on the following credentials: • GPA in academic courses (see minimum course requirements), • Scholastic Aptitude Test I (verbal and math only) or American College Test scores, • course selection, • rank in class, and • interview with an Admissions representative, if requested.
18 AdmiSSionS
Further consideration will be given to an applicant’s personal qualifications, co-curricular activities, community involvement, and overall potential for success. Additional consideration of a students’ acceptance will be granted upon the discretion of the Dean of Enrollment.
RequiRed depoSit: Upon acceptance, all students, (resident/commuter and/or full-time/ part-time and readmit) are required to pay a non-refundable $150 deposit to confirm their attendance.
MediCal exaMiNatioN ReCoRdS: Upon acceptance to Peace College, a student must submit a medical examination report prior to enrollment.
A. firSt-yeAr AdmiSSion The major criteria in admissions’ decisions are the strength of the high school course selection and the grades in the academic courses.
ReCoMMeNded aCadeMiC CouRSeS: English: 4 units Math (Algebra I, II & Geometry): *3 units Science: 3 units (2 lab sciences) Social Science: 3 units Foreign Language: 2 units *Students are encouraged to complete four years of mathematics
iNteRview: All applicants are encouraged to schedule an appointment to visit the campus and interview with a member of the admissions staff. In some cases, an interview may be required as part of the application process.
Applications may be obtained from your high school counselor, through the Peace College website at www.peace.edu or the College Found ation website at www.cfnc.org, or by calling the Peace College Admissions Office at 1-800-PEACE-47 or, in the Raleigh area, 919-508-2214. Peace will consider waiving the non- refundable application fee of $25 for students who submit the College Board Application Fee Waiver Form (available from school counselors). b. AppLying for eArLy entrAnCe After JUnior yeAr Students may apply for admission to Peace College after completion of their junior year of high school if they can provide written evidence of exceptional academic achievement, emotional stability and social maturity. Students who apply for early entrance are required: • to have a minimum GPA of “B” (3.00) in academic courses, • to be ranked in the top 25th percentile of their class, • to have earned scores of 1100 or higher on the Scholastic Aptitude Test 1 (math and verbal only), and • to be interviewed on campus by the Admissions Staff. To apply for early entrance: Complete the Peace College application and submit a final transcript showing all work completed through the end of the junior year.
Note: To be eligible for financial assistance, students must have received a high school diploma or its recognized equivalent [generally the GED (General Education Diploma)]
19 AdmiSSionS
C. trAnSfer StUdentS Transfer applications are accepted for all class levels. Please refer to the heading Transfers to Peace College for infor- mation on evaluation of transfer credits.
adMiSSioN RequiReMeNtS Transfer students are required to apply at least one week prior to the beginning of classes each semester, allowing sufficient time for evaluation of credits and preparation of advising materials. Applicants are required to submit official college transcripts from all colleges previously or currently enrolled at the time of application, but no later than one week prior to matriculation. In the event that the applicant is enrolled in classes at the time of application, she will be required to submit an updated, official final transcript upon completion of work in progress. Prospective transfer students who have completed fewer than 24 hours of college-level course work (not including remedial or developmental courses) are required to submit SAT or ACT scores and an official transcript from high school. All transfer students are required to have a minimum 2.0 cumulative grade point average. Applicants are required to submit a completed Dean’s Evaluation form. This form is to be completed by the Dean of Students at the last college or university attended.
d. CompreHenSive ArtiCULAtion Agreement Peace College has signed the Comprehensive Articulation Agreement (CAA) with the North Carolina Community College System. This agreement aids in the transfer of credit from colleges within the North Carolina Community College System. For specific details concerning how courses transfer under the CAA, refer to the Peace Passport section of this catalog. Guidelines for other transfers are also located in the Peace Passport section.
e. internAtionAL StUdentS Peace College is authorized by the U.S. Immigration and Naturalization Services to enroll non-immigrant students in accordance with federal regulations. International applicants for fall must complete their application by May 1, 2008 for the fall semester or October 1, 2008 to be considered for the spring semester. The following guidelines are used to evaluate the application of International students: • Peace College requires students seeking admission to complete the Personal Verification worksheet. • The Admissions Office must receive official copies of transcripts from all schools attended previously; all forms must be translated into English. Peace College recommends using World Education Service, Inc. (WES) as a valid source of translation. WES does require a fee for translation. • Peace College requires a minimum score of 550 on the written Test of English as a Foreign Language (TOEFL) or 213 on the computer-based TOFEL or a minimum score of 80 on the internet-based TOFEL from students whose native language is not English. To be considered for merit-based scholarships, interna- tional students are required to take the Scholastic Aptitude Test I (SAT I) or the American College Test (ACT). • All applicants are required to submit an application and provide a copy of their visa. • Four years of study of English as a foreign language is preferred; students should have maintained a grade of “C” or better in such courses. • Applicants must complete and submit the Certificate of Financial Responsibility. • Any National Examination results, such as British GCE “O” or “A” levels must be submitted as a part of the Application. Photocopies of these certificates must be certified by the high school and bear the secondary school’s official stamp or seal. • Applicants must submit a notarized medical form with immunization records upon acceptance to Peace College.
20 AdmiSSionS
Admissions decisions are based on evidence of a candidate’s sound academic training, ability, motivation, maturity and integrity as shown in school records and standardized test results. International students applying under the auspices of Kaplan International or those who are presently enrolled in an American high school or college should contact the Office of Admissions for more information at 1-800-PEACE-47 or 919-508-2214 locally.
Note: Due to time constraints, international students should submit all official documents no later than May 1 for fall semester consideration and no later than October 1 for the spring semester.
appliCatioN RequiRed iNteRview pReFeRRed NotiFiCatioN RequiRed doCuMeNtS deadliNeS
tRaditioNal Yes High School Recommended No later than one Rolling First-Year Student transcripts and week prior to the admissions: SAT start of Fall and notification upon or ACT scores Spring semester completion of classes application folder
eaRly Yes High School Required No later than one Rolling eNtRaNCe transcripts and week prior to the admissions: after Junior year SAT start of Fall and notification upon of high school or ACT scores Spring semester completion of classes application folder
tRaNSFeR Yes 24 + credits: Recommended No later than one Rolling only college week prior to the admissions: transcripts; start of Fall and notification upon 23 credits and Spring semester completion of below: High classes application folder School transcripts and SAT or ACT scores iNteRNatioNal Yes TOEFL, and Recommended May 1 - Fall Rolling translated High October 1 - admissions: School transcripts; Spring notification upon SAT or ACT completion of needed to be application folder considered for financial aid
paRt-tiMe Yes In some cases: No No later than one Rolling StudeNtS High School week prior to the admissions: transcripts and start of Fall and notification upon SAT or ACT scores Spring semester completion of classes application folder
21 AdmiSSionS
f. reAdmiSSion of former peACe CoLLege StUdentS Any student who was previously enrolled at Peace and who has not been enrolled for one or more semesters and who wishes to return to Peace should contact the Office of Admissions. An interview may be required for some applicants. Applicants for readmission are required to apply at least one week prior to the beginning of classes each semester, allowing sufficient time for evaluation of credits and preparation of advising materials. Former students who have taken a medical withdrawal from Peace College will need to reapply to the Office of Admissions. Applicants for readmission will be required to submit a medical examination form at the time of application, but no later than one week prior to matriculation. Additionally, a letter from the student’s physician supporting their return to Peace College will be required before a final decision can be made regarding readmission. Applicants for readmission are also required to submit official copies of transcripts at the time of application, but no later than one week prior to matriculation. A 2.0 cumulative GPA is required for admissions. In the event that the applicant is enrolled in classes at the time of application, she will be required to submit an undated official final transcript upon completion of work in progress. Applicants who have been suspended from Peace College must successfully complete (at another institution or in a Peace College summer session) a minimum of one 3 semester hour course with a minimum 2.0 GPA. The course must be equivalent to a course listed in the Peace College academic catalogue. A student who is away from Peace College for one or two semesters may elect to comply with the catalog that was in effect during the time of her first enrollment at Peace. A student who is away from Peace College for more than two consecutive semesters must comply with the catalog that is in effect at the time of her re-enrollment (or with those coming into effect during that re-enrollment). A readmitted student must pay the $150.00 required deposit and in some cases the student will be required to complete the medical examination form.
g. SpeCiAL progrAmS And ServiCeS
dual eNRollMeNt pRogRaM The Dual Enrollment Program allows qualified high school girls to take courses at Peace College for college credit. Students who meet the following academic requirements are eligible for the program: • PSAT/SAT/ACT scores and grades indicating above-average ability. • Class rank in top 30% of class. • Endorsement by high school guidance counselor. • Approval by high school principal.
Interested students may request information on Dual Enrollment from the Admissions Office at Peace College, 15 East Peace Street, Raleigh, NC, 27604. To request information by telephone, call 919-508-2214 to reach the admissions office through e-mail, please send your name and contact information to [email protected]. Credits earned through the program may be applied toward a degree at Peace College, provided the student is accepted and enrolls as a degree seeking student. Students may also request their Peace College transcript be transferred to another college or university.
tRaNSitioNS pRogRaM The Transitions Program is designed for full-time, degree-seeking students whom we believe will have enhanced opportunities for success at Peace by enrolling in Adventures 099, “Academic and Life Skills for Success,” in their first semester. Students will also participate in our first-year seminar, which is required for all students. Students admitted to the transition program are limited to 14 credit hours their first semester at Peace College.
22 AdmiSSionS
StUdentS WitH diSAbiLitieS Students with disabilities must meet regular admissions requirements. In addition, they must submit documentation from a licensed psychologist or physician as to the nature and extent of their disability. All testing must be current, within four years from the date of application. To receive accommodations through Disability Services, a student must be “state-identified.” For additional information, contact the Director of Disability Services. intervieWS And CAmpUS viSitS The Peace College campus is open for visits throughout the year. Prospective students are encouraged to visit the Admissions Office in Main Building as follows: • September-May: 9 a.m. to 4 p.m. Monday through Friday, and 9 a.m. to 12 p.m. Saturday. • Offices are closed on major holidays throughout the year. to SCHedULe An intervieW or CAmpUS viSit Please contact the Admissions Office at [email protected] or 1-800-PEACE-47 (508-2214 locally), or Peace College, 15 East Peace Street, Raleigh, N.C. 27604.
23 tUition And feeS
inveSt in qUALity A Peace College education is an exceptional education at a reasonable cost. Most Peace College students need some form of financial aid to meet the cost of a college education. In fact, each year we offer more than $5 million in aid to over 96% of our students. Prospective students interested in Peace College are encouraged to apply for admission regardless of their financial situation. Please refer to the Scholarship and Financial Aid section of the Catalog for details on financial assistance programs.The college reserves the right to adjust tuition, room and board and fees if conditions make an adjustment necessary. Consequently, at the time of a student’s future enrollment, expenses may differ from those stated in this particular issue of the Catalog. Advance notice of any adjustment will be provided to students.
NC Resident Students: Commuter Students: Out-of-State Students Tuition $25,058 Tuition $25.058 Tuition $25,058 Room and Board $8,662 Less NCLTG* -$1,850 Room and Board $8,662 $33,720 Total $23,208 Total $33,720 Less NCLTG* -$1,850 Total $31,870
*The N.C. Legislative Tuition Grant (NCLTG) is subject to change based on final funding from the North Carolina General Assembly.
AppLiCAtion fee All first-time applicants are required to sub mit a $25 non-refundable processing fee payable to Peace College with the application. This fee, paid only once, is intended to defray the cost of processing the application and is not credited to the student’s account. For fall semester, tuition deposits of $150 for new students are due May 1 or within fifteen days of acceptance if admitted later than May 1. For spring semester, tuition deposits of $150 are due November 1 or within fifteen days of acceptance if admitted later than November 1. ALL DEPOSITS ARE NONREFUND- ABLE after May 1 for the fall semester and November 1 for the spring semester. Deposits are credited to the student’s account.
CommUter StUdent expenSeS Commuter students are those attending Peace College full or part-time but not living on campus. A full-time student is one registered for twelve or more semester hours. Tuition charges for full-time commuter students are detailed in the chart above. Commuter students registering for fewer than twelve semester hours will be assessed charges at the rate of $240-$640 per semester hour, depending on total hours enrolled. Commuter students may purchase meals at a per-meal rate or may take advantage of block plans offered by Dining Services.
pAyment SCHedULeS Payments for tuition/fees, room and board are due in full by August 1 for the fall semester and by December 15 for the spring semester. Payments, financial aid and/or a payment plan must be in place by these dates to cover the full semester balance. If the decision to attend Peace is made after August 1 for the fall or December 15 for the spring, payments, financial aid, and/or a payment plan must be in place prior to the start of classes to cover the full semester balance. Class registration may be cancelled at the college’s discretion prior to the start of classes if a student account balance is not fully satisfied by payment, financial aid, and/or a payment plan.
24 tUition And feeS tUition mAnAgement SyStemS, inC. The services provided by Tuition Manage ment Systems, Inc., offers the advantage of five or ten convenient monthly payments. There is an enrollment fee of $45/$60, respectively, collected by Tuition Managements Systems, Inc., for this plan. The first payment for the fall is due by July 1. The first payment for the spring is due by December 1. Monthly late fees are assessed by Tuition Management Systems, Inc. Students and parents desiring to use this monthly payment plan can obtain more informa tion by contacting Tuition Management Systems, Inc., P.O. Box 842722, Boston, MA, 02284-2722; 800-722- 4867; www.afford.com/peace.
SpeCiAL feeS Special fees listed below are in addition to tuition rates published. Lab/Course fees associated with specific courses can be found on the course listing published by the Registrar’s Office for each semester. Students from Cooperating Raleigh Colleges pay the same additional course fees as Peace College students. Please note that fees for students in Adult Degree Completion programs are different; please contact the Dean of Enrollment and Adult Education for details.
paRt-tiMe FeeS 0-4 hours $220/credit hour 5-8 hours $430/credit hour 9-11 hours $640/credit hour Credit in excess of 18 hours $220/credit hour Dual Enrollment Fee $100/per course
otheR FeeS Student Activity Fee $ 174 Orientation Fee- 1st Year Students $ 160 Orientation Fee- Transfer Students $60 Parking Fees $ 100 Stop Payment Request $ 25 Returned check fee $ 25 Student Identification Card $ 25 Replacement identification card $ 25 Health Insurance Fee $ 540 Immunization Tracker Fee $20 Audit charges per credit hour $100 Graduation Fee (including diploma) $100 Transcripts of Academic Records $ 10 Student Teaching Fee (EDU 496) $200 Dorm Room Key Replacement Fee $150 Books, supplies, and spending money are not included in the above charges. bookS The College Bookstore handles all textbooks and supplies. At the end of the semester, the College Bookstore will repurchase books only if they will be used in a subsequent semester and if they are in an acceptable condition. To return a purchased book, the student has two weeks from the first day of classes. In addition, the student must have the original College Bookstore receipt and a fully signed drop slip, stating that the student has dropped the course from her schedule. The book must be returned in the original state it was sold in, with no markings and if it was shrink wrapped when purchased, the book must be unopened. NOTE: No book will be returned after the two week period is up. From that point all book sales are final.
25 tUition And feeS: inSUrAnCe And refUnd poLiCieS
StUdent HeALtH inSUrAnCe All full time Peace students are required to have health insurance. Students who already have coverage must provide proof of insurance and complete the online insurance waiver form annually prior to the beginning of the semester in which the student enrolls. Students enrolling for the fall semester may begin completing their waivers during the summer break leading up to the beginning of the semester. Full time students who do not have health insurance, and those who do not complete the online waiver, will automatically be billed on their student account for the injury and sickness policy offered by the college. The policy is administered through United Health Care; the cost is $540.00 annually for those beginning in the fall and $343.00 for spring beginners. Students are responsible for filing all claims. Online waivers are required to be completed by the close of business Monday, August 2nd, 2010. This is in correlation with the due date of tuition. Students who enter the college after this date must notify the Office of Student Accounts within the first four weeks of the beginning of the semester with proof of insurance to have the charges waived. After the first four weeks of the semester, failure to submit substantial proof of coverage will result in the full amount of the policy due.
retUrn of federAL UneArned fUndS for titLe iv reCipientS Federal financial aid funds (Title IV funds) are awarded with the expectation that students will complete the entire period of enrollment. Students earn a percentage of the funds that are disbursed with each day of class attendance. When a student who has received Title IV funds leaves school before the end of the semester or period of enrollment, federal law requires Peace College to calculate the percentage and amount of unearned financial aid funds that must be returned to the federal government. Once a student has completed more than 60% of the enrollment period, students are considered to have earned all Federal funding received. This calculation may have the effect of requiring the student to repay funds that have already been disbursed to the student. A leave of absence is considered to be a withdrawal. Students are encouraged to meet with the Office of Financial Aid prior to making the decision to withdraw from school.
inStitUtionAL refUnd poLiCy The following institutional refund policy applies to:
• Students who are not receiving federal Title IV aid, and
• Students whose accounts are not cleared after applying the Return of Federal Unearned Funds formula described above.
• Students withdrawing before the end of a semester will be responsible for the following percentage of tuition and fees for the semester:
withdRawal duRiNg: First week 20% Second week 40% Third week 60% Fourth week 80% After four weeks 100%
• Board will be refunded based on the number of weeks remaining in the semester after the week of withdrawal.
• Room charges will not be refunded.
• Beginning on the first day of classes, no refunds will be made if a student is sus pended from the college for academic or conduct reasons.
26 tUition And feeS: LAte pAymentS And dedUCtionS tUition inSUrAnCe refUnd pLAn Peace College has a concern for the student who suffers a serious illness or accident and has to leave the College before the semester is completed. Peace College has arranged to offer the Tuition Refund Plan to students and parents to minimize the financial portion of the loss. This elective insurance plan, made available through A.W.G. Dewar, Inc. (Dewar), provides coverage for tuition and housing charges.
This plan significantly extends and enhances the College’s published refund policy. In cases of withdrawals due to accident, illness, or psychological reasons the plan assures you a 70 percent refund throughout the term. Contact the Student Accounts Office for more information about signing up for this plan and current rates.
LAte pAymentS It is imperative that all accounts be paid promptly. There will be a monthly late fee of $25 assessed on all unpaid balances. Class registration may be cancelled at the college’s discretion prior to the start of classes if a student account balance is not fully satisfied by payment, financial aid, and/or a payment plan. All balances are ultimately the responsiblity of the student. Unpaid balances owed to the College maybe be subject to collection action, and all associated costs/legal fees will be billed to and payable by the student. tUition dedUCtionS Tuition deductions are allowed in the follow ing situations: 1. Full-time students who are daughters of Presbyterian ministers or Presbyterian missionaries (home or foreign) are given tuition deductions of $500 per semester. 2. When sisters are simultaneously enrolled at Peace, a $500-per-semester deduction is made for each enrolling sister after the first student. 3. Peace also participates in a tuition remission plan for daughters of its employees and a group of other private colleges and universities. Please see the Financial Aid Staff or employee handbook for an explanation of these benefits. finAnCiAL ASSiStAnCe We are committed to providing an exceptional education at a reasonable cost. The cost of tuition, room and board at Peace College remains below the national average for private four-year colleges and universities. To assist in meeting documented need, the college has an extensive program of financial assistance.
To be considered for any need-based financial aid, including all federal and state programs, students must complete a Free Application for Federal Student Aid (FAFSA) or Renewal FAFSA. The college’s school code number is 002953. The FAFSA may be completed on line atwww.fafsa.ed.gov . You may apply for your PIN at www.pin.ed.gov. It is recommended that financial aid applications be submitted prior to March 15, and after the student and her family have completed their prior year’s tax returns. Late applications can be considered only if all funds have not been expended.
All need is determined by subtracting the Expected Family Contribution (EFC) as determined by the federal analysis of the family’s resources, from the total direct cost of attending Peace College. The family’s contribution is estimated on the basis of income and assets, with consideration given to taxes and other expenses of the family. Families may contact the Office of Financial Aid at 1-800-732-2347 for questions regarding aid.
*For additional information on scholarships, grants, loans, or federal work-study positions, you can visit our website at www.peace.edu or contact the Peace College Office of Financial Aid. Financial Aid programs are subject to change. Always check with the Office of Financial Aid for the most up-to-date information.
27 SCHoLArSHipS And grAntS
peaCe College SCholaRShipS aNd gRaNtS peACe CoLLege preSidentiAL SCHoLArSHip Peace College Presidential Scholarships are awarded to qualified students who have earned exceptional academic records. These students should also possess exemplary characteristics of leadership ability and/or special talents that would enable them to make significant contributions to campus life. These merit-based scholarships are renewable for an additional three years of study at Peace College provided recipients maintain a “B” average (3.00) with no grade below “C.” Scholarship awards range from $9,000 to $15,000.
peACe CoLLege ACAdemiC ACHievement SCHoLArSHip Peace College Academic Achievement Scholarships are awarded to qualified students who have earned outstanding academic records and who, in the judgment of college representatives, display potential for making significant contributions to the Peace College community. These merit-based scholarships are renewable for an additional three years of study at Peace College provided recipients maintain a “B” average (3.00) with no grade below “C” and provided they exhibit exemplary conduct. Scholarship awards range from $6,000 to $10,000.
peACe CoLLege CHALLenge grAntS Peace College Challenge Grants are awarded annually on the basis of academics. These merit-based grants are renewable for an additional three years of study at Peace College, provided recip ients maintain a “C” average (2.00) with no failing grade. Grant awards range from $4,000 to $5,000.
peACe CoLLege tUition ASSiStAnCe grAnt Need-based grants are awarded annually to eligible students. Eligibility and grant amounts are based on information received from the Free Application for Federal Student Aid (FAFSA). Students may apply to have the grants renewed each year they are enrolled in Peace College by completing the FAFSA at www.fafsa.ed.gov.
SLoAn SCHoLArS progrAm for preSbyteriAnS Through the Sloan Scholars Program, Peace College will award up to $5,000.00 per year to students who are certified by the Session of their Presbyterian Church as an active member of the congregation. New students must meet all Peace College admission requirements and be in the top 1/3 of the high school class. Priority will be given to students who demonstrate financial need. The Scholarship is renewable for all three years provided the student maintains a “C” average (2.0 GPA) and maintains good social standing at Peace College. The scholarship is available to students from North Carolina and states other than North Carolina with preference given to North Carolina students.
depArtmentAL SCHoLArSHipS Fine Arts scholarships are awarded to students who audition or present portfolios and possess special talents. These awards are granted based upon recommendations from the individual department coordinators.
LeAderSHip SCHoLArSHip Students who are involved in service and leadership activities throughout high school are eligible for an additional $1,000-$4,000 in scholarships. Students will be required to take an active part in leadership roles and service to Peace College during their enrollment. Students must submit a scholarship application and meet the minimum requirements for admission.
trAnSfer merit grAntS Students who transfer into Peace College may be eligible for merit-based grants. These grants are awarded on the basis of the number of transferable credits earned at an accredited college or university and on the cumulative grade point average earned at each institution attended. The Transfer Merit Grants are renewable for up to two additional years, provided recipients maintain a “C” average (2.00) with no grade below “C.” Grant awards range from $5,000 to $12,000. 28 SCHoLArSHipS And grAntS
oUtSide SCHoLArSHipS The Office of Financial Aid maintains a listing of outside scholarships and resource links online at www.peace.edu on the Financial Aid section under Online Resources. Students should visit the Office of Financial Aid website and/or office at least once a semester to stay informed on other available resources.
The Office of Financial Aid reserves the right to adjust a student’s award if her academic status or housing status changes. federAL Work-StUdy The Federal Work-Study Program stimulates and promotes part-time employment of students attending Peace College. The employment made available from the Federal Work-Study Program (FWSP) complements and reinforces the educational program and/or vocational goals of each student receiving assistance to the maximum extent possible. The FWSP provides jobs for students who are in need of earnings from employment to pursue their courses of study. Eligibility is deter mined by the Free Application for Federal Student Aid (FAFSA).
FedeRal gRaNtS federAL peLL grAntS These federally-sponsored grants are available to eligible students attending approved post-secondary institutions. To apply, the student must complete a Free Application for Federal Student Aid (FAFSA). For additional information regarding this grant, consult the Office of Finan cial Aid. Rules and regulations governing this program are subject to changes made in federal policies.
federAL SUppLementAL edUCAtionAL opportUnity grAntS (fSeog) These federally sponsored grants are awarded to students with significant financial need. The amount of the grant is determined by available funds and results of the Free Application for Federal Student Aid (FAFSA). The FSEOG Program is designed as a supplement to the Federal Pell Grants.
Grants are available to Peace College students in amounts beginning at $200. Eligibility for these grants is determined by financial need, academic potential and citizenship. Grants are gifts and are renewable as long as academic achievement and conduct are satisfactory. A student should submit a Free Application for Federal Student Aid (FAFSA) for each year she applies for aid.
StAte grAntS nortH CAroLinA StAte ContrACtUAL SCHoLArSHip fUnd (nCSCSf) This fund was designed by the General Assembly as a state-appropriated scholarship fund to assure that North Carolina students are able to attend a private college. These grants are available to legal residents of North Carolina with specific need. To apply, the student must complete a Free Application for Federal Student Aid (FAFSA). Students should complete the FAFSA no later than March 15 to be considered for the grant. This grant is funded by the State of North Carolina and administered by the college.
nortH CAroLinA StUdent inCentive grAntS (nCSig) These grants are funded by federal and state appropriations to assist full-time North Carolina students with substantial financial need. They are administered through the College Foundation of North Carolina, Inc., P.O. Box 41966, Raleigh, N.C. 27629-1966 (888-234-6400). To apply, the student must complete a Free Application for Federal Student Aid (FAFSA). Students should complete the FAFSA no later than February 15 to be considered for the grant.
29 LoAn progrAmS
nortH CAroLinA LegiSLAtive tUition grAntS (nCLtg) This entitlement grant is available to legal residents of North Carolina enrolled at in-state private colleges or universities. If a student receives financial aid, this grant is part of her award. The amount of the grant is currently authorized at $1,850 for full-time students. The amount varies and final determination is unknown prior to legislature approval of the state budgt annually. Although this is an entitlement grant, to apply, the student must complete a NCLTG application that may be obtained from the Office of Financial Aid.
nortH CAroLinA edUCAtion Lottery SCHoLArSHip (eLS) The North Carolina Education Lottery Scholarship was created by the 2005 General Assembly to provide financial assistance to needy North Carolina resident students attending eligible colleges and universities located within the state of North Carolina. To apply the student must complete a Free Application for Federal Student Aid (FAFSA) Recipients must be enrolled at least half-time, make satisfactory academic progress, and meet specified need criteria. Scholarships generally range from $100 to $2,500 per year.
WiLLiAm d. ford direCt LoAn progrAm This program includes Federal Subsidized Stafford Loans, Federal Unsubsidized Stafford Loans, and Federal PLUS Loans. Through the Federal Stafford Loan Program, a dependent student may be eligible to borrow as much as $3,500 for her first year, $4,500 for the sophomore year, and $5,500 for her junior and senior years. An independent student may borrow an additional $4,000 of unsubsidized funds for her first and second years of study and an additional $5,000 of unsubsidized funds for study for the third year of study and beyond.
Federal Stafford Subsidized Loans incur interest charges. However, the Department of Education pays this interest for students while they are enrolled at least half-time and during their grace period. Federal Stafford Unsubsidized Loans incur interest charges also; however, the student is responsible for payment of these charges while enrolled. Students are encouraged to pay the interest on the loan while in school to avoid capitalization of the interest at repayment. Repayment of principal and interest will begin six months after the student graduates or ceases to be enrolled in college at least half- time, but deferments may be granted under a variety of conditions set forth in federal law. The interest rate is set annually for the 12-month period July 1-June 30. To apply for the Federal Stafford Loan (subsidized or unsubsidized), the student must complete and file the Free Application for Federal Student Aid (FAFSA). The student must be enrolled at least half- time during the loan period in a program of study leading to a degree or certificate. She must demonstrate financial need for a subsidized loan and must have received a determination of eligibility or ineligibility for a Federal Pell Grant. The PLUS loan allows parents of under graduate dependent students to borrow up to the cost of attendance, minus other aid. The FAFSA must be completed in order for a parent to obtain the FPLUS loan. The interest rate is adjusted annually on July 1 over the life of the loan. The repayment period begins after the second dis bursement of the loan. The length of the repay ment period depends on the total amount borrowed, but normally does not exceed 10 years. The PLUS loan is meant to be used in addition to any other loan the student may borrow, or as a primary source for those who do not qualify for a Federal Stafford Loan. For this reason, we recommend that students apply for a Federal Stafford Loan before they or their parents apply for a PLUS loan. Parents who are denied PLUS loans may contact the US Department of Education to appeal this decision, or they may have their student borrow additional Federal Stafford Unsubsidized funds up to $5,000. Please contact the Office of Financial Aid for more information.
30 LoAn progrAmS
ALternAtive LoAnS Various alternative loans are available for students who are not eligible for Federal Stafford loans or who need additional loan money. Consult the Office of Financial Aid for information regarding these loans. Peace College strongly encourages all students to complete the FAFSA before applying for an alternative loan. Federal loans (Stafford and PLUS) should always be the first option to consider when borrowing money to finance an education. If you are considering an alternative loan, you should carefully evaluate a loan program to determine if it best meets your needs. veterAnS edUCAtionAL ASSiStAnCe progrAm Educational Assistance Benefits are available for veterans, active-duty military, National Guard and selected reserve and, in some instances, their qualified dependents. For addi tional information on specific programs, contact the Veterans’ Certifying Official. independent And dependent StAtUS The FAFSA determines a student’s dependency status. Federal regulations are very specific about the classification of dependent and independent students. If the student feels that she does not meet the classification of a dependent student, please contact the Office of Financial Aid.
SAtiSfACtory ACAdemiC progreSS (SAp) Students must meet the Satisfactory Academic Progress (SAP) standards set by Peace College in order to renew a financial aid award. The Office of Financial Aid will monitor grades and hours earned for each student who has financial aid. If a student does not meet the SAP guidelines given, her financial aid could be removed. Please con tact the Office of Financial Aid with questions.
31 peACe CoLLege
ACAdemiC And StUdent Life
32 Honor SoCietieS
ALpHA CHi nAtionAL Honor Psychology majors and minors with 45 credit hours (9 SCHoLArSHip SoCiety in psychology courses) who have a GPA of 3.0 or higher A general honor society for junior and senior and who are in the top 30% of their class are eligible to baccalaureate students, Alpha Chi admits to membership join Psi Chi. Induction occurs in the spring. students who achieve academic dis tinction. No more than ten percent of the junior and senior classes with SigmA deLtA mU grade-point averages of 3.60 or higher may be inducted Sigma Delta Mu is a national honor society in Spanish in any given academic year. This society promotes for two-year colleges and the first three semesters of academic excellence and exemplary character among four-year colleges and universities. It honors those who students. The Peace College chapter is North Carolina seek to attain excellence in the study of Spanish and Psi. The chapter is required to sponsor at least one the literature and culture of Spanish-speaking peoples. scholarly or academic activity each year to promote To be eligible for active membership, a student must be scholarship in the Peace College community. enrolled in the second semester or higher, be in good standing, be genuinely interested in Hispanic culture, betA betA betA have a minimum grade-point average of 3.00 in Spanish, Beta Beta Beta is a National Biological Honor Society. and rank in the upper 35 percent of her class or have a It is dedicated to improving the understanding minimum overall average of 2.75. The Peace chapter is and appreciation of biological study and extending the Beta Chapter of North Carolina. boundaries of human knowledge through scientific research. To be eligible for membership, a student must SigmA deLtA pi have 1) a minimum average of “B” in at least four Sigma Delta Pi is a national honor society in Spanish biology courses, 2) declared a major in biology, and for four-year colleges and universities. It was Peace’s first 3) good academic standing overall. Induction of new baccalaureate honor society and was chartered in April members occurs in the spring. 1997. With more than 470 chapters nationwide, it is by far the largest foreign language honor society and is a omiCron deLtA kAppA member of the Association of College Honor Societies. Omicron Delta Kappa, a national honorary society Founded in 1919, it is affiliated with both the American for leadership, was chartered at Peace in April 2009. Association of Teachers of Spanish and Portu guese and The Purpose of The Omicron Delta Kappa Society is the Modern Language Association. The Peace chapter Threefold: First, to recognize those who have attained of Sigma Delta Pi is Upsilon Beta. To be eligible for a high standard of efficiency in collegiate activities and Sigma Delta Pi membership, a student must maintain a to inspire others to strive for conspicuous attainments strong academic profile overall, must have a B or better along similar lines; Second, to bring together the most average in Spanish, and must complete 18 semester hours representative students in all phases of collegiate life of Spanish, including advanced-level courses taught in and thus to create an organization which will help to Spanish. mold the sentiment of the institution on questions of local and intercollegiate interest; Third, to bring SigmA tAU deLtA together members of the faculty and student body of Sigma Tau Delta’s central purpose is to confer distinction the institution, as well as other Omicron Delta Kappa upon outstanding students of the English language and members, on a basis of mutual interest, understanding, literature in under graduate, graduate, and professional and helpfulness. studies. Membership in this honor society is available to juniors and seniors who major or minor in English, who pSi CHi have at least a B average in English, and who rank in the Psi Chi is the Psychology National Honor Society. This highest 35 percent of their class in general scholarship. A organization is dedicated to promo ting scholarship and member of the Association of College Honor Societies, service in the area of psychology. Psi Chi members are Sigma Tau Delta is composed of more than 560 chapters encouraged to participate in faculty and independent located throughout the United States, Europe, Canada, research, as well as to participate in community service. and the Caribbean. 33 AWArdS
ArtemiSiA AWArd- Established in 1999 by Peace kAtHArine bryAn SLoAn grAHAm professors Woody Holliman and Carolyn Parker, this ACAdemiC ACHievement AWArd- Granted award recognizes outstanding graphic design majors. annually at graduation, the award was established in 1969 in memory of Katharine Bryan Sloan Graham, bioS AWArd in bioLogiCAL SCienCe- the first student to matriculate at Peace in 1872. The Established in 1990 by Peace College faculty members award is presented to the graduating senior whose Drs. Patricia L. Weigant and Lisa A. Bonner, this award academic record places her among the top three students recognizes outstanding biology majors. of her class and who, in the opinion of the faculty and administration, exemplifies commendable traits of firSt-yeAr CHemiStry ACHievement citizenship, cooperation, and concern for others. AWArd- Sponsored by the Chemical Rubber Company, this award is given to the first-year student LAUrA CArpenter bingHAm exCeLLenCe attaining the highest achievement in general chemistry. in LeAderSHip AWArd- This award is to be The award includes a certificate and a copy of the CRC given to an outstanding senior who has demonstrated Handbook of Chemistry and Physics, a major scientific excellence in her academic studies, in campus leadership, reference book. in civic participation, and in the important qualities of integrity and honor. It recognizes a woman whose eLizAbetH gibSon tAyLor proSe AWArd- unfailing loyalty to Peace College will truly make a This award was established in 1982 to honor Elizabeth difference in this world. Gibson Taylor ‘22 for her interest in English studies. mAry pAte CUrrie AWArd- This award was This award is presented annually to the student who has established in memory of Mary Pate Currie, Peace College produced the outstanding work of prose published in class of 1923, by her family and friends. The award the college literary magazine. recognizes a rising Peace College senior of high moral character who exemplifies the character of Mary Pate exCeLLenCe in LeAderSHip StUdieS Currie. The selection is made annually by a com mittee AWArd- The Excellence in Leadership Studies of faculty members representing the areas of humanities Award is given to an outstanding senior who is double- and fine arts. The recipient will demonstrate high majoring or minoring in Leadership Studies. This award academic achievement and have a major in an area of the was created to recognize a Leadership Studies major or humanities, including the fine arts. minor who has demonstrated excellence in her academic studies, campus leadership, and civic participation, and mAbeL pUgH Art AWArd- Established in memory involve ment in the Leadership Studies program and in of Ruth Huntington Moore with a bequest from the developmental opportunities outside of courses. estate of Mabel Pugh, head of the art department at Peace College from 1936 until 1960, this award is idA WitHerS CUrrie AWArd-The Ida Withers given annually to a returning first-year student who Currie Award is given to the outstanding senior business is a graphic design major and who shows outstanding student chosen by the business admin faculty. The award progress in the development of her art work in the areas was established by James Currie in honor of his sister, Ida of creativity and craftsmanship. Withers Currie ‘29, a Peace graduate and former business instructor at the college. nAnCy J. frAzier StUdent ServiCe AWArd- This award was established by former JAne Herring Wooten ’37 Peace President Dr. S. David Frazier in memory of his reSeArCH grAntS- Established in 1998 by Peace mother. The award is presented to a student in student College graduate and retired Raleigh pediatrician Dr. government who has demonstrated outstanding service Jane Herring Wooten ’37 and her husband Kenneth to the college and to her classmates. Wooten, the grant(s) will be used annually to assist students in conducting research projects in cellular and molecular biology. 34 AWArdS oUtStAnding grAdUAte AWArd- The preSSLy mUSiC AWArd- The Pressly Music Award college annually presents this award to a bachelor’s to honor the late Dr. William C. Pressly, a former degree graduate who, in the opinion of the faculty and President of Peace, is given annually to the senior music administrative staff, is the out standing member of the major whom the music faculty considers to have made graduating class in her academic, social, and religious a significant contribution to the music program and leadership; in her acceptance of her obligations; and in activities at Peace and also to have shown the most her general interpretation of the ideals of Peace College. progress in the development of her own musical abilities. peACe CoLLege dAnCe CompAny pSi CHi reSeArCH AWArd- This award was AnnUAL AWArdS The Dancer of the Year award was established in 2002 by the faculty of the psychology established in 1988 to honor the junior or senior who best program to recognize excellence in psychology research. exhibits the qualities most valued in a dancer–exceptional It is presented annually to the student chosen by the technical abilities and perfor mance quality, tireless Psychology faculty who shows outstanding progress in dedication, and enthusiasm. This award recipient receives the area of psychology research. The student will receive an engraved plaque and her photograph is hung in the either a gift or cash award. Dancers Hall of Fame. The Young Choreographer of the Year annual award was established in 1990 to honor the SCHWertmAn AWArd for exCeLLenCe in dancer who has excelled in the field of choreography. engLiSH- This cash award is presented annually to Judgment criteria for this award are the quality of the the student chosen by the English faculty for the most creative work producing a new, non-commissioned work outstanding work in English. The award honors the for the Peace College Dance Company. memory of Dr. Mary Pogue Schwertman, who taught English at Peace from 1960 until her death in 1981. peACe timeS AWArd- The Peace Times Award is presented by faculty advisors to members of the tHe tyner-CroSSno AWArd in HiStory Peace Times staff that have made the most significant And poLitiCAL SCienCe- This award, established contributions to the student newspaper during the year. in 1987 by Dr. Wayne C. Tyner, retired Alumnae penny engLiSH AWArd- This award was Professor of History, and Mr. John L. Crossno, Associate established in 1973 by the late Celeste Penny, class of Professor of History, is a cash award given annually to 1909, who taught English for many years in the North a student who has taken at least nine semester hours in Carolina public schools. The income is awarded to a history and/or political science, who has done excellent first-year student chosen by the faculty of the English work in those courses, and who has demonstrated department for the most outstanding work in first-year seriousness of purpose in her studies. student English. W. robert everett bUSineSS penny poetry AWArd- The Penny Poetry Award, ACHievement AWArd- The W. Robert Everett established in 1977, is given annually to the student who Business Achievement Award Fund is given to an has produced the outstanding work of poetry published outstanding sophomore chosen by the business faculty. in the college literary magazine. pHySiCAL edUCAtion ACHievement AWArd- This award is to recognize a student who has demonstrated outstanding perseverance, improve- ment, and sportsmanship in her performance, as well as excellence in her written work, in physical education. The award recipient receives an engraved plaque.
35 AdviSing And AdventUreS
AdviSing Peace College maintains a strong advising program that promotes a close, mentoring, and academic relationship between its faculty/staff advisors and student advisees. Faculty/Staff advisors help students get the most out of their Peace education, and guide them through the process of finding their academic, career, and life path. The advisors meet with students each semester to assist with registration, monitor academic per formance and progress in meeting graduation requirements, and aid in career planning. While the advisor plays an important role as a helper and guide, the student is responsible for ensuring that she is meeting the requirements for graduation or for a pre- professional program. Entering students are assigned to a first-year advisor who will assist her until she has decided on her major. As long as she has met the prerequisites, she may declare her major. She will then be assigned to an advisor in her major, one she will remain with until gradu ation. If the student has not decided on a major at the end of her first year, she will continue to work with her first-year advisor until she declares a major. Throughout her second year, she will have many opportunities to help clarify her choice of major: the Career Services staff, “Exploring Majors and Careers,” and the Majors Fair.
AdventUreS Your First Year Adventure at Peace College is a specifically designed set of experiences for first-year students to welcome them to the college and to encourage their academic success through intellectual and personal discovery. These experiences will help you as a first-year student to negotiate the difficult transition from high school to college, both aca dem ically and personally. A central component of the First Year Adventure is your required first-year seminar class, ADV 100: Adventures for Women in Learning. The purpose of ADV 100 is to assist the First Year student’s transition by focusing academic development through critical thinking skills, and personal development via emotional intelligence. Through thematic and general approaches, students will explore intellectual questions related to the college experience. As a first-year student at Peace, you will begin your adventure by taking part in a common sum mer reading program and writing your first college essay. Your first official experience as a Peace student will happen during the summer when you attend Pacer Camp, a summer program where you will begin to experience life as part of the Peace community by meeting other incoming students and current Peace students. When you arrive on campus in the fall, you will go through our orientation program, Pathways to Peace, along with your ADV 100 classmates. Through Pathways, you will begin your intellectual and personal journey, learning about the college and local community and what they have to offer, and meeting to discuss your summer reading. Through the first-year seminar, ADV 100, you will develop a close con nection with a member of the Peace College faculty or staff who will serve as your ADV 100 instructor and first-year advisor. Additionally, you will be assigned to an exceptional upper-class student, your peer educator, who will be your Pacer Camp to Pathways to Peace group leader, will co-teach the first-year seminar, and will serve as a mentor to help you throughout your first-year experience. Many other “Adventures” await you during your first year at Peace including learning about and taking part in Peace traditions, attending intellectual and cultural events, and getting involved in student clubs, student government and athletics. To help you get the most out of your adventure at Peace College, we strive for you to accomplish the following: • to begin the process of discovery, both intellectually and personally • to facilitate adjustment to college life • to promote a sense of community • to provide students with effective first-year advising • to connect students with exceptional peer educators and mentors • to create a healthy learning environment among students on campus • to promote effective decision-making in students’ lives and careers • to expose students to educational opportunities outside the classroom • to involve students in the Raleigh community through service • to help students better understand their world and their place in it 36 • to encourage students to be better citizens of their local communities, their nation, and the world. CAreer ServiCeS And edUCAtionAL SUpport
CAreer ServiCeS The Career Services Office is open 8-5, Monday-Friday, all year. There is no charge for these services for Peace students or alumnae. The Career Services Office provides the student with a variety of services to assist her to determine and accomplish her career goals. Specifically, Career Services supports the student in her:
• exploration of her college majors and career options through career counseling and interest, skill and personality assessments;
• applying for her internship experience;
• examination of post-graduate options, in cluding help with graduate school and professional schools and/or employment in a chosen field; and
• preparation for a competitive job search through participation in job fairs, resume writing, mock interviews, interviewing with selected employers, and networking with Peace alumnae. edUCAtionAL SUpport Peace College recognizes that students may need assistance to complete college-level courses or to earn superior grades.
In an effort to acknowledge the individuality of each motivating one’s self to learn, developing personal student and to foster growth and learning among all responsiblity, and utilizing individual learning styles and students, the college provides the below-listed support preferences. These skills and topics are reinforced in one- and services, at no additional cost to the student. on-one academic coaching sessions with the instructor in which students’ academic progress is monitored. LeArning And Writing Center The Learning and Writing Center provides free tutorial SUppLementAL inStrUCtion and writing assistance for all Peace students. The center Supplemental instruction is available in biology, and offers one-on-one, personalized tutoring in foreign chemistry. These are group tutoring sessions that seek to language, math, statistics, writing, child development, bolster students’ understanding of classroom content. psychology, accounting, history, anthropology, and study Sessions are available for any student taking one of the skills. The tutors are trained and knowledgeable in listed courses. working with diverse learners. Students consistently cite their expertise as beneficial to their academic careers. TRANSITIONS PROGRAM Study Skills workshops are offered to students who feel The Transitions Program is designed to enhance the they need assistance with developing various academic success of students whom the college deems to be in need strengths. These workshops target areas such as time of instruction in college study skills, as well as one-on- management, test-taking skills, and motivation. The one coaching. Students accepted into the program are center also houses various print resources to assist students required to take the ADV-099 course (mentioned above) in writing research papers, reading actively, note-taking during their first semester. Students in the program will strategies, etc. also take the required first-year seminar course entitled Adventures for Women, ADV-100. Students must also AdventUreS 099 register for a reduced course load (14 hours) their first The Academic and Life Skills (ADV 099) course is semester. A reduced course load can help the student designed for all students who wish to improve their attain a satisfactory GPA while mastering the transition academic performance. Instruction in specific study to college. The program instructor offers opportunities skills is provided (e.g., time management, textbook for those who need added support to meet with her reading, test-taking, etc.). Other course topics include during subsequent semesters as the need arises.
37 edUCAtionAL SUpport
bridge progrAm The Bridge Program allows students whose overall profile grades, SAT I scores, or placement test scores indicate indicates a potential for success to enroll at Peace College, that they will need more intensive instruction than the even though the students’ high school grades or SAT are regular sections include. These courses are designated as below the college’s standards. Students accepted into the “workshop” sections because they include two additional program are non-degree students and are required to take hours of contact with the instructor each week and 4 credit hours in the summer, which includes ADV 100, allow students more time for drills, questions, and test Adventures for Women, and ENG 100, Fundamentals of preparation. Workshop sections cover the same college- Writing. Students in the Bridge Program must limit their level material during the semester as do the regular sections course loads to 10 credit hours in the fall of their first and award three hours of credit. semester. One of the 10 hours includes Academic and A developmental course in mathematics (MAT 097) Life Skills for Success, ADV-099. Students who complete is offered in the fall for students who have SAT and the fall semester with at least a 2.0 will be allowed full- placement test scores that indicate a need for intensive time, degree-seeking status upon evaluation by the mathematics review. This course does not count toward admissions department. mathematics requirements; neither do the credit hours or grade count toward graduation requirements. A deveLopmentAL inStrUCtion developmental course in composition (ENG 100) is Special workshop sections of college algebra and trigo- offered for students whose SAT and/or composition grades nometry (MAT 111-112) and intermediate Spanish indicate a need for practice prior to taking ENG 112. (SPA 211) are available to students whose high school This course does not meet the composition requirement.
dr. Corinne AnderSen CeLebrAteS grAdUAtion WitH JenSen mAbe, WHo preSented Her Work At tHe nAtionAL ConferenCe for UndergrAdUAte reSeArCH.
38 CLUbS And CooperAting rALeigH CoLLegeS (CrC)
The clubs and organizations listed here are those with ties to the academic program. Information on other clubs, organizations, and campus activities can be found in the Student Handbook section of this book.
AigA (American Institute of Graphic Arts) SHrm - Student Chapter of the Society for Peace College is one of only three schools in North Human Resources Carolina with its own student chapter of AIGA, the The Society for Human Resources is open to any interested world’s largest and most prestigious professional student. The organization was founded to provide students organization for graphic designers. AIGA’s mission is with information about the human resources field, to further excellence in design as a profession and as opportunities to develop planning, organizing, and a cultural force. Our student chapter brings in guest leadership skills, and the chance to build a network with lecturers, sponsors visits to local design firms and area professionals and fellow students to develop valuable printers, organizes portfolio reviews, and assists the contacts. The Society is affiliated with the national Raleigh chapter of AIGA in its design-related activities. professional association, the Society for Human Resources Management. SCienCe CLUb - Psi Lambda Epsilon Chapter of the Collegiate Academy of the North Carolina CooperAting rALeigH CoLLegeS Academy of Science (CANCAS) interinStitUtionAL regiStrAtion Members of the Peace College Science Club participate Peace College is a member of Cooperating Raleigh locally in community service, educa tional programs, Colleges. Through this inter-institutional consortium, and social activities. The Science Club is a chapter in consisting of Peace College, Meredith College, North CANCAS that was created in 1954 with the primary Carolina State University, Saint Augustine’s College, goal of “stimulation of scientific research done by and and Shaw University, a Peace student may register for a reported by college students.” The Collegiate Academy class at any of the other four participating institutions. today is an affiliation of approximately 25 member Interinstitutional courses typically are used for personal clubs from colleges across the state as well as individual interest and academic enrichment, to strengthen a major, members. Annual Collegiate activities include field trips, and, in some cases, to earn a minor not offered on the an undergraduate research workshop, an established Peace campus. Through Cooperating Raleigh Colleges a lecture program, the annual meeting, and Derieux student also may participate in Army, Navy, Marines and Awards and Yarborough Research Grants competitions. Air Force ROTC programs. Students who desire cross-registration at one of the CommUniCAtion CLUb Cooperating Raleigh Colleges should request a registration This organization is open to students who are interested form from the Office of the Registrar. Approval must be in communication. Its purpose is to prepare students secured from the faculty advisor, the Division Chair, the interested in communication for success in life after Provost, and the Registrar. college. Typically, approval will be granted only for courses not normally offered on the Peace campus, and, generally, pSyCHoLogy CLUb these courses are open only to sophomores, juniors, and The Psychology Club provides interested students with seniors. Approval granted to register for a Cooper ating information about the world of psychology. Members Raleigh Colleges class does not guarantee enrollment. enjoy educational information, fun, and help with career Class availability is subject to depart mental restrictions and graduate school planning. and class size limitations at the host campus. Enrollment is free as long as the Peace student is enrolled in 9 hours Sife -Students in Free Enterprise at Peace. The Peace College chapter of SIFE teaches students an Library and research facilities at all Cooperating Raleigh understanding of how market economies and businesses College participating institu tions, including borrowing operate, helping them to use this knowledge to better privileges, are available to Peace College students. themselves, their community and their country. SIFE is Interested students should consult the Director of open to all students. Library Services. 39 HonorS progrAm
HonorS progrAm HonorS CoUrSeS And Credit Students of exceptional academic ability are encouraged Honors credit is awarded in several ways. Most Honors to participate in the college’s Honors Program, where they credits will be earned in special sections of courses will have opportu nities for learning on a level equal to included within the Liberal Education requirements of all their ability and intellectual curiosity. This program fosters graduates. In selected science courses, there will be special depth and breadth of scholarship, as well as seriousness labs required for students wishing to earn Honors credit about independent learning. in those courses. In some courses, students will work closely with specific professors to complete contracts Many Honors students will begin work in their first designed for an individual or for a small group of semester, after being selected from the top entering selected students. students and invited by the Honors coordinator to enroll in Honors courses. Honors credit by contract requires the completion of all work and examinations in the regular course to which Others may begin Honors work after the first semester on this contract is attached. The Honors component of these the basis of outstanding academic achievement while at contracts should include, at minimum, the equivalent of Peace. Students who earn a 3.5 or better on 15 or more one hour a week additional contact with the instructor. hours at Peace can petition to join the Honors Program by The contract must state what additional work and/or means of a written request, and, if invited by the Honors projects are required for earning the Honors credit. This coordinator, join the Honors Program and enroll in contract must be approved by the Honors coordinator Honors courses. before the Honors work is begun. Students considering Honors work by contract should consult with the All Honors candidates are expected to maintain a GPA Honors Program coordinator or the appropriate of 3.0 or better. If a student falls below that number, she instructor to discuss the student’s qualifications and the will be placed on probation from the Honors program requirements for earning Honors credit. Students may until she can meet the GPA requirement. Probation may only complete up to 4 credit hours in Honors contract prohibit students from taking Honors courses. Students in work. the Honors Program will be given priority registration and other enrichment opportunities to ensure that they have Honors courses or Honors credit by con tract will the maximum experience during their time at Peace. receive a special notation of “Honors” on the student’s academic transcript. For criteria applied to determine All Peace students who have earned at least 30 hours of graduation with Latin Honors, see elsewhere in this credit (15 hours of which must be credit earned at Peace catalog. College) with a cumu lative GPA of 3.2 or better, or a 3.5 or better in previous course work in the discipline, can StUdent ConferenCeS petition the Honors coordinator by means of a written And CompetitionS request to enroll in an Honors course. Permission to join Peace College encourages students to present their an Honors course is not equivalent to admission into the academic work at conferences and to compete in events Honors Program. related to their disciplines.
Students who complete sufficient Honors credits will Students regularly submit their work to the National receive an Honors seal on their Peace diploma. This special Conference on Undergraduate Research (NCUR) and recognition will be awarded to those who complete a other discipline-specific confer ences. Performing arts minimum of 21 semester hours of Honors work. At least students compete in state events yearly. Peace College 6 hours of credit should be completed at the 300- or 400- supports students who are presenting or competing as a level. member of the Peace College community by funding most of their expenses. The Honors coordinator administers the program and approves all course enrollments and special credits. 40 internAtionAL StUdy internAtionAL StUdy Recognizing the value of travel and international study, the faculty of Peace College strongly encourages students to include study abroad in their educational plan. Through the generous support of a fund endowed by Mr. and Mrs. W. Trent Ragland, Jr., qualified students are eligible to receive grants which significantly reduce the costs of participation in approved international study programs. Full-time students with a GPA of 2.6 or higher are eligible for consideration for Ragland grants if the student is returning to Peace the semester after the study abroad is completed. A student who has graduated from Peace will be eligible for Ragland grant consideration the summer after her graduation. Recipients of Ragland grants are expected to have a serious interest in international study and to be ambassadors for the college and their country. Additional grants are available for need-based aid and for merit scholarships. Peace College offers a three-week summer program in Mexico, taught by Peace faculty with a focus on Mexican culture and civilization. Participants live in a large and gracious home in Mérida, Yucatan, and have their classes and meals in this authentic setting. The program includes lectures by local experts and visits to the market and main sights of Mérida, as well as excursions to pre-hispanic Mayan sites, nearby contemporary towns and villages, and ecological reserves. Topics vary from art and architecture to history and linguistics. Participants are encouraged to take a one- credit-hour preparatory course, ANT/ SPA/LAS 260, during the spring semester preceding the summer program. The summer program carries three hours of credit and is ANT/SPA/LAS 361. Knowledge of Spanish is helpful but not required. Each spring and summer a number of additional international studies programs are offered to Peace students by various Peace faculty members. Please see the Ragland Professor of International Studies, Coordinator of International Studies or the Peace website for information about current programs. Students at Peace College can also participate in summer programs offered by other institutions or semester or year-abroad programs.; information is available in the Office of International Studies. The junior year is ideal for participation in semester- or year-abroad programs. internAtionAL StUdieS poLiCy The following policies govern Peace College’s provision of international travel:
i. All students and faculty traveling abroad on Peace College international studies programs will be covered by the Peace College medical policy.
ii. All students will complete a medical form provided to them by the Coordinator of International Studies. These forms will be kept confidential and handled in accordance with state and federal regulations.
iii. All students will return a waiver signed by the student and her parent/guardian to the Coordinator of International Studies.
i v. In case of program cancellation: The college reserves the right to cancel a trip if there are concerns about the safety of students and faculty. The college suggests that students purchase trip cancellation insurance and that they become familiar with the terms of the policy. If the travel company deems refunds or partial refunds are due, the college will forward those refunds to students, with the exception of funds provided through the Ragland Travel Fund.
v. A student who decides, after published deadlines, not to participate in a trip is liable for expenses (including repayment to the Ragland Travel Fund) not covered by trip cancellation insurance.
41 internSHipS/ SpeCiAL formAt CoUrSeS
internSHipS (490/491) Academic internships are open to second semester juniors and seniors and are offered through each of the major programs. These internships offer three to six credit hours of aca demic credit for planned and supervised work experience. During an internship, the intern is expected to have completed, or to be completing, at least three courses directly related to her major and to be currently enrolled in others. Students are required to work at the approved internship site for 120 hours. The student will apply the skills, knowledge, and theories developed in the classroom to profes sional work responsibilities. During the same semester the student is completing her internship, she is required to be enrolled in an internship class in her major (i.e. COM 490.) This class provides the student with internship supervision, advisement and transition services for her career planning. While the student is expected to locate her own internship, Career Services has more than 200 internships posted on an internship web site and will assist in locating an internship that is relevant to the student’s major and career goals. Internships are required for graduation and are graded. For information con cerning academic internships, the student should contact Career Services or her academic advisor. No more than 6 hours of internship credit can be applied to graduation credit.
SpeCiAL formAt/ individUALized CoUrSeS The Peace College curriculum provides for instruction in individual and special formats. The following categories of courses will appear regularly in the Schedule of Classes and may be requested, as appropriate, with the agreement and initiation of the specific faculty of record and the Faculty Advisor. Other approval by the Division Chair and the Provost may be required.
direCted StUdy Catalog courses offered in non-traditional format. Often this involves tutorial meetings at which content derived from readings, research or other information bases is addressed and student progress in skills, knowledge and understandings is evaluated.
independent StUdy (492/493/494) A course of study addressing a specific topic or problem of interest to a student, designed collaboratively by the student and a faculty member(s), and resulting in a paper, report, critiqued performance or production, or other assessable evidence of value added to the student’s educational experience. A contract of expectations by the student and by the supervising faculty member(s) must be approved by the advisor, the Division Chair and the Registrar prior to registration. May be taken for 2, 3, or 4 hours credit, depending on workload. Numbering: e.g., 492, 493, 494, depending on number of hours credit and distribution. A student may take no more than six (6) hours of credit as Independent Study.
SpeCiAL topiCS (295, 495) A course whose content may vary from term to term according to needs of the academic department, student demand or the interests of the faculty member. These courses are listed in the Catalog (e.g., HIS 495 Special Topics in History) and are offered in the Schedule of Classes and on the transcript with the specific topic (e.g., HIS 495 Special Topics: The Ancient History of Mesopo tamia.) Credit is usually 3 semester hours. May be offered no more than twice as the same topic.
42 StUdent Life: fine ArtS
tHe fine ArtS present numerous performances throughout the state The fine arts are an integral part of the academic and region, appearing in schools, churches, and for civic program and of campus life at Peace. Credit is given organizations. Each member of the ensemble receives an for course work in art, music, theatre, and dance. All A.J. Fletcher scholarship. students are encouraged to participate in the fine arts In recent years, the Chamber Singers have programs on campus, either as performers or spectators. commissioned three works from two well-known The Music Department sponsors student recitals, composers. American composer Kirby Shaw wrote a faculty concerts, and the College Choir and Chamber six-part arrangement for the ensemble of “Beauty and the Singers, which present several concerts throughout the Beast,” and Canadian composer Stephen Hatfield wrote year. Art students are given an opportunity to display two works for the group: “Living in a Holy City” and their work in campus exhibits. Dance students perform “When the Night Is Sweet with Starlight.” their own choreographed works, and theatre students The Chamber Singers have made six performance tours present several productions a year. of Europe, presenting concerts in cities in England, France, Belgium, Luxem bourg, Switzerland, Germany, Austria, CHAmber SingerS and Italy. The college’s premier vocal ensemble is the Peace College Chamber Singers. Eighteen to twenty students, both CHoir music majors and non-music majors, are selected through The Peace College Choir is open to all students. This auditions held at the beginning of each academic year, group performs for annual college events, including the and auditions are open to all students. The ensemble Betty Vaiden Wright Williams Christmas concerts and performs music from all style periods, from 10th century the joint concert with the N.C. State University Varsity Gregorian chant to Bach cantatas accompanied by Men’s Glee Club, held each spring semester. orchestra to arrangements of popular songs of today. Serving as ambassadors for Peace College, the students
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peACe CoLLege dAnCe CompAny the Theatre Studies Track in Communication highly The Peace College Dance Company (PCDC) is open to appealing. Focusing primarily on theatre, the Theatre all students by audition. The company is an ensemble of Studies specialization offers students the opportunity to dancers interested in continuing the pursuit of dance while develop performance, communication, and technical skills cultivating their college education. It is a semi-professional that prepare a student for production-related careers in dance com pany focusing on modern dance and exploring stage, television, or movies. Students who pursue Theatre all dance modalities. A wide range of opportunities enable Studies would also be well prepared for professional or company members to expand their movement and cultural graduate level training programs. Scholarships are available experiences. Students perform 4-6 times per year and by audition. Typically, there are two major productions have the opportunity to work with guest artists, as well as (one each semester) per school year and the production of to develop their own choreography. Interested students a one-act play in the spring. Theatre Practicum provides should contact the PCDC director. travel opportunities to see professional theatre in places like New York and London. Peace College Theatre is open to peACe CoLLege tHeAtre all students; no experience is necessary. Desire, team spirit, Peace College Theatre offers students the opportunity to maturity, openness, and commitment are all a must. participate in the production of classic and modern plays, with special attention given to women’s issues, timely topics pertinent to campus life and community, ideas that promote acceptance and understanding of difference, and other subjects that may contribute to student development in a liberal arts setting. Peace College Theatre also offers students the opportunity to work with theatre professionals both on campus and through off-campus internships. Students who wish to pursue theatre as a career will find
44 StUdent pUbLiCAtionS
tHe LotUS tHe peACe timeS The college yearbook is The Lotus. It is published on The Peace Times is the student newspaper, published an annual basis by a student yearbook staff, which is several times each semester. The focus of the paper is involved in every aspect of production of the book. on-campus events, student issues and concerns, and Valuable experience can be gained in the areas of writing, events in the community at-large. A student staff is editing, proofreading, and graphic design. responsible for the production of the paper, and staff members are required to attend all meetings regarding the paper. Students on the newspaper staff receive two priSm hours of academic credit. In addition, freelance writers Prism is the college’s literary magazine and is published and photographers are encouraged to contribute to the on an annual basis. Students have the opportunity to paper. Previous newspaper experience is helpful, but submit creative writing and art works for publication. not required. The student editor is chosen each spring. Prism is published by a student staff that works on all aspects of the production.
SpeCiAL fACiLitieS: ACAdemiC CompUting fACiLitieS
generAL CompUting Compu ters for general AntHropoLogy And pSyCHoLogy (FB) • student use are available at various locations across 31 PCs plus computerized observation and subject rooms campus. These computers are connected to PCNet and to Communication Media (FB) • Editing lab containing the Internet and have printers. 11 Macs with DV / W Firewire hard drives and 8 digital camcorders; and with direct access to a studio/classroom
diSCipLinAry CompUting LAborAtorieS The college also provides state of the art computing grApHiC deSign (PB) • 12 Macs with current facilities that are designed according to specific graphic design software disciplinary specifications in the Mary Lore Flowe Building (FB), Pressly Building (PB), and Music bioLogy Building (MB). Unless otherwise specified, these labs are (PB) • 6 Macs with software interfaces and connected for PCNet and Internet access, and provide programs for physiological event display and ecosystem discipline-specific software. analysis bUSineSS AdminiStrAtion And HUmAn CHemiStry (PB) • 8 Macs with software interfaces and programs for computer-assisted experimentation and reSoUrCeS (FB) • 21 PCs in five work clusters simulation of instrumental analysis.
LAngUAgeS (FB) • The Greg and Mary Ann Poole mUSiC performAnCe Global Learning Center • a PC and a new Sony system (MB) • 5 Macs with audio and analog/digital recording terminal at each of 24 software for composing and editing musical passages in student workstations plus an instructor’s console electronic format and mastering CDs.
45 SpeCiAL fACiLitieS: LibrAry
Our newly renovated and expanded Finch Library is the academic resource center of the college, with a collection selected to sup port the teaching efforts of the faculty and the research and lifelong learning needs of the students. The library contains over 45,000 books and provides access to another 20,000 electronic books and more than 15,000 print and electronic journals, readily accessible from the library computers or personal computers connected to the campus network. Finch Library also houses a learning commons, a conference room, multiple group study rooms, the college archives, a media room, and an extensive video, and DVD collection designed to support the curriculum. The Learning Center is located on the second floor of Finch Library, and it provides a comprehensive group of services to support learning. Career Services are also located on the second floor of the library, and provides career assessment and career counseling as well as help locating an internship, employment, or graduate school opportunities. Students may check out materials (at no charge) from Meredith College, North Carolina State University, Shaw University and St. Augustine’s College through the Cooperating Raleigh Colleges. In addition, our librarians order books and articles through inter-library loan for students. These usually take 3-5 days to arrive on campus.
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StUdent HAndbook - CAmpUS poLiCeS
47 CAmpUS informAtion And poLiCeS
AdvertiSing & poSting- Origination, circulation, or posting of any advertising media that contains matter that violates or is contrary to College policies is prohibited. Advertising media that contains obscene language or patently offensive material is prohibited.
poSting - Recognized student organizations, departments, and offices at the College, and members of the College community, may place posters on bulletin boards, cork strips, in kiosks, and other specifically designated areas around campus. (Posters shall be defined as signs, advertisements, flyers, brochures, or other informational devices.) However, the College recognizes that some of the most effective publicity ideas are often creative and out of the ordinary. Therefore, if an organization, department, or office at the College has unique posting ideas that do not appear to fall within said policy, please contact the Office of Student Development, Director of Student Engagement, to determine whether the idea is suitable within College guidelines.
Posters may be placed on campus under the following provisions: • All materials must be approved and stamped before posting. Approval will be granted by the Director of Student Engagement. • Individuals seeking approval for posting must bring a copy of the item to be posted to the Director of Student Engagement. • A maximum of 25 posters will be stamped for approval. • All postings must clearly display the name of the sponsoring organization. • All posters must be in good taste. If controversy arises, the Dean of Students will make final decisions as to approval. • The individuals sponsoring the event are responsible for hanging and removing their posters. Posters shall be removed by individuals within 3 days after sponsored events. If posters are not removed in this timely fashion, members of the Peace College staff and faculty may remove the posters. • Failure by the individual to remove posters in a timely fashion may result in measures that affect the individual or group’s ability to receive permission for future posting. • If sponsors wish to slide advertisements under individual doors, they must be approved by the Director of Student Engagement as well. Posting for outside organizations will be permitted on a case by case basis at the discretion of the Dean of Students or her designee.
AttendAnCe: StUdent pArtiCipAtion in CoLLege SponSored eventS Purpose: To articulate and adhere to a policy that governs student absences from classes for participation in ac-tivities in which they are representing the college (i.e., athletics, Chamber Singers, etc.). Student Advancement Committee, 2005
The policy should be responsive to (1) the needs/interests of the students while holding them responsible for their class work and their commitment to teammates/choir members/group members; (2) the need of faculty to have students maximize their participation in classes, especially when participation, group activities, or events which cannot be easily repeated are involved; and (3) the needs of coaches/teams, choir director/choir members, etc. which rely on participation in out-of-class activities/contests/performances of students who have practiced and prepared. Each of the three constituent groups has specific responsibilities if we are to work together in a cooperative, cohe-sive, and congenial fashion. Members of each group will be asked to participate as follows:
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StUdentS • Alert the instructor at the beginning of the semester/season to your participation in College sponsored events (such as athletics and Chamber Singers). • Attend every possible class meeting, saving absences for those times in which you must be out of class for participation in intercollegiate contests, performances, etc. For example, if a class allows 6 absences and you have 5 games/performances/etc, you will only have 1 absence remaining. If you know you are going to have more ab-sences than the allotted number for that course, due to College sponsored events, you need to immediately speak with your instructor and consider whether you should be taking that course. • Attend class until the designated time of departure of the group to travel to a scheduled con-test/rformance, e.g., attend a 9:00 a.m. class and plan to leave early if the van is leaving at 9:30 for a trip. • Remind faculty of the need to leave class or miss class because of a College-sponsored trip on the class day before the event Ask in advance about any work that needs to be done or activities which may be missed. • Suggest an appropriate time as soon as possible to make up tests/quizzes. • Alert group members if involved in group activities in class, checking schedules in advance to determine that no group presentations are scheduled at the time of an absence.
ACtivity SponSorS (CoACHeS, direCtorS, etC.) • Coaches need to send team schedules and rosters to faculty at beginning of the semester. Other activity sponsors need to also e-mail faculty and staff with a list of students, dates, and times for events that will require students to miss classes. Please include the estimated time of departure. Invitations for performances by the Chamber Singers are received throughout the academic year; therefore, a complete schedule is not available at the beginning of each semester. • Send a reminder e-mail to faculty at least two days before a trip about the exact time students will be de- parting and when they will be returning. • Schedule departure of the vans for road trips at a reasonable time, allowing only time needed for travel, warm-up, etc. • Encourage students to work cooperatively with faculty when difficulties arise. • Alert the Provost if problems occur, after making an attempt to get the whole story from all sides. fACULty • If you have an attendance policy that includes excused and unexcused absences, count absences as excused if the student is representing the institution in College-sponsored events. • Allow students who miss classes because of participation in College-sponsored events to make up work they have missed, including making up a missed quiz even if they are allowed to drop the lowest grade(s). • At the beginning of the semester, communicate clearly your expectations for class attendance and partici- pation. If you have a strict attendance policy, be very clear in your syllabus. Also, hold a conversation with stu-dents you believe will be missing too many classes due to their out-of-class commitments. • Hold students accountable for attendance and participation for times during which they are not away from campus, including class periods immediately before travel. • Communicate directly with coaches/directors/staff if students are “taking advantage” of policies regarding articipation in College-sponsored events or are not doing well in classes.
49 CAmpUS informAtion And poLiCeS
diSrUptive CLASSroom beHAvior Students who engage in any prohibited or unlawful acts, or acts which result in disruption of a class, may be directed by the faculty member to leave the class for the remainder of the class period. Longer suspensions or administrative withdrawal from a class for disruption may be determined by the Student Conduct or Academic Affairs proceedings.
ASSiStAnCe to StUdentS exHibiting Life-tHreAtening beHAvior Peace College attempts to assist students in resolving typical young adult developmental issues as well as stresses brought on by the college experience. Peace maintains the Student Counseling Center to provide counseling for students as appropriate. External and internal pressures for students may manifest themselves in an attempt by a student to take her life. It is Peace College’s policy to regard all attempted suicides as serious regardless of the specific degree of lethality involved in the attempt. If a student attempts suicide or exhibits life-threatening behavior (including eating disorders), the College’s first priority is to attempt to ensure the student’s safety and well-being. If it is known that a student has threatened (verbally or otherwise), attempted, or is attempting suicide, appropriate emergency/medical intervention should be initiated, and the Dean of Students should be notified immediately. The Dean of Students will notify appropriate College officials and/or staff members to secure the appropriate medical care for the student and attempt to render service as needed. In many cases, the student will need to be removed to a more appropriate medical setting. Peace College may also contact the parent(s) or guardian(s), if appropriate, and will interact with family members and/or significant others. In conjunction with any threatened or attempted suicide, or other behavior which jeopardizes the student’s health, the Dean of Students may authorize a medical withdrawal of the student.
fitneSS fACiLity poLiCieS fitneSS Center – roSS bASement • Equipment and facility in Ross Basement is open to all Peace College students, faculty, and staff whenever the college is in session (fall and spring semesters). Due to the limited size of the facility and amount of equipment, guests may not use this area. • Unless posted otherwise, during summer school sessions, Peace College students who are residing on campus and/or taking summer school classes may use the Fitness Center Monday-Friday from 9:00 a.m. to 5:00 p.m. • When the room is in use for a PEH class the room may be closed (according to instructor preference). gymnASiUm • The gymnasium is open for use by all Peace College students, staff, and faculty whenever it is not in use for classes, athletic events, or other previously scheduled groups. Refer to the Master Schedule. Equipment may be checked out by contacting PEH faculty or athletic staff members. • Only non-marking soft-soled athletic shoes are allowed for use on the floor. • Students may bring one off-campus guest. SWimming pooL • The swimming pool is open for use by all Peace College students, staff, and faculty whenever there is a lifeguard on duty. Lifeguards must have completed an in-service training with the lifeguard supervisor. Open swim hours are posted and announced each semester. tenniS CoUrtS • The tennis courts are open for use by all Peace College students, staff, and faculty whenever they are not in use for classes, athletic events, or other previously scheduled groups. Refer to the Master Schedule. Contact PEH faculty or Athletic staff members to gain access to the courts for recreational play.
50 CAmpUS informAtion And poLiCeS
HArASSment Peace College strives to ensure equal employment and study opportunities without discrimination or harassment on the basis of race, color, religion, sex, sexual orientation, age, disability, marital status, national origin, or any other characteristic protected by applicable law. Peace College does not and will not tolerate discriminatory practices, including sexual harassment in any form or manner. Peace College requires the reporting of all perceived incidents of discrimination or harassment. It is the policy of Peace College to investigate such reports promptly. Peace College prohibits retaliation against any individual who reports discrimination or harassment or participates in an investigation of such reports. pUrpoSe Peace College is committed to a work and study environment in which all individuals are treated with respect and dignity. Each individual has the right to work and study in a professional atmosphere that prohibits discriminatory practices, including harassment. Sexual harassment is strictly prohibited. Harassment of students or employees at Peace College on the basis of race, color, national origin, ancestry, religion, creed, gender*, sexual orientation, age, or physical or mental disability is unacceptable and will not be tolerated. Such conduct is inconsistent with Peace College’s commitment to excellence and respect for all individuals. This policy is intended to complement the College’s Equal Opportunity and Affirmative Action Policy. The College is also committed to protecting the academic freedom and freedom of expression of all members of the College community. This policy will be construed and applied in a manner that protects the academic freedom and freedom of expression of all parties to the complaint. Academic freedom and freedom of expression include but are not limited to the expression of ideas, philosophies, or religious beliefs, however controversial, in classroom or other academic settings. Members of the College community and others who believe they have been harassed or believe that they have witnessed such conduct in violation of this policy by college employees, students, contractors, or vendors serving the college may contact the Human Resources Director if the concern is about an employee, or the Dean of Students if it is about a student. If the Human Resources Director is involved in the complaint, they will need to discuss concerns with the Vice President of Finance and Administration or the President. To knowingly file a false or malicious complaint or report of harassment is a violation of this policy. *This policy also covers gender-based harassment that is non-sexual in nature.
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definition: Sexual harassment is defined as unwelcome sexual advances, requests for sexual favors and/or other verbal or physical conduct of a sexual nature when for example: • Submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s employment or academic opportunities; • Submission to or rejection of such conduct by an individual is used as the basis for employment or academic decisions affecting such individual; or • Such conduct has the purpose or effect of unreasonably interfering with an individual’s work or learning performance or creating an intimidating, hostile or offensive working or learning environment.
Examples of sexual harassment are: • Unwelcome sexual advances. • Retaliation for resisting unwelcome advances. • Requests for sexual favors. • Granting preferences based on sexual favors. • Creating an offensive atmosphere i.e. posting or distributing literature with contents of a sexual nature, making verbally direct or indirect sexual comments such as jokes and comments about physical anatomy, re- counting of sexual exploits, and using offensive language. • Exhibiting physical conduct such as “appreciative” glances, leers, whistles, hugging, patting, caressing or pinching. Any “innocent” touching in the work place requires good judgment.
Harassment on the basis of any other protected characteristic is also strictly prohibited. Under this policy, harassment is verbal or physical conduct that denigrates or shows hostility or aversion toward an individual be-cause of his/her race, color, religion, sex, sexual orientation, national origin, age, disability, marital status, citizen-ship or any other characteristic protected by law or that of his/her relatives, friends or associates, and that: • Has the purpose or effect of creating an intimidating, hostile or offensive work and/or learning environment; • Has the purpose or effect of unreasonably interfering with an individual’s work or learning performances; or • Otherwise adversely affects an individual’s employment or academic opportunities.
Harassment may include creating an environment of intimidation or coercion between individual supervisor and employee.
Harassing conduct includes but is not limited to: • Epithets, slurs or negative stereotyping; • Threatening, intimidating or hostile acts; • Denigrating jokes; or • Written or graphic material that denigrates or shows hostility or aversion toward an individual or group and that is placed on walls or elsewhere on the College’s premises or circulated in the workplace or elsewhere on campus.
52 CAmpUS informAtion And poLiCeS proCedUreS 1. Sexual harassment may be directed at men or women and may be woman to woman or man to man as well. Additionally, the victim of discriminatory practices, including sexual harassment in any form or manner, need not be the person to whom misconduct is directed. The discriminatory practices, including sexual harassment in any form or manner of one employee or student, may create an intimidating or hostile work environment for another co-worker or student. 2. This policy applies to all applicants, students and employees, including faculty and staff, whether related to conduct engaged in by fellow employees or students or someone not directly connected to Peace College, e.g. an outside vendor. 3. Conduct prohibited by this policy is unacceptable in the workplace or academic setting and in any work-related setting outside the College, such as during business trips, business meetings, business-related social events, student-faculty events, faculty-chaperoned field trips, etc. 4. Peace College encourages individuals who believe they are being subjected to such conduct to advise the offender firmly and promptly that his/her behavior is unwelcome and request that it be discontinued. 5. Any employee or student who believes that he/she has been the object of discrimination or discriminatory harassment has the duty to immediately report all perceived incidents of discrimination, harassment or retaliation, regardless of the alleged offender’s identity or position. Employees who believe that they have been the objects of such conduct or believe they have witnessed such conduct shall discuss their concerns with the Human Resources Director, or if the Human Resources Director is involved in the complaint, with the Vice President of Finance and Administration or the President. Students who believe that they have been the objects of such conduct or believe they have witnessed such conduct shall discuss their concerns with the Dean of Students or her designee. 6. Any reported allegations of discrimination, harassment, or retaliation will be investigated promptly by interviewing the complainant, the accused, and any relevant witnesses. 7. Confidentiality will be maintained throughout the investigatory process to the extent consistent with the investigation process and appropriate corrective action. 8. Retaliation against an individual for reporting discrimination or harassment or for participating in an investigation of a claim of discrimination or harassment is a serious violation of this policy and, like discrimination or harassment itself, will be subject to disciplinary action. Acts of retaliation are to be reported immediately using the procedure outlined above and will be promptly investigated and addressed. 9. Misconduct constituting discrimination, harassment, or retaliation will be dealt with appropriately. Any employee who engages in any discriminatory act, whether or not sexual harassment, will be subject to disciplinary action up to and including termination. Any student who engages in any discriminatory act, whether or not sexual harassment, will be subject to appropriate student conduct action by the Student Conduct Board for violation of the Student Code of Conduct, up to and including expulsion from Peace College. 10. False and malicious complaints of discrimination, harassment, or retaliation, as opposed to complaints which, even if erroneous, are made in good faith, may be the subject of appropriate student conduct action up to and including termination of employment, or, if a student, to appropriate student conduct action for violation of the Honor Code, up to and including expulsion from Peace College.
53 CAmpUS informAtion And poLiCeS
identifiCAtion CArdS In accordance with Peace College policy, persons are expected to provide appropriate identifications (college identification card (ID) or driver’s license) when requested by a College representative or employee. Identification cards are used for admission to campus events, the dining hall, the library, and all campus facilities. ID cards are not to be used by anyone other than the person to whom they are issued. Students who falsify information on their ID cards are subject to student conduct action. The ID card is property of Peace College, issued to the student for her convenience. The card is to be returned upon termination of the holder’s relationship with the College. All lost or stolen cards are to be reported immediately to Campus Security or a Residence Life staff member. To obtain a replacement ID/Access card contact Campus Security, complete the required forms, and pay a replacement fee.
inCLement WeAtHer AdverSe WeAtHer poLiCy If the College is open, students, faculty, and staff are expected to make a genuine effort to be present and in classes. Sometimes it is possible to foresee adverse weather conditions and make arrangements to avoid hazardous driving, e.g. remaining on campus rather than choosing to travel. However, the College is certainly concerned about the safety and well- being of students, faculty, and staff and urges individuals not to put themselves knowingly in a position that is potentially dangerous. Faculty members who cannot get to the campus should attempt to leave a message on their phone or post the absence on Blackboard prior to the scheduled time for class. Students who cannot get to campus for a class that includes a test or presentation should make every effort to contact the professor by telephone or e-mail before the absence. The professor should clearly detail on the course syllabus how such absences will be handled. In any case, students are encouraged to remember that all absences from class for any reason must be within the limit established by the instructor in the syllabus.
AUtomAted pHone notifiCAtionS In some circumstances, the College may use an automated phone notification system to provide timely information to students, family members, staff, and faculty. To avoid an interruption in receiving these notifications, it is critical that students notify the Registrar’s Office of any changes in contact information.
CLoSing AnnoUnCementS The status of Peace College classes and offices will be broadcast to the public via Raleigh news media outlets. The following news outlets are used by Peace College to announce weather closings: WRAL-TV, WRAL-FM, NBC-17 (WNCN), and News 14 (Time-Warner Cable). Please note that Peace will provide this information early in the morning; however, we cannot control the time at which each station broadcasts it.
inCLement WeAtHer Line The College’s Inclement Weather Line can be used by students, students’ family members, and College employees to hear recorded messages concerning the status of classes and offices in the event of inclement weather. The Inclement Weather Line recorded message may be reached directly by dialing (919) 508-2390. The Inclement Weather Line message also may be reached through calling the campus switchboard during off-hours at (919) 508-2000 and choosing the provided option for the weather line message. The College will endeavor to record updates to the Inclement Weather Line by 6 a.m. on mornings when bad weather affects campus operations. During other times of day when weather may cause early closing of classes and offices, updates will be posted to the Inclement Weather Line as soon as decisions are made. (Please be aware that if the College experiences a power outage, it may be impossible to update the Inclement Weather Line. In the event of a power outage, Peace College Campus Security may be reached at (919) 833-2277).
54 CAmpUS informAtion And poLiCeS pACer ALert text meSSAgeS The PACER Alert system - based on technology we lease from a firm called Rave Wireless - is designed to send short text messages to text-enabled cell phones. The PACER Alert system requires people to sign up for the service. Once you are signed up, you can receive alerts announcing weather closings and delays or information concerning campus emergencies. Signing up for PACER Alerts is easy. Follow these instructions: • Open your web browser to Rave Wireless website (http://getrave.com) • Select Peace College from the list of colleges. • Enter your Peace College login name and password in the spaces provided. • On the login page (with the Peace College logo), enter your Peace username and password. NOTE: If you re-ceive a login or password error when attempting to connect, enter your username in all lowercase lettering. • On the Create Account page, enter your First Name, Last Name, Mobile Number and Preferred Email in the spaces provided. • Select Next after agreeing to Rave’s Term of Use. After a few additional confirmation steps, the registration process will be complete and you will be signed up with the PACER Alert service. This web-based service is user friendly and very intuitive. Please take a moment now to sign up for the PACER Alert system.
Severe WeAtHer informAtion Severe weather may occur in the Triangle area at any time. Severe thunderstorms occur most frequently in the spring and fall, while tornadoes are most frequent in March, April and May, although they may occur at any time of year. When severe weather and natural disasters occur, remain calm and act — don’t react. Seek refuge away from windows and call 911 if necessary. Campus shelter areas are as follows: • Finley residents: first floor Finley hallway • Main residents: faculty hallway closest to Finley • Frazier residents: Main hallway • Ross residents: first floor hallways • Davidson residents: first floor hallways • New Hall residents: first floor interior hallway The Dean of Students is the campus official responsible for providing instructions to students regarding proce- dures for severe weather. For resident students, instructions from the Dean of Students may be provided through the Director of Residence Life, the Director of Security, or their staff members. Remain in the above locations until notified by Residence Life staff, Campus Security, or the Dean of Students.
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pArking Parking areas are provided for staff, faculty, students, and visitors. Faculty, staff and students are required to obtain a parking decal from the Security Office. When using these parking areas, the following guidelines, when adhered to, provide a safer environment for all of the Peace College community.
pArking CitAtionS Parking citations will be issued for the following: 1. Permit improperly displayed 2. Parked in a no parking area, including any area temporarily marked off for special events 3. Encroachment of two spaces 4. Parking in street and/or driveway 5. Parking in crosswalk or sidewalk 6. Parking in and/or blocking a fire lane 7. Unauthorized parking in reserved/visitor space 8. No parking permit visible 9. Parked outside authorized permit area 10. Blocking dumpster and/or parking in dumpster area 11. Parking in a space designated for vehicles displaying a handicapped permit All campus rules and regulations apply to your vehicle when parked on campus property. Possession of the following items is prohibited: • Drugs, other than those prescribed to you by a doctor • Firearms and/or weapons of any kind
pArking SpACe AvAiLAbiLity At certain peak time intervals during the week, when the total number of cars on campus is at its highest, on-campus parking may be more congested. A parking permit does not always guarantee a parking space on campus. Parking on adjacent city streets may be required for many student vehicle operators. When using adjacent streets, please follow all appropriate parking ordinances. Please allow sufficient time to park when arriving for class.
toWing poLiCy Vehicles may be towed at the owner’s expense for one of following reasons: 1. Parked in life safety areas: fire lanes or blocking emergency equipment/exits 2. Vehicles of habitual parking offenders - in excess of three tickets in one academic year 3. Vehicles with no apparent affiliation with Peace College in violation of any parking regulations 4. Vehicles parked illegally in individually reserved spaces, areas designated for visitors, or handicapped spaces 5. Vehicles which prevent other vehicles from movement 6. Displaying a parking permit that was reported stolen It is the responsibility of the student to whom the vehicle is registered to recover a towed vehicle from the towing company and to pay all associated charges.
56 CAmpUS informAtion And poLiCeS pArking penALtieS And AppeALS Upon receipt of a parking violation notice, the person receiving the notice may pay the fine or choose to appeal within ten business days from date issued. Appeals must be sent to [email protected] or mailed to Peace College Campus Security, 15 E. Peace St., Raleigh, NC 27604. Lack of knowledge of parking regulations or inability to find a space are not valid reasons for appealing violation notices. Parking penalties must be paid at the Business Office located in Main Hall 1st floor. Failure to settle fines, fees, and charges can result in the following actions: • Loss of campus parking privilege • Vehicle may be towed at owner’s expense • Academic registration will not be permitted* • Transcripts will be withheld* • Possible sanctions through the student conduct process *Pending payment of fines deSignAted pArking SpACeS Reserved parking spaces are to be used by the assigned staff and faculty members. Visitor parking spaces are to be used by visitors to Peace College. All visitors must sign in at the Campus Security Office/Main Hall Reception Desk. Visitors will be issued a visi- tor’s parking tag to be hung on the rearview mirror of their vehicle. Each parking tag will be valid for the current day only and will be dated as such. Handicapped parking spaces are to be used by persons who are legally handicapped. A valid North Carolina De- partment of Motor Vehicles plate/tag must be displayed at all times while parking in this space. All students park-ing on campus must register their Handicap Permit with Campus Security. Use of a handicap decal issued to someone else is considered a violation of campus policy. Unless otherwise marked, all designated parking areas are enforced twenty-four hours a day, seven days a week. repLACement pArking deCALS Replacement parking decals may be obtained from the Campus Security Office at no charge if the original parking decal is damaged or if the vehicle was sold, etc. The remains of the decal must be brought into the Campus Security Office to expedite the replacement process. temporAry pArking permitS The Campus Security Office will issue temporary parking permits for visitors, faculty, staff, and students who have a legitimate need to park on Peace College property. Temporary permits will only be issued to students who currently have a valid permit. petS Pets are not permitted in the residence halls with the exception of fish in aquariums, in tanks no larger than 10 gallons. Pets are also not permitted in any College building in which food service is conducted, due to health regulations. Pets are not permitted in classrooms, computer labs, or academic building public areas. If pets are on campus, they should be on a leash and accompanied by their owners at all times. Dogs are not permitted to be tied up and left without their owners being present. Service dogs wearing harnesses and under the control of their owners are exempt from these provisions.
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SexUAL miSCondUCt Peace College, in its effort to foster an environment of respect for the dignity and worth of all members of the community, is committed to maintaining a work-learning environment free of sexual assault, abuse, and/or harassment. The students, faculty, staff, and administrators that comprise the Peace College community will not tolerate sexual assault and abuse. Incidents involving members of the Peace community that constitute sexual assault and/or abuse will result in disciplinary action. The following are recommended procedures to be followed in cases of sexual assault and/or abuse. 1. Report any incident to Campus Security (833-2277). For the safety of themselves and the community, victims are encouraged to report incidents of rape or other sexual assault to Security. No legal action will be taken and no specific information will be released without the victim’s consent. 2. Contact Health Services (x 2502) or local hospital emergency room. A victim of any form of sexual assault is strongly encouraged to seek medical assistance immediately, prior to personal cleansing or showering, and in any case within 24 hours of the incident for his/her own protection. If a victim decides to press charges, medical information will be essential. 3. Consult the Dean of Students (x 2319). The Dean of Students is a victim’s central source of information regarding campus policy and options. When appropriate and requested, the College will make any reasonable changes in a victim’s academic or living situation to increase feelings of safety. 4. Seek support. Sexual assault or abuse, committed by strangers or acquaintances, is a frightening experience. Confidential support is important for all concerned. Sources of support include: friends, family, Residence Life staff, the Chaplain (x 2049), the Counseling Center (x 2505), Health Services (x 2502), as well as off-campus resources: the National Domestic Violence Hotline (1-800-799-SAFE), a rape crisis hotline in Raleigh (919-618-7273), and Interact (919-828-3005). 5. Consider the legal options. No College official has the legal authority to require a victim to press charges or to prevent such action. If the alleged assailant is a Peace student, a complaint may be filed through the College student conduct process, whether or not legal charges are pressed. This process is begun by filing a complaint with the Dean of Students or the Student Conduct Officer within twenty school days following the alleged incident. A student may choose to be accompanied throughout the student conduct process by another Peace student, faculty, or staff member. If the alleged assailant is found responsible, sanctions may include loss of housing, suspension, or expulsion. A student may also choose to prosecute through the legal system. In a criminal prosecution, the alleged assailant may be charged with one of a variety of classes of felonies, as long as there is sufficient evidence to indict. This is why early reporting to the police and having a thorough medical examination immediately after the assault are so important. Civil prosecution differs from criminal prosecution in that one would file a lawsuit against the assailant in civil court and sue for financial damages. Please contact any of the above mentioned resources for more information or help in proceeding.
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ConfidentiALity & edUCAtion All members of the College community are expected to honor the privacy of a victim. The safety of the community must be balanced with confidentiality concerns. Members of the College community are expected to report information about sexual assault in compliance with federal law; provisions are made for both identified and anonymous reporting options through Campus Security. Because of the need to educate and heighten awareness on campus about this issue, and in compliance with the federal law, campus crime statistics are published and disseminated annually, on the website, and through separate publications. The Office of Student Development, the Counseling Center, Health Services, the Residence Life Office, Campus Security, and SGA continue to be committed to educating the Peace community about issues relating to rape and other forms of sexual abuse and assault. Residential Life staff training, orientation programming, residence hall programming, and other educational programs and seminars presented through the Wellness Center and Campus Security, most of which are open to the campus, are representative of the College efforts to educate the campus community.
Smoking Smoking is not permitted at Peace College. As of January 1, 2009, Peace College transitioned to a tobacco-free campus. No tobacco use is permitted on College grounds which includes parking lots and vehicles. Smoking cessation assistance is available for all students, faculty, and staff members through the Wellness Center.
SoLiCitAtion And fUndrAiSing The solicitation of sales, services, memberships, or gifts on campus without permission of the Office of Student Development is prohibited. All student organizations must have their fundraisers approved by the Director of Leadership and Service or their club advisor. Solicitation in the residence halls, in classrooms, in office buildings, or on a door-to-door basis for any purpose is prohibited. This includes sales of any kind or other fund-raising activities. Exceptions may be granted to student organizations who request fundraising approval, upon registration through the Office of Student Development.
SUnbAtHing Students may sunbathe on the College Green in front of Main Building in the grassy area behind the fountain, between the library and Kenan Recital Hall. Sunbathing is also permitted in the grassy areas behind Ross and Davidson Halls and beside Finley Hall. Students should not sunbathe in front of Finley Hall due to security and traffic concerns or on the roofs or catwalks of any buildings. teCHnoLogy No student shall videotape, take photos of, or in any other way capture the image/voice recording of another student without approval. Web cameras may not be used in a room unless both roommates are aware of the camera’s presence and approve of their image being captured. Students are advised to seek the permission of others before posting their pictures on Facebook or similar sites.
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trAnSportAtion poLiCy Staff members at the College are not permitted to transport students in need of medical attention. An ambulance or paramedics will transport any ill or injured student with a condition that requires specialized transportation. Call 911, then notify the Security Office at 833-2277. Examples of when an ambulance would be utilized include but not limited to: 1. Car accident victim 2. Unconscious student 3. Any suspicion of back or neck injury 4. Severe allergic reaction - involving difficulty breathing 5. Mental or emotional distress 6. Respiratory distress
When the student has minor injuries or problems and the condition is highly unlikely to deteriorate prior to receiving medical help, it will be the responsibility of the student to arrange transportation with friends. Examples of such conditions include but are not limited to: 1. Normal off-campus physician appointments 2. Specialist or physical therapy appointments 3. Lacerations that are not bleeding profusely 4. Appointments for which the physician has agreed to see students at his private practice for earache, sore throat, etc. If a student cannont secure transportation, she should contact Health Services for information about arrangements for taxi service; there are vouchers available which will allow the charge to be added to the student account.
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CommUnity expeCtAtionS Peace College has established standards of conduct and regulations that further the educational purpose of the College, promote the health and safety of the community, protect its property, and preserve its integrity. Peace College believes the actions of persons living in the community, especially the campus community, inevitably affect other persons in some way. Individual student actions can impact the community and as a result individuals have a responsibility not only to themselves but to the entire Peace community.
The Honor Code and Student Conduct Code establish the minimum standards of conduct for maintaining the integrity of the College. Behavioral expectations for individuals and student organizations are incorporated into the minimum standards established by The Honor Code and The Student Conduct Code. tHe Honor Code The Honor Code represents the important College values of integrity and accountability to the community. It sets the standard for personal behavior and is particularly relevant to behavior in academic matters. Acknowledging an Honor Code violation is the first step in correcting the violation.
All new students are given the opportunity to sign The Honor Code to indicate their commitment, but all students are bound by it because of their membership in the Peace College community. Issues of academic dishonesty such as cheating and plagiarism are addressed initially by faculty, but may be referred to the Associate Dean of Academic Affairs or designee, which hears alleged academic violations of both the Honor Code and the Student Conduct Code. The Assistant Dean of Residence Life or designee hears alleged non-academic violations of both the Honor Code and the Student Conduct Code.
On my honor as a Peace College student, I will not lie, cheat, or steal; nor will I condone the actions of those who do. • Every student shall be honor-bound to refrain from cheating. • Every student shall be honor-bound to refrain from stealing. • Every student shall be honor-bound to refrain from lying.
Honor Creed During the 2009-2010 academic year, a student, faculty, and staff workgroup created an Honor Creed. The goal of the student-led committee was to create a document that reflected the ideals and values of a Peace College woman. I am a Peace College woman. I will be diligent in the pursuit of a meaningful education. I will be proactive in all of my endeavors. I will embrace and demonstrate personal and academic integrity. I will strive to lead a purposeful life. We are Peace College women. I am my sister’s keeper; I will guide, mentor and empower her. I will value the differences among us while embracing the lessons learned and the friendships shared. I will be a responsible member of our community and will encourage the same in others. I will hold myself and my sisters accountable. We are a Peace College family. I will honor the traditions and history of our college. I will inspire and be inspired by my sisters’ creativity and innovative spirit. I will take pride in our campus community. I will show compassion for others through service learning and community engagement. We are a Peace College community. We are Peace College women.
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Honor Code vioLAtionS When an alleged violation of The Honor Code occurs, the faculty member has two options: handle the matter herself/himself or refer the matter to the Student Conduct Board. In either option, faculty members are required to notify the office of the Provost and the Student Development office when a student(s) has allegedly violated The Honor Code. If a student has a previous Honor Code violation, the Student Conduct Board will be convened. If the alleged Honor Code violation is referred to the Student Conduct Board the procedures for a conduct board hearing are outlined under the Student Conduct Code section.
If the faculty member chooses to handle the case, he or she will meet/communicate with the student(s) involved and clearly state the nature of the alleged violation. Most alleged violations can be satisfactorily resolved at this level. If the student(s) admits cheating or the faculty member has proof of an actual violation, the faculty member may impose appropriate conduct code sanctions including failing the student for the specific assignment, failing the student for the course, and/or other penalties specified in the syllabus.
If a student is found responsible or states responsibility for the alleged violation, the Provost will notify the student to let her know that a record of the violation will be retained in the event that a future violation occurs. A student cannot withdraw from a course in which she is facing a pending Honor Code violation. The accused student(s) has the right to appeal the assigned sanction and have a hearing by the Student Conduct Board.
In summary, there are three situations when the Student Conduct Board will be convened: 1. When the faculty member chooses to refer the case to the Student Conduct Board, 2. If the student(s) chooses to appeal the faculty member’s sanction, or 3. If a student has a previous Academic Dishonesty violation on her record.
62 peACe CoLLege CommUnity tHe StUdent CondUCt Code ArtiCLe i: definitionS 1. The term [College] means Peace College. 2. The term “student” includes all persons taking courses at the College, either full-time or part-time, pursuing undergraduate degrees. Persons who withdraw after allegedly violating The Student Code, who are not officially enrolled for a particular term but who have a continuing relationship with the College or who have been notified of their acceptance for admission are considered “students” as are persons who are living in College residence halls, although not enrolled in this institution. This Student Code does apply at all locations of the College, including the campus in a foreign country or another state. 3. The term faculty member means any person hired by the College to conduct classroom or teaching activities or who is otherwise considered by the College to be a member of its faculty. 4. The term College official includes any person employed by the College performing assigned administrative or professional responsibilities. 5. The term member of the College community includes any person who is a student, faculty member, College official or another person employed by the College. A person’s status in a particular situation shall be determined by the Assistant Dean or her designee. 6. The term College premises include all land, buildings, facilities, and other property in the possession of or owned, used, or controlled by the College, including adjacent streets and sidewalks. 7. The term organization means any number of persons who have complied with the formal requirements for college recognition. 8. The term Student Conduct Board means any person or persons authorized by the Assistant Dean or her designee to determine whether a student has violated The Student Code and to recommend sanctions that may be imposed when a rules violation has been committed. 9. The term “student conduct administrator” means a College official authorized on a case-by-case basis by the Assistant Dean or her designee to impose sanctions upon a student(s) found to have violated The Student Code. The Assistant Dean or her designee may authorize a Student Conduct Administrator to serve simultaneously as a Student Conduct Administrator and the sole member or one of the members of the Student Conduct Board. The Assistant Dean or her designee may authorize the same Student Conduct Administrator to impose sanctions in all cases. 10. The term “Appellate Board” means any person or persons authorized by the Dean of Students to consider an appeal from a Student Conduct Board in determination as to whether a student has violated The Student Code or the sanctions imposed by the Student Conduct Administrator. 11. The term “shall” is used in the imperative sense. 12. The term “may” is used in the permissive sense. 13. The Assistant Dean or her designee is that person designated by the Dean of Students to be responsible for the administration of The Student Code. 14. The term “policy” means the written regulations of the College as found in, but not limited to, the Student Handbook, Academic Catalog, and College website. 15. The term “cheating” includes, but is not limited to: 1) use of any unauthorized assistance in taking quizzes, tests, or examinations; 2) use of sources beyond those authorized by the faculty member in writing papers, preparing reports, solving problems, or carrying out other assignments; 3) the acquisition, without permission, of tests or other academic material belonging to a member of the College faculty or staff; 4) engaging in any behavior specifically prohibited by a faculty member in the course syllabus or class discussion.
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16. The term “plagiarism” includes, but is not limited to the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgement. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Additionally, students may not self-plagiarize (e.g., They may not duplicate information from an assignment in one class to an assignment for another class.) 17. The term “Complainant” means any person who submits a charge alleging that a student violated this Student Code. When a student believes that she has been a victim of another student’s misconduct, the student who believes she has been a victim will have the same rights under this Student Code as are provided to the Complainant, even if another member of the College community submitted the charge itself.
ArtiCLe ii: StUdent Code AUtHority 1. The Assistant Dean or her designee shall determine the composition of the Student Conduct Board and Appellate Board and determine which Student Conduct Board, Student Conduct Administrator and Appellate Board shall be authorized to hear each matter. 2. The Assistant Dean or her designee shall develop policies for the administration of the student conduct system and procedural rules for the conduct of the Student Conduct Board Hearings that are not inconsistent with provisions of The Student Code. 3. Decisions made by a Student Conduct Board and/or Student Conduct Administrator shall be final, pending the normal appeal process. ArtiCLe iii: proSCribed CondUCt A. JUriSdiCtion of tHe CoLLege StUdent Code The Student Code shall apply to conduct that occurs on College premises, at College sponsored activities, and to off-campus conduct that adversely affects the College community and/or the pursuit of its objectives. Each student shall be responsible for her conduct from the time of application for admission through the actual awarding of a degree, even though conduct may occur before classes begin or after classes end, as well as during the academic year and during periods between terms of actual enrollment (and even if their conduct is not discovered until after a degree is awarded). The Student Code shall apply to a student’s conduct even if the student withdraws from school while a disciplinary matter is pending. The Assistant Dean or her designee shall decide whether The Student Code shall be applied to conduct occurring off campus, on a case by case basis, in her sole discretion.
b. CondUCt—rULeS And regULAtionS Any student found to have committed or to have attempted to commit the following misconduct is subject to the disciplinary sanctions outlined in Article IV: 1. Acts of dishonesty, including but not limited to the following: a. Cheating, plagiarism, or other forms of academic dishonesty. b. Furnishing false information to any College official, faculty member, or office. c. Forgery, alteration, or misuse of any College document, record, or instrument of identification.
2. Disruption or obstruction of teaching, research, administration, disciplinary proceedings, other College activities, including its public service functions on or off campus, or of other authorized non-College activities when conduct occurs on College premises.
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3. Physical abuse, verbal abuse, threats, intimidation, harassment, coercion, and/or other conduct which threatens or endangers the health or safety of any person. 4. Attempted or actual theft of and/or damage to property of the College or property of a member of the College community or other personal or public property, on or off campus. 5. Hazing, defined as an act which endangers the mental or physical health or safety of a student, or which destroys or removes public or private property, for the purpose of initiation, admission into, affiliation with, or as a condition for continued membership in, a group or organization. The express or implied consent of the victim will not be a defense. Apathy or acquiescence in the presence of hazing are not neutral acts; they are violations of this rule. 6. Failure to comply with directions College officials or law enforcement officers acting in performance of their duties and/or failure to identify oneself to the persons when requested to do so. 7. Unauthorized possession, duplication or use of keys to any College premises or unauthorized entry to or use of College premises. 8. Violation of any College policy, rule, or regulation published in hard copy or available electronically on the College website. 9. Violation of any federal, state or local law. 10. Use, possession, manufacturing, or distribution of marijuana, heroin, narcotics, or other controlled substances except as expressly permitted by law. 11. Use, possession, manufacturing, or distribution of alcoholic beverages (except as expressly permitted by College regulations), or public intoxication. Alcoholic beverages may not, in any circumstance, be used by, possessed by or distributed to any person under 21 years of age. 12. Illegal or unauthorized possession of firearms, explosives, other weapons, or dangerous chemicals on College premises or use of any such item, even if legally possessed, in a manner that harms, threatens or causes fear to others. 13. Participating in an on-campus or off-campus demonstration, riot or activity that disrupts the normal operations of the College and/or infringes on the rights of other members of the College community; leading or inciting others to disrupt scheduled and/or normal activities within any campus building or area. 14. Obstruction of the free flow of pedestrian or vehicular traffic on College premises or at College sponsored or supervised functions. 15. Conduct that is disorderly, lewd, or indecent; breach of peace; or aiding, abetting, or procuring another person to breach the peace on College premises or at functions sponsored by, or participated in by, the College or members of the academic community. Disorderly Conduct includes but is not limited to: Any unauthorized use of electronic or other devices to make an audio or video record of any person while on College premises without her prior knowledge, or without her effective consent when such a recording is likely to cause injury or distress. This includes, but is not limited to, surreptitiously taking pictures of another person in a gym, locker room, or restroom. 16. Theft or other abuse of computer facilities and resources, including but not limited to: a. Unauthorized entry into a file, to use, read, or change the contents, or for any other purpose b. Unauthorized transfer of a file. c. Use of another individual’s identification and/or password. d. Use of computing facilities and resources to interfere with the work of another student, faculty member or College official. e. Use of computing facilities and resources to send obscene or abusive messages.
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f. Use of computing facilities and resources to interfere with normal operation of the College computing system. g. Use of computing facilities and resources in violation of copyright laws. h. Any violation of the College computer use policy.
17. Abuse of the Student Conduct System, including but not limited to: a. Failure to obey the notice from a Student Conduct Board or College official to appear for a meeting or hearing as part of the Student Conduct System. b. Falsification, distortion, or misrepresentation of information before a Student Conduct Board. c. Disruption or interference with the orderly conduct of a Student Conduct Board proceeding. d. Institution of a student conduct code proceeding in bad faith. e. Attempting to discourage an individual’s proper participating in, or use of, the student conduct system. f. Attempting to influence the impartiality of a member of a Student Conduct Board prior to, and/or during the course of, the Student Conduct Board proceeding. g. Harassment (verbal or physical) and/or intimidation of a member of a Student Conduct Board prior to, during, and/or after a student conduct code proceeding. h. Failure to comply with the sanction(s) imposed under The Student Code. i. Influencing or attempting to influence another person to commit an abuse of the student conduct code system. 18. Students are required to engage in responsible social conduct that reflects credit upon the College community and to model good citizenship in any community.
C. vioLAtion of LAW And CoLLege diSCipLine 1. College disciplinary proceedings may be instituted against a student charged with conduct that potentially violates both the criminal law and this Student Code (that is, if both possible violations result from the same factual situation) without regard to the pendency of civil or criminal litigation in court or criminal arrest and prosecution. Proceedings under this Student Code may be carried out prior to, simultaneously with, or following civil or criminal proceedings off campus at the discretion of the Assistant Dean or her designee. Determinations made or sanctions imposed under this Student Code shall not be subject to change because criminal charges arising out of the same facts giving rise to violation of College rules were dismissed, reduced, or resolved in favor of or against the criminal law defendant. 2. When a student is charged by federal, state, or local authorities with a violation of law, the College will not request or agree to special consideration for the individual because of her status as a student. If the alleged offense is also being processed under The Student Code, the College may advise off-campus authorities of the existence of The Student Code and of how such matters are typically handled within the College community. The College will attempt to cooperate with law enforcement and other agencies in the enforcement of criminal law on campus and in the conditions imposed by criminal courts for the rehabilitation of student violators (provided that the conditions do not conflict with campus rules or sanctions). Individual students and other members of the College community, acting in their personal capacities, remain free to interact with governmental representatives as they deem appropriate.
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ArtiCLe iv: StUdent CondUCt Code proCedUreS A. CHArgeS And StUdent CondUCt boArd HeAringS 1. Any member of the College community may file charges against a student for violations of The Student Code. A charge shall be prepared in writing and directed to the Student Conduct Administrator. Any charge should be submitted as soon as possible after the event takes place, preferably within two weeks. 2. The Student Conduct Administrator may conduct an investigation to determine if the charges have merit and/or if they can be disposed of administratively by mutual consent of the parties involved on a basis acceptable to the Student Conduct Administrator. Such disposition shall be final and there shall be no subsequent proceedings. If the charges are not admitted and/or cannot be disposed of by mutual consent, the Student Conduct Administrator may later serve in the same matter as the Student Conduct Board or a member therof. If the student admits violating institutional rules, but sanctions are not agreed to, subsequent process, including a hearing if necessary, shall be limited to determining the appropriate sanction(s). 3. All charges shall be presented to the Accused Student in written form. A time shall be set for a Student Conduct Board Hearing, not less than three nor more than fifteen calendar days after the Student Conduct Board Hearings may be extended at the discretion of the Student Conduct Administrator. 4. Student Conduct Board Hearings shall be conducted by a Student Conduct Board according to the following guidelines except as provided by article IV (A)(7) below: a. Student Conduct Board Hearings normally shall be conducted in private. b. The Complainant, Accused Student and their advisors, if any, shall be allowed to attend the entire portion of the Student Conduct Board Hearing at which information is received (excluding deliberations). Admission of any other person to the Student Conduct Board Hearing shall be at the discretion of the Student Conduct Board and/or its Student Conduct Administrator. c. In Student Conduct Board Hearings involving more than one Accused Student, the Student Conduct Administrator, in his or her discretion, may permit the Student Conduct Board Hearings concerning each student to be conducted either separately or jointly. d. The Complainant and the Accused Student have the right to be assisted by an advisor they choose, at their own expense. The advisor must be a member of the “College” community and may not be an attorney. The Complainant and/or the Accused Student is responsible for presenting his or her own information, and therefore, advisors are not permitted to speak or to participate directly in any Student Conduct Board Hearing before a Student Conduct Board. A student should select as an advisor a person whose schedule allows attendance at the scheduled date and time for the Student Conduct Board Hearing because delays will not normally be allowed due to the scheduling conflicts of an advisor. e. The Complainant, the Accused Student and the Student Conduct Board may arrange for witnesses to present pertinent information to the Student Conduct Board. The College will try to arrange the attendance of possible witnesses who are members of the “College” community, if reasonably possible, and who are identified by the Complainant and/or Accused Student at least two weekdays prior to the Student Conduct Board Hearing. Witnesses will provide information to and answer questions from the Student Conduct Board. Questions may be suggested by the Accused Student and/or Complainant to be answered by each other or by other witnesses. This will be conducted by the Student Conduct Board with such questions directed to the chairperson, rather than to the witness directly. This method is used to preserve the educational tone of the hearing and to avoid creation of an adversarial environment. Questions of whether potential information will be received shall be resolved in the discretion of the chairperson of the Student Conduct Board.
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f. Pertinent records, exhibits, and written statements (including Student Impact Statements) may be accepted as information for consideration by a Student Conduct Board at the discretion of the chairperson. g. All procedural questions are subject to the final decision of the chairperson of the Student Conduct Board. h. After the portion of the Student Conduct Board Hearing concludes in which all pertinent information has been received, the Student Conduct Board shall determine (by majority vote if the Student Conduct Board consists of more than one person) whether the Accused Student has violated each section of The Student Code which the student is charged with violating. i. The Student Conduct Board’s determination shall be made on the basis of whether it is more likely than not that the Accused Student violated The Student Code. j. Formal rules of process, procedure, and/or technical rules of evidence, such as are applied in criminal or civil court, are not used in Student Code proceedings. 5. There shall be a single verbatim record, such as a tape recording, of all Student Conduct Board Hearings before a Student Conduct Board (not including deliberations). Deliberations shall not be recorded. The record shall be the property of the “College.” 6. If an Accused Student, with notice, does not appear before a Student Conduct Board Hearing, the information in support of the charges shall be presented and considered even if the Accused Student is not present. 7. The Student Conduct Board may accommodate concerns for the personal safety, well-being, and/or fears of confrontation of the Complainant, Accused Student, and/or other witness during the hearing by providing separate facilities, by using a visual screen, and/or by permitting participation by telephone, videophone, closed circuit television, video conferencing, videotape, audio tape, written statement, or other means, where and as determined in the sole judgment of the Assistant Dean or her designee to be appropriate.
b. SAnCtionS 1. The following sanctions may be imposed upon any student found to have violated The Student Code: a. Warning- A notice in writing to the student that the student is violating or has violated institutional regulations. b. Probation- A written reprimand for violation of specified regulations. Probation is for a designated period of time and includes the probability of more severe disciplinary sanctions if the student is found to violate any institutional regulation(s) during the probationary period. c. Loss of Privileges- denial of specified privileges- Denial of specified privileges for a designated period of time. d. Fines- Previously established and published fines may be imposed. e. Restitution- Compensation for loss, damage, or injury. This may take the form of appropriate service and/or monetary or material replacement. f. Discretionary Sanctions- Work assignments, essays, service to the “College,” or other related discretionary assignments. g. Residence Hall Suspension- Separation of the student from the residence halls for a definite period of time, after which the student is eligible to return. Conditions for readmission may be specified. h. Residence Hall Expulsion- Permanent separation of the student from the residence halls. i. College Suspension- Separation of the student from the College for a definite period of time, after which the student is eligible to return. 68 peACe CoLLege CommUnity
j. College Expulsion- Permanent separation of the student from the College. k. Revocation of Admission and/or Degree- Admission to or a degree awarded from the College may be revoked for fraud, misrepresentation, or other violation of College standards in obtaining the degree, or for other serious violations committed by a student prior to graduation. l. Withholding Degree- the College may withhold awarding a degree otherwise earned until the completion of the process set forth in this Student Conduct Code, including the completion of all sanctions imposed, if any. 2. The following is additional information about sanctions: a. More than one of the sanctions listed above may be imposed for any single violation. b. Other than College expulsion or revocation or withholding of a degree, disciplinary sanctions shall not be made part of the student’s permanent academic record, but shall become part of the student’s disciplinary record. Upon graduation, the student’s disciplinary record may be expunged of disciplinary actions other than residence hall expulsion, College suspension, College expulsion, or revocation or withholding of a degree shall be expunged from the student’s confidential record [insert preferred number] years after final disposition of the case. 3. The following sanctions may be imposed upon groups or organizations: a. Those sanctions listed above in article IV (B)(1)(a)-(e). b. Loss of selected rights and privileges for a specified period of time. c. Deactivation. Loss of all privileges, including College recognition, for a specified period of time. 4. In each case in which a Student Conduct Board determines that a student and/or group or organization has violated The Student Code, the sanction(s) shall be determined and imposed by the Student Conduct Administrator. In cases in which persons other than, or in addition to, the Student Conduct Administrator have been authorized to serve as the Student Conduct Board, the recommendation of the Student Conduct Board shall be considered by the Student Conduct Administrator in determining and imposing sanctions. The Student Conduct Administrator is not limited to sanctions recommended by members of the Student Conduct Board. Following the Student Conduct Board Hearing, the Student Conduct Board and the Student Conduct Administrator shall advise the Accused Student, group and/or organization (and a complaining student who believes s/he was the victim of another student’s conduct) in writing of its determination and of the sanction(s) imposed, if any.
C. interim SUSpenSion In certain circumstances, the Dean of Students or the Student Conduct Administrator may impose a College or residence hall suspension prior to the Student Conduct Board Hearing before a Student Conduct Board. 1. Interim suspension may be imposed only: a) to ensure the safety and well-being of members of the College community or preservation of College property; b) to ensure the student’s own physical or emotional safety and well-being; or c) if the student poses an ongoing threat of disruption of, or interference with, the normal operations of the College. 2. During the interim suspension, a student shall be denied access to the residence halls and/or to the campus (including classes) and/or all other College activities or privileges for which the student might otherwise be eligible, as the Dean of Students or the Student Conduct Administrator may determine to be appropriate. 3. The interim suspension does not replace the regular process, which shall proceed on the normal schedule, up to and through a Student Conduct Board Hearing, if required.
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d. AppeALS 1. A decision reached by the Student Conduct Board or a sanction imposed by the Student Conduct Administrator may be appealed by the Accused Student(s) or Complainant(s) to an Appellate Board within five (5) school days of the decision. Such appeals shall be in writing and shall be delivered to the Dean of Students or her designee. 2. Except as required to explain the basis of new information, an appeal shall be limited to a review of the verbatim record of the Student Conduct Board Hearing and supporting documents for one or more of the following purposes: a. To determine whether the Student Conduct Board Hearing was conducted fairly in light of the charges and information presented, and in conformity with prescribed procedures giving the complaining party a reasonable opportunity to prepare and to present information that The Student Code was violated, and giving the Accused Student a reasonable opportunity to prepare and to present a response to those allegations. Deviations from designated procedures will not be basis for sustaining an appeal unless significant prejudice results. b. To determine whether the decision reached regarding the Accused Student was based on substantial information, that is, whether there were facts in the case that, if believed by the fact finder, were sufficient to establish that a violation of The Student Code occurred. c. To determine whether the sanction(s) imposed were appropriate for the violation of The Student Code which the student was found to have committed. d. To consider new information sufficient to alter a decision or other relevant facts not brought out in the original hearing, because such information and/or facts were not known to the person appealing at the time of the original Student Conduct Board Hearing.
ArtiCLe v: interpretAtion And reviSion A. Any question of interpretation or application of The Student Code shall be referred to the Dean of Students or her designee for final determination. B. The Student Code shall be reviewed every year under the direction of the Student Conduct Administrator.
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CommUnity Living StAndArdS Residential living is a unique experience. Your hall is a place where you will find opportunities to grow as a person, test new ideas, learn new skills and learn the importance of being part of a community. You will probably see yourself differently when the year is over. You will make new friends, rediscover old ones and hopefully realize that life holds many possibilities. It is our hope that the changes and experiences you have in the residence halls will be positive ones, which will enhance your self-confidence and help you achieve independence. As part of that independence, each individual hall will be working together to establish community living standards. These will help determine how each hall will manage itself. Halls will meet regularly to discuss issues within the hall, define the community standards and discuss any problems that might arise. You and your fellow residents will be accountable and responsible to each other. If there are things on your floor that you would like to see handled diffe-rently or you think that other members of your hall are not upholding the standards you set as a hall, it will be your responsibility as a community to discuss these issues.
Community living standards will not replace the Student Code of Conduct or Residence Life policies but will instead work in conjunction with them to help make each hall a unique home environment for the students who live there.
We have staff in each building to assist you and help facilitate change. This staff includes Resident Directors (RDs) and Resident Assistants (RAs). Along with your fellow residents and these Residence Life staff members, you can assure the hall is a good place to study, rest and socialize. RAs are students like you who live on each floor and will act as facilitators as each hall community develops it own community living standards. You and your fellow students will be responsible for the quality of life in your residential community during the coming year. You are expected to be familiar with policies and procedures, which have been established to guide student conduct. Remember, you are part of a community in an academic environment and being part of any community brings with it responsibilities, including courtesy, consideration and empathy. reSidentiAL Living 1. The College provides to the student a space in a residence hall, which is owned and operated by the College. Such space is to be used and occupied as a residence by the student and for no other use or purpose. 2. All full-time students are required to reside in the residence halls for two years. Exceptions to this policy are made for students who live with an immediate family member within a 30 mile radius of campus, students 21 years of age or older, students who are married, or students who have dependents. In order to be eligible to move off campus, a student must turn 21 prior to October 1. While appeals to this policy are rarely granted, they are always considered. Anyone wishing to appeal this policy should contact the Residence Life Office (Main Building) to get an exemption form and submit an official letter by no later than March 1 to hear the decision prior to housing sign up for the fall semester. The Assistant Director of Residence Life will convene the Housing Appeals Board to make a decision on the appeal. Transfer students are required to complete the residency requirement if they enter Peace with less than 4 semesters of college attendance. Transfer students may use any residency requirements fulfilled at another college or university toward fulfilling the Peace residency requirement. For example, a student who has lived on campus at another college for a year and transfers to Peace should live on campus for one academic year. A student must be a fulltime student, carrying a minimum of 12 academic hours, to live in College housing. Any resident student who drops below fulltime status must receive permission from the Director of Residence Life to remain living on campus. 3. Students moving off campus must notify the Registrar’s Office of the new address prior to the end of the semester or as soon as the address is known.
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room ASSignment 1. The College assigns a space to the student according to date of receipt of the student’s housing application and payment of all required fees. 2. The College does not guarantee assigning a student to a specific space in a specific residence hall, nor does it guarantee to assign a specific roommate to share the space. It will attempt to honor specific requests of this sort whenever possible. 3. Upon receipt of her residence hall assignment, the student becomes obligated to make payment to the College for all residence hall room charges for the full academic year, unless the Office of Residence Life is notified of any changes. 4. The term of the residence hall assignment is based on the general academic calendar and is for one academic year (two semesters). It begins the first day the student moves in and ends 24 hours after the student’s final spring semester examination or commencement (if applicable). The Residence Halls close 4 times during the academic year: Fall Break, Thanksgiving, Winter Break and Spring Break. Except for Winter Break, students may stay in the halls with permission from the Assistant Director of Residence Life. Special guidelines apply during break housing and some privileges, such as visitation, are suspended for safety and security reasons. Residence Life reserves the right to charge students for break housing. 5. The College assigns a campus mail box to the student. This box shall be the student’s official college mailing address during her residency at Peace College. 6. The College does not provide storage for belongings of any sort outside the residence hall room. Additionally, the College does not provide storage of belongings during the summer or other vacations. 7. The College reserves the right to remove students from the residence halls for non-occupancy, Student Code of Conduct violations, violation of residence hall policies and procedures and/or noncompliance with any College policy or procedure. If the College has reason to believe that a student residing in the residence halls poses a danger to herself or to members of the Peace College community, the student may be removed from the residence halls immediately at the discretion of the Dean of Students or her designee. 8. Residents are required to complete a roommate agreement during the first two weeks. This agreement will be on file with the RA.
mediCAL SingLe room poLiCy Medical single rooms are given on an “as available” basis to students with documented medical need that has been approved by the College. To apply for a medical single, a student should submit a letter expressing the reason for the medical single room. The student should also attach to the letter documentation from a licensed professional specifically outlining the need for the room. The Assistant Director of Residence Life will review the documentation and consult with the Peace College Wellness Staff if necessary. During housing signups, students approved for a medical single room will be given the option to sign up for a single in Main. If a medical need exists for a different bathroom, other arrangements may be considered. Completed requests for medical single rooms must be turned into the Department of Residence Life no later than two weeks before the start of housing signup. New students should submit the request at the same time a housing application is submitted.
notifiCAtion And refUndS for reSidenCe HALL roomS 1. Students who sign up for housing for the fall will complete a housing contract that goes into effect starting on June 1st. If a student is eligible and choose to live off campus prior to June 1st, she must notify the Office of Residence Life in writing to void the contract. .After June 1st, she must appeal to break her contract by submitting an official appeal form and a letter outlining her reasons for moving off campus. Specific documentation verifying reasons should also be submitted. If financial in nature, please contact
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the Financial Aid Office and get documentation that moving off campus would be beneficial. If approved, the student must also pay the $700 contract break fee. Note- the contract is for the entire academic year and that students wanting to move off campus between semesters must follow the procedure outlined above; and are subject to the contract break fee if approved. 2. If a student is not enrolled as a Peace College student, the contract is automatically voided. Students must be enrolled in classes no later than June 1st in order to reserve her selected room assignment. Students with housing assignments that are not registered for classes will be removed from housing and the space re-assigned. 3. Students who withdraw will be refunded on a pro-rated basis as described in the College’s Refund Policy. 4. Students who are removed from the residence halls or Peace College for student conduct reasons will not be entitled to a refund. getting SettLed CHeCk in And room Condition reportS - When you check into your residence hall, you will be given a Room Condition Report (RCR). Upon checking into your room with an RA, you should compare the RCR to the room and look for any discrepancies. The RCR form indicates the condition of the room when you check in and is also used when you check out of the room. Your room should look the same when you move out as when you checked in. This will protect you from being charged with damages you did not cause. A portion of the RCR includes space for you to write your important information for medical emergencies and other concerns. Make sure all this information is given accurately.
keyS - Along with your RCR, you will receive your room key. To ensure the safety of residents and their belong-ings, duplication of Peace College keys is prohibited. If a key is lost or stolen, it is the responsibility of the student to inform the Security Office within 24 hours. Procedures for replacement, lost or broken keys are as follows: • Broken Keys -Notify the Security Office and take both halves of the key to the Office. • Lost Keys - If the key is unable to be found by carefully reviewing all prior movements, the door to the room must be re-keyed and a new set of keys must be made. For security reasons, the lock will be changed. The resident should come to the Residence Life Office to obtain a key replacement form. The resident should then go to security to start the lock change process. The cost of a lock change is $150 and it will be charged to the student’s account. • Lock Outs- If a student is locked out of her room, she should contact. an RA on duty after 5p.m. or Security.
fUrniSHingS - Furniture may not be removed from your room, lobby, study lounge or other residence hall areas. Special requests may be directed to the Assistant Director of Residence Life. Removal or relocation of furniture is a violation of the Student Code of Conduct and is considered theft.
eLeCtriCAL AppLiAnCeS - All large appliances are strictly prohibited in the residence halls. The following small electrical items are acceptable: one small refrigerator per room (two amps or less), stereos, radios, and TVs. Open coil appliances, coffee pots, microwaves, electric grills, and halogen lamps are prohibited due to a potential fire hazard
extenSion CordS - Extension cords are not permitted. Only surge protectors that are UL listed and have a built- in circuit breaker are acceptable (as outlined in section 703.1 of the Fire Prevention section of the NC building code). Electrical item(s) in violation of this policy will be confiscated and returned when arrangements are made to remove them from campus. Please consult your RA if you have questions about the use of any other appliances or equipment.
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WALLS, doorS, And CeiLingS - Walls, Doors, and Ceilings –All items used to decorate a room should be hung from the cork strip provided in the room. Painters tape may be used to hang pictures, posters and banners on walls or doors. Should damage occur from wall or door decorations, the student will assume the cost of repairs. Writing, painting, drawing or defacing of doors or walls is permitted. Hanging decorations or other objects from the ceiling is prohibited. If walls, doors and/or ceilings are defaced, the student will be fined to cover cleaning, repair and/or repainting costs. Due to fire code regulations, there should only be a limited amount of paper adhered to the door. Excessive amounts on paper are considered a fire hazard and the RA may require it be removed. Room numbers should be visible at all times.
Decorations are a matter of personal taste. Residence Life reserves the right ask a student to remove a decoration that is in public view. Decorations and signs should not be displayed in residence hall windows except with permission from Residence Life.
SignS - Students may not display highway signs, exit signs, markers, warning lights, business signs, etc., in their rooms, as it is a violation of local/state/federal law to have them in your possession. If signs are found, they will be confiscated and you will be charged with possession of stolen property unless you can produce verification of purchase. These items will be turned over to Campus Security.
room CHAngeS A designated time period is set for room changes at the beginning of each semester. The room change period lasts for two weeks and begins the Monday after classes start each semester. Only students who follow the guidelines of the process will be eligible to move. If a student changes rooms without following appropriate procedures, she will have to move back to her original room. Room changes are subject to approval by the Residence Life staff. In situations where it is determined that a student is being harassed by a roommate, the Residence Life staff may intervene and resolve the matter. If you are willing to pay an additional fee, you may apply for a private room in the fall semester. Private rooms are granted on a seniority (credit hours attained) basis, as available.
room ConSoLidAtion If one of the residents of a double room moves from that room, the Residence Life Office may assign a roommate for the remaining resident. The College will make every attempt to move students in single rooms into new roommate situations. The Office of Residence Life will contact students in single rooms early in each semester to be given an opportunity to select a roommate of their choosing. The College will make every attempt to secure adequate matches and will notify students in single rooms of the date for consolidation. If a student’s roommate moves out of the room, and the remaining student is still paying for a double, that student must be willing to accept another roommate. In some cases, students living alone in a double room may request, (for a fee), to make their room a private room. These situations will be handled on a case by case basis, depending on occupancy. Single rooms in Main cost an additional $500 for the academic year. Single rooms can be guaranteed for the en- tire year if a year-long housing contract has been signed. Private rooms cost an additional $1200.00 per year. In the event that your roommate never moves into the hall, or moves out during the year, one of three things may happen: • Another roommate may be assigned to you, • You may be moved to another room where a vacancy exists, within 3 days of notification, or • You may remain alone in the room, provided that you agree to Private room fees.
74 reSidenCe Life room SeLeCtion Room selection for the following academic year occurs in March. Information regarding this process will be made available in March, near registration for the fall semester. Rooms are selected on a seniority basis that is determined by earned credit hours at the time of room selection. reSidenCe HALL CLoSing/CHeCk oUt The residence halls are closed and locked on the last day of classes before Winter Break. They will reopen on the day prior to the day classes resume. Peace College encourages students and their families to make travel plans in accordance with this schedule. Concerns should be directed to your RA. Holiday break housing is not provided by Peace College. As you prepare to leave for holidays or breaks, please make certain you have disconnected all electrical appliances and locked your windows and doors. The Residence Life staff will often make health and safety checks during this time. At the end of the year, or when a student changes rooms, check out procedures must be followed. You must find a residence life staff member to check out. This staff member will note discrepancies on your Room Condition Report and take your key. If you fail to check out with a staff member, you will be charged $50 for improper check out. Also, failure to return your key will result in a $150 charge to change the lock. Your room should be in the same condition as when you checked in. Students must leave 24 hours after their last exam at the end of fall and spring semesters. reSidenCe Life poLiCieS The following Residence Life Policies have been established to provide an environment in which all resident students may live comfortably, safely, and without infringing upon the rights of the College or the individual. Violations of Residence Life Policies may result in disciplinary action under the Peace College Student Code of Conduct. • AbAndoned property-Property which is left in the residence halls by a student at the end of her contract period, or when the student leaves an assigned space, will be boxed up by staff in the presence of a witness. The contents will be inventoried and stored in another location. The Residence Life staff will call the student at the number she has on file with the college, informing her that she must some and claim her belongings or they will be disposed of at that time. • CArd ACCeSS SyStem-Residents are issued cards that allow access to residence halls and other campus buildings. Residence halls are locked 24 hours a day. Most campus buildings are locked at 5:00 p.m. and may be entered only by use of an access card. At the beginning of the semester, the Security Office issues access cards to both commuter and resident students. Once issued, students keep their ID/access cards as long as they are enrolled. The replacement cost of the ID is $25.00. Note that the ID also has debit capabilities and students may deposit cash into an account. The meal plan is also tracked on the card, so extra caution should be exercised around not losing the card. • bAbySitting-The residence halls are not designed to accommodate small children and, therefore, babysitting is not allowed within the residence halls. • biCyCLeS-Bicycles, not mopeds or motorcycles, are allowed in your room as long as they don’t block doorways. Don’t forget to ask your roommate if she minds. No bicycles may be left in halls, stairwells, lobbies or other common areas and will be removed if found. • CAndLeS And inCenSe-Decorations with open flames such as candles, wick lamps, incense, etc., are prohibited in residence halls and will be removed by staff if found in the room. • Common AreA dAmAge reSponSibiLity-The members of a specific hall community are all responsible for the con-dition of the common areas. The cost of damage to common areas, including furniture, will be shared equally by the residents, unless it is known who is specifically responsible.
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• CommUnity vAndALiSm & property dAmAge-Damage or vandalism to residential facilities (including but not li-mited to room and lounge furnishings, hallways, doors, locks, windows, card readers and vending machines) is prohibited. Students found in violation will be responsible for restitution of the item(s) damaged or vandalized, and further disciplinary action may be taken. Students responsible for accidental damage within their individual room or within a residential facility are encouraged to furnish this information to a staff member to take appropri-ate responsibility for their action. Students involved in this type of situation may be held responsible for the cost of repairing or replacing the damaged item. • eLevAtorS-When you use the hall elevator, you are expected to show proper precaution by not overloading the ele-vator or forcing the door open. • entry into roomS-Peace College reserves the right to enter a resident’s room at any time if there is just cause. Residence halls and rooms may be entered for inspection by the Director of Residence Life, Resident Director, Assistant Director of Residence Life, the Dean of Students, the Director of Campus Security, and other Peace College administrators at any time when a student’s welfare is in question or for a maintenance concern. Resident Assistants and Head Residents may enter rooms for health and safety inspections, maintenance and housekeeping needs, suite bathroom lockouts, turning off alarm clocks, and when there is reasonable belief by staff that college policy or local, state, or federal laws are being violated. Rooms may also be entered when there are emergency conditions such as fire, and/or threatening weather so as to, secure the residence hall. Staff will make an attempt to enter the room when residents are present whenever possible. Peace College reserves the right to search rooms, without prior notice, if there is reasonable suspicion that items in the room are prohibited by law or College policy. The Director of Residence Life or a designee will provide authorization for a room search if it is deemed necessary based on the circumstances at hand. At no time whatsoever, will a staff member enter a room alone. Staff will only enter a room when another staff member or paraprofessional staff member is present. A note will be left for the students in the room if this occurs. • kitCHen USe-Kitchens are provided at Peace College for residents use. It is the responsibility of the students who use the kitchen to maintain the facility in a clean and healthy manner. Residents may choose to leave their pots, pans, plates, cups, utensils, etc in the cabinets at their own risk. Peace is not responsible for missing items left in the kitchen. All dishes, pots, pans etc, must be washed at the time of use and neatly stored. The counter tops should be wiped off after each use. The microwave should we wiped down after each use. The kitchen must be left in an acceptable and clean condition at all times. The Department of Residence Life at Peace reserves the right to close the kitchen at anytime it is found to be left in a unsatisfactory condition. If a kitchen is found to be left in an unsatisfactory conditions, that is with dirty dishes and dirty counter tops, microwave, etc., the kitchen will be closed for a week. The second time the kitchen is found unsatisfactory; the kitchen will be closed for 2 weeks. A third and final time a kitchen is found to be unsatisfactory, it will be closed for the rest of the semester. A posted warning will be issued when the kitchen is found to be unsatisfactory. The residents will have 24 hours to bring the kitchen back up to a satisfactory condition or the kitchen will be closed. Please enjoy the benefit of a kitchen in the residence halls but also be mindful the shared responsibility of its use. • fire SAfety/fire driLLS-Fire prevention is an important aspect of community living. For that reason, fire safety tests and drills will be conducted regularly in residence halls throughout the year. When the alarm sounds: 1. Exit your room immediately, closing and locking your door. 2. Walk quickly and quietly to the nearest exit and stand in the designated area outside the building. Each residence hall floor reviews exit routes and meeting areas during floor meetings at the beginning of each semester. Never assume that an alarm is false, or just a drill. Always exit the building during a fire alarm. Not exiting the building during a fire alarm is a policy violation and is not acceptable.
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• HALLWAyS And StAirWeLLS-Safety regulations require that hallways and stairwells be clear at all times. • HeALtH And SAfety inSpeCtionS-The purpose of health and safety inspections is to ensure that reasonable conditions of health are being maintained in each residence hall room and that all conditions associated with safety regulations of the College are being met. Excessive damages by a student to her residence hall room may result in the loss of campus housing privileges for the remainder of the student’s stay at Peace College and liability for repairs and/or cleaning. Health and Safety inspections are conducted twice a semester and will be announced 48hours in advance. During inspections, the staff will check the room for general cleanliness and search for any potentially dangerous or unhealthy conditions and fire hazards. Refrigerators will be examined for cleanliness. We reserve the right to check any areas in the room of which we have concern. Violations will be noted and residents given 48 hours to correct the violation. Illegal items will be confiscated immediately and reported as student code of conduct violation. If a violation is not corrected, we reserve the right to confiscate the items and report the infraction as a student conduct violation. Rooms found to be consistently below sanitary standards of housekeeping and residence life staff will be subject to fines and student conduct charges. • miCroWAve-Microwaves are not allowed in the residence halls except in the kitchen areas in each hall. Residents of New Residence Hall can have one microwave per cottage, but all microwaves must remain in the kitchen area. • petS-Pets are not allowed in residence halls at anytime. Residents can, however, keep small fish as long as the holding tank does not exceed 10 gallons. • property LiAbiLity-Peace College does not assume any legal obligation or responsibility for injury to individuals, or loss or damage to personal property. Students are encouraged to carry appropriate insurance to cover loss of, or damage to personal property occurring in College buildings or grounds. • qUiet HoUrS- Students should be mindful at all times how their noise level affects their hallmates. Courtesy hours are in effect 24 hours a day , 7 days a week. Campus quiet hours are Sunday-Thursday 10pm-10am and Friday-Saturday, midnight to 10am. During exams, quiet hours are extended to facilitate a quiet study environment. Hours will be posted on the halls during that period. • repAirS And mAintenAnCe reqUeStS-Repairs and maintenance needs, including broken furniture, malfunctioning equipment and fixtures, leaks, burned-out bulbs, and any other matters requiring attention should be reported immediately via the work order request system online, SchoolDude. Specific procedures for reporting work orders will be discussed during the first week of each semester. Maintenance emergencies should be reported to the RA or RA on-duty, or to the Campus Security Office. Maintenance staff, except in cases of urgent repair, will only enter rooms between 9:00 a.m. and 3:30 p.m. A note will be left for the student stating the nature of the work done and who performed it. • room CApACity-For individual and campus safety, the North Carolina Fire Safety Code has established that a maximum of 10 people at any time may be present in an individual residence hall room. Events requiring larger spaces need to be planned in advance in conjunction with the Office of Visitor Services. Students who entertain more than 10 people in their room are in violation of the Student Code of Conduct. The College reserves the right to disperse such gatherings as necessary. • room Condition- Residents rooms should be kept in a reasonably clean condition. Residents will be charged for any damage done to the room. Any cleaning that has to be done once a resident has left a room will be charged to the students account. When a resident moves out of a room, the furniture should be returned to the original formation with beds un-bunked. • SoLiCitAtion-To protect your privacy in the residence halls, solicitation is not allowed without approval from the Dean of Students, or her designee.
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• SportS in tHe HALLWAyS-No sport should be played in the hallways of a residence hall. Athletic events should be held in the recreational areas provided, unless you have special permission from residence life. If you want to lift weights in your room, use plastic-covered weights to keep down the noise in your room. • USe of tHe reSidenCe HALL room 1. The student may not sublet her room. The student may not change rooms without proper authorization from the Assistant Director of Residence Life. 2. The residence hall room may not be used for any commercial/non-residential purpose. 3. The student may not make alterations, additions, improvements, repairs or changes to the space, furnishings or equipment assigned without consent from the Residence Life staff. 4. The student shall keep the residence hall room free of waste or debris. She will maintain the space and all furnishings therein in good condition except for ordinary wear and tear. 5. The student assumes liability for any damages whatsoever to the space and any furnishings or equipment therein, or to any portion of the residence hall in which the space is situated, that results from acts of the student. 6. The student shall not duplicate any College keys. 7. The student agrees to accept and comply with the Student Code of Conduct, all residence hall policies and procedures and all other College requirements. • WitHdrAWAL And/or CAnCeLLAtion of HoUSing-If a resident withdraws or leaves the College, she must have her room inspected by a member of the Residence Life Staff in her building and follow the check out procedures noted earlier. In addition, the resident must stop by the Office of Student Development to officially withdraw. Any student leaving the residence halls must fill out a withdrawal form in the Office of Student Development.
reSidenCe HALL ServiCeS • Cable Television-Residents will receive cable service in each residence hall room. The cost of cable service is included in the housing fee. • Kitchens-Residence hall kitchens are located in Frazier, Finley, Main, Joyner House and Ross residence Halls. New Residence Hall has kitchens in each cottage. Kitchens are available to students at any time and regulations concerning use and care are posted in the kitchens. Students are responsible for cleaning the kitchens after each use. Pots, pans and other kitchen utensils are not provided by the College and are the responsibility of the student to provide and clean. Kitchens are subject to being closed if found dirty. Residents will be warned prior to the kitchen being closed. • Laundry-Laundry rooms are located in Frazier, Finley, and Ross Halls. Each New Residence Hall cottage also has a washer and dryer. Residents must provide their own laundry supplies. Any problem with laundry machines should be reported to the RA. • Telecommunications- Most students choose to use cell phones as their primary phone service. For this reason residence hall rooms do not have land lines. Campus phones are located in residence halls and other campus buildings for local calls only. Students may use their personal long distance calling cards on campus phones. For students who do not have cell phones, the ITT department has information on companies that offer discounts to Peace College students. Residence Life encourages students to share their cell phone numbers with college personnel for emergency purposes.
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HoUSing optionS dAvidSon HALL houses 63 students on three floors. Rooms are arranged in suites in which four students share a bathroom. A breezeway connects Davidson to Ross Hall.
finLey HALL houses 95 students on three floors. Rooms are arranged for double occupancy in suites where four students share a bathroom. A breezeway connects Finley to Main Building.
frAzier HALL accommodates 42 students in housing on the second and third floors. Rooms are arranged in suites in which four students share a bathroom. Frazier is the only hall that does not have an elevator and it connects to Main via breezeway.
Joyner ServiCe HoUSe is renovated living unit housing 11 students, Joyner House provides the feel of a house with the closeness of campus. Joyner House has seven bedrooms, four baths, a kitchen, laundry room, and living area. The house is wired for cable and internet access. Students must apply and be selected to live in Joyner Service House. Joyner residents work closely with the community service office to coordinate and participate in service opportunities on and off campus.
mAin bUiLding the oldest building at the center of our campus, houses students on its third and fourth floors. Main consists mostly of single rooms and residents share hall bathrooms, as well as beautiful large balconies with rocking chairs and swings. Administrative and faculty offices occupy the first and second floor. Dinwiddie Chapel and Leggett Theatre are also located on the second floor of Main.
bingHAm reSidenCe HALL is Peace’s newest residence hall, which opened in the Fall of 2005. It is designed for interested juniors and seniors. This building offers independent living based on a community expectations model. Students will determine their own community expectations by cottage with the help of Resident Assistants. Each cottage houses six or eight students, and includes three or four bedrooms, along with two bathrooms. Each cottage has a kitchen and dining/living area as well as a washer and dryer. Each bathroom has two sinks with a separate bathroom and shower area. All eight person cottages have a separate study room. The bedrooms and living rooms are hardwired for cable and internet access.
roSS HALL houses 90 students on three floors in suites where four students share a bathroom. A large laundry room, kitchen, and exercise room are located in the basement area.
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reSident direCtorS (rd) Resident Directors (RDs) are professional staff members who are responsible for the overall management of the residence halls. RDs and strive to help residents grow and develop as individuals and as members of a positive and supportive community. RDs and Head Residents (HRs) serve on a duty rotation and one staff member is on call at all times. HeAd reSidentS (Hr) Head Residents are specially selected upper-class students who have served at least one year as Resident Assistants. HRs are responsible for the overall management of the residence halls. Three HRs supervise the residence halls with the help of student Resident Assistants (RAs). HRs strive to help residents grow and develop as individuals and as members of a positive, supportive community. HRs serve on a duty rotation, and one HR is on call every day and night.
reSident ASSiStAnt (rA) Resident Assistants are undergraduate students who have been specifically trained to assist residents within the residence halls. RAs are a crucial link between their residents, the Division of Student Development, and other campus departments. RAs are available to assist residents in a variety of situations. An RA from each hall is on duty each week night from 5:00 p.m. to 8:00 a.m., and there is 24 hour coverage on Saturday and Sunday. The RA is available to assist residents with concerns and emergency needs.
direCtor And ASSiStAnt direCtor of reSidenCe Life These professional staff members are responsible for the overall management of the Residence Life program at Peace College. The Director and Assistant Director are full-time college employees who are available to assist residents at any time. The Assistant Director lives on campus and serves on call with the HRs.
For more information on Residence Life, please see the Peace College website.
80 federAL regULAtionS reCordS And rigHt-to-knoW The Family Educational Rights and Privacy Act (FERPA, 1974) is a federal law designed to protect the privacy of a student’s educational records. The law applies to all educational institutions that receive any federal financial support. Peace College complies with the conditions and procedures of FERPA. FERPA gives certain rights to parents regarding their children’s educational records. These rights transfer to the individual, who becomes an “eligible student” when he/she reaches the age of 18 or is attending any school beyond the high school level. At Peace, all enrolled students are considered “eligible” and these rights are guaranteed under FERPA. Relevant portions of FERPA which have greatest application to Peace students are outlined below: 1. Students have the right to inspect and review their personal educational records maintained by the College. The College is not required to provide copies of record materials unless, for reasons such as great distance, it is impossible for students to inspect records personally. 2. Students have the right to request a hearing to review College records believed to be inaccurate or mis- leading. If after the hearing, the College refuses to effect the correction, the student has the right to place a statement in the records commenting on the contested information. 3. Generally, the College must have written permission from the student before releasing any information from a student’s record. However, the law allows the College to disclose records without consent to the following parties: College employees who have a need-to-know; other colleges or universities to which a student is transferring; parents when a student over 18 is still dependent for purposes of financial aid determination, or when the student has given the College permission to do so; certain government officials in order to carryout lawful functions; organizations doing certain studies for the College; accrediting organizations; persons who have obtained court orders or subpoenas; persons who need to know in cases of health and safety emergencies; state and local authorities to whom disclosure is required by state laws adopted before 1974. 4. Certain information may be routinely released by the College to those who inquire. If the student requests in writing to the Registrar before September 1 that this information not be released, it will remain confidential. Forms are available in the Registrar’s Office. If a request is not filed, Peace College assumes that neither eligible students nor parents object to release of the directory information. Directory information includes: student’s name, address, telephone number/email address, date and place of birth, participation in officially recognized activities and sports, major field of study, enrollment status and level, weight and height of athletic team members, dates of attendance, degrees and awards, and most recent previous educational agency or institution attended by the student. 5. Students do not have access to records where a conflict exists regarding privacy rights of others. Examples of such records include financial information submitted in support of financial aid application and confidential letters and statements of recommendation placed in their records in cases where students have signed a waiver of their right of access. Waivers normally are related to confidential recommendations concerning admission to college, job placement, etc. 6. If you wish to review your education records or have questions about FERPA, contact the appropriate office as listed below: File File maintained by: Academic Records Registrar Admission File Director of Admissions Enrolled students Registrar Non-enrolled students Director of Admissions Financial Aid Files Director of Financial Aid Financial File Vice President of Finance Medical Records Director of Student Health Center Student Development/Conduct Files Dean of Students The Office of Student Development maintains student conduct records for currently enrolled students. 81 federAL regULAtionS
CAmpUS SeCUrity ACt of 1990 The Clery Act (Campus Security Act of 1990) dictates that students have a right to know about public crime committed on college campuses. In right to know about public crime committed on college campuses. In accordance with this act, Peace College publishes and distributes an annual Campus Security Report by October 1 of each year. The intent of the act is to inform prospective students and prospective employees about campus crime and to provide timely notice to the campus community about crimes that are considered to pose a threat to safety. The Campus Security office is required to maintain a public log of all reported crimes and submit their crime statistics to the U.S. Department of Education. Peace College’s annual security report includes statistics for the previous three years concerning reported crimes that occurred on campus, in certain off-campus buildings owned or controlled by Peace College and on public property within, or immediately adjacent to the accessible from, the campus. The report also includes institutional policies concerning campus security, such as policies concerning alcohol and drug use, crime prevention, the reporting of crimes, sexual assault and other matters. You can obtain a copy of this report by contacting Chief of Campus Security.
enroLLment poLiCieS
AdminiStrAtive WitHdrAWAL There are situations when students may not be able to receive benefits from College provided educational and/or Wellness Services or may become a threat to themselves or to others in the community. For the safety and protection of all, a student may be administratively withdrawn if she is exhibiting behavior that could indicate a physical, mental, emotional, health, or psychological condition that poses a danger or threat of harm to the student, other persons or their property, or causes the student to interfere with the rights of other community members or with the exercise of the functions of the College or its personnel. The Dean of Students, Provost, or her designee has authority for implementing an administrative withdrawal and procedures for the withdrawal of the student. The readmission of a student who has been administratively withdrawn must be approved by the Dean of Students.
mediCAL WitHdrAWAL The mental and physical health of students can strongly affect their academic and social success as well as influence other members of the College community. The Student Counseling Center and Student Health Services are staffed by qualified medical and counseling professionals who provide short-term counseling and health services to students. For some students, pre-existing conditions or severe stress may create a situation where the student must be referred to community resources that can give long-term or in-patient care that the College is not equipped to provide. There are situations when students may not be able to receive benefits from College-provided educational and/or health care services or may become a threat to themselves or to others in the community. For the safety and pro- tection of all, a student may be administratively withdrawn if she is exhibiting behavior that could indicate a physical, mental, emotional, or psychological health condition that poses a significant danger or threat of harm to the student, other persons or their property, or causes the student to interfere with the rights of other community members or with the exercise of the functions of the College or its personnel. The Dean of Students or her designee has authority for implementing an administrative medical withdrawal and procedures for the withdrawal of the student. Medical withdrawals can also be initiated by the student; sufficient medical documentation must be presented to support the withdrawal, and such withdrawals cannot be initiated within the last two weeks of class for the semester. Further detail is available from the Dean of Students. Once a student has been medically withdrawn from Peace for any of these reasons, she must present clear evidence of the remediation of the difficulties before she is granted readmission to Peace College. This may include documentation which is satisfactory to the College from an appropriate physical or mental health professional about the treatment she has received. The readmission of a student who has been medically withdrawn must be approved by 82 the Dean of Students. CAmpUS ServiCeS bookStore Location: Belk Hall, 2nd floor- Textbooks, supplies, stationery, Peace College t-shirts, sweatshirts, college memorabilia, and miscellaneous items are for sale Monday through Friday from 9:00 a.m. to 5:00 p.m. in the bookstore. Items may be purchased with cash, check, or credit card but may not be charged to student accounts. The bookstore also sells postage stamps and will cash students’ personal checks up to $50. meAL pLAnS All residential students are required to be on a meal plan. Commuters may elect to purchase a block of meals or declining balance. • Green Plan – 19 meals per week plus Pacer Points declining balance • White Plan – 14 meals per week plus Pacer Points declining balance • Pacer Plan – 10 meals per week plus Pacer Points declining balance – available to juniors and seniors living in Bingham Residence Hall or students living in Joyner Service House • Block Plans – offered in blocks of 25 or 50 meals and include Pacer Points. Plans do not expire until the end of the academic year The Green Plan provides students with all 19 meals offered during the week - breakfast, lunch and dinner Monday through Friday, and brunch and dinner on Saturday and Sunday. Each time a student eats in the dining hall, one meal is subtracted from their weekly balance. On the White and Pacer Plan, students eat any combination of meals per week. Meal plans are not transferable, and students may not lend their IDs so that others can gain entrance to the dining hall. peACe perk Location: Library. Coffee, smoothies, and more! Use declining balance, cash, or one card for coffee drinks, cold drinks, snacks, and grab-and-go sandwiches and salads. fACiLitieS The Facilities Management Department is responsible for maintenance, housekeeping, and grounds services. Stu- dents are encouraged to report maintenance (or information technology/telecommunication) needs promptly so that Facilities/ITT can respond in a timely manner. Maintenance requests should be submitted electronically through SchoolDude. A link to SchoolDude can be found on our intranet at http://pride.peace.edu/. First-year students should register prior to submitting a maintenance request. The password for registration or submitting maintenance requests is: peace. reCyCLing Peace College highly encourages recycling. The campus community has a “single stream” recycling program in place. A single stream program allows for collection of paper, glass, aluminum, and plastic in one container. Blue recycling containers are located throughout campus. To learn more about our recycling program, contact Randy Bass, Facilities Supervisor, at [email protected]. informAtion teCHnoLogy And teLeCommUniCAtionS (itt) Location: Brown-McPherson Music Building The Information Technology and Telecommunications Office is responsible for the design, administration and management of Peace’s information technology resources. Services provided include Peace e-mail accounts, sto- rage space for personal web pages, storage space for personal files, and internet access from all residence halls. An ample number of workstations provide students with easy access to IBM-compatible computers in the computing
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labs in Finch Library and Flowe Building. In addition to word processing, spreadsheet, and graphics software, the other computing labs located across campus house a variety of instructional software in courses such as chemistry, mathematics, psychology and economics. All workstations provide network and Internet access. Lab assistants staff the center during afternoon and evening hours. Multiple desktop and laptop computing labs with Apple computers are available for program-specific usage in the Pressly Arts and Science Building and Flowe Building. For assistance with computer-related issues, submit help desk requests through SchoolDude.
e-mAiL ACCoUntS All enrolled students are assigned an e-mail account through the Information Technology and Telecommunica-tions Office. Students should activate their account and use it regularly to check for important information regard-ing the College, especially as e-mail is considered the primary means of communication at Peace. Computer Labs
There are two general student use labs located in the Flowe Building: Flowe Lab, 24 hours and must have access card to enter building; Poole Global Learning Center (Language Lab), not available for general use. This lab con- tains specialized software and equipment for class instruction. Hours of operation for this lab are determined by the instructors and will be posted regularly.
informAtion teCHnoLogieS This policy addresses the acceptable use of technology resources provided by Peace College. Peace expects employees and students to use computers, networks, network access, telephones and other information technologies in a responsible, considerate, ethical, and lawful manner. Compliance with policies that ensure the security and integrity of all College information systems is mandatory and critical to ensure continuing provision of technological resources to the entire College community. This policy applies to all Peace students, faculty, and staff and to all users of technology resources provided by the College.
poLiCy Peace College understands that information technology has become vital to our educational purpose. Thus, Peace College owns a variety of technological resources that are provided primarily to support its academic and admin- istrative functions, such as education, research, academic development, and public service by the college commu-nity. These technological resources enable users to locate and disseminate information, communicate and collaborate with others in a global setting, and build the necessary strategic technologies for the current and future needs of the College community.
Use of College technology resources shall be consistent with local, state and federal law and in accordance with all College policies, codes, regulations, and procedures. All users are responsible for using technology resources in an efficient, responsible, considerate, ethical, and lawful manner.
Disregard for the rights of authorship, including plagiarism, invasion of privacy, unauthorized access, and copy-right violations, may be grounds for sanctions against members of the College community. Access to technology resources is a privilege, not a right, and as such, can be withdrawn from those who use it irresponsibly. Users of College technology resources who are determined to have purposely violated any of the information technologies policies will be subject to disciplinary action up to and including suspension of access to technology resources, discharge, dismissal, suspension, expulsion and/or legal action.
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ACCeptAbLe USeS College information technologies resources may be used for such purposes as instruction, independent study and research, and the official work of the College. Any information distributed by a user of College technologies must accurately identify the creator, distributor, and recipient of that information.
UnACCeptAbLe USeS College technology resources may only be used for legal purposes and may not be used for any purpose that is illegal, immoral, unethical, dishonest, damaging to the reputation of the College, inconsistent with the mission of the College, or that may subject the College to liability. Unacceptable uses include but are not limited to the following: • Harassment • Libel or slander • Fraud or misrepresentation • Destruction of or damage to equipment, software or data belonging to the College or to others • Disruption or unauthorized monitoring of electronic communications and electronically stored information • Infringement of copyright or trademark laws or rights of others • Use of the College’s logo without prior approval of the Vice President for External Relations vioLAtion of CompUter SyStem SeCUrity • Unauthorized use of computer accounts, access codes (including passwords) or network identification numbers (including e-mail addresses) assigned to others • Unauthorized access to the College’s information systems, Internet or other networked computers • Use of computer communications facilities in ways that unnecessarily impede the computing activities of others, such as randomly initiating interactive electronic communications or e-mail exchanges, abuse of interactive network utilities, etc. • Use of computing facilities for commercial business purposes unrelated to the College • Academic dishonesty • Violation of software license agreements • Violation of network usage policies and regulations • Violation of privacy • Posting, sending or accessing pornographic, sexually explicit, or offensive material • Posting, sending or accessing material that is contrary to the mission of the College • Intentional distribution of computer viruses, Trojan horses, time bombs, worms or other rogue programming
ConfidentiALity Peace College personnel or designees generally will not access content of user files unless subject to the following types of exceptions: the user gives prior consent, the College needs to ensure the security or operating performance of its systems or networks, the College has a reasonable concern that a violation of College policy or applicable law has occurred, or the College is complying with a valid subpoena or search warrant issued by a court of competent jurisdiction. While general content review will not typically be undertaken, monitoring of electronic information may occur for these reasons and others as necessary. Because Peace College may need to access individual electronic information, users of College technologies do not have a reasonable expectation of privacy in that electronic information.
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mAiL Mail is delivered Monday through Friday to student mailboxes in Ross Residence Hall. Students must show ID to pick up packages through Office Services. Stamps can be purchased in the College bookstore.
reCyCLing Location: Recycling bins are located in common areas on every floor of the Residence Halls What can be recycled: Newspapers, white paper (including junk mail), colored paper, magazines and catalogs, #1 & #2 plastic bottle drinks, glass food and beverage cans, aluminum cans. What cannot be recycled: trash bags, wood/ yard waste, tires, batteries, liquids (please empty and clean out all plastic bottles) If you would like a personal recycling bin for your room, please visit the Center for Community Involvement (first floor Ross) to submit a request.
SWitCHboArd Location: Main lobby The college switchboard is operated from 8:00 a.m. to 10:00pm Sunday-Saturday. Peace College student workers operate the switchboard at night and on weekends. Switchboard receptionists direct phone calls, greet visitors, register guests, and serve as a central point of information on campus.
StUdent deveLopment
Mission statement: The mission of the Division of Student Development at Peace College is to foster a community committed to the holistic development of each student in a women-centered environment that advocates diversity and develops leadership potential.
deAn of StUdentS The Dean of Students is responsible for the Division of Student Development. The division provides services and programs that focus on students’ individual needs within the educational environment. These services help students adjust to college life; use academic resources; plan their career paths; learn to appreciate cultural and individual differences; maintain mental and physical health; and integrate personal, social, and spiritual values. The Office of the Dean of Students coordinates policy formation and program and budget development for all areas of Student Development. The Dean of Students represents the division on several bodies and administrative committees within the College; works with student leaders and the general student body in an advisory capacity; assists students who have appeals and grievances; provides oversight for the student conduct process; and serves as the advisor to the Student Government Association. Student Development includes intercollegiate athletics, residence life, student conduct, the Student Counseling Center, the Student Health Center, the chaplain, spiritual life, student activities, orientation, leadership development, community service, and security.
AtHLetiCS Peace is a member of the National Collegiate Athletic Association Division III and of the USA South Athletic Conference. As a member of NCAA Division III, Peace does not offer athletic scholarships; instead, NCAA Division III athletics promotes a spirit of participation and a love for sports as the primary motivators for intercollegiate competition. Peace fields intercollegiate teams in basketball, volleyball, tennis, softball, cross country, and soccer.
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Student athletes must be in good standing with the institution, be full-time students, and abide by the rules of the NCAA. As representatives of Peace College, student athletes will conduct themselves with integrity and good sportsmanship. Their behavior will reflect the high standards of honor and dignity that characterize participation in collegiate competitive sports. The primary importance of the intercollegiate athletic program is the welfare of the student athletes. The Athletic Department maintains the same standards required of all college departments, with the same commitment to the education and personal development of student athletes. CommUnity invoLvement The mission of the service office is to build a strong community of humanitarians at Peace College, through service and civic engagement to reach the local and global community to develop sustainable change in the lives of both students and others. Located on 1st Floor Ross, the service office serves as an outlet for volunteer service opportunities on and off campus. The areas of service coordinated through the office include service-learning courses that connect service to the curriculum; on-going programs that occur weekly or monthly throughout the academic year; events such as Service Break trips and other one-time opportunities open to everyone on campus; and a clearinghouse for service opportunities in the community.
LeAderSHip The leadership office coordinates the co-curricular leadership initiatives on campus. Students are presented with the opportunity to participate in ongoing leadership opportunities through leadership programming, retreats and conferences. This office is also responsible for assisting with students interested in creating new student organizations. orientAtion New student orientation programs are provided during the summer, as well as prior to the start of classes, for students entering in August. All first-year students are required to participate in Pacer Camp, a two-day program offered twice in the summer. During their session students will be introduced to Peace, and then attend an overnight camp to learn more about Peace and get to know their fellow classmates. Transfer Transitions is a one-day orientation program offered twice in the summer for all incoming transfer students. Fall Orientation (Pathways) occurs immediately prior to the beginning of the fall semester and gives all new students more opportunity to become acquainted with Peace College. All orientation programs are coordinated through the Office of Student Development by the Director of Student Engagement, and information and dates for this program are mailed in the spring semester, after a student has submitted her enrollment deposit. An abbreviated program is provided for any new students entering in January. The January orientation program is coordinated through the Office of Student Development. New student orientation is a comprehensive and diverse program to acclimate students and family members to the Peace community. Programs and activities are planned to help students transition successfully to college life and to have opportunities to meet fellow classmates, student leaders, and college officials. Orientation is also an opportunity for students to learn about the services and resources available to them on campus. reSidenCe Life The residence hall environment encourages students to create community through relationships with others. Resident Assistants (RAs) are an integral part of the community and live on each floor. An RA is an undergraduate student assigned to a residence hall floor who works to facilitate the community environment. RAs serve as peer helpers, educators, resources, and role models for their floors. Please see the full Residence Life section for more information.
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SeCUrity Peace College Campus Security works to provide a safe and welcoming environment to enhance the well-being of students, faculty, staff and visitors, and protect all College property. The Office of Campus Security strives to achieve this mission by means of a community-friendly approach that enhances safety through the visibility of security personnel, preventive patrols, 24-hour accessibility, positive conflict resolution, and crime prevention and awareness programs. The Office of Campus Security collaborates with local law enforcement and community organizations in fulfilling its mission. Campus Security officers are on duty 24 hours a day, seven days a week, and can be contacted at anytime by calling (919) 833-2277. Emergency phones designated with blue lights are located at various points on campus for urgent situations. Campus Security offers the following services: • Crime Prevention/Education • Patrols and Escort Services • Parking Permit Issuance; Parking Control/Enforcement • ID Card Issuance • Criminal Investigations • Emergency Response Coordination Peace College Campus Security may utilize various resources during the course of an ongoing investigation. These resources may include, but are not limited to, the following: various forms of technology; anonymous hotlines; CCTV or video cameras, both covert* and plain view; and access control devices (magstripe/proximity cards, bar code identification). Other non-technical resources may include, but are not limited to, local police department staff and off–duty police officers. *Used only in specific cases when warranted, in compliance with State and Federal guidelines
Crime prevention/Crime ALertS Crime Prevention Alerts are published primarily through emails when crimes occur on or near campus and potentially threaten the College community, as determined by the Director of Campus Security and the Dean of Students. Campus postings or alerts on the webpage may also be used.
SeCUrity Log Campus Security maintains a daily log, written in a form that can be easily understood, which records all relevant incidents reported to the Department. The log includes the nature, date, time, and general location of each crime and the disposition of the complaint, if known. Except where the release of such information is prohibited by law or such disclosure would jeopardize the confidentiality of the victim, all entries in the log are open to the Campus community within two business days of an initial report being made to the Department. When new information about a log entry becomes available to the Department, that information shall be recorded in the log within two business days after its receipt. If there is clear and convincing evidence that the release of some specific details would jeopardize an on-going criminal investigation or the safety of an individual, cause a suspect to flee or evade detection, or result in the destruction of evidence, that information may be withheld until the feared damage from the release of such information is no longer likely to occur.
LoSt & foUnd • Any items of value found on campus should be turned in to the Campus Security Office or switchboard. • Unclaimed items will be disposed of by the Business Office in accordance with North Carolina law. • Any person losing an item on campus should contact the Campus Security as soon as possible after discovering the item is lost. 88 StUdent deveLopment
SpiritUAL Life Location: 2nd Floor Main, Chaplain’s Office and Dinwiddie Chapel Peace College is committed to providing an environment where the development of the whole person can take place, including one’s spiritual development. The Chaplain’s Office, which directs all spiritual life campus activities, is committed to creating an atmosphere of welcome and acceptance where students can explore and deepen their own spiritual commitments while simultaneously experiencing the diversity of religious expression on our campus. Peace College was founded by the Presbyterian Church and continues to be affiliated with the Presbyterian Church (USA), a mainline reformed Christian denomination. Our chaplain is an ordained Presbyterian Minister of the Word and Sacrament and an active member in the Presbytery of New Hope. We also have a close, historic relationship with the First Presbyterian Church of Raleigh. While the college is rooted in its Presbyterian heritage, students from all religious and faith backgrounds attend Peace and all beliefs are respected. Since the inception of Peace College, chapel services have been central to the life of the campus community. While Peace College enthusiastically welcomes students from all religious traditions and belief systems, Peace College is historically affiliated with the Presbyterian Church (USA), a protestant denomination. First Presbyte-rian Church of Raleigh, a nearby local congregation, is a strong advocate of the college and its spiritual life. In honor of the college’s rich ecclesial affiliation, weekly services are held on campus in the Dinwiddie Chapel. While all students, staff and faculty are welcome and encouraged to attend chapel services, all first-year students and transfer students with less than 30 hours are required to complete two semesters of chapel attendance during their first year at Peace. Transfer students with more than 30 hours are required to complete one full semester of chapel during their first year at Peace. The chapel requirement is necessary for all graduates of Peace College. Specific attendance requirements and opportunities for make-ups are made available by the Chaplain. Chapel services continue to honor the college’s Presbyterian heritage and remain distinctly Christian. Alternative chapel experiences are offered to those of other faiths and are supervised by the William C. Bennett Chaplain. The Chaplain and offers spiritual nurture and pastoral care for all students. In addition to Chapel, other opportunities for spiritual enrichment are offered through the Chaplain’s office and the various groups the Chaplain advises.
StUdent engAgement Peace College is committed to the holistic development of each individual student. The Director of Student Engagement initiates programs, activities, and events to provide personal growth opportunities through student activities, class council, orientation, and special events, as well as through social, recreational and cultural opportunities.
WeLLneSS Center StUdent CoUnSeLing Center Location: Ross Hall, first floor, adjacent to the Health Center The Counseling Center offers professional counseling services to assist students as they cope with the challenges of college life and strive to develop healthy relationships and productive lives. The Counseling Center views counseling as a learning process in which students and counselors work as a team to help individuals manage emotions and stressors, adapt to change, increase self-confidence, and solve problems. Counseling services are free of charge and include individual short-term counseling, crisis intervention, consultation, resources and referrals, and outreach programming. Counselors will assist with referrals to off-campus professionals, the cost of off-campus counseling is the responsibility of the student. To make an appointment, please call one of the counselors (Director of the Counseling Center @ x2505 or Peace College Counselor @ x2504) and leave a confidential voicemail message. You may also stop by the Counseling Center in Ross Residence Hall; however, if the counselor’s door is closed, she is in session with another student. Please leave
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your name and phone number, and she will schedule an appointment with you as soon as possible. However, in the event that a student demonstrates she is potentially harmful to herself or to others, appropriate action will be taken. Please see section on Assistance to Students Exhibiting Life-Threatening Behavior section for more details. Counseling services are confidential in accordance with state and ethical guidelines.
diSAbiLity reSoUrCe Center Disability Resource Center, 110 Ross The mission of the Disability Resource Center (DRC) is to provide equal access to the academic and campus environments for students with disabilities. It is also our desire to enable students to understand and manage their disability in order to successfully achieve their individual goals. In this spirit, the DRC assists students with disabilities in accessing and using appropriate accommodations, and in making sound choices about course load, study skills, strategies and self-advocacy.
It is our responsibility to: • provide appropriate accommodations and support services to students with disabilities; • provide referrals to appropriate on and off-campus resources; • encourage and assist students with disabilities to develop greater independence by fostering self-advocacy awareness and skills, study skills, and strategies; • increase faculty and staff understanding of the needs for students with disabilities; and • provide assistance to faculty and staff in removing barriers which prevent students with disabilities from accessing the same educational environment as their non-disabled peers.
Students who have a disability may be eligible for accommodations appropriate to their disability according to the guidelines of the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. All accommodations are determined on a case by case basis by the Director of the Disability Resource Center and based upon the diagnostic information as reported in the documentation submitted by the student.
Examples of reasonable accommodations may include: • Reduced course load (9-10 credits for the first two semesters) • Priority registration • Extended time on tests (includes course, placement, and competency tests) • Taking tests in a separate, distraction-reduced environment (includes course, placement, and competency tests) • Alternate test formats such as use of a computer, tape recorder, or oral testing (includes course, placement, and competency tests) • Tape recording of lectures • Use of assistive technology • Alternate text formats (Braille, audio) • Sign-language interpreter • Accessible parking • Accessible campus housing Incoming students with a disability who are interested in having accommodations must contact the center director for specific documentation guidelines for the disclosure process. Returning students who are already registered with the
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Disability Resource Center must contact the DRC for an appointment at the beginning of the semester in order to create an academic accommodations plan for each semester. Under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, college students are fully responsible for requesting accommodations and following any procedures involved in the process. For all inquiries and additional information, please contact Michele Fountain, Director of the Disability Center at 508-2493 or [email protected].
StUdent HeALtH Center Our mission is to provide confidential holistic health care and First Aid to enhance the academic potential of our students. Health Services sees each student encounter as an ideal opportunity to educate about prevention and also use the opportunity to talk about risk reduction to help promote life-long healthy choices. Health Services is committed to providing quality and accessible services in a non-judgmental atmosphere that values diversity and respects individuality. Health Services, available to all Peace students, operates Monday through Friday from 8:30a.m. to 5:00p.m during the academic year. The office is staffed by Health Services Director and the Wellness Center Service coordinator. The college physician is on campus for appointments on Mondays and Wednesdays from 8:00a.m. to 9:30a.m. Services include: immunizations; allergy shots; fertility awareness education; treatment for acute minor illnesses and uncomplicated injuries; monitoring chronic medical conditions such as hypertension, diabetes, and asthma; nutrition advice; free STI testing with counseling and treatment; pregnancy tests, breast health education; referrals to off-campus specialists; smoking cessation assistance, alcohol and drug awareness information; complimentary healing arts resources; and guidance about maintaining a healthy immune system. The health clinic is designed to provide routine treatment of minor injuries and illnesses. A registered nurse, who directs the delivery of services, can dispense certain types of over-the-counter medications, give allergy shots, and make referrals and appointments for students with physicians in the area. The college physician is available in the clinic at designated hours every week to see students with health concerns. Students needing to see the college physician outside the on-campus clinic hours may schedule an individual appointment in his office. This is the student’s responsibility to take care of any medical fees/charges when she visits the college physician in his office. After hours, students may utilize local urgent care centers or hospital emergency rooms, if necessary. The college does not provide facilities to accommodate students who are confined and need around-the-clock nursing care. Any student who needs this type of extended care or who is having outpatient surgery needs to make arrangements for this care at home or off-campus. Fees for medications, lab services, immunizations, and supplies are payable to the Business Office at the time service is rendered. A $5 late fee is assessed for bills not paid within 15 days. Class excuses are not provided by Health Services. With a student’s written consent, the director can verify the date and times of the student’s visits. Medical information is confidential and is not available to anyone outside of Student Health Services staff without the consent of the student. All new students must have a complete physical examination with appropriate laboratory tests prior to reporting to school. Additionally, North Carolina state law requires that all new students present proof of completed required immunizations before enrolling. This documentation will be kept on file in Health Services in order for the student to receive health care services on campus. In the event that a student fails to submit proof of required immunizations within 30 days after the start of the semester, she will NOT be allowed to continue attending classes until she submits these records to the Health Services office. Every Peace student is required to have health insurance. Students who already have coverage must show proof of insurance and complete an online insurance waiver annually at the beginning of the semester in which the student enrolls prior to registration. Students who do not have health insurance will automatically be billed on their student account for a 12-month insurance policy by United Healthcare. Students are responsible for filing all claims. 91 StUdent deveLopment
StUdent ACCident And SiCkneSS inSUrAnCe Peace College strongly encourages all degree seeking-students to have health insurance coverage. Any questions concerning the policy should be directed to the Dean of Students.
mediCAL emergenCieS If a life-threatening medical emergency arises, the following should be notified: 911, Campus Security, and the HD on Duty or appropriate member of the Residence Life Staff. During office hours (8:00 a.m. – 5:00 p.m., Monday- Friday), students should also notify the Director of the Health Center. The Director of the Health Center or Residence Life staff member will notify the Dean of Students when appropriate to do so. In case of all other non-life threatening medical situations, resident students are required to contact their RA and RD immediately. A Residence Life staff member will assess the situation and facilitate any emergency medical care that might be needed.
StUdent orgAnizAtionS generAL gUideLineS Student organizations must be compatible with the stated and implied purposes of Peace College and may not be in violation of any federal, state, or institutional regulations. The leadership of the group and control of the activities of the organization must rest with the student membership. The student organization must have at least one full-time faculty or administrative staff member of Peace College who has indicated a willingness to serve as its advisor and agreed to attend its meetings and activities. Advisors should provide active on-going support. Student organizations must afford membership privileges, including voting and officer positions, to members on the basis of personal merit and not age, creed, nationality, race, religion, sex, sexual orientation, physical or mental disability. Organizations other than honor societies, organizations related to an academic discipline, and organizations related to student resident status; must be open to all students.
beHAvior of memberS • Student organizations will be held responsible for the behavior of their members when their actions evolve from or are in any way related to their association with or activities of the group. • Student organization members who act in concert to violate College, state, or federal regulations may be considered to have joint responsibility for such actions. • Student organizations that condone or encourage behavior that violates College, state, or federal regulations may be assigned joint responsibility for such actions. Student organizations are responsible for conduct that adversely affects Peace College. • Every student organization has the duty to take all reasonable steps necessary to prevent violations of College policies and state and federal laws as they relate to the organization’s activities. • The Office of Student Development will address violations of College regulations, policies, the Honor Code, or the Student Code of Conduct by student organizations.
92 StUdent deveLopment fUndrAiSing gUideLineS Recognized student clubs and organizations may conduct fund-raising events involving the sale of goods, services, subscriptions, and tickets with written permission of the Student Development Office, Director of Leadership and Service. Organizations planning solicitation or fund-raising activities must register their activity with the Director of Student Life prior to beginning the fundraising activity. All fundraising activities must follow the following guidelines: 1. The primary purpose of such fund-raising shall be to raise money for the benefit of the affiliated group, the Peace College community, or for the benefit of a charitable group sponsored by the affiliated group. 2. The sponsoring club or organization is responsible for compliance with all College rules, local ordinances and state laws governing solicitation. 3. Only recognized student clubs or organizations are allowed to fundraise. 4. More than one fundraiser, from within the same organization, may not occur simultaneously. 5. Any project which involves fundraising must have a clearly stated start and finish date. The finish date must occur within two weeks of the start date, unless special circumstances arise and permission is granted by the Director of Student Life, at the discretion of the Director. 6. No College-affiliated organization will enter into a contract with an individual agency or corporation except through established College procedures. 7. Peace College reserves the right to audit all proceeds from fund-raising events conducted on campus by recognized student organizations. 8. Any recognized student organization that violates these fundraising guidelines will be subject to student conduct action. The College recognizes that some of the most effective forms of fundraising may be more creative. Therefore, if a student organization has a unique fundraising idea which does not appear to be covered in the guidelines above, please contact the Office of Student Development, Director of Student Engagement, to determine whether the idea is suitable within College guidelines. fUnding reqUeStS Each year the Student Government Association receives the student activity free. This funding set aside for student clubs, organizations, and honor societies to request support for projects and programs. In order to receive funding, a club, organization, or honor society must submit a proposal to the SGA Finance Committee and follow the outlined procedures and protocol. For more information on this process, please contact the Director of Leadership and Service or a member of the Student Government Association. This process ensures that the student fee will always be available and protected for student use. memberSHip dUeS Student organizations are allowed, but not required, to collect dues from their members in addition or place of fundraising activities. If your organization decides to ask members to pay dues, you may want to meet with your advisor or the Director of Leadership and Service to discuss different procedures and methods of collecting dues. Remember to deposit all dues into your on-campus club account. If you do not already have an on-campus ac-count, contact the Director of Leadership and Service to request that one be established. You will be responsible for any lost or stolen dues. regiStering inACtive orgAnizAtionS If a club has been inactive for over 3 years, the organization will be treated as a new organization and will have to follow the process listed in the “Formation Process” section. If a club has been inactive for 3 years or less, the organization’s constitution will be reviewed by the Director of Leadership and Service and SGA Executive Council in accordance with the section below entitled “Three Year Constitution Review.” 93 StUdent deveLopment
StArting A neW orgAnizAtion Introduction: It is the intention of Peace College to encourage and empower interested persons to form and join organizations to promote their personal and common interests so long as they are consistent with the mission and purpose of the College. Student organizations are those formed for specific educational, professional, social, recreational, service, or other purposes, which derive membership and leadership from within the student body. Peace College reserves the right to review and approve all proposed student organizations seeking College recognition. Such measures are to ensure that proposed organizations are compatible with Peace College’s mission statement and in compliance with all federal, state, and College regulations. Students interested in forming a new club or organization must adhere to the following guidelines. If one or more steps are omitted, Peace College reserves the right to bar the group from organizing using the College’s name, facilities, or resources. The information provided in these guidelines is intended to support student success in planning and implementing student organizations.
Formation Process Steps: Meet with the Director of Leadership and Service in order to discuss your proposed student organization, the formation process and to obtain a Proposed Student Organization Form. After meeting with the Director of Leadership and Service receiving the Proposed Student Organization Form, you may begin provisional advertising via posters, emails, and table tents to generate interest in the proposed organization. Remember that you must follow all publicity guidelines outlined in the Posting Policy (found in the Student Handbook). Fill out the Proposed Student Organization Form and return to the Director of Leadership and Service. The Proposed Student Organization Form asks that you obtain the following information: - Name of Proposed Organization - Primary Contact Person (student) and Contact Information - Statement of Purpose - Name and signature of a full time faculty or staff member agreeing to serve as advisor - Signatures of 8 prospective members - Organization Constitution – to be written by the organizing group (sample format can be obtained from the Director of Leadership and Service)
Turn in the Proposed Student Organization Form to the Director of Leadership and Service. After your Proposed Student Organization Form and Constitution is reviewed by the Director of Leadership and Service and Student Government Association Executive Council, the primary contact person will be notified whether the organization has been approved.
If approved, the organization will have the full privileges of an official Peace organization, which includes: access to reserving space on campus, participation in the activities fair, fundraising abilities, opportunity to submit a funding proposal to SGA Executive Council, and access to all services related to publicity.
Formation does not indicate that Peace College endorses the views of the organization’s membership or any views expressed during meetings. The individuals involved are solely responsible for any views held or expressed. Peace College also reserves the right to review the activities of student organizations and to monitor compliance within College policies.
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Approval Process: After submitting the Proposed Student Organization Form, the approval process usually takes 2-4 weeks. During that time, the activities of the proposed organization will be limited to meetings and membership recruitment drives. No other activities, solicitation, or programming will be allowed until the organizations have received final approval from the Director of Leadership and Service and Student Government Association Executive Council.
Three Year Constitution Review: Every three years that an organization remains active, the SGA Executive Council will call for a review of the organization’s constitution. Constitutions will be reviewed to insure that they still uphold the mission of Peace College and are in accordance with changing times. Organizations will be notified by the Director of Leadership and Service when they will be under review.
Yearly Registration Process: Each fall all clubs and organizations must submit an Organization Registration Form to the Director of Student Life. This form indicates that the organization intends to be active for the current school year and provides con-tact information for the organization leaders (including advisor). If any changes were made to the constitution during the previous school year, a new constitution must be submitted at this time to the Director of Leadership and Service and the President of the Student Government to be re-approved by the Student Government Association. If at any time during the academic year, organization information (including names, phone numbers or email addresses of members, officers, or advisor) changes, the new or current President is responsible for submitting up-dated information to the Director of Leadership and Service.
StUdent invoLvement Peace College campus life is positive and engaging for all students. The Student Development staff encourages students to get involved in student organizations, athletics, and student leadership opportunities. Many students also choose to devote time to service activities in the local community.
AigA – American Institute of Graphic Arts, the professional association for design Students majoring in Graphic Design have the opportunity to network with other statewide design students and professionals in the field. They attend local events and networking options.
AntHropoLogy CLUb- The purpose of the Anthropology Club is to provide interested students an opportunity to explore the subjects outside the classroom, sponsoring events such as educational speakers, informational sessions, discussion groups, and a service project.
CAmpUS ACtivitieS boArd- This organization, a part of the Peace Student Government Association, is responsible for developing and imple-menting social, educational, and cultural activities that meet the needs of the student body.
CLASS CoUnCiL- Comprised of the class officers from each of the four classes, the Class Council works together, as sister classes, and as individual classes to provide activities and uphold campus traditions. Class Council also has a representa-tive on the SGA Executive Council.
CoLLege demoCrAtS- The purpose of College Democrats is to provide information and support for students interested in becoming more involved in politics.
CoLLege repUbLiCAnS- The Peace College Republicans aim to educate the entire campus as to the political process and provide students with an environment in which they can speak on issues that are important. 95 StUdent deveLopment
CommUter StUdent ASSoCiAtion- The mission of the Commuter Student Association is to represent the views and concerns and encourage in-volvement of commuter students in campus activities. The Commuter Association meets regularly and plans many activities designed especially for commuter students throughout the year. The Commuter Student Association also has a representative on the SGA Executive Council. Commuter students are a significant population at Peace College. The college recognizes that there is much di-versity in the interests and needs of its commuter students. Studies indicate that commuter students who are in-volved in campus life enjoy college more and tend to do better academically in comparison with those who limit their experiences to the classroom. Commuter students are encouraged to become involved in the Commuter Student Association to express their needs and concerns.
diverSity Committee- A committee of the SGA, this group is open to students, faculty, and staff interested in diversity issues on cam-pus. The chair of the committee sits on the SGA Executive Council.
edUCAtion CLUb- The purpose of the Education Club is to provide interested students an opportunity to further explore education by sponsoring events such as educational speakers, informational sessions, discussion groups, and a service project.
goSpeL CHoir- The Gospel Choir promotes spiritual awareness and appreciation for gospel music. The choir periodically performs for chapel services and other special campus events.
green teAm- The Green Team works to promote recycling and to advocate for an environmentally friendly campus.
HeLping HAndS- The Helping Hands operation strives to empower Peace students to take initiative, push comfort zones, extend a hand to people in need and grow from their experiences with community service.
HiStory CLUb- The purpose of the History Club is to provide interested students an opportunity to cultivate their interest in histo-ry and promote knowledge about the world through trips to places of historical significance, exhibitions, and at-tendance at lectures and presentations.
Home SWeet HomeS- Home Sweet Homes is a group devoted to involving the Peace College community in our local community by assisting with the building of homes. The group will strive to give families the joy, happiness and a home they can call their own.
mULtiCULtUrAL StUdent ASSoCiAtion- The mission of the Multicultural Student Association is to promote multicultural awareness and the appreciation of diversity. All students are welcome to participate.
peACe CoLLege pSyCHoLogy CLUb- The Psychology Club provides students information about the world of psychology. Members enjoy educational information, fun, and help with career and graduate school planning.
peACe SpiritUAL Life ASSoCiAtion- The mission of PSLA is to provide students with opportunities for religious community on campus. Students of all faiths and denominations may participate in PSLA. Hosting a number of campus wide events that help build community. PSLA also has a representative on the SGA Executive Council.
peACe StUdent government ASSoCiAtion-The mission of the Peace Student Government Association is to represent the views and voice concerns of the student body by acting as a liaison between administration and students. PSGA strives to create an environment that welcomes and appreciates diversity, promotes student involvement, and empowers women to be leaders and citizens not only to Peace College, but also to the community at large.
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peACe StUdent reCreAtion ASSoCiAtion- The Peace Student Recreation Association initiates and coordinates the intramural, recreational, and outdoor activities program, creating opportunities for competitive participation and non-competitive recreational activities throughout the year. PSRA also provides educational programs, clinics and workshops.
pHiLoSopHy CLUb-The members of the Philosophy Club discuss philosophical issues, watch and discuss movies with philosophical themes, and go on trips to nearby campuses in order to participate in philosophy discussions there. For example, in the past, they have discussed the existence of God, have watched and discussed the movie “The Matrix,” and have gone to Duke University to participate in a conference on abortion. Philosophy Club events are open to anyone including students with no prior experience with philosophy.
poLitiCAL CLUb- The Political Club was created to bring together students of all political views. The group strives to increase political involvement of college students.
reSidenCe HALL ASSoCiAtion- The mission of the Residence Hall Association is to celebrate the campus community by representing issues and concerns of resident students and providing opportunities for their active involvement.
SCienCe CLUb- Science Club, a chapter of the Collegiate Academy of the North Carolina Academy of Sciences (CANCAS), is open to all students with an interest in science. CANCAS activities include educational programs, community service projects, and field trips that promote scientific understanding.
SoCiety for HUmAn reSoUrCe mAnAgement- The Peace chapter of the Society for Human Resource Management (SHRM) provides students information about the world of human resources; opportunities to develop planning, organizing, and leadership skills; and the chance to build a network with area professionals and fellow students.
SpeCtrUm- Spectrum is dedicated to developing gay and straight student alliances on campus while promoting an appreciation of diversity. Members participate in several programs annually both on campus and in the Raleigh area.
StUdent AtHLete AdviSory Committee (SAAC)- SAAC is committed to representing the concerns of athletes at Peace College while striving to improve sportsmanship and unity by sponsoring various activities that will bring all sports together to support one another.
Step teAm- The Step Team strives to empower young women of Peace College and of the community to create awareness of social issues affecting their lives through powerful movement.
StUdent CondUCt boArd - The Student Conduct Board is charged with upholding the Honor System in the Peace community. The board educates new students about the importance of the Honor Code, the Student Code of Conduct, and their individual responsibility to the campus community. Under the supervision of the Assistant Dean, the Student Conduct Board adjudicates violations of the Honor Code and the Student Code of Conduct and emphasizes the importance of students taking responsibility for their behavior.
trAiLbLAzerS- The Trailblazers organization bridges the gap between “new” traditional and traditional students through recognize the barriers and obstacles many women experience when they decide to return to college.
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Women for WeLLneSS- Women for Wellness seeks to encourage and promote overall wellness in all aspects of life. This group will work collectively to design campus programming for the purpose of wellness through speakers, discussion panels and information sessions.
trAditionS And eventS Peace College has a series of events which occur annually and have been a part of campus life for many years. We encourage you to take part in experiencing these activities and events that are unique to Peace! Many events are sponsored by SGA, the Campus Activities Board, or Class Council.
ArtS And LeCtUre SerieS The Arts and Lecture Series allows Peace students to experience a diverse spectrum of cultural, educational, and artistic programs.
AWArdS ConvoCAtion Awards Day is held each spring to recognize students who have demonstrated outstanding accomplishments in academics and campus leadership. Faculty wear traditional academic regalia symbolizing the importance of the event.
CLASS dAy Class Day is a traditional student ceremony held each spring to install the newly elected Student Government officers for the next academic year and recognize graduating and outstanding students. Leadership and Service awards are also awarded to students, student organizations, and advisors.
ConvoCAtion Convocation is the official opening of the academic year. While all students are invited, all first- year students are required to attend. Faculty wears full traditional academic regalia.
CommenCement The culmination of the academic year is commencement. Activities are scheduled throughout the week of commencement to celebrate the achievements of our graduates. A traditional baccalaureate service will be held the night before commencement. The commencement ceremony is held on the College Green, accompanied by bag-pipes, and concludes with graduates circling the fountain to sing the Alma Mater. At commencement, bachelor’s degree graduates wear traditional academic regalia and green robes. In 2000, Peace began the tradition of embroi- dering the graduate’s name and class year on the sleeve of her graduation robe, and so the robes each year bear the names of graduates from previous years.
fALL CoCktAiL Fall Cocktail is the annual semi-formal dance sponsored by the Campus Activities Board. Fall Cocktail is traditionally held off-campus and marks the conclusion of Fall Fest.
fALL feSt Fall Fest is a week of fun activities to foster competition between the sister classes (First-Years & Juniors v. Sophomores & Seniors). Fall Fest is planned & sponsored by the Campus Activities Board and Class Council. Fall Cocktail is traditionally held at the conclusion of the week.
fAmiLy Weekend During Family Weekend, held in late October, family members are encouraged to visit campus and mingle with faculty and staff while enjoying their daughter’s company and an active schedule of events. Invitations will be sent prior to the event; advance registration is required.
Honor CHApeL Held during a chapel service early in fall semester, this is a time to focus on the importance of the
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Honor Code in our life together. First year students participate in a long-standing tradition by signing their names to indicate their commitment to the Honor Code.
LittLe SibS Weekend Held in the spring semester, Little Sibs Weekend introduces the siblings of Peace students to college life. Siblings of all ages and other local children are invited to campus to have fun and enjoy being on campus.
peAnUt Week Sponsored by Peace Spiritual Life Association, Peanut Week is a very popular student life tradition at Peace where students, faculty and staff participate in having a “secret peanut” for the week and exchanging gifts. At the conclusion of the week, participants find out who their “peanut” is! Peanut Week is scheduled in February, near Valentine’s Day.
red roSe bALL The Red Rose Ball is the annual spring formal sponsored by PSGA’s Campus Activities Board. The ball is usually held at an off-campus location and is a popular event for all students.
StUnt nigHt During Stunt Night, students coordinate a production that focuses on spoofing campus life and characters. Sister classes are judged on creativity, costuming, make-up, sets, staging, printed programs, use of existing facilities, number of student participating, and attempts at excellence in acting, singing, writing, etc. Stunt Night provides an opportunity for keen competition and class spirit while encouraging students to be creative, witty, and dramatically expressive. Stunt Night is held in the spring semester.
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ACAdemiC regULAtionS
100 regiStrAtion And grAding regiStrAtion Each student is expected to matriculate according to the schedule in the Catalog calendar.
SemeSter LoAd Class load will be determined by a student in consultation with her faculty advisor. An average load in a semester is 16 hours, with students on probation restricted to 12-14 hours. In order to be eligible to take more than 18 semester- hours, the student must have the approval of the Provost or the Registrar. An overload or underload should be undertaken only after careful review with the faculty advisor. Credit hours above 18 are billed at the part-time rate of $200 per credit. In order to be eligible to take more than 7 credit-hours per session in summer school at Peace, the student must have the approval of the Peace College Summer School Coordinator.
CLASSifiCAtion eArned SemeSter HoUrS First-year 0 - 29 Sophomore 30 - 59 Junior 60 - 89 Senior 90 +
grAding SyStem A semester-hour represents one class period a week in a subject continued through a term of approximately 16 weeks. Thus, for a class meeting three hours a week for 16 weeks, a credit of three semester-hours is awarded. A laboratory course meeting three hours a week for lecture and an additional two to three hours a week for laboratory for 16 weeks is awarded four semester-hours of credit.
The following are the college categories of grading with the number of quality points for each grade: A Excellent (4 quality points per semester-hour of credit) B Good (3 quality points per semester-hour of credit) C Average (2 quality points per semester-hour of credit) D Passing (1 quality point per semester-hour of credit) F Failing (no quality points) M Medical Withdrawal W Withdrawal I Incomplete P/F Pass/Fail AU Audit UA Unsatisfactory Audit
• When incomplete work is finished, a student may receive any grade from “A” to “F.” The grade of “I” automatically becomes “F” if the “I” is not removed by the end of the sixth week of the following semester. • The Pass/Fail option is not available for academic courses required for graduation. • The grade of “F” is included in computing the GPA. • Grades of “W” and “M” are not included in computing the GPA.
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grAde AppeAL portal. Grades cannot be reported by phone. At mid- If a student believes that the grade received in a course semester, a student doing less than satisfactory work in a was assigned in error or arrived at unfairly, or if the course will receive a mid-term deficiency report from her assigned course grade is not supported by the policies and instructor via email. procedures distributed in the course syllabus, she may file In accordance with the 1974 Family Educational an appeal to have her grade reviewed. The letter of appeal Rights and Privacy Act, which regulates the access to and and supporting evidence must be received in the Office release of academic records, Peace College will release of the Provost no later than 30 days after the end of the transcripts only upon the written request of the student. exami nation period for the semester in question. The A processing fee of $10 is charged for each transcript. An Provost will review the appeal and respond in writing. If official transcript will not be issued for a student who has additional review is needed, the Provost will consult the an outstanding financial obligation to the college. Academic Appeals Board. deAn’S LiStS Credit by exAminAtion The Dean’s List shall include all students (1) who are Within the first ten days of any semester, a student may full-time students, (2) who maintain at least a 3.30 GPA initiate a challenge to receive credit for an appropriate during the preceding semester, and (3) who have passing Catalog course (as determined by the Registrar) by grades in all subjects, and (4) who are in good academic examina tion. The student should complete a form in standing. Students earning a GPA of 3.70-3.99 will the Office of the Registrar and pay to the Finance and receive the designation of Dean’s List with Distinction. Administration Office a testing fee of $50. The Registrar Students achieving a GPA of 4.00 will receive the will for ward the request for examination to a faculty designation of Dean’s Scholar List. Part-time students member who is the instructor in charge of the course to enrolled in a degree program for 9 hours or more may be challenged. This challenge cannot be used for a course also be eligible for the Dean’s List, Dean’s List with in which a grade has been received. Distinction, and Dean’s Scholar List.
CoUrSe AUdit LAtin HonorS A student may audit any course at Peace with the Latin Honors will be conferred on gradua ting seniors permission of the instructor. No credit will be given, and whose cumulative grade point averages meet the the grade of “AU” or “UA” will appear on the transcript. following criteria: A student may change from a grade to audit by the last 3.90 Summa Cum Laude day of the semester to add a course. 3.75 Magna Cum Laude 3.60 Cum Laude pASS/fAiL option A student may choose to take elective credits on a pass/ fail basis. This option is not available for academic courses required for gradu ation. A student must indicate that she is electing this option by the last day to add a course.
exAminAtionS Final examinations are scheduled during the last week of the fall and spring semesters. Permission to reschedule an examination may be granted in extenuating circumstances. An exam change must be approved by the instructor prior to Reading Day. grAde reportS And trAnSCriptS Semester grade reports are available on the MyPeace
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SAtiSfACtory ACAdemiC progreSS To make satisfactory academic progress toward the baccalaureate degree, the student is expected to earn at least the cumulative GPA listed for the indicated number of semester hours attempted. A minimum GPA of 2.0 is required for graduation with all degrees.
SeMeSteR houRS atteMpted CuMulative gpa RequiReMeNtS 0 – 29 1.70 30 – 59 1.80 60 – 89 1.90 90 + 2.00 Individual majors/minors may have additional standards for admission to and/or advance ment within the discipline. Students are responsible for familiarizing themselves with the specific requirements of their programs and are encouraged to seek clarification from their academic advisor when necessary.
ACAdemiC probAtion Academic probation automatically will be assigned at the close of any semester in which the student fails to meet the minimum cumulative GPA established in the above section on satisfactory academic progress. Full-time students placed on probation must achieve the specified minimum cumulative GPA requirement after completing the next semester of enrollment or must show clear progress of at least a 2.00 GPA on 12 credit hours earned during the probationary term. Non full-time students placed on probation must achieve the specified minimum cumulative GPA requirement after completing the next semester of enrollment or must show clear progress of at least a 2.00 GPA on a minimum of two 3-credit hour classes during the probationary term. A student will be removed from probationary status if the stated cumulative GPA is achieved. If the indicated GPA is not met but a 2.00 GPA on 12 semester hours has been earned during the probationary semester, a student will be continued on probation for one additional semester. A student on academic probation is restricted to 12-14 semester hours of course work, unless a heavier load is approved by the faculty advisor and the Provost. The student has the option to retake courses (see the Course Repeat Policy section). She should consult her academic advisor frequently to monitor progress.
Students who are placed on academic probation receive the following assistance: • They are encouraged to report to their faculty advisor to review their course schedule and their study habits. • Students on probation are encouraged−and may be required−to register and earn a passing grade in ADV 099: Academic and Life Skills for Success. • Faculty advisors, the students themselves, and appropriate administrative personnel receive notification of the probation. • The Provost and the Registrar are available by appointment to assist students in planning a program to help them improve their academic records.
• They may be required to identify a mentor and sign a contract to ensure success.
ACAdemiC SUSpenSion And AppeALS A student on academic probation who fails to meet the conditions stated in the previous section on Academic Probation will be suspended academically from the college. An academically suspended student may appeal to the Office of Academic Affairs in writing upon receipt of notification. Any extenuating circumstances or other information to be considered should be included in the written appeal. If a student is appealing suspension at the end of a fall semester, the appeal must be submitted in time for consideration before the January registration for the spring term. If a suspended student does not appeal, or if an appeal is denied, a period of at least one semester must pass before the suspended student can be reinstated. To be reinstated, a student must successfully complete, at another institution or in a Peace summer session, a minimum of one 3-hour course that is equivalent to a course listed in the Peace College academic catalog and then apply for readmission to the Office of Admissions. Exceptions to this requirement must be approved by the Provost. The application will be reviewed to determine if there is reason to expect academic success upon reinstatement. 103 SAtiSfACtory ACAdemiC progreSS
Probationary status is not a necessary prior condition withdrawing from a course will receive the non-punitive for academic suspension. A new student who fails to earn grade of “W.” a GPA of 1.00 may be suspended at the end of her first No student will be allowed to withdraw from her semester. Also, a student may be suspended for lack of courses after the last day to drop a course as indicated on progress if evidence of eventual academic success is lacking, the academic calendar, unless it is an approved medical or if it becomes clear to College personnel that the student withdrawal. Any student who voluntarily or involuntarily has forfeited responsible academic citizenship by: leaves the college after the last day to drop a course of a. persistent failure to complete classroom the semester will receive a grade of “F” for each course in assign ments; or which she is enrolled. b. habitual class absence; or A student may change from credit to audit for a class c. disruption and disturbance of fellow students; during the first eight (8) weeks of the semester. d. cheating or plagiarism. CoUrSe repeAt poLiCy ACAdemiC diSmiSSAL A student may repeat a course in an attempt to earn a A student who is readmitted after a period of suspension higher grade. If a course is repeated, both the initial and and fails to meet the requirements to be removed from the repeat grades will appear on the student’s permanent probation is subject to dismissal and is ineligible to return. record. However, semester hours credit for the course will This policy applies to students who were suspended and be awarded only once. All attempted hours and quality successfully appealed for readmission. points will be included in the computation of the grade- point average. evALUAtion of pArt-time StUdentS As an exception to the above policy, students may Academic progress is evaluated for any term a student is repeat a maximum of three courses for which only the enrolled at least half-time. However, academic action is second grade is used in the calculation of GPA. Credit not taken for a part-time student until she has attempted will be awarded only once for each course, and the initial a total of 12 semester hours of credit. Academic status course grade will remain on the transcript. Students must will be reviewed at the end of a term for which a retake the course at Peace College. Courses in which student’s record indicates at least 12 cumulative hours of the student fails due to a violation of the Academic attempted coursework. Dishonesty Policy may not be used to fulfill the exception listed above. All grades will be used in the determination mediCAL WitHdrAWAL of academic honors. A medical withdrawal is not permitted within 14 days of the last day of class of the semester and must be approved CLASS AttendAnCe And CondUCt by the Dean of Students, in consultation with the Provost Peace College expects students to attend all classes and and the Registrar. It should be noted that a medi cal laboratories for which they are registered, believing that withdrawal is from all courses at the college and no credit regular class attendance and participation are essential to will be received for the semester. To be eligible for medical its educational program. withdrawal, a student must submit information related to The instructor in each course will announce the a condition that prevents her from engaging in successful attendance policy for that course in writing at the academic work. beginning of each semester. It will be the responsibility of the student to meet these standards. Attendance dropping, Adding, AUditing CoUrSeS and conduct-related problems will be brought to the Prior to the beginning of classes, a student may make attention of the Provost, who, in consultation with the necessary schedule changes on-line or in the Registrar’s instructor, will take disciplinary action that may result in Office. After the beginning of classes, in order to drop involuntary withdrawal from a course and a grade of “W” or add a course, a student must obtain approval from or “F.” her faculty advisor, the instructor of the class, and the Registrar. Any student withdrawing without following this AdminiStrAtive WitHdrAWAL procedure will receive an “F” in the course. The college reserves the right to admini stratively A student withdrawing from a course during the withdraw a student from enrollment at any time such first week of classes each semester will have that course action is considered to be in the best interest of the removed from her transcript. After the first week and student or the college. continuing until the last day to drop a class, a student 104 Credit trAnSferrAbLe to peACe
Credit trAnSferAbLe to peACe For credits earned through study-abroad programs, the Acceptable course credits that have been earned with a grade of transferability rules differ slightly. Acceptable course credits that “C” or better at other institutions are applicable toward a degree have been earned with a grade of “C” or better are applicable program, but are not used in the computation of the student’s toward a degree program, but the accompanying grades are not Peace College GPA except for students who choose to transfer used in the computation of the student’s Peace College GPA. up to eight (8) semester hours of credit back to Peace as the final coursework to complete a BA degree at Peace. extrA-inStitUtionAL LeArning In these cases, hours of credit and grades are transferred to the While Peace College does not award credit for life experiences, student’s record and the GPA is affected. The transfer of credit it does grant academic credit for learning deemed equivalent is always subject to the requirements for degrees and residency. to college-level study that is properly documented by passing Limitations on the amounts of credit that can be transferred to examinations sponsored by government agencies, professional a Peace College degree are specified in the section “Residency organizations, businesses, or the military. In all cases, the student Requirements for Degrees.” is responsible for providing appropriate official documentation of Students wishing to take courses at other institutions after her extra-institutional learning. The Registrar, in consultation with being accepted for matriculation at Peace College must secure the the disciplinary faculty will determine whether and how much written prior approval of each course from their faculty advisor, credit will be awarded for such learning. The American Council the disciplinary faculty, and the Registrar. Transfer credit is added on Education guidelines will be used as the reference in the to the student’s Peace College record at the request of the student. determination of credit, when appropriate. In some cases, depart- The college will transfer hours of credit for such courses in which a mental tests may be used for determining qualification for credit. grade of “C” or better was earned. A student may earn up to 15 hours of credit for extra-institutional learning.
AdvAnCed pLACement Credit Advanced placement credit is granted to students who have achieved a rating of three and above in the following areas or, by special approval, in other subjects not listed here but which relate to the Peace College curriculum and to the student’s current educational goals:
SCoRe CRedit SeMeSteR teSt houRS American History 3,4,5 HST 201, 202 6 Art (History) 3,4,5 ADE 170 3 Art (Studio) Dept Decision Biology 3,4,5 BIO 101 4 Chemistry 3,4,5 CHE 111 4 English Comp/Lit ENG 112 3 3,4,5 English Lang/Comp ENG 112 3 ENG 101,102 6
European History 3,4,5 HST 101,102 6 French Lang & Lit 3,4,5 FRE 211, 212 6 Math-Calculus AB 3,4,5 MAT 241 3 Math Calculus BC 3,4,5 MAT 241, 242 6 Music 3,4,5 MUS 180 3 Psychology 3,4,5 PSY 101 3 Spanish Lang & Lit 3,4,5 SPA 211, 212 6 105 Credit trAnSferrAbLe to peACe
internAtionAL bACCALAUreAte (ib) InternationalCLASSifiCAtion: Baccalaureate credit is granted to AdvAnCed students who have achieved pLACement a score of 5 or above in the areas listed below. Students may petition program coordinators for additional or alternative credit if warranted.
ib SubJeCt peaCe MiN CRedit equivaleNt SCoRe houRS Anthropology (Higher Level Exam) ANT 214 5 3
Biology (Higher Level Exam) BIO 101 5 4 Business & Management (Higher Level Exam) BUS 100 & 200 5 6 Business & Organization (Higher Level Exam) BUS 199 5 6 Chemistry (Higher Level Exam) CHE 111 & CHE 112 5 8 Classical Languages—Greek (Higher Level Exam) HUM 199 & 299 5 6 Classical Languages—Latin (Higher Level Exam) LAT 299 & 399 5 6 Computer Science (Higher Level Exam) CIS 199 5 3 Design & Technology (Higher Level Syllabus) ADE 199 5 6 Economics (Higher Level Exam) ECO 211 & 212 5 6 English (Higher Level Exam) ENG 199 5 3 Environmental Systems (Subsidiary Exam) BIO 199 5 4 Geography (Higher Level Exam) GEO 199 5 6 History (Higher Level Exam) HIS 101 5 3 History of Americas (Higher Level Exam) HIS 299 5 6 History of East/Southeast Asia & Oceania (Higher Level Exam) HIS 299 5 6 History of Europe (Higher Level Exam) HIS 101 & 102 5 6 History of South Asia & The Middle East (Higher Level Exam) HIS 299 5 6 Languages–French, German, Japanese & Spanish (Higher Level Exam) Foreign Language 211 5 3* Mathematics, Further (Subsidiary Exam) MAT 241 5 4 Mathematics (Higher Level Exam) MAT 241 5 4 Mathematical Methods (Subsidiary Exam) MAT 199 5 3 Music (Higher Level Exam) MUS 180 5 3 Philosophy (Higher Level Exam) PHL 201 5 3 Physics (Higher Level Exam) SCI 299 & 399 5 8 Physics (Subsidiary Level Exam) SCI 299 5 3 Psychology (Higher Level Exam) PSY 101 5 3 Theatre Arts (Higher Level Exam) THE 199 5 3 Visual Arts (Higher Level Exam) ADE 199 5 6
*Students will receive 3 credit hours for SPA 211 upon completion of a higher level course in Foreign Language recommended by the foreign language faculty. Foreign Language faculty will meet with students to make this recommendation. 106 Credit trAnSferrAbLe to peACe
CoLLege LeveL exAminAtion progrAm (CLep) College Level Examination Program credit is granted to students who have achieved the minimum score in the areas listed below. Students may petition program coordinators for additional or alternative credit if warranted.
aRea Clep SubJeCt teSt peaCe CRedit houRS awaRded Business Principles of Accounting BUS 221 50 3 Business Law BUS 270 50 3 Information Systems & Computer CIS 100 50 3 Applications Principles of Management BUS 200 50 3 Principles of Marketing BUS 215 50 3 Composition & Literature American Lit -- None Analyzing & Interpreting Literature -- None English Composition with Essay -- None English Lit -- None Composition -- None Humanities HUM 199 50 3 Foreign Language French, Level 1 FRE 101 50 3 French, Level FRE 102 62 3 German, Level 1 GER 199 50 3 German, Level 2 GER 199 63 3 Spanish, Level 1 SPA 101 50 3 Spanish, Level 2 SPA 102 63 3 History & Social Sciences American Government PSC 201 50 3
Educational Psychology PSY 199 50 3 History of US I: Early Colonization to 1877 HIS 201 50 3 History of US II: 1865-present HIS 202 50 3 Human Growth & Development CHD/PSY 315 50 3 Macroeconomics ECO 212 50 3 Microeconomics ECO 211 50 3 Intro to Psychology PSY 101 50 3 Social Sciences & History HIS 199 50 3 Intro to Sociology SOC 101 50 3 Western Civ: Ancient Near East to 1648 HIS 101 50 3 Western Civ: 1648 to present HIS 102 50 3 Science & Math Biology -- None Chemistry -- None College Algebra MAT 111 50 3 College Pre-calculus MAT 112 50 3 College Mathematics -- None 107 Natural Sciences SCI 199 50 3 107 SUmmer SeSSionS At peACe CoLLege
SUmmer SeSSionS At peACe Summer sessions at Peace College offer a variety of undergraduate courses for continuing and entering students and are available as well to students from other colleges and universities. Registration is also open for adult women living in the area who meet qualifications for enrollment. Peace College Academic Catalog policies are applicable during the summer sessions. Limited on-campus housing is available during the summer sessions. Students who are interested in living on campus should contact the Housing Office (919-508-2014) for further information.
AdmiSSion to SUmmer SeSSionS new first-year Students Prospective new first-year students should apply through the Office of Admissions, 15 E. Peace Street, Raleigh, NC 27604-1194 (1-800-PEACE-47). First-year students who have been accepted for the fall semester and who wish to change their entry date to the summer session should contact the Office of Academic Affairs (919-508- 2047) to set up an advising appoint ment. Additional information may be obtained by contacting the Office of Admissions, 15 E. Peace Street, Raleigh, NC 27604-1194 (919-508-2306) or going to the web site (www.peace.edu).
new transfer Students Students seeking transfer admission into a degree program should obtain an application from the Office of Admissions, 15 E. Peace Street, Raleigh, NC 27604-1194 (1-800-PEACE-47)
Continuing peace College degree Students Any regular Peace degree candidate in good academic standing may attend the summer sessions. The registration procedures should be followed.
Students from other Colleges and Universities Students from other colleges and universities desiring to enroll in summer courses at Peace College should consult with their home institution regarding the transferability of courses taken at Peace. There is no application process for these students. To obtain a list of courses and a registration form, contact the Office of the Registrar, 15 E. Peace Street, Raleigh, NC 27604-1194 or the web site (www.peace.edu) .
Adult Women – Community – raleigh Area Women over the age of 23 who have earned a high school diploma and who wish to enroll in a course during the summer as a non-degree student should contact the Office of the Registrar, 15 E. Peace Street.; Raleigh, NC 27604-1194 or the web site (www.peace.edu) for information and a registration form.
regiStrAtion for SUmmer SeSSionS Peace College offers three summer sessions. The first two are four weeks in length and the third is three weeks in length. For specific dates of each session, see below, consult the web site www.peace.edu)( , or call the Office of the Registrar (919-508-2012). A schedule of courses available during each session is also available on-line or in the Office of the Registrar. Schedules are posted around the first week of January. Students registering for summer session courses at Peace College must be in good academic standing. Peace students who do not meet the criteria for good academic standing or are on academic probation or suspension must receive special permission from the Provost to register for summer session courses. Students on probation will be limited to one course per summer school term. Failure to receive permission will lead to the student being administratively dropped from the course. In this case, no refund will be issued.
108 SUmmer SeSSionS At peACe CoLLege
The typical course load is six (6) credit hours for each summer session. Students desiring to take a higher load are encouraged to meet with the coordinator of summer school (919-508-2000) or the Provost (919-508-2396). Registration begins for all students as soon as the schedule is posted and continues through the first class meeting of the respective summer session. A student is strongly encouraged to meet with her respective advisor prior to signing up for summer courses. Summer Session registration forms are available in the Office of the Registrar or on-linewww.peace.edu) ( . In order to registrar for courses, students must pay a deposit ($50/course) or the full cost for the course prior to be fully enrolled in the course. Tuition deposits are fully refundable until May 1. After May 1, deposits will not be refunded.
tHe 2010 SUmmer SeSSionS CALendAr tHe 2011 SUmmer SeSSionS CALendAr SuMMeR SeSSioN i SuMMeR SeSSioN i Academic Calendar Academic Calendar May 17 Classes begin; Drop-Add period begins May 16 Classes begin; Drop-Add period begins May 17 Late Registration May 16 Late Registration May 17 Last day to add a course May 16 Last day to add a course May 17 Last day to drop a course without record May 16 Last day to drop a course without record May 17 Last day for a refund May 16 Last day for a refund May 28 Last day to drop a class with a “W” May 28 Last day to drop a class with a “W” May 31 Memorial Day Holiday May 30 Memorial Day Holiday June 11 Exam day—End of Session I June 10 Exam day—End of Session I
SuMMeR SeSSioN ii SuMMeR SeSSioN ii Academic Calendar Academic Calendar June 14 Classes begin; Drop-Add period begins June 13 Classes begin; Drop-Add period begins June 14 Late Registration June 13 Late Registration June 14 Last day to add a course June 13 Last day to add a course June 14 Last day to drop a course without record June 13 Last day to drop a course without record June 14 Last day for a refund June 13 Last day for a refund June 25 Last day to drop a class with a “W” June 24 Last day to drop a class with a “W” July 4 Independence Day Holiday July 4 Independence Day Holiday July 9 Exam day—End of Session II July 8 Exam day—End of Session II
SuMMeR SeSSioN iii SuMMeR SeSSioN iii Academic Calendar Academic Calendar July 12 Classes begin; Drop-Add period begins July 11 Classes begin; Drop-Add period begins July 12 Late Registration July 11 Late Registration July 12 Last day to add a course July 11 Last day to add a course July 12 Last day to drop a course without record July 11 Last day to drop a course without record July 12 Last day for a refund July 11 Last day for a refund July 16 Last day to drop a class with a “W” July 15 Last day to drop a class with a “W” July 23 Exam day—End of Session III July 22 Exam day—End of Session III
109 peACe CoLLege
bACCALAUreAte degree
110 bACCALAUreAte degree
Peace College grants the following degrees: • The Bachelor of Arts (BA) • The Bachelor of Science (BS)
The baccalaureate degrees at Peace College are designed to prepare women for graduate study, lifelong learning, and meaningful lives and careers. In order to accomplish these purposes, young women must gain essential knowledge and skills fundamental to a liberal arts education. It is expected that students completing a Bachelor of Arts or Bachelor of Science degree will be able to achieve a level of competency appropriate to a college student in the following areas: • speaking • reading • writing • understanding quantitative processes • using technology • understanding ethical values • demonstrating broad knowledge of the humanities and sciences • demonstrating specific knowledge and/or skills appropriate to the major field(s) of study
The Bachelor of Science (B.S.) degree is designed to offer students an academic background that may better prepare them for certian careers. In order to earn a B.S. degree, the student must complete at least 3 additonal hours of mathematics at the 200-level or above, at least 3 hours in quantative studies or science, and any major- specific requirements. degree reqUirementS The college reserves the right to make any necessary changes in the calendar, regulations, student charges or courses of instruction announced in this catalog. It is the responsibility of the student to see that all the degree requirements are met for graduation from Peace and/or transfer to other institutions.
The baccalaureate degree is granted upon successful completion of the appro priate curriculum presented below and upon satisfaction of the following ancillary require ments for all degrees: • a cumulative GPA of at least 2.00 on all academic credit and a minimum of 125 earned semester hours; • a GPA of at least 2.00 on coursework designated as being in the “major,” “concentra tion,” or “minor” for the baccalaureate program of study chosen; when calculating the GPA, all courses with a disciplinary designation (i.e., all English courses for English majors) and any other courses that are required for that major will be counted. All course grades made in these courses will be calculated in the major, concentration, or minor GPA. • successful completion of the liberal education requirements • successful completion of the require ment for student enrichment as deter mined by the Dean of Students, including satisfactorily completing two semesters of chapel attendance (one semester for students who transfer to Peace with more than 30 hours); • satisfactory participation in the college’s Assessment Program; and • satisfaction of financial obligations to the college.
A student will follow the graduation requirements listed in the Catalog of the year in which she enters, unless hse notifies the Registrar in writing that she wishes to qualify under a subsequent Catalog. Course substitutions or waivers within a student’s major may be made with departmental and Registrar approval. All technical questions related to requirements for graduation and transfer of credit to Peace College should be referred to the Registrar, who certifies compliance with such requirements. The faculty advisor or the Registrar may be of considerable assistance in scheduling course work for graduation on an optimal timetable. It is the responsibility of the student to see to it that all the degree requirements are met for graduation from Peace and/or transfer to other institutions. 111 degree reqUirementS
The following categories apply to the baccalaureate programs: • Major refers to 30 or more hours of coursework in a discipline, having content with both distribution and focus as established by the faculty in that discipline. • Concentration refers to 15-29 hours of course work established by the disciplinary faculty, providing a focus for students majoring in that discipline. • Specialization refers to 15-23 hours of coursework established by the disci plinary faculty, providing a more limited or secondary focus for students majoring in that discipline. • Minor refers to 18-24 hours of course work within a discipline, established by the faculty in that discipline and taken by students not majoring in that discipline. • For Liberal Studies majors, concentration and specialization course work is established by the Liberal Studies Program Coordinator in conjunction with the appropriate disciplinary faculty. • Individual programs may limit the number of courses that can be double-counted toward the major/minor/ concentration/specialization. When two curricula overlap in terms of content and only one has a declared limitation, the limitation prevails and students are barred from double-counting the credit hours for either program.
CompLetion of degree reSidenCy reqUirementS for degree-dAy progrAm • A student must complete a minimum of 125 semester hours for the baccalaureate degree. • At least 32 semester hours must be earned at Peace, including at least 24 of the last 32 hours, for the baccalau reate degree. After matriculation at Peace College, a maximum of 12 semester hours for the baccalaureate degree program may be transferred from other institutions. • A minimum of one-half of the course work credit in the major and minor must be taken at Peace College. • At least 30 hours of the course work applied to the baccalaureate degree must be 300-level or above. • No more than 6 semester hours toward the baccalaureate degree can consist of independent study, internship, or cooperative education credit. • No more than 8 Physical Education activity credits can be counted toward graduation. • Peace students who wish to take courses elsewhere to transfer to Peace must secure the prior written approval of these courses from the disciplinary department and from the Registrar.
CompLeting degree reqUirementS At peACe A student must complete the baccalaureate degree within eight (8) years of initial enrollment or her transcript will be reviewed to determine whether courses should be retaken. Also, a student may not register for further course work following the semester in which 160 semester hours of credit have been earned. Any exception to the time and credit limitations requires special written permission from the Provost.
pArtiCipAtion in CommenCement CeremonieS Participants in baccalaureate degree graduation ceremonies must have completed all the requirements for the degree. No exceptions are granted to this college policy.
112 peACe pASSport And LiberAL edUCAtion goALS
Your college experience is a journey during which you will gain knowledge and skill, and grow as a person. We want you to see this journey as a passport to the other things you want to do in life and thus we have named our student learning program, Peace Passport. As we’re sure you already know, learning can take place in many settings and in many ways. That’s why Peace Passport includes everything from your liberal education and major coursework to international travel, to leadership opportunities, to clubs. The Peace College Catalog explains one critical part of your development on this journey: academic coursework. It’s important for you to understand what goals we have for your learning and thus, why we require some of the courses and experiences we do. Read below to understand more about our liberal education goals.
LiberAL edUCAtion goALS Peace Passport combines a program of courses with a sequence of learning experiences designed to provide you with an outstanding educational foundation. By grounding our require ments in liberal education, Peace Passport focuses on the importance of having a broad background in the arts, humanities, and sciences while also emphasizing skills needed for your professional and personal life.
HoW WiLL tHe goAL WHAt oUtComeS do peACe StUdentS goAL be ACCompLiSHed? report? kNowledge You will actively participate According to the 2007 National Survey of Student Develop and integrate knowledge in the in courses in each of the Engagement (NSSE), most seniors at Peace College claim natural and social sciences, mathematics and knowledge areas. You will study that they acquired a broad general education, and they humanities the way knowledge is advanced reported a higher success rate in that area than did seniors at and organized. other women’s colleges or other baccalaureate colleges.
SkillS You will learn techniques for The 2007 NSSE shows that a large majority of seniors at • Apply useful ways of asking questions, effective interpersonal and public Peace College find that they possessed the abilities to write gathering information and evaluating communication, analytical and speak clearly and effectively, to think critically, and to evidence in order to solve problems, thinking, and ethical problem- analyze quantitative problems. In fact, Peace College students understand the world and confront solving. You will use these skills indicated greater achievement in these critical skill areas ethical dilemmas in ways that help you become than did seniors at other women’s colleges or other a better citizen, employee, and baccalaureate colleges. Communicate clearly and eloquently • family member. enabling students to influence others and be effective in personal and professional relationships valueS You will perform oral and According to the National Association of Colleges and • Champion the contributions of women written reflection exercises on Employer’s (NACE) Job Outlook 2006 survey, honesty in society and aspire to be ethical leaders current moral topics, and you and integrity are some of the most desired qualities in a in individual and community life will participate in and discuss job candidate. And the 2007 NSSE establishes that most community service. seniors at Peace College report that their college experience Value creativity, both as a form of • significantly helps them develop a personal code of expression and as a problem solving tool values and ethics. • Reflect on experiences as they seek to become citizens of world leaRNiNg pRoCeSS goalS You’ll learn through paired The Greater Expectations National Panel Report states that • Understand, appreciate, and evaluate courses, interdisciplinary higher education must provide an understanding of the differences and diverse points of view seminars, cross-cultural global nature of major problems. Moreover, in the NACE learning, and senior capstone Job Outlook 2006 survey, employers rated the qualities of Develop a commitment to lifelong • experiences helping you to interpersonal skills and teamwork skills as two of the top five learning and its application become more reflective and qualities in a desirable job candidate. Peace College students engaged as a citizen. value these marketable skills. 113 LiberAL edUCAtion Core
LiberAL edUCAtion reqUirementS Our requirements involve a set of core experiences that will help you Getting a degree involves a great deal more than fulfilling the develop as a person and a student. Each experience provides requirements for a major. Being liber ally educated means having a a developmental step toward the ultimate goal of educating you to broad background in the arts, humanities, and sciences as well as be a lifelong learner who will engage in intellectual and personal having skills needed to be successful at work and in life. discovery as you seek to lead a life of leadership, purpose and service. As part of the requirements for graduation, stu dents will These experiences are designed to meet your educational needs as you work with their advisors to design and complete a set of learning progress through your four years, each building upon the other to experiences based on the goals and coursework described below. ensure maximum benefit to your learning. The academic part of Peace Passport will give you an outstanding A. First-year Experience: Adventures for Women (ADV100) educational foundation. Our requirements are structured so that and English Composition you will gain broad knowledge in arts, humanities, and science B. Sophomore and Junior Experiences: Cross-Cultural while also giving you the oral, written and teamwork skills to Experience and Interdisciplinary Seminar C. Capstone (Senior) Experiences: Interdisciplinary Ethics succeed in life and in your profession. Seminar, Capstone Course in the major, Pre-Professional Experience (Internship, Recital, or Student Research) LiberAL edUCAtion Core: bA And bS dAy progrAmS eSSentiAL SkiLLS houRS Writing SkiLLS: 1) ENG 112, 2) any approved, advanced writing composition (AWC) course, and 6 + grammar 3) grammar competency exam (Mastery-based testing) check off CompUter SkiLLS: Mastery-based testing Check off
orAL CommUniCAtion SkiLLS: COM 101 3 qUAntitAtive SkiLLS: MAT 241 or STA 201 3 foreign LAngUAge SkiLLS: One course at the student’s level of placement 3 pHySiCAL edUCAtion: Any PEH activity course 1 pre-profeSSionAL experienCe (in major)* 3 eSSentiAL knoWLedge houRS fine ArtS: ADE 160, 170, 180, DAN 201, MUS 180, 281, 282, or THE 103 3 LiterAtUre: ENG 211, 212, 214, 215, 216, 220, 221 or FRE or SPA** literature course 3 nAtUrAL SCienCe: ANT 216, BIO 101, or CHE 111 4 SoCiAL SCienCeS: One course from two different areas: 6 ANT 214, ANT 218, ECO 211, PSC 201, PSY 101, SOC 101, or SOC 201 reLigion: REL 200, 210, or 214 3 HiStory: HIS 101, 102, 201, or 202 3 pHySiCAL edUCAtion: PEH 100 2 AdventUreS: ADV 100 1 CroSS CULtUrAL reqUirement: A combination of learning experiences with cross-cultural experience Check off (CCE) designation (5 points)
interdiSCipLinAry SeminArS: PHL 400 & any additional course with an interdisciplinary seminar 6 (IDS) designation
*50 HoUrS + total houRS CHeCk offS
114 *Existing policies regarding the “double counting” of courses used to meet Liberal Education Requirements and major Requirements are noted in each Major’s description of Program Requirements. LiberAL edUCAtion Core
LiberAL edUCAtion Core-internSHipS *ADE: Students who double-major must complete an internship in Graphic Design unless their internship in the other discipline clearly includes design-related elements (e.g., research, criteria generation, valid graphic design or marketing projects with clients, implementation, etc.). Students must obtain approval from the Graphic Design internship coordinator prior to the completion of the other internship in order to receive an exemption from ADE 490.
ANT: Students who double-major must obtain approval from the Anthropology internship coordinator prior to the completion of the other internship in order to receive an exemption from ANT 490.
BUS: Students who double-major must complete an internship in Business, unless their internship in the other discipline clearly includes business-related elements (e.g., management, marketing, finance, accounting, entrepreneurship, business, etc.). Students must obtain approval from the Business program coordinator prior to the registration and completion of an internship for another major in order to receive an exemption from BUS 490. Such an exemption will fulfill the internship requirement and will count only for three credits toward one of the majors.
CHD: Students who double-major must complete an internship in Child Development unless their internship in the other discipline clearly includes elements related to children’s development or developmental studies (e.g., the examination, advocacy, and/or optimization of children and families). Students must obtain approval from the Child Development program coordinator prior to the completion of the other internship in order to receive an exemption from CHD 490.
HRE: Students who double-major must complete an intern ship in Human Resources unless their internship in the other discipline clearly includes industrial/organizational psychology-related elements (e.g., research, data collection, systems design, etc.) or relevant business-related elements (e.g., manage ment, payroll, insurance, pension, etc.). Students must obtain approval from the Human Resources coordina tor prior to the completion of the other internship in order to receive an exemption form HRE 490.
LEA: Students who double major in Leadership Studies are exempt from completing an internship as long as the intern ship for their other major incorporates at least one leader ship-related learning outcome. The program coordinator for Leadership Studies will assist you in developing an appropriate leadership learning outcome.
PSY: Students who double-major must complete an intern ship in Psychology unless their internship in the other discipline clearly includes psychology-related elements (e.g., research, data collection, consulting, counseling, etc.). Stu dents must obtain approval from the Psychology internship coordinator prior to the completion of the other internship in order to receive an exemption from PSY 490.
** SPA 214 or equivalent in Spanish for Spanish majors
115 peACe pASSport: expLAnAtion of reqUirementS
CroSS-CULtUrAL reqUirement Although we want to encourage you to parti cipate in international travel, the main emphasis is not just travel, but experiencing and understanding other cultures. Point values are determined based on level of cultural framing and level of exposure. You must accumulate a total of 5 points to fulfill this requirement. Points must be accumulated after you are enrolled as a student at Peace College. Transfer students should refer to the “Transfer Students” section for more information about this requirement.
poiNtS CaN be obtaiNed iN the FollowiNg wayS: A. internAtionAL trAveL • International study experience with a strong cultural focus led by faculty members or study abroad professionals will carry 1 point for each course credit plus 2 points for international travel. These experiences can be led by Peace College faculty, faculty at other approved colleges or universities, or through organizations such as BCA and Central College. At least half of this experience should bring you in direct contact with citizens of the country you are visiting. Experiences should include sampling native food, attending cultural events, visiting historic sites, seeing sporting events, interacting with native businesses and/or organizations, etc. See the Coordinator of International Studies for information about these academic programs. • International study experiences without a strong cultural focus led by faculty members or study abroad professionals will carry 1 point for each course credit plus 1 point for travel. Less than half of this experience brings you in direct contact with citizens of the country you are visiting: for example, a marine biology course in a foreign country, where the focus of the travel is studying the marine animals on the coral reef versus interacting with the native citizens and their way of life. See the Coordinator of International Studies for information about these academic programs. • International study experience led by other professionals. This category will include mission trips and will carry 2 points.
b. no internAtionAL trAveL • You can successfully complete courses with a strong cultural component. These courses will be listed in the Peace College catalog and will carry 1 point for each course credit. • You can successfully complete an approved internship with a strong cultural component. This option will carry 1 point for each point credit awarded for the internship. • You can ask the Liberal Education Committee to consider another proposal for earning points to fulfill this requirement. See the Ragland Professor of International Studes or the Coordinator of International Studies for more information.
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LiSting of CroSS-CULtUrAL experienCe CoUrSeS (CCe CoUrSeS) The following courses can be used to satisfy the cross-cultural requirement. You must accumulate a total of 5 points to fulfill this requirement.
CoUrSeS tHAt CArry tHree pointS Are: ANT 214 Cultural Anthropology ANT 295 Indai Past and Present ANT 315 Globalization, People and Culture ANT/SOC 368 American Ethnic Relations ANT 370 The Female of The Species: A Biocultural, Anthropological Perspective ANT/LAS 401 Contemporary Maya Culture CHD 342 Spanish for Public Health CHD 345 Cross Cultural Development DAN 201 Dance Appreciation ENG 220 World Literature before 1700 ENG 221 World Literature after 1700 HIS 399 The World Since 1945 PSC 302 Comparative Political Systems SPA 302 Hispanic Culture and Civilization I SPA 305 Hispanic Voices in the US SPA 306 Civilization and Culture II
CoUrSeS tHAt CArry one point Are: ANT/LAS/SPA 260 Introduction to Mexican Culture and Civilization CHD 361 Perspectives on English as a Second Language CHD 364 Latino Mentoring PEH 225 Social Dance PEH 226 African Dance ENG/COM 108 Full Frame Documentary Festival iNteRdiSCipliNaRy SeMiNaR RequiReMeNt All students are required to take an Interdisciplinary Seminar at the 300-level or above. An Interdisciplinary Seminar (IDS) will focus on the examination of a topic from multiple disciplinary points of view. Students will synthesize ideas from different fields and evaluate diverse positions while gaining insights not possible in any one discipline alone. Courses satisfying the IDS requirement will not only be interdisciplinary, but will also necessitate that students apply advanced critical thinking skills. These seminars should be taken in the junior or senior year. In each semester, the courses offered as Interdisciplinary Seminars will be listed in the schedule with the course designation IDS. Any course carrying the IDS designation at the 300-level or above will satisfy the IDS Seminar Requirement. While some Interdisciplinary Seminars will be offered regularly, others will be special courses designed for one-time offering.
regULArLy offered CoUrSeS Approved to SAtiSfy tHe idS reqUirement inCLUde: ANT 368 American Ethnic Relations ANT 370 The Female of the Species ENG 374 The Image of Women ENG 395 Women on Stage PSY/PEH/IDS362 Women in Their Bodies SPA 305 Hispanic Voices in the U.S. 117 peACe pASSport: expLAnAtion of reqUirementS
CompUter SkiLLS reqUirement As a graduate of Peace College equipped to meet challenges and succeed in the world, you will need to know how to use computers and related technology. To satisfy the Computer Skills Requirement, you will be required to demonstrate computer competency by passing a computer competency examination. You should be aware that computer competency may be a prerequisite for other courses you are required to take, so it is recom mended that you satisfy this requirement during your first academic year. Students who fail one or more parts of the competency exam will be given an opportunity to pass those parts after having taken appropriate CIS courses or workshops.
grAmmAr CompetenCy exAm All incoming students (first-year and transfer) are required to pass a grammar competency exam. This multiple choice exam will test basic grammar skills including (but not limited to): subject-verb agreement, run-on sentence and fragment identi fication, common usage errors, and comma and apostrophe use. A passing grade on the grammar exam is a prerequisite for enrollment in an upper-level, advanced composition course (e.g., ENG 312).
AdvAnCed Writing reqUirement In order to further develop research skills and the incorporation of research into formal essay writing, students are required to pass an advanced writing course. Pre-requisites for the course include ENG 112 and a passing grade on the grammar competency exam. qUALifying CoUrSeS inCLUde: ANT 430 Observational Methods in Primatology BUS 345 Personal Selling COM 335 Writing for the Media II COM 370 Persuasion ENG/COM 309 Article and Essay Writing ENG/COM 341 Professional Writing ENG 312 Advanced Composition PSY 300 Research Methods
CUrriCULUm offeringS And progrAm reqUirementS In addition to the Liberal Education Requirements that must be met by all Bachelor of Arts and Bachelor of Science students, a baccalaureate major program must be completed in the minimum of 125 credit hours necessary for graduation. In addition, all students must also have a minimum of 30 hours of 300 and 400 level courses. Requirements for academic majors follow.
Note: Minors in areas not listed may be arranged by the student, her faculty advisor, the division chair in the area of study, and the Registrar. Courses for unlisted minors may include those offered by CRC institutions, if approved by the above offices.
118 trAnSferS And ArtiCULAtion Agreement (CAA) tRaNSFeRS to peaCe College All transfers to Peace College need to meet all degree requirements including a possible chapel requirement. See the Baccalaureate Degree section or consult your academic advisor for details. i. nortH CAroLinA CommUnity CoLLege CompreHenSive ArtiCULAtion Agreement (CAA) Peace College agrees that students who earn an Associate in Arts (AA) or Associate in Science degree (AS) from a member college of the North Carolina Community College System under the terms and conditions of the Comprehensive Articu lation Agreement since its inception and who further met Peace’s admissions standards are eligible to apply and may expect the following, if admitted:
1. A student who has completed the General Education Transfer Core (44 credits) shall be considered to have fulfilled the lower-division, institution-wide liberal education require ments of Peace College and will receive 44 transfer credits. The student must have an overall GPA of 2.0 and a grade of “C” or better on all transfer courses.
generAL edUCAtion trAnSfer Core (44 SemeSter HoUrS Credit) english Composition (6 credits) Humanities/fine Arts (9-12 credits) • Four courses (AA) or three courses (AS) are completed from at least three areas: music, art, drama, dance, French, German, Italian, Russian, Spanish, interdisciplinary studies, humanities, literature, philosophy, and religion. • One course must be a literature course.
Social/behavioral Sciences (9-12 credits) • Four courses (AA) or three courses (AS) are completed from at least three areas: anthropology, economics, geography, history, political science, psychology, and sociology. • One course must be a history course.
natural Sciences/mathematics (14-20 credits) • Natural Sciences (8 credits) - Two courses with labs are completed from among the biological and physical sciences. • Mathematics (6 credits) – One introductory course is completed from college algebra, trigonometry, or calculus; another course be selected from a qualitative subject, such as computer science or statistics.
2. A student who has successfully completed the Associate in Arts (AA) or Associate in Science (AS) degree with an overall grade point average (GPA) of 2.0 and an earned grade of C or better on all courses shall receive 64 semester hours of credit and junior status upon admission to Peace.
119 trAnSferS And ArtiCULAtion Agreement (CAA)
CompreHenSive ArtiCULAtion Agreement And peACe CoLLege reqUirementS
1. The Comprehensive Articulation Agree ment (CAA) with Peace College applies only to students who have completed the community college Associate of Arts (AA) or Associate of Science (AS) degrees. It does not apply to students who have com pleted another type of associate degree (for example, in engineering).
2. General Education Requirements: CAA transfer students who have completed the General Education Core (44 credits) have met the Liberal Education Requirements at Peace College, except as noted below: • Foreign Language and PEH are not covered by the Comprehensive Articu lation Agreement. Students must meet the Peace College foreign language and physical educa tion requirements (PEH 100 and one PEH activity course). • Grammar Competency Require ment: CAA transfer students must complete the grammar competency requirement, since this is a prerequisite for an upper-level English class. • Computer Competency Exam: CAA transfer students are exempt from the computer competency exam. • Mathematics Requirement: The re quirement may be met without STA 201 or MAT 241.
ii. ALL otHer trAnSferS (non-CAA)
Students who have attended a member college of the North Carolina Community System without completing general education core, those who have attended a community college in another state, and transfers from all four-year institutions are eligible to apply and can expect the following guidelines to apply.
1. Students may receive transfer credit for Peace College’s liberal education require ments as outlined in the transfer equivalency list.
2. Grammar Competency Requirement: Transfer students must complete the grammar competency requirement, since this is a prerequisite for an upper-level English class.
3. Computer Competency Exam: Transfer students with more than 30 transfer credits are exempt from the computer competency exam. Additionally, a CIS transfer course equivalent to CIS 097 or higher will fulfill the requirement.
4. Cross-cultural Requirement: A transfer student with 29 or less credits must complete 5 points after matriculation. With 30-59 credits, she must earn 4 points after matriculation. With 60-89 credits, she must earn 3 points, and with 90 or more transfer credits, she must earn 2 points after matriculation.
5. Interdisciplinary Seminar: The require ment may be met with a transfer course, if the course is upper-level and interdiscip linary.
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AdULt degree progrAm Peace College offers evening programs designed exclusively for adult students. It is an intensive, accelerated evening program for students who have an Associate’s degree or little to no college credit. Although Peace College’s traditional program of study is exclusive to women, the Degree Completion program is open to both women and men. Students will find themselves coming back to complete their degree for various reasons, maybe an opportunity to advance their career, change careers, personal satisfaction on finishing before their children or grandchildren attend college.
The two majors currently offered in the Adult Degree Program are Human Services and Business/Leadership, both of which can lead to a variety of career opportunities. Peace also offers classes to help you obtain the Liberal Education requirements needed to enter these programs.
• Classes meet one night a week, on the same day each week, for four hours from 6-10 p.m. • In either major program of study, you will be part of a cohort of 10-20 students who will begin together and remain together throughout the program. • Liberal Education courses are offered based on degree requirements and transfer of credits, as needed. • Degree Completion can be obtained in as few as three semesters (19 months) pending transfer of credit and life experience. • Students receive individualized academic advising throughout the program. • Tailor-made for working adults: Seamless admissions process with same day transfer evaluation, application for admissions, financial aid application, and block registration. • Campus resources available such as tutoring, library and computer/internet usage. • Up to 12 semester hours of work experiences may be accepted. • Textbooks are available before the first night of each class. The cost of the book plus sales tax will be charged to your Peace College Student Account. • Federal and State grants and loans are available pending completion of a Free Financial Aid Form (FAFSA) and approval.
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adMiSSioNS aNd FiNaNCial iNFoRMatioN
AppLying for AdULt degree CompLetion progrAmS Applicants are reviewed individually, and decisions are based on the following credentials and requirements: • Applicants must interview with the Dean of Enrollment • Application for admissions ($25 application fee) • Official high school transcripts or equivalent. A high school transcript is not required if: • • The applicant has completed at least 24 semester hours of transferable college credit from a regionally accredited institution • Official college transcripts to the office of admissions • Peace College will also accept CLEP/DANTES, Military transcripts, and DD 214. • For admissions to the Business/Leadership or Human Service Program, students must have at least 35 semester hours of transferable credit from a regionally accredited institution. • Applicants with no college credit may obtain the Liberal Education requirements needed to transfer into the BUS or HUS program • Applicants must be 24 years or older or classified as an independent student • Applicant must be employed or provide at least three years of work experience • Applicant seeking work experience credit at Peace College must provide the Dean of Enrollment a portfolio under the guidelines provided by the Dean (Peace College will only award up to 12 semester hours of credit) • Pay $100 non-refundable confirmation deposit to reserve your seat in the cohort. • Must attend the first night of class • Additional consideration of students’ acceptance may be determined at the discretion of the Dean of Enrollment. Eligibility requirements may be waived at the discretion of the Dean of Enrollment.
reAdmiSSionS for AdULt degree CompLetion progrAm • Submit an updated application for admissions (no fee required) to the Office of Admissions • Meet the requirements of the current catalog and curriculum at the time of readmissions • Remove any grade of “I” in the time limit required • Tuition and fees will be adjusted on the date of enrollment
bUSineSS/LeAderSHip HUmAn ServiCeS LiberAL edUCAtion
AppLiCAtion fee $25 $25 $25 tUition: $300 per semester hour $300 per semester hour $300 per semester hour pArking: (one time) $100 $100 $100 StUdent id: (one time) $20 $20 $20 grAdUAtion fee: $100 $100 ConfirmAtion depoSit $100 $100 $100
Books, supplies, and spending money are not included in the above charges and may vary by semester. 122 AdULt degree CompLetion pAyment optionS • Pay in full prior to the first night of class • Financial aid completed prior to first night of class • Employer reimbursement: The course must be paid in full prior to the first night of classes refUndS of exCeSS finAnCiAL Aid Refunds due to financial aid in excess of charges (tuition, books and fees) will be issued as credit hours are completed and earned. Financial Aid is earned by completing classes with a passing grade. The first prorated refund will be processed once six semester hours of college credit are earned with passing grades. finAnCiAL Aid reperCUSSionS For information on the financial repercussions of withdrawing, please contact the Office of Financial Aid. Students with financial aid must meet the College’s satisfactory academic progress standards throughout their coursework to continue to receive financial aid.
ACAdemiC regULAtionS The academic regulations that apply to the traditional degree program also apply to the adult degree completion program except as noted below:
AttendAnCe poLiCy Class attendance is necessary for your success and completion. The first day of each class is required. In the event of any absence please notify your instructor immediately to make up the work. Missing two consecutive nights will result in an administrative withdrawal, and may result in a grade of an “F”. Applicable course charges and fees will still apply.
CoUrSe drop Due to the nature of the program, if you must drop a class, a drop form must be completed, signed, and turned in before the fourth night of class to the Dean of Enrollment; a grade of “W” will be recorded on your transcript. Please note that dropping a class may affect your financial aid. Please be advised to see the Office of Financial Aid prior to dropping the course.
reSidenCy reqUirementS • A student must complete a minimum of 125 semester hours for the baccalaureate degree. • At least 45 hours must be earned at Peace for the baccalaureate degree. After matriculation at Peace, a maximum of 36 semester hours for the baccalaureate degree may be transferred from other institutions. • At least 30 hours of the course work applied to the baccalaureate degree must be 300-level or above. • No more than 6 semester hours toward the baccalaureate degree can consist of independent study, internship, or cooperative education credit. • No more than 8 Physical Education activity credits can be counted toward graduation. • Peace students who wish to take courses elsewhere to transfer to Peace must secure the prior written approval from the disciplinary department and the Registrar.
Work experienCe A student may complete an application process to receive up to 15 credit hours for previous work experience. These credits hours may apply to either liberal education requirements or to elective credits, but may not apply to required courses for the major. Students must complete the “Student Work Experience Request and Application” found in the appendix.
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bACCALAUreAte degree Peace offers a Bachelor of Arts degree for adult learners. The same learning goals and graduation requirements apply to adult degree-seeking students as to traditional students except as noted below. See the Liberal Education Requirements section of this Catalog for a complete summary of those requirements.
degree reqUirementS HoUrS
Liberal Education Requirements 45 Semester Hours Major 45 Semester Hours
Electives/Work Experience 35 Semester Hours
total houRS 125 HoUrS
LiberAL edUCAtion reqUirementS 45 HoUrS
ENG 112 3 Advanced Writing Course 3 STA 201 3 COM 101 3 Fine Arts: (ADE 160, 170, 180, DAN 201, MUS 180, 281, 282, or THE 103) 3 Literature: (ENG 211, 212, 214, 215, 216, 220, 221 or FRE or ***SPA literature course 3 Natural Science: (ANT 216, *BIO 101, or CHE 111) (1 hour lab required) 4 Social Science (One course from two different areas: ANT 214, ANT 218,**ECO 211, PSC 201, 6 *PSY 101, SOC 101, or SOC 201) Religion: (REL 200, 210, or 214) 3 History:(HIS 101, 102, 201, or 202) 3
PEH 100 2
Diversity or Foreign Language 3
Interdisciplinary 3
PHL 400 3
Writing competency Checkoff Computer competency Checkoff *Human Services degree requirement **Business/Leadership degree requirement ***SPA 214 or equivalent in Spanish
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mAJor in bUSineSS And \CoUrSe deSCriptionS bAL 201: entrepreneUrSHip & mAnAgement LeAderSHip (bAL) This course examines the nature of entrepreneurship and the entrepreneurial process. In a start-up context, The major in Business and Leadership is designed for the course explores a variety of issues surrounding new working adults who wish to improve their chances of venture creation, including developing a business plan, career advancement or increase their knowledge and determining resource needs and acquiring resources, skill base to allow for greater productivity. The program assessing the market, building infrastructure, and is defined by five themes: advertising the new venture. The course also explores foCUS: Business Leadership for the Working ways to facilitate and sustain entrepreneurship in larger, Adults established organizations. qUALity: Curriculum Aligned to National Standards for Business Education bAL213: mAnAgeriAL eConomiCS Managerial economics is a branch of economics that ACCreditAtion: Aligned to Pursue Specialized applies microeconomic analysis to business decisions Accreditation in the Future including an understanding of cost, pricing, market fACULty: Experienced and Educated – Research power, competition strategies and internal organization. Triangle Park The analysis and principles learned in this course CoLLAborAtion: Relationship to Our will serve as building blocks for the understanding of Traditional Degree Programs other business subjects such as accounting, marketing, corporate finance and human resource management. bUSineSS And LeAderSHip CoUrSeWork 45 HoUrS bAL 270: bUSineSS LAW BAL 201 Entrepreneurship & Management 3 This course addresses the legal and ethical issues confronting the business manager. This course BAL213 Managerial Economics 3 addresses the legal system, legal processes, and several BAL270 Business Law 3 areas of substantive commercial law relevant to BAL335 Management Information Systems 3 management decisions. In addition, it discusses the BAL/HRM355 Strategic Human Resources Management developing recognition of legal and ethical issues, 3 and their managerial implications. The concepts studied in this course include product liability, the BAL360 Managerial Accounting 3 administrative legal process of regulation, antitrust, BAL390 Production Operations Management 3 and the contract as the fundamental legal instrument BAL415 Corporate Finance 3 of global commercial relations. BAL425 Marketing Management 3 bAL335: mAnAgement informAtion SyStemS BAL430 Global Business Environment 3 An overview of management information systems is BAL480 Business Policy 3 presented, including IS managerial concepts and hands- BAL/LEA101 Foundations of Leadership 3 on exposure to technology. Concepts include alignment BAL/LEA 301 Group Process and Dynamics of information systems strategy with organizational 3 strategy, MIS components and organizational structures, issues in the design and implementation of BAL/LEA 312 Leadership in Organizations 3 systems, and understanding the role of information BAL/LEA318 Leading Change 3 systems in organizations.
125 AdULt degree CompLetion
bAL/Hrm355: StrAtegiC HUmAn reSoUrCeS bAL 425: mArketing mAnAgement mAnAgement An introduction to the managerial techniques used in Strategic Human Resource Management focuses on the planning and conducting marketing programs in the role of human resource management (HRM) in shaping for-profit and for-benefit segments of the economy. employee and organizational behavior. This course will This courses covers concepts, methods, and applications teach the student to link HRM with strategic goals and of decision modeling to address marketing issues such objectives in order to improve business performance as market segmentation and positioning, new product and develop organizational culture. In an organization, development, and advertising response and budgeting. strategic HRM means accepting and involving the HR Uses advanced techniques to model marketing decision function as a strategic partner in the formulation and problems facing marketing managers to ensure implementation of the company’s strategies through optimum outcomes for the firm and its managers. HR activities such as recruiting, selecting, training and rewarding personnel. Students will understand bAL 430: gLobAL bUSineSS environment the main functional areas of human resources, the Discuss how and why countries differ. Review the integration with business strategy and how to lead economics and politics of international trade and the effort to link the two areas in order to maximize investment. Understand the functions and forms of the business performance. global monetary system. Examine the strategies and structures of international businesses. Assess the special bAL 360: mAnAgeriAL ACCoUnting roles of an international business’ various functions. The application of cost analysis to manage ment problems. While financial accounting focuses on the external bAL 480: bUSineSS poLiCy interpretation of financial reports, this course emphasizes A company attains a competitive position when the internal reporting to assist managers. Planning and configuration of its product mix and service activities control techniques, basis cost analysis, capital budgeting, generates superior value for customers. The challenge of activity-based management, using both quantitative and formulating effective competitive strategy is to balance behavioral applications are covered. the opportunities and risks associated with dynamic and uncertain changes in industry attractiveness and bAL 390: prodUCtion And operAtionS competitive position. This course helps students develop mAnAgement skills for formulating strategy. An introduction to production and opera tions management that covers manufacturing, services, bAL/LeA101: foUndAtionS of LeAderSHip and experiences. The course addresses the strategies This course is designed to provide an introduction into available in the operations function, the identification the many issues, concepts, and theories involved in the of operations problems, and their solutions. The topics study of leadership. The course will explore traditional covered in this course include product design and and contemporary leadership theories and models, with planning issues, capacity and location planning, facility a major emphasis on understanding oneself as a leader. layout, intermediation, technology, and strategic plan- ning for the operations function. bAL/LeA 301: groUp proCeSS And dynAmiCS As a process of working with others to accomplish bAL 415: CorporAte finAnCe shared goals, leadership must be studied in the context This course serves as an introduction to business of groups and teams. The purpose of this course is to finance, financial management and investments. provide students with the knowledge and skills necessary Students in this course will analyze corporate financial to lead and work effectively in groups and teams. This policy, including capital structure, cost of capital, course will explore theory, practice, and research in dividend policy, and related issues The primary group process, including group dynamics, group roles, objective is to provide a framework, concepts, and tools teamwork, diversity, decision-making, conflict resolution, for analyzing financial decisions based on fundamental motivation, and visioning and goal setting. principles of modern financial theory. The approach is 126 rigorous and analytical. AdULt degree CompLetion bAL/LeA 312: LeAderSHip in orgAnizAtionS HUmAn ServiCeS CoUrSeWork The concept of organization is often con nected with 45 HoUrS large-scale bureaucracies where creativity is stifled, foUndAtionS (24 HoUrS) where there is a lack of concern for the individual HUS 200 Introduction to Human Services needs of employees, and where only individuals in the HUS 300 Perspectives & Issues in Childhood & highest positions have voice. Although many organiza- Adolescence tions still meet this image, there has been a major HUS 301 Perspectives & Issues in Adulthood & Aging shift in today’s business environment, resulting in HUS 310 Family Development organizations becoming more open networks of people HUS 320 Local, State, & Federal Government who collaborate to work toward shared goals. The HUS 330 Family & Youth Services main purpose of this course is to prepare students for HUS 340 Family, Community, & Advocacy facilitating effective leader ship so that the organization HUS 350 Ethics is well-positioned for the demands of a diverse, complex, and changing society. SkiLLS (18 HoUrS) HUS 400 Statistics & Research in Human Services HUS 410 Theories & Techniques of Counseling bAL/LeA318: LeAding CHAnge HUS 420 Crisis Intervention & Prevention Leading Change focuses on the leader’s crucial role in HUS 430 Group Dynamics effectively leading change initiatives in the workplace HUS 440 Spanish for Human Service Professionals in an organization. The course examines the importance HUS 450 Assessment of Groups & Individuals of change, how change agents can work with others to effect meaningful change in organizations, and CApStone experienCe (3 HoUrS) why change will become increasingly significant to HUS 490 Human Services Design & Evaluation organizations in the future. This course provides students with an opportunity to think about change, CoUrSe deSCriptionS to reflect on stories of individuals who have changed their organizations, and to put learning into practice in HUS 200- introdUCtion to HUmAn ServiCeS current organizational settings. Pre-requisite: Completion of Liberal Education Requirements; 3 credit hours mAJor in HUmAn This course offers a comprehensive survey of the ServiCeS (HUS) diverse, dynamic field of Human Services. Students will examine the significant historical developments The Human Services Degree Completion Program at related to the area and the various populations who Peace College prepares students to work in a variety rely on human services. Additionally, the course will of professional settings through an interdisciplinary cover theories of social welfare and poverty, as well as curriculum that provides the knowledge, skills, and controversial issues and ethics pertinent in the field. experience necessary to work with a variety of clients in Finally, students will explore career opportunities in the social service settings. Graduates of the program might field of Human Services. choose careers in social service settings focused on mental health, family services, corrections, gerontology, HUS 300- perSpeCtiveS & iSSUeS in child care, youth programs or group homes. CHiLdHood & AdoLeSCenCe Pre-requisite: HUS
200; 3 credit hours Even if a student has completed social science and This course introduces students to the biological, mathematics courses elsewhere, all HUS majors are sociological and psychological aspects of child and required to complete Statistics 201 and Psychology 101 adolescent development, and presents current issues as preparation for HUS coursework. and perspectives in childhood and adolescence that pertain to human services. The course will cover current controversies and best practices regarding working with children and adolescents in the field of human services. 127 AdULt degree CompLetion
HUS 301- perSpeCtiveS & iSSUeS in HUS 340- fAmiLy, CommUnity, & AdvoCACy AdULtHood & Aging Pre-requisite: HUS 300; 3 credit Pre-requisite: HUS 330: Family & Youth Services; 3 credit hours hours This course introduces students to the biological, This course will examine the nature and extent of sociological and psychological aspects of adulthood poverty’s effects on families and communities within and aging. In the course students will learn about the United States. The types of questions to be issues and perspectives concerned with early, middle, addressed include the following: What is poverty? and later adulthood. In addition, students will learn What are the effects of it on families and their about current controversies and best practices regarding communities? Why is poverty so persistent? Why are working with adults in the field of human services. poverty rates for minorities so high? Is there a culture of poverty? What are the interrelationships among HUS 310- fAmiLy deveLopment Pre-requisite: HUS poverty, family structure, inner city neighborhoods, 301: Perspectives & Issues in Adulthood & Aging ; 3 credit hours labor market conditions and public policies? Is poverty This course examines the family in the United States passed on from generation to generation? To answer from an interdisciplinary perspective. Students will these questions, the course will focus on social science explore various topics ranging from traditional views theory and evidence about the causes, consequences and of the family to current issues facing families today. costs of poverty. Additional topics will include those examining the purpose of the family, governmental impacts on family, HUS 350- etHiCS Pre-requisite: HUS 340: Family, and the impact of changing familial roles. Throughout Community, and Advocacy; 3 credit hours the course, students will be reminded that the family is This course introduces students to complex ethical an institution rooted in a particular historical and social questions surrounding work in human services. context, and shaped by race and class. Students will learn how to identify and evaluate ethical dilemmas through examination of real and fictional case HUS 320- LoCAL, StAte, & federAL studies. government Pre-requisite: HUS 310; 3 credit hours This course introduces students to the legal system, HUS 400- StAtiStiCS & reSeArCH in HUmAn particularly as it relates to human services. The course ServiCeS Pre-requisite: HUS 350: Ethics; 3 credit hours focuses on the interface between the legal system and This course introduces students to the processes of social problems at the local, state, and federal levels of designing, implementing, and disseminating research government. pertaining to human services. In this course students will examine methods used to conduct research in HUS 330- fAmiLy & yoUtH ServiCeS Pre-requisite: settings relating to human services. The course will HUS 320: Local, State, & Federal Government ; 3 credit hours provide students with basic theoretical and practical This course provides students with an overview of understanding about ethical issues related to working the scope and practices of services for children and with diverse and special populations, including working their families. The course also will explore ethnic and with children and individuals with special physical, cultural issues related to the practices of family and psychological, or economic needs. In addition students child welfare services. To do this, special emphasis will will gain knowledge about how to evaluate their own be placed on agencies and programs directed toward and other’s research projects and findings. “at risk” children or children who are in situations and circumstances that endanger their future academic, personal, and/or social success. Characteristics of at-risk youth will be discussed, as will referral and collaborative working procedures, intervention strategies, and prevention agencies.
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HUS 410- tHeorieS & teCHniqUeS of HUS 450- ASSeSSment of groUpS & individUALS CoUnSeLing Pre-requisite: HUS 400: Statistics & Research Pre-requisite: HUS 440: Spanish for Human Service in Human Services; 3 credit hours Professionals; 3 credit hours This course is designed to provide you with knowledge This course provides a broad overview of theoretical about counseling and helping skills. We will emphasize concepts and research related to assessment and traditional counseling and psychotherapy theory and intervention. We will focus on the differential skills while exploring a variety of perspectives including applications of theories and skills utilized in various Psychoanalytic, Neo-analytic, Person-centered, approaches and treatments for children, adolescent, Humanistic and Affective, Behavioral, Cognitive, and and family populations. We will pay special attention Family Systems approaches to theory and therapy. to ethical concerns in the area and how these apply to Finally, we will emphasize use of these skills in both diverse populations. prevention and intervention strategies for dealing with psychological, emotional, relationship, and adjustment HUS 490- HUmAn ServiCeS deSign & problems. evALUAtion HUS 450: Assessment of Groups & Individuals; 3 credit hours HUS 420- CriSiS intervention & prevention This capstone course focuses on the analysis of human Pre-requisite: HUS 410: Techniques in Counseling; 3 credit hours service needs and the selection and development of This course provides an overview of the typical appropriate organizational programming. Students maturational and situational crises confronting the will be introduced to the principles of program design, human service worker. There will be special emphasis implementation, and evaluation. Students will learn to on assessment tools, intervention strategies, the referral design interventions and evaluate outcomes. Students process, and the available community resources and will also be introduced to the concepts of short-term and services for the client in crisis. long-term strategic planning.
HUS 430- groUp dynAmiCS Pre-requisite: HUS 420; ContACt informAtion 3 credit hours Dean of Enrollment/ Adult Education This course introduces students to the study of Matt Green,[email protected] interpersonal and group functioning, including group development and cohesion, leadership models and roles, Businesss/Leadership Program Coordinator, David decision-making, conflict resolution, trust, interpersonal Walker [email protected] attraction, communication, and self-disclosure within humans service settings. Human Services Program Coordinator, Dr. Nicole Childs, [email protected] HUS 440- SpAniSH for HUmAn ServiCe Director of Financial Aid, Angela Kirkley, profeSSionALS Pre-requisite: HUS 430: Group Dynamics; [email protected] 3 credit hours Adult Degree Program Assistant, JoAnn Sauls, This course offers a study of Spanish related to human [email protected] service professions. Students will gain familiarity with basic written and oral vocabulary for the assessment of Student Accounts, Gary Jones, [email protected] Spanish speaking clients in a variety of social service Student Development, Candice Johnston, settings. This course is designed to help English-speaking [email protected] human service professionals better serve the growing Registrar, Mary Van Matre, [email protected] population of Spanish-speaking patients who arrive in the U.S. with little or no English. The student will learn basic vocabulary, interact with Spanish-speaking others, and develop cultural insights and sensitivity. No previous experience with the Spanish language is necessary. 129 peACe CoLLege
CUrriCULUm offeringS And progrAm reqUirementS
130 AdventUreS Academic Services
fACULty AdventUreS CoUrSeS
Jerry Nuesell, Associate Dean for Advising and ADV 099: ACADEMIC AND LIFE Retention - B.A., New York University, M.S. Fordham SKILLS FOR SUCCESS University, Ph.D. City University of New York Class meets twice each week; Credit: 1 hour of institutional credit; Offered fall and spring semester; Dawn Dillon ’86 (1999) Director of the First Year Will not be counted as credit toward meeting Adventure, Instructor in Adventures – A.A., Peace graduation requirements. College; B.A., North Carolina State University; M.Ed., This course is designed for all students who want University of South Carolina at Columbia to improve their academic performance. Instruction in specific study skills is provided (e.g., time Barbara Efird (1996) Director of Career Services, management, note-taking strategies, textbook reading Instructor in Adventures – B.S., Canisius College; skills, test-taking preparation, procrastination, M.Ed., North Carolina State University; NCC, active listening, etc.). These skills are practiced and NCCC, LPC reinforced during a weekly individualized academic coaching sessions. The goal of this course is to Heather Yokeley ’02 (2002) Coordinator for Learning provide students with sound techniques and skills for Services, Instructor in Adventures – B.A., Peace tackling college-level work. Strongly recommended College; M.Ed. North Carolina State University for students on academic probation.
131 AdventUreS Academic Services
ADV 100: ADVENTURES FOR WOMEN ADV 193: PEER TUTOR TRAINING IN LEARNING One hour each week; Credit: 1 hour; Offered Class meets twice weekly for the first half of fall semester; spring semester. This course will train rising sophomores/ Credit: 1 hour; Required for all first-year students juniors to tutor other students in a subject area of their This Adventures course is designed specifi cally for first- choosing. Tutor trainees will master overall tutoring year students to welcome them to the college and to techniques, study skills, and strategies for their subject help them become stronger, more successful students area(s). Upon completion of the course and after 25 hours through intellectual and personal discovery. The course of tutoring experience, students will receive certification will help you as a first-year student to negotiate the from the College Reading and Learning Association. difficult transition from high school to college, both Certification will also qualify students for tutoring academically and personally. positions at other institutions. Students who enroll This course is designed to give you the opportunity must have a written faculty recommendation. See the to find community with other first-year students by Coordinator of Learning Services for a course outline and exploring academic, social, and ethical issues that are basic requirements. important to your life. Through the first-year seminar, you will interact regularly with your first-year advisor, ADV 194: PEER EDUCATION who may also serve as your instructor, and with your Class meets approximately one week prior to fall semester peer educator, who will co-teach the first-year seminar and weekly during fall semester; Credit: 1 hour and also serve as a mentor to help you throughout your ADV 194 prepares upperclass students to serve as first-year experience. This course is not required of peer educators in the Adventures Program. Students students who transfer to Peace with 12 hours or more learn to communicate effec tively in individual and of college course credit after graduating from high group settings; understand aspects of college student school Students entering during the spring semester development; develop enhanced understanding of may be required to take ADV 107, “Exploring Majors themselves and others; solve problems and make and Careers,” instead of ADV 100. decisions appropriately; manage stress; and plan, imple- ment, and evaluate programs. This training provides ADV 107: EXPLORING MAJORS AND CAREERS active opportunities for applying knowl edge. Spring- class meets twice weekly for first half of spring Required for Adventures peer educators, but open semester; Credit: 1 hour to students involved in other peer programs with This seminar is designed to promote an understanding instructor’s approval. of the career planning process through independent and group work focusing on self-awareness, career exploration, and job search techniques. Students will 1) complete and analyze self-assessments in the areas of interests, values, and personality 2) gain experience in utilizing career resources 3) learn college major and career decision making, and 4) understand job search strategies.
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fACULty Vincent Melomo (2001) Assistant Professor of Total Hours for the B.A. in Anthropology 125 hours Anthropology – B.A., Honors, History, Adelphi Anthropology Major Core Courses* 31-33 hours University; M.A., Ph.D., Anthro pology, Binghamton University (SUNY) METHODS COURSE 3-4 Laura G. Vick (1990) Professor of Anthropology; choose one from the following: Ragland Professor of International Studies – -B.A., M.A., ANT 410 Ethnographic Methods 3 Ph.D., University of North Carolina at Chapel Hill ANT 430 Observational Methods in Primatology 4 ANT 450 Archaeological Fieldwork 4 AntHropoLogy PSY 300 Research Methods 3 Anthropology is most simply defined as the study of humans, in all of our wondrous similar ities and differences. It is a field that explores the important CULTURAL ANTHROPOLOGY 9 question of what makes us human by studying our Required: ANT 214 Cultural Anthropology 3 unique biology and our diverse societies and cultures. Plus 2 additional courses: Anthropology helps students to understand and value ANT/LAS/SPA 260 Introduction to human diversity, to develop an appreciation for their Mexican Culture and Civilization 1 local context, as well as a global awareness, and to ANT 315 Globalization, People, and Culture 3 embrace an interdis ciplinary perspective by drawing on ANT/IDS/LAS/SPA 361 Mexican Culture both the natural and social sciences and the humanities. and Civilization 3 Students majoring in Anthropology are required to ANT/SOC 368 American Ethnic Relations 3 complete either a concentration, a minor in another ANT 370 The Female of the Species: field, or a major in another discipline. Concentrations A Biocultural, Anthropological Perspective 3 include Cultural Anthropology, Latin American ANT 405 Peoples and Cultures of South Asia 3 Studies, Archaeology, Biological Anthropology, ANT/LAS 401 Contemporary Maya Culture 3 and Forensics. ANT 410 Ethnographic Methods 3 AntHropoLogy mAJor BIOLOGICAL ANTHROPOLOGY 10-11 Liberal Education Curriculum 50 hours For a full description see Peace Passport section of this catalog Required: ANT 216 Biological Anthropology 4 Plus 2 additional courses: Anthropology Major Courses 31-33 hours ANT 320 Human Evolution 3 General Electives 42-44 hours ANT/PSY 325 Primate Behavior 3 133 AntHropoLogy division of Arts and Sciences
ANT 370 Female of the Species 3 Choose Courses for at least 15 hours*: 15 ANT 430 Observational Methods in Primatology 4 ANT/LAS/SPA 260 Introduction ANT 420 Human Osteology 3 to Mexican Culture and Civilization 1 ANT 295 Special Topics in Anthropology 1-4
ARCHAEOLOGY 6 ANT 315 Globalization, People and Culture 3 Required: ANT 218 Archaeology 3 ANT/IDS/LAS/SPA 361 Mexican Plus 1 additional course: Culture and Civilization 3 ANT/HIS 365 From the Olmecs to the Aztecs: ANT/SOC 368 American The Prehistory of Mesoamerica 3 Ethnic Relations 3 ANT 450 Archaeological Fieldwork 4 ANT 370 The Female of the Species: A Biocultural, Anthropological Perspective 3 ANT 405 Peoples and Cultures of South Asia 3 ANTHROPOLOGICAL THEORY 3 ANT/LAS 401 Contemporary Maya Culture 3 ANT 470 Issues and Theories in Anthropology 3 ANT 495 Special Topics in Anthropology 1-4 COM 101 Intercultural Communication 3 * No two core requirements can be fulfilled with the same course. PSC 302 Comparative Political Systems 3 ENG 220 World Literature Before 1700 3 CONCENTRATIONS IN ANTHROPOLOGY ENG 221 World Literature After 1700 3 15-19 HOURS ENG 352 African-American Literature 3 Students majoring in Anthropology are re quired to HIS 333 Marriage and Family complete either a concentration, a minor in another in the Western Experience 3 field, or a major in another discipline. Anthropology HIS 348 The History of the South 3 courses taken to complete a concen tration may HIS 399 The World Since 1945 3 also count toward the completion of the major. LAS/HIS 363 Introduction to Latin Concentrations include Cultural An thropology, American Studies 3 Latin American Studies, Archaeology, Biological Anthropology, and Forensics. To satisfy the Liberal PSC 302 Comparative Political Systems 3 Education and Anthropology major requirements, REL 214 World Religions 3 students are required to complete an internship relevant *At least 12 hours must come from the Anthropology to their concentration. Anthropology courses taken department, and one of the courses must be field-based. to complete a concentration may also count toward the completion of the major. If students are double- 2. LATIN AMERICAN STUDIES majoring, they need not complete two internships. CONCENTRATION 18 HOURS Instead, students must obtain approval from the Required Hours: 3 anthropology internship coordinator prior to the ANT 410 Ethnographic Methods 3 completion of the other internship in order to receive Spanish Language Proficiency Check off an exemption from ANT 490. Choose Courses for at least 15 hours*: 15 1. CULTURAL ANTHROPOLOGY ANT/LAS/SPA 260 Introduction CONCENTRATION 18 HOURS to Mexican Culture and Civilization 1 Required Hours: 3-4 ANT 295 Special Topics in Anthropology 1-4 ANT 410 Ethnographic Methods 3 or ANT/LAS/SPA/IDS 361 Mexican Culture ANT 430 Observational Methods in Primatology 4 and Civilization 3 or ANT/HIS 365 From the Olmecs to the PSY 300 Research Methods (Psychology) 3 Aztecs: The Prehistory of Mesoamerica 3 ANT/SOC 368 American Ethnic Relations 3 134 AntHropoLogy division of Arts and Sciences
ANT/LAS 401 Contemporary Maya Culture 3 *At least 6 hours must come from Anthropology ANT 495 Special Topics in Anthropology 1-4 selections. Students should select these courses based LAS/HIS 363 Introduction to Latin on their interest in a specializing within forensics. ANT American Studies 3 450 and ANT 430 may only count once toward the SPA 213 Conversational Spanish 3 concentration. SPA/LAS 301 Research Training in Note: With the program coordinator’s approval, Spanish and Latin American Studies 3 students will be allowed to fulfill elective and SPA 302 Hispanic Culture and Civilization I 3 concentration require ments through CRC. SPA/LAS 305 Hispanic Literature in the United States 3 SPA 306 Hispanic Culture and Civilization II 3 Note: Credit for ANT 295 and ANT 495 (Special Topics in Anthropology) can count toward a con centration only *At least 9 hours must come from the Anthropology if the course topic is relevant to that concentration department, and one of the courses must be field-based.
3. BIOLOGICAL ANTHROPOLOGY AntHropoLogy minor CONCENTRATION 16 HOURS 19-24 hours Required: 4 ANT 430 Observational Methods in Primatology 4 Required courses: ANT 214 Cultural Anthropology 3 Choose Courses for at least 12 hours: 12 ANT 216 Physical Anthropology 4 ANT 295 Special Topics in Anthropology 1-4 Plus any four (4) additional courses in Anthropology ANT 320 Human Evolution 3 ANT/PSY 325 Primate Behavior 3 AntHropoLogy CoUrSeS ANT 370 Female of the Species 3 ANT 214: CULTURAL ANTHROPOLOGY: ANT 420 Human Osteology 3 PEOPLE AND CULTURE ANT 495 Special Topics in Anthropology 1-4 Three hours each week; Credit: 3 hours; This is a CCE course. This course is designed to give you a better 4. FORENSICS CONCENTRATION 19 HOURS understanding of yourself as a human being and of Required: 4 the world in which you live. Through the course you will be introduced to some new and different ways ANT 450 Archaeological Fieldwork 4 or ANT 430 Observational Methods in Primatology 4 of viewing the world while learning about human cultural diversity. You will learn about a number of Choose Courses for at least 15 hours*: 15 peoples from a variety of places and times and you ANT 295 Special Topics in Anthropology 1-4 will also learn to take a critical look at your own ANT 420 Human Osteology 3 society and culture. You will become more aware of ANT 430 Observational Methods in Primatology 4 what culture is, how it has shaped us, and how we ANT 450 Archaeological Fieldwork 4 can change it. The course will focus on what makes ANT 495 Special Topics in Anthropology 1-4 cultural anthropology a distinct discipline in terms of perspective, methodology, and subject matter, and it BIO 350 Microbiology 3 will consider what insights the discipline has to offer. BIO 380 Anatomy and Physiology 4 You will be introduced to some of the topics and issues BIO 460 Genetics 3 that have traditionally been of concern to cultural CHE 111-112 General Chemistry 8 anthropologists and you will learn what role cultural anthropology plays in our ever-changing world.
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ANT 216: BIOLOGICAL ANTHROPOLOGY and representa tion of that past. The course will begin (Physical Anthropology) with a review of the history of the discipline and of Three lecture hours each week, one three-hour lab each the archaeological research process, then proceed to week; Credit: 4 hours an overview of select aspects of human prehistory and Have you ever wondered how human beings have of the archaeology of the United States. In doing so, changed over time or how different the human “races” some of the most famous archaeological discoveries will really are? Have you ever con sidered the similarity of be covered, including Lucy and King Tut’s tomb, and human beings to their close relatives, the other primates? also more contemporary discoveries such as New York Have you ever wondered how crime scene investigators City’s African Burial Ground and Blackbeard’s Queen (CSI) can determine, from skeletal fragments, the sex, Anne’s Revenge. Over the semester, you will participate age, or ethnic identity of a murder victim? In addition in several activities dealing with the hands-on analysis to answering these and other questions, this course is of material culture and will visit and critically analyze designed to give students an overview of biological, or several local archaeological sites and reconstructions. physical, anthropology –one of the main subfields of anthropology. Primary questions students will pursue ANT/IDS/LAS/SPA 260: INTRODUC TION TO are: 1) what happened in the course of human evolution MEXICAN CULTURE AND CIVILIZATION (biological changes and their cultural consequences), 2) One hour each week; Credit: 1 hour; This is a how these changes came about, 3) why they occurred, CCE course and 4) when they occurred. This course is designed to prepare students for To answer these questions, students will become participation in the summer program in Mérida, familiar with human genetics and evolutionary theory, Mexico; it is also open to any student interested in the patterns of and reasons for the variation in body learning more about Mexican culture. Use of the special form found among living humans, the position of techniques of archaeology, ethnohistory, epigraphy, humankind in the animal kingdom, how and why we linguistics, and ethnology will be highlighted as are like or unlike the other primates, what our early students learn about the history and culture of Mexico, ancestors were like, and how culture and biology have especially the Yucatán. Topics will include geography, interacted and continue to interact to shape humankind. politics and economics, religion, family, art, folklore At course end, each student should have gained a greater and literature, and special customs (past and present); appreciation for who and what it means to be human, as students will attend lecture/discussions, complete short well as the patterning of human variation. weekly assignments, and take a written essay exam. Through laboratory exercises, students will have hands-on opportunities to learn about human genetics, ANT 295: SPECIAL TOPICS IN the skeletal system, human diseases, human growth and ANTHROPOLOGY development, and the similarities/differences between Credit: 1-4 hours A course whose content may vary from humans and other animals. They will also have learned term to term according to the needs of the academic some of the scientific methodology used by biological department, student demand, or the interests of the and forensic anthropologists as they take and evaluate faculty member. data in order to solve problems. ANT 315: GLOBALIZATION, PEOPLE ANT 218: ARCHAEOLOGY: PEOPLE AND CULTURE AND THE PAST Three hours each week; Credit: 3 hours; Prerequisite: Three hours each week; Credit: 3 hours; No prerequisite; ANT 214 or permission of the instructor; This is a Offered fall semester CCE course. Globalization is one of the key concepts Have you ever wondered what people like Indiana of our age—a term often used but little understood. Jones really do? This course will offer you a basic Globalization is generally characterized by the increasing introduction to the scope and concerns of archaeology, interconnectedness of economic, political, and cultural a deeper understanding of the human past, and a greater phenomena. These connec tions affect virtually all of the sensitivity to issues surrounding the reconstruction world’s peoples, often in intimate ways. Understanding 136 AntHropoLogy division of Arts and Sciences
globaliza tion is central to understanding life today, hands-on lab exercises, com puter simulations, and videos including such diverse phenomena as Mexicans will all be used to help students explore and evaluate the in Mt. Olive and bombinbs in Baghdad. In order data based on fossil, archaeological, nonhuman primate, to be intelligent and compassionate actors in our and DNA evidence. Students will examine the major contemporary world, it is important to explore the problems still remaining in our understanding of human realities of globalization and consider its promise and evolution, as well as the viewpoints of leading scientists, peril. This course will do so primarily through the lens and will learn how to evaluate alternative theories that of anthropology, but will also draw upon insights and have been proposed. Finally, students completing the examples from other disciplines as well. The course will course will have a better understanding of evolutionary consider what globalization is, where it came from, mechanisms and will have developed a framework for and what its effects are. Students will look at why some inter preting future data regarding human evolution, as people are excited about globalization while others they are discovered. resist it. They will consider how globalization affects our politics, our economics, and our culture, addressing ANT/PSY 325: PRIMATE BEHAVIOR such diverse topics as terrorism, immigration, religious Three hours each week; Credit: 3 hours; Prerequisite: fundamentalism, and the environment, as well as ANT 216 or permission of the instructor McDonald’s, Disney, cell phones, and hip-hop culture. Did you know that the study of nonhuman primates– prosimians, monkeys, and apes–could help you ANT 320: HUMAN EVOLUTION understand your own evolution as a species and provide Three hours each week; Credit: 3 hours; Prerequisite: insights into why you behave as you do? Selected primate ANT 216 or BIO 340 or permission of the instructor species are studied in depth in order to understand how If you are interested in why human beings look and genetics, the environment, and troop traditions influence act the way that they do, understanding our past is the kinds of behaviors exhibited. Students will also study essential. How closely related are we to our cousins, the key primatological studies (naturalistic and experimental), chimpanzees and other apes? How, when, and why did understand the way such studies are conducted, and, by our ancestors diverge from theirs? What did we look the end of the course, be able to evaluate these studies like at various points in the past and when did we first and relate the results to their own lives. Through readings, begin to use stone tools, use language, develop a family lectures, videos, computerized labs, and discussion, system, etc.? This course builds on information gained in students learn why primatological studies are conducted Biological (Physical) Anthropology. Lecture, discussion, and what scientists have learned as a result.
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ANT/IDS/LAS/SPA 361: MEXICAN CULTURE or unequal mix? This course examines the complex AND CIVILIZATION dynamics of race and ethnicity in the United States. Three weeks in the summer; Credit: 3 hours Through this course you will better understand the An introduction to the culture and civilization of social and cultural characteristics of different racial Mexico with special emphasis on Yucatán, the Mayan and ethnic groups, their histories, and the ongoing civilization, and the continuing Maya presence in politics of racial and ethnic relations. We will explore Mexico. This course will cover history, archaeology, some of the most interesting and controversial issues anthropology and the arts, and will include field in American public discourse, including immigration trips as well as lectures and discussion sessions. The policy, affirmative action, assimilation, and diversity in assignments will involve hands-on experiences and, in education. We will engage these topics primarily through addition, reading and writing tasks. Students will keep sociological data and ethnographic case studies, as well a journal and take an essay exam. Stu dents live in a as through critical reflection on our own experiences stately Mexican residence (the Central College Center) and through interactions with members of various local in Mérida (Yucatán). Students are selected on the basis communities. Although an upper-level social science of academic achievement, and citizenship. Does not course, the content of this course is important for majors satisfy general education require ments in Foreign in all fields interested in gaining a better understanding Language or Social Science. of America’s diversity.
ANT/HIS/LAS 365: FROM THE OLMECS TO THE ANT/IDS 370: THE FEMALE OF THE SPECIES: AZTECS: THE PREHISTORY OF A BIOCULTURAL, ANTHROPOLOGICAL MEXICO AND CENTRAL AMERICA PERSPECTIVE # Three hours each week; Credit: 3 hours; Prerequisite: ANT Three hours each week; Credit: 3 hours; 214, ANT 218, ANT/LAS/SPA 260, ANT/IDS/LAS/SPA This is a CCE course 361, or permission of the instructor Peace College is dedicated to helping women develop In this course, students get the opportunity to study to their fullest potential. But what does it mean to the prehistory and early history of a very exciting and be a human female? To fully understand the human important non-western culture area, one that played an female–in terms of her various roles and physical features important part in world history but is seldom covered across cultures–an evolutionary, cross-cultural view is adequately in history textbooks. Course material is based needed: How are we like, unlike other mammals and, on archaeological and ethnohistorical sources, and students most especially, our nonhuman primate relatives? What will learn about the evolution and important roles of happened in the course of evolution to make us the way societies such as the Olmec, Teotihuacano, Zapotec, we are? Is the “mother” role instinctual? Does it– and our Mixtec, Toltec, Maya, and Aztec. Special attention will other roles–vary across cultures today, and, if so, what be paid to mechanisms involved in the rise and fall of factors (biological and cultural) might be responsible these cultures, as well as to the principal cultural ac com- for this variation? This course gives students a chance to plishments, including art and architecture. In addition, explore these questions through readings, videos, and students will examine the lives of some contemporary discussions in which we examine data from nonhuman descendants of these ancient cultures. At course end, primates, the fossil record, archaeological remains of past students will have gained an appreciation for the roles human societies, and ethnographic research on recent these cultures played in terms of world history and greater and contemporary human societies. We also examine respect for the modern descendants of these cultures. contemporary issues, such as social inequality, female infanticide, arranged marriages, genital mutilation, and ANT/IDS/SOC 368: AMERICAN “honor” murder, which affect millions of women in ETHNIC RELATIONS various parts of the world. No matter your major, this Credit: 3 hours; Prerequisite: SOC 101, ANT 214, course will allow you to better understand yourself and or permission of the instructor; This is a CCE course your sisters–no matter where they live–as well as the Where did your ancestors come from? How did they problems women face in the world today. shape America? What is America–a melting pot, mosaic, 138 AntHropoLogy division of Arts and Sciences
ANT/LAS 401: CONTEMPORARY ANT 430: OBSERVATIONAL METHODS MAYA CULTURE IN PRIMATOLOGY * Three hours each week; Credit: 3 hours; Prerequisite: Three lecture hours each week, three lab hours each week; ANT 214, ANT/LAS/SPA 260, ANT/IDS/LAS/ SPA 361, Credit: 4 hours; Prerequisite: ANT 325 or permission of ANT/HIS 365, or permission of the instructor; This is a the instructor. This course has been approved for advanced CCE course writing credit. What is a non-western culture really like? In what If you have ever been interested in the study of animal ways is it similar to your own culture? In what ways behavior, this course offers you the opportunity to learn is it different? In this course, students will explore how to collect and analyze these kinds of data. You will a contemporary “third world” non-western culture practice various types of data collection and analysis area–that of today’s Maya people, located across parts methods appropriate for studying animal behavior. of southern Mexico, Belize, Guatemala, Honduras, and Then you will design a study, set up your hypotheses, El Salvador. Through ethnographies, articles, videos, write your proposal, collect and analyze your data, and discussions, students will engage in an inductive write a scientific report, and present it to an audience. exercise aimed at understanding the overall social You will also learn how to conduct the necessary organi zation and culture of the various Maya societies. background literature search, as well as practice other Through these class activities, students will not only laboratory and field techniques used in behavioral better understand the contemporary beliefs and research. Scientific writing is one of the primary goals behavior of the Maya, but will also be more aware of this course, so in order to become proficient, you of recent struggles and problems faced by these will analyze scientific articles in terms of both their people. They will have an appreciation for and better construction and their content. In addition, you will understanding of one of the indigenous cultures of receive specific instruction in how to prepare scientific modern-day Mexico and Central America and of how it proposals, reports, and abstracts, and you will have the has changed, adapted, and survived over time. chance to practice this skill by preparing and correcting At class end, students will have developed the skills and drafts until you have a polished product. As one of intellectual framework necessary to study the culture your requirements, you will design an enrichment of any group of people and will be better able to device (appropriate to your study species) that will be understand their own culture! Students are expected to important for the emotional and mental well-being of be active participants and will share responsibility captive primates. After successfully completing course for class discussion. objectives, you will have gained valuable research skills that will be useful no matter the research topic, as well ANT 420: HUMAN OSTEOLOGY as greater skill in scientific writing and presenting. Three hours each week; Credit: 3 hours; Prerequisite: ANT 216, BIO 380, or permission of the instructor; ANT 450: ARCHAEOLOGICAL FIELDWORK This course provides an intensive, hands-on Credit:4 hours; Prerequisite: ANT 218 or equivalent introduction to the identification of human skeletal in troductory course in ANT or permission of the instructor remains. Students will learn to identify human bone, This course offers students the opportunity human teeth, and human bone fragments, as well to learn and practice the basic methods of ar- as techniques for distinguishing between human chaeological field research. Students will gain and nonhuman remains. In addition, techniques for experience in conducting archaeological survey and estimating age at death, sex, and ancestry are covered. excavation and also develop skills in such areas as The background gained in this course is the foundation mapping, stratigraphic interpretation, the analysis of for research in a variety of disciplines, including, but cultural materials, and data processing. As part of the not limited to, forensic anthropology, archae ology, field school, students will also be involved in presenting paleoanthropology, and anatomy. In addition, the our work and findings to the local community. course will address ethical issues in the handling of Students will offer presen tations of the site to area human and nonhuman primate remains. schoolchildren and other groups in order to learn how to promote the preservation of archaeological sites and 139 AntHropoLogy division of Arts and Sciences
the sharing of archaeological knowledge. The course ANT 492/493/494: DIRECTED STUDY will be held for three weeks during the summer at a Credit: 2-4 hours; Prerequisite: junior or senior status local archaeological site. A course of study addressing a specific topic or problem of interest to a student, designed collaboratively by ANT 470: ISSUES AND THEORIES: SEMINAR the student and faculty member(s), and resulting in a IN ANTHROPOLOGY paper, report, critiqued performance or production, or Credit:3 hours; Prerequisite: junior or senior status other assessable evidence of value added to the student’s This course is required for students majoring in educational experience. A contract of expectations by anthropology and is offered as a capstone experience the student and by the supervising faculty member(s) to help senior students to synthesize and apply their must be approved by the advisor, the Division Chair knowledge and experience gained in the major. and the Registrar prior to registration. No more than The course will draw from the different subdisciplines six (6) semester hours toward the baccalaureate degree of anthropology and focus on several major can consist of independent study credit. contemporary issues or topics, including cultural and biological aspects of human group boundaries, ANT 495: SPECIAL TOPICS IN globalization, and extinction. In addressing these ANTHROPOLOGY topics, the students will learn how key theories help Credit: 1-4 hours. A course whose content may vary us to gain different understandings of our biological from term to term according to the needs of the and cultural selves. In addition, to prepare students academic department, student demand or the interests for pursuing their interests in anthropology beyond of the faculty member. Peace College, the course will address ethical issues in anthropology, library research skills, and career and # Writing Intensive Course graduate school preparation. * Denotes lab fee
ANT 490, 491: ANTHROPOLOGY INTERNSHIP I and II Credit: 1 to 6 hours; Prerequisite: junior or senior status An in-depth work experience designed to apply classroom knowledge and skills to real-world professional situations. The senior internship is designed to give the student work experience that is as close to actual employment as possible. No more than six (6) semester hours toward the baccalaureate degree can consist of internship/cooperative education credit. Note: Any student who has not completed her learning agreement for her internship by the last day to drop will be assigned a W for the internship experience for that semester.
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fACULty Art & deSign Students who choose Graphic Design as a major will learn Denielle Emans (2004) Assistant Professor of Art and to combine images, words, and sounds to create effective Design, Coordinator of the Graphic Design Program – printed and digital communication, such as corporate B.A. Communication, University of North Carolina at identities, brochures, books, magazines, CD packaging, Chapel Hill; M.G.D. Graphic Design, North Carolina animation and web sites. You will learn to communicate State University ideas with a creative and strategic process that combines art and technology. All Graphic Design majors complete Carolyn Jean Parker (1982) Associate Professor of a core of classes designed to give a foundation in creative Art and Design – B.S. University of North Carolina problem-solving and issues of professional ethics. The B.A. at Chapel Hill; B.F.A. magna cum laude, M.F.A., in Graphic Design is also supported by a strong liberal arts University of North Carolina at Greensboro; Further program, helping students develop an understanding of study, Parsons School of Design, Paris and Sireuil, the history of ideas, human nature, local and global issues, France; Vermont Studio Center; Resident Artist at the and popular culture. Michael Karolyi Foundation, Venice, France
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grApHiC deSign mAJor grApHiC deSign minor Liberal Education curriculum 50 hours 22-24 HoUrS For a full description see Peace Passport section of this catalog At least 18 hours of Graphic Design courses in a Graphic Design Major 45 hours configuration approved by the program coordinator for General Electives 25-30 hours Graphic Design. Total Hours for BA in Graphic Design 125 hours Art & deSign CoUrSeS *Students majoring in graphic design should ADE 100 Design (part on computer) 4 take either ADE 170 Art History Survey I or ADE 240 Type I (on computer) 4 ADE 180 Art History Survey II to fulfill the ADE 350 Type II (on computer) 4 Lib Ed Fine Art Requirement. (3 credits) ADE 365 Imaging (on computer) 4 or **As part of the Lib Ed Pre-Professional ADE 450 Advanced Graphic Design (on computer) 4 Experience requirement students must take 2 other Graphic Design courses 6-8 ADE 490 Internship in Graphic Design. (3 credits)
ADE 100: DESIGN I grApHiC deSign CoUrSeS Six hours each week; Credit: 4 hours; Offered fall semester CORE COURSES 45 HOURS Created for the beginning student of design, this course ADE 100 Design I 4 introduces students to the basic elements of design ADE 110 Drawing 4 and the fundamental principles of visual composition. ADE 170 Art History Survey I 3 Students will become acquainted with a wide range of or techniques and materials for design making and will ADE 180 Art History Survey II 3 develop fundamental skills in design processes. You ADE 220 Painting 4 will learn to create effective, creative design solutions. ADE 230 Black &White Photography 4 You will also develop a basic design vocabulary and ADE 240 Typography I 4 learn to productively critique your own work and the ADE 250 History of Graphic Design 3 ADE 350 Typography II 4 work of others. ADE 365 Imaging 4 *Note: In order to proceed in the Graphic Design ADE 450 Advanced Graphic Design Studio 4 major curriculum, you must make a grade of C or ADE 460 Design for the Screen I 4 better in Design I. ADE 470 Senior Seminar in Graphic Design 4 ADE 490 Internship in Graphic Design* 3
ADE 110: DRAWING I *This course fulfills the Pre-Professional Experience Six hours each week; Credit: 4 hours requirement. This course is designed for the beginning student of drawing. The problems and possibilities of visual Students who double-major must complete an intern- communication using drawing media and techniques are ship in Graphic Design unless their internship in the explored. Students will experiment with various drawing other discipline clearly includes design-related elements materials and techniques while exploring various themes. (e.g., research, criteria generation, valid graphic design Expressive qualities and the student’s creative personal or marketing projects with clients, implementation, etc.). expression will be encouraged. Postmodern (mixed media) drawing projects are included in this course. Stu dents must obtain approval from the Graphic Design Studio development is strengthened through readings, internship coordinator prior to the completion of the class discussions, demonstrations, project research, other internship in order to receive an exemption from individual and group critiques, visits to art exhibitions, ADE 490. visiting artists and written assignments.
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ADE 120: MUSEUM PRACTICUM of painting, sculpture, and architecture is presented Credit: 1 hour; Students may repeat this course for chronologically. Major art works, representative of additional credit. historical periods, geographic area, and style are Students enrolled in Art History, Art Appreciation, examined. The art works are studied within the larger or any art studio course may earn an additional credit historical context; that is, relative to the philoso phy, for a field practicum to visit museums and experience religion, sociology, and politics of the time, as well various art forms in a major metropolitan city such as to parallel developments in science, technology, as Washington, D.C. Planned group activities and literature, and other art forms. Emphasis is placed on individual free time will be scheduled. An individual understanding how art forms have developed; that is, project (a paper in the Art History and Art Appreciation from what thinking, needs, and cultural values they classes, an art project in the art studio classes) related have evolved. to the art experience will be completed with faculty supervision by the end of the semester and presented ADE 180: ART HISTORY SURVEY II to the group. Students should bring their sketchbook/ Three hours each week; Credit: 3 hours; Offered spring notebook to record their responses to the many artists, semester, odd years art works and ideas that inspire them. These records This survey course is an introduction to the history of will provide the student with a foundation for the the major visual art forms from Early Renaissance to development of an individual work of art or paper. Modern times. Emphasis is placed on art of the western world and is presented chronologically. Major art ADE 160: ART APPRECIATION works repre sentative of historical periods, geographic Three hours each week; Credit: 3 hours; Offered area, and style are examined. The art works are studied every semester within the larger historical context; that is, relative to Art Appreciation explores the numerous and diverse the philosophy, religion, sociology, and politics of the visual experiences created by various cultures as a way time, as well as to parallel developments in science, for them to understand and communicate their ideas technology, literature, and music. Emphasis is placed and beliefs and to give meaning to their world. You will on understanding how art forms have developed; that learn that these visual (often multimedia) experiences is, from what thinking, needs, and cultural values they serve different functions within each culture, reflecting have evolved. ADE 170 is not required for ADE 180 the ideologies of the time period, society, and maker. You will also explore the variety of materials and techniques used by different cultures, as well as the ADE 200: DESIGN II evolution of new technologies. This course will call into Six hours each week; Credit: 3 hours; Prerequisite: question modern Western culture’s tendency to evaluate ADE 100 all other cultures by using Western notions of art, A study of the elements and principles of three- including the ideas of originality, beauty, and creativity. dimensional design using basic construction Current issues such as arts funding, conservation and processes and a variety of media. Designed to develop restoration, the Nazi art loot controversy, “Outsider aesthetic sensibility, vocabulary for critical dialogue, Art”, art criticism, censor ship, and post-modernism are fundamental skills in three-dimensional processes and also explored. Participation in the local arts community media, creative thinking, and the ability to visualize is part of this course. NOTE: This course is not a and actualize forms in space. chronological study of art. ADE 210: DRAWING II ADE 170: HISTORY SURVEY I Six hours each week; Credit: 3 hours; Prerequisite: Three hours each week; Credit: 3 hours; Offered spring ADE 110 and permission of the instructor semester, even years Designed to provide more advanced students with an This survey course is an introduction to the history opportunity for further experimentation in drawing, of the major visual art forms from Paleolithic to Late with emphasis given to individual expression. Gothic/Early Renaissance times. The development 143 Art & deSign division of organizational Studies
ADE 220: PAINTING I ADE 230: BLACK AND WHITE PHOTOGRAPHY Six hours each week; Credit: 4 hours; Prerequisites: ADE 110 for Six hours each week; Credit: 4 hours; Prerequisite: ADE majors or permission of the instructor for non-art majors 100 Design I for majors or permission of the instructor or This course is designed for the beginning student of program coordinator for non-art majors. painting. The possibilities of visual This course provides practical experience in camera use communication using painting media and techniques and darkroom technique for beginning photographers as are explored. Students will experiment with various they explore the expressive potential of the photograph painting materials (oil and acrylic) and techniques through class discussions, demonstrations, and hands-on while exploring various themes. Expressive qualities instruction. Specific assignments encourage exploration and the student’s creative personal expression will be and control of the photographic image. Darkroom time encouraged. Postmodern (mixed media) painting is an essential part of the course. No prior experience projects are included in this course. Studio development is required, but all students must have a 35mm camera is strengthened through readings, class discussions, with manual exposure and focusing capability. Students demonstrations, project research, individual and group will produce a select number of original photographs by critiques, visits to art exhibitions, visiting artists, and the end of the course. written assignments.
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ADE 240: TYPOGRAPHY I typography in effective communi- Six hours each week; Credit: 4 hours; Prerequisite: ADE cation. In support of this goal, the course addresses 100 Design I issues of contemporary and traditional typographic The objective of this studio course is to introduce the principles and practices. This includes: issues of student to the basic concepts, skills and processes of hierarchy, typographic formats, specifications/ typographical design on the computer. The course organization of space, working with type and type/image addresses techniques, applications and problem-solving relationships in constructing messages, and the use of strategies specific to typographic layout and design. technology in typographic design. Special emphasis An introduction to electronic typesetting and page will be placed on developing the student’s analytical, layout will utilize software specific to the graphic design technical, visual, and creative thinking skills. industry in a Mac based environment. Design problems will be assigned to investigate fundamental aspects of ADE 365: IMAGING typography (organization; proportion; composition; Six hours each week; Credit: 4 hours; Prerequisites: ADE space; texture; rhythm and meaning). 100, ADE 230, ADE 240, and ADE 350 or permission of the instructor. ADE 250: HISTORY OF GRAPHIC DESIGN This course is designed to allow the student to explore Three hours each week; Credit: 3 hours; Prerequisite: ADE a wide range of techniques and stylistic approaches 100. This course will focus on the most innovative to illustration and image making for graphic design. and influential graphic designs, designers, and Emphasis will be placed on con ceptual thinking and design movements of the 20th century, from Art distinctive personal solutions through a series of Nouveau and Jugendstil to Russian Construc tivism projects that use collage, digital photography, and and Dada, and from the Bauhaus to the psychedelic computer illustration 60’s and the postmodern present. This progression of design styles will be con sidered not only from an ADE 370: ART AND CULTURE aesthetic viewpoint, but also from political, economic, Three hours each week; Credit: 3 hours; Prerequisites: technological, and sociological perspectives. Class HIS 101 or ANT 214; Recommended: ADE 160; lectures will be supplemented by studio exercises in Offered spring semester which students can discover first-hand the salient This course explores the differences and distances features of each design style. between the modern cultural category called “Art” and the representations of other cultures and pre-modern ADE 295: SPECIAL TOPICS IN ART peoples. Discussions explore the interrelationship of Credit: 1-4 hours visual representations (“Art”) and religion/ritual, politics, A course whose content may vary from term to term etc., in selected prehistoric and contemporary socio- according to the needs of the academic department, cultural tradition and demonstrate the way modernity student demand, or the interests of the faculty member. has evaluated all cultures according to modern aesthetic criteria (non-Western focus). Participation in the local ADE 320: PAINTING II arts community is part of this course. Six hours each week; Credit: 3 hours; Prerequisite: ADE 220 and permission of the instructor; Offered fall ADE 450: ADVANCED GRAPHIC semester on demand DESIGN STUDIO Designed to provide more advanced students with an Six hours each week; Credit: 4 hours; Prerequisites: ADE opportunity for further experimentation in painting, 100, ADE 240, and ADE 350. The goal of this class is with emphasis given to individual expression. to build the student’s competencies for the practice of graphic design. The studio portion of this class ADE 350: TYPOGRAPHY II will incorporate design projects with specific criteria. Six hours each week; Credit: 4 hours; Prerequisites: ADE Emphasis will be placed on the effective solution of 100, grade of C or better in ADE 240; offered fall semester com munication problems through basic principles This course is a continued investigation into the uses of of typography, color theory, and visual composition. 145 Art & deSign division of organizational Studies
Some projects will be taken from concept to actual ADE 470: SENIOR SEMINAR IN production as we work with clients from the campus GRAPHIC DESIGN and local communities to diagnose and solve real-world Three hours each week; Credit: 3 hours; Prerequisite: senior communications problems. status; offered fall semester Lab practices will support theoretical content of The goal of this course is to integrate academic the studio course and offer group and one-on-one theory with professional practice and to provide instruction in various technical applications, including information students can use to make mature and computer-aided illustration, photo and typographic intelligent decisions as they approach the professional manipulation, and document design. world. Students will work on one real-world design project. Subjects covered in this course include client ADE 460: DESIGN FOR THE SCREEN I relations, presentation techniques, resume and portfolio Six hours each week; Credit: 4 hours; Prerequisites: ADE preparation, project estimating and budgeting, time. 100, ADE 240, ADE 350 with grade of C or better Everyone is talking about the digital revolu tion in ADE 490/491: GRAPHIC DESIGN graphic design. Although designers still communicate INTERNSHIP I and II messages by integrating form, image, color, and Credit:1 to 6 hours; Prerequisite: junior or senior status type, the basic media of visual communication are An in-depth work experience designed to apply changing: computer monitors, TV screens, information classroom knowledge and skills to real-world kiosks, CD ROMs, and web pages are replacing professional situations. The senior intern ship is traditional print design as the primary vehicle of visual designed to give the student work experience that is as information in our day-to-day lives. Designing for close to actual employment as possible. No more than these new media requires new design strategies, as well six (6) semester hours toward the baccalaureate degree as new technologies. In this course, students will begin can consist of internship/cooperative education credit. to incorporate motion, interactivity, and digital video, Note: Any student who has not completed her learning along with traditional typography and image making. agreement for her internship by the last day to drop will be assigned a W for the internship experience for ADE 465: DESIGN FOR THE SCREEN II that semester. Six hours each week; Credit: 4 hours; Prerequisite: Design for the Screen I (ADE 460), Type I (ADE 240), Type II ADE 492/493/494: DIRECTED STUDY (ADE 350), Imaging (ADE 365) Credit: 2-4 hours; Prerequisite: junior or senior status The internet has become an essential part of life, and A course of study addressing a specific topic or problem thoughtful design is crucial in making a website that of interest to a student, designed collaboratively by is accessible, effective, and visually imaginative. This the student and faculty member(s), and resulting in a studio course is a continued investigation (from Design paper, report, critiqued performance or production, or for the Screen 1) into the ways of using the Adobe Web other assessable evidence of value added to the student’s Premium suite (including Dreamweaver, Fireworks and educational experience. A contract of expecta tions by Flash) to create web-sites that are interactive, energetic, the student and by the supervising faculty member(s) and visually exciting. The goal is to strike a balance must be approved by the advisor, the Division Chair, between form and function, between visual design and the Registrar prior to registration. No more than and effective communication. This course will cover six (6) semester hours toward the baccalaureate degree the latest methods of web design, development, and can consist of independent study credit. production. ADE 495: SPECIAL TOPICS IN ART/DESIGN Credit: 1-4 hours A course whose content may vary from term-to-term according to the needs of the academic department, student demand, or the interests of the faculty member.
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fACULty bioLogy Students in the Biology major choose either the Lisa A. Bonner (1988) Professor of Biology, Division Bachelor of Arts or Bachelor of Science degree. Either Chair, Arts and Sciences – A.S. with honors, Motlow degree can successfully prepare a student for the State Community College; B.S., M.S. magna cum workplace, graduate school in biological sciences, laude, Middle Tennessee State University; Ph.D. magna or professional programs such as medical, dental, or cum laude, Mississippi State University veterinary school. The B.A. degree offers more flexibility within Patrick Myer (1994) Associate Professor of Biology the program while the B.S. degree is more focused, – B.S. cum laude, University of North Carolina at requiring additional specific math and science. Consult Wilmington; M.S., Louisiana State University; Ph.D., your advisor about which degree best suits your post- University of Tennessee graduate goals. Patricia L. Weigant (1986) Associate Professor of Regardless of the type of degree chosen, students Biology, Coordinator of Biology Program – B.S., M.S., in the Biology major take requirements and choose Oklahoma State University; Ph.D. magna cum laude, electives from content areas: Organismal Biology, University of North Carolina at Chapel Hill Interrelationships, Evolutionary Biology, and Cell Biology and Genetics. Specific courses are required Joseph R. Wolf (1995) Professor of Biology – B.A. as part of the Liberal Education Core in the areas of summa cum laude, University of Louisville; Ph.D., Natural Science and Mathematics. University of Kentucky; Post-doctoral Fellow, University of Colorado Health Sciences Center
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bACHeLor of ArtS in bioLogy C. ADDITIONAL REqUIREMENTS FOR THE MAJOR 21-24 HOURS CHE 111 General Chemistry I and Liberal Education Curriculum 50 hours For a full description see Peace Passport section of this catalog CHE 112 General Chemistry II Biology Major Courses 43-47 hours bACHeLor of SCienCe in bioLogy General Electives 28-32 hours Liberal Education Curriculum 50 hours Total Hours for the B.A. in Biology 125 hours For a full description see Peace Passport section of this catalog Biology Major Courses 67-71 hours A. BIOLOGY CORE COURSES 14-15 HOURS General Electives 4-8 hours In the Liberal Education Core, biology majors must take these courses: Total Hours for the B.S. in Biology 125 hours BIO 101 Principles of Biology (Natural Science) and earn a “C” or better before advancing to upper- A. BIOLOGY CORE COURSES 18-19 HOURS level biology courses. In the Liberal Education Core, biology majors must take STA 201 (Quantitative Skills) these courses: BIO 480 or BIO 490 or BIO 499 (Pre-Professional BIO 101 Principles of Biology (Natural Science) Experience) and earn a “C” or better before advancing to upper- level biology courses. Group A (choose one): STA 201 (Quantitative Skills) BIO 210 Botany or BIO 480 or BIO 490 or BIO 499 (Pre-Professional Experience) BIO 320 Vertebrate Zoology or BIO 321 Invertebrate Zoology Group A (choose one): Group B (choose one): BIO 210 Botany or BIO 330 Ecology or BIO 320 Vertebrate Zoology or BIO 430 Ethology BIO 321 Invertebrate Zoology Group C (choose one): Group B (choose one): BIO 450 Cell Biology or BIO 330 Ecology or BIO 460 Genetics BIO 430 Ethology Capstone: Group C (must take both): BIO 440 Evolutionary Biology BIO 450 Cell Biology or BIO 460 Genetics B. BIOLOGY ELECTIVES 21-24 HOURS Capstone: Six additional courses, of which at least three must be with lab. May include any courses listed in the biology BIO 440 Evolutionary Biology curriculum (including core courses which have not already been taken) or other biology courses approved B. BIOLOGY ELECTIVES 21-24 HOURS through CRC or summer school. Six additional courses, of which at least three must be with lab. May include any courses listed in the biology Students should choose biology electives based on their curriculum (including core courses which have not chosen career or post-graduate plans. already been taken) or other biology courses approved through CRC or summer school.
Students should choose biology electives based on their chosen career or post-graduate plans.
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C. ADDITIONAL REqUIREMENTS FOR THE reproduction and animal development; evolution, MAJOR 28 HOURS diversity and ecology; and current environmental issues. The Honors Biology Laboratory, offered in the CHE 111 General Chemistry I fall semester, affords the student an opportunity for CHE 112 General Chemistry II supplemental advanced laboratory experimentation, CHE 211 Organic Chemistry I conducted under faculty guidance. CHE 212 Organic Chemistry II Physics I (taken through CRC or summer school) BIO 131: ENVIRONMENTAL BIOLOGY Physics II (taken through CRC or summer school) Three hours lecture each week; Credit: 3 hours MAT 241 or higher This non-lab biology course, with no prerequisite, is geared toward the general student, though biology majors may also take it. In this survey of human impact bioLogy CoUrSeS on the environment, students will study how the earth functions as an ecosystem, transferring energy and BIO 101: PRINCIPLES OF BIOLOGY * recycling nutrients. A study of populations, communities Three hours lecture each week, two hours lab each week; and biomes illustrates the biodiversity of life on earth. Credit: 4 hours; Offered fall and spring semesters. A student An understanding of human population dynamics must make a “C” or better in BIO 101 in order to take lays the foundation for information about human any upper-level biology course. Honors Lab offered in the impact on the environment, including pollution, ozone fall semester. depletion, greenhouse gases and carcinogenic toxins This course is an introduction to the basic principles such as synthetic organic chemicals. The limits to of biology common to all living things. Topics covered earth’s ability to support human life and modern society include cell structure and function; the flow of energy are examined, including a discussion of global food through living systems; molecular and classical genetics; production, renewable and nonrenewable resources, and structure and function of animal organ systems; ethical, political and economic considerations.
StUdent reSeArCHerS HAve ConSiStentLy prodUCed AWArd-Winning proJeCtS Under tHe direCtion of dr. Joe WoLf.
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BIO 210: BOTANY * relationship between the invertebrates and many advances Three hours lecture each week, three hours lab each week; in molecular biology. In the laboratory, students will Credit: 4 hours; Prerequisite: “C” or better in BIO 101. study microscope slides, anatomical models, preserved All life depends on plants, organisms that represent the specimens and dissections of representative animals. essential first step in transferring the sun’s energy to Earth’s food webs. Botany studies the plant kingdom, BIO 330: ECOLOGY * including its descent from green algae ancestors. We Three hours lecture and three hours laboratory each week; will look at the relationship among various groups Credit: 4 hours; Prerequisite: “C” or better in BIO 101; of plants (phylogeny), how they are named and Offered fall semester each year. categorized (taxonomy), the kinds of plants (diversity A study of the relationships among living organisms of non-vascular and vascular plants), their structure and their environment. The applica tion of ecological and function (photosynthesis, respiration, anatomy, principles to local environments is emphasized, and histology, nutrition, physiology), and their inter- contemporary environmental issues are discussed. relationships with other organisms (ecology, symbiosis, Laboratory includes local and weekend field trips, data economic botany). The laboratory part of this course collection, analysis of ecological data and computer will include a mix of lab exercises and local field trips. modeling of ecosystems.
BIO 295: SPECIAL TOPICS IN BIOLOGY BIO 350: MICROBIOLOGY * Credit: 1-4 hours Three hours lecture each week, three lab hours each week; A course whose content may vary from term to term Credit 4 hours; Prerequisite: “C” or better in BIO 101; according to the needs of the academic department, Pre-/co-requisite: CHE 111-112 or permission of the student demand, or the interests of the faculty member. instructor. Offered spring semester each year. Microbiology is the study of microbes, such as bacteria, BIO 320: VERTEBRATE ZOOLOGY * viruses, and fungi. An understanding of cell structure, Three hours lecture each week, three hours lab each week; metabolism and genetics is sought before examining Credit: 4 hours; Prerequisite: “C” or better in BIO 101. the pivotal roles of microbes in health and disease, This course will emphasize the comparative approach to biotechnology and industry, and the environment. the study of vertebrate animals, contrasting living species Laboratory experiments involve growing, testing, and to their extinct ancestors, and tracing the similarities identifying bacteria, viruses, and fungi. among organisms to show their common lineage. Lecture topics will include the classification, natural BIO 380: ANATOMY AND PHYSIOLOGY * history, anatomy, physiology, ecology and behavior of Three hours lecture each week, three hours lab each week; animals within each vertebrate class. Laboratories will Credit: 4 hours; Prerequisite: “C” or better in BIO 101; supplement lecture topics through microscope work, Offered fall semester each year. (A student must make dissections, videos and anatomical models. a “C” or better in Bio 380 to take BIO 381 Human Physiology or BIO 382 Histology.) BIO 321: INVERTEBRATE ZOOLOGY * This course serves as an introductory human anatomy Three hours lecture each week, three hours lab each week; and physiology course covering the essentials of human Credit: 4 hours; Prerequisite: “C” or better in BIO 101. structure, morphology, histology and function. The This course is designed to give an overview of the diversity human body is studied from the cellular perspective of life forms representing all the major invertebrate to the gross anatomical perspective, system by system. phyla. The course will cover the anatomy, physiology, The laboratory includes a thorough dissection of the cat classification, ecology and behavior of invertebrate and specific mammalian organs, review of anatomical organisms with special emphasis on evolutionary models and a comprehensive study of human tissues common ground among the major groups. It will include and cells. the importance of both beneficial and detrimental invertebrates in ecology and modern living and the
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BIO 381: HUMAN PHYSIOLOGY * behavior. Topics include methodology and techniques Three hours lecture each week, three hours lab each week; used by behavioral scientists in research; behavioral Credit: 4 hours; Prerequisite: “C” or better in BIO 380; ecology as it relates to social and environmental Pre-/ co-requisite: CHE 112. processes; the evolution of behavior patterns and social Designed for biology majors and pre-professional processes; and the neurophysiology and endocrinology students interested in allied health careers, this course controlling behavioral patterns. covers in detail the function of the human body on the molecular, cellular and organismal levels. Emphasis BIO 431: BIOGEOGRAPHY is placed on the integrated relationship of cells and Three hours lecture each week; Credit: 3 hours; organs. Laboratory experiments examine body function Prerequisite: “C” or better in BIO 101 and 1 other through direct and computer-assisted measurements advanced Biology course. of blood chemistry, heart function, lung capacity and Biogeography is the integrative study of the historical various other parameters. and present distributions of plants and animals. Topics include vicariance, dispersal theory, island BIO 382: HISTOLOGY * biogeography, and natural and anthropogenic Three hours of lab each week; Credit: 3 hours; disturbance events. Population genetics and applied Prerequisite: “C” or better in BIO 380; Offered spring biogeography are also explored in relation to various semester of odd years. endangered species recovery programs. This medical-based lab-only course concen trates on the characteristics, composition, and functions of BIO 440: EVOLUTIONARY BIOLOGY human tissues and organs. In addi tion, students will Three hours lecture each week; Credit: 3 hours; Prerequisites: differentiate between healthy and pathological samples. senior standing in the Biology Major or Minor; “C” or better The sources of study will be prepared slides and in BIO 101 and 2 other biology courses; Offered each fall. computer imagery. A study of organic evolution by means of natural selection. Topics covered include origin of the BIO 410: IMMUNOLOGY* cosmos and prebiotic evolution, types of selection, Three hours lecture each week, three hours lab each week; population genetics, isolating mechanisms and Credit: 4 hours; Prerequisite: BIO 350 or Permission of speciation, evolution of sex, modes of reproduction, the Instructor; Offered spring semester of odd years. rates of evolution, and extinction. Students investigate Immunology is the study of the immune system, a evolutionary trends within the major groups of protective network of cells, secretions, tissues and organisms, including humans. organs. This course will examine the immune system as it functions in health and disease, emphasizing an BIO 450: CELL BIOLOGY * experimental approach. Special consideration will be given Three hours lecture each week, three hours lab each week; to the role of the immune system in infectious disease, Credit: 4 hours Prerequisite: “C” or better in BIO 101; Pre-/ autoimmunity, transplantation, and cancer. Laboratory co-requisite: CHE 111-112 or permission of the instructor; exercises will introduce common immunological Rec ommended: BIO 350; Offered spring semester of even techniques employed in healthcare, industry, and research. years. Cell Biology focuses on the structure and function BIO 430: ETHOLOGY: ANIMAL BEHAVIOR of cells. It examines the molecular processes that are Three hours lecture each week; Credit: 3 hours; Pre- fundamental to life, including molecular genetics, requisites: “C” or better in BIO 101and 1 other advanced metabolism, cell signaling, cell division, and Biology course. differentiation. Laboratory experiments illustrate the Ethology strives to use evolutionary principles as a techniques that are currently used to study cells and foundation for exposing students to a number of include staining, cell fractionation, immunological behavioral approaches. The course will emphasize the detection methods, and DNA/protein gel electrophoresis. history, genetic mechanisms, and evolution of animal
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BIO 460: GENETICS * BIO 492/493/494: DIRECTED STUDY Three hours lecture each week, three hours lab each week; Credit: 2-4 hours; Prerequisite: junior or senior status Credit: 4 hours; Prerequisite:“C” or better in BIO 101; A course of study addressing a specific topic or problem Pre-/co-requisite: CHE 111-112 or permission of the of interest to a student, designed collaboratively by instructor; Recom mended: BIO 350; Offered fall semester the student and faculty member(s), and resulting in a Genetics is the study of genes and how the information paper, report, critiqued performance or production, or that they encode specifies phenotype. A review of other assessable evidence of value added to the student’s classical Mendelian genetics and cytogenetics lays educational experience. the foundation for exploring chromosome structure, A contract of expectations by the student and by the molecular biology, recombinant DNA techniques, and supervising faculty member(s) must be approved by the population genetics. In laboratory, students arrange advisor, the Division Chair and the Registrar prior to crosses between fruit flies, examine gene expression in registration. No more than 6 semester hours toward bacteria, and manipulate DNA molecules. the baccalaureate degree can consist of independent study credit. BIO 480: BIOLOGY LABORATORY ASSISTANT Credit: 3 hours; Prerequisite: junior or senior in Biology BIO 495: SPECIAL TOPICS IN BIOLOGY and permission of faculty sponsor. Credit: 1-4 hours This course offers the student hands-on experience A course whose content may vary from term to term in managing an instructional science laboratory. The according to the needs of the academic department, laboratory assistant will aid the course instructor in student demand, or the interests of the faculty member. preparing laboratory experiments, helping students conduct their experiments, and maintaining the BIO 499: INDEPENDENT RESEARCH laboratory. In addition, the student may be expected IN BIOLOGY to help prepare and grade quizzes, offer supplemental Credit: 3 hours; Prerequisite: junior or senior standing and instruction to students during the lab session, and permission of the sponsoring faculty member be available outside of the lab period for tutoring The student, with the assistance of a faculty sponso, as needed. Open to excep tional Biology juniors and will plan and conduct a small research project following seniors at the instructor’s discretion. May be used to standard scientific methods. Interested students should satisfy the required pre-professional experience. approach a desired sponsor among the biology faculty with a proposal for a research project. BIO 490/491: BIOLOGY INTERNSHIP I and II Enrollment will be limited, and students will be Credit: 1 to 6 hours; Prerequisite: junior or senior status selected on the basis of GPA, (Minimum of 3.0 in An in-depth work experience designed to apply and out of major) interest in the topic, and potential classroom knowledge and skills to real-world for successful completion of the project. Requires professional situations. at least 120 hours of work during the semester. The The senior internship is designed to give the student culmination will be an oral and written report on work experience that is as close to actual employment the project. May be used to satisfy the required pre- as possible. No more than six (6) semester hours toward professional experience. the baccalaureate degree can consist of internship/ cooperative education credit. * denotes lab fee Note: Any student who has not completed her learning agreement for her internship by the last day to drop will be assigned a W for the internship experience for that semester.
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fACULty in international business, management, and marketing. Roger L. Ashby (2000) Assistant Professor of Political Underlying the undergraduate degree program is a solid Science and of Business Administration – B.A., core of business courses, which help prepare students for M.A., Virginia Polytechnic Institute and State the significant managerial positions in the 21st century. University; J.D., Stetson University College of Law; The curriculum emphasizes analytical tools needed to Ph.D. candidate, Virginia Polytechnic Institute and State solve the intricate problems in the contexts of turbulent University environment, increasing globalization, and revolutionary technological advancements facing today’s organizations. Ramchandra Athavale (2008) Intructor in Business Students are prepared for graduate studies in most phases Administration- B.S., University of New Orleans; M.S., of business. North Carolina State University tHe miSSion Kamlesh T. Mehta (2006) Lilly Bitting Farish Professor The mission of the Business Administration Program at of International Business and Marketing, Program Peace College supports the Mission and the Strategic Plan Coordinator –M.B.A., Emporia State Uni versity; D.B.A., of the College. Therefore, the mission of the Business United States International University Administration Program is to provide exceptional, innovative, and social-responsibility based programs. The bUSineSS AdminiStrAtion programs prepare the students with the core competencies The Business Administration Program at Peace and skills necessary to manage and lead the workforce and College offers quality professional Bachelor of Arts in with the fundamental knowledge required for the pursuit of Business Administration and Bachelor of Science in graduate studies in a highly turbulent global environment. Business Administration degrees with concentrations The commitment of our dedicated faculty, staff, and
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administrators is to enhance the knowledge base and to curriculum is aligned to the national standards for encourage life-long learning that empowers women in Business Education. the Business Administration Program and is consistent Liberal Education Curriculum 50 hours with the traditions of excellence, integrity, liberal arts See the Catalog for a full description of Peace Passport education, and community. Business Administration Major Courses 47 hours bUSineSS AdminiStrAtion mAJor General Electives 30 hours The business administration major provides students Total Hours for the B.S. with a strong core of business knowledge in the in Business Administration 125 hours areas of economics, accounting, finance, marketing, management, and strategic policy. In addition to BUSINESS ADMINISTRATION the core, students must have a focus in a specific CORE COURSES 45 HOURS content area wiht a declared major or minor or with BUS200 Principles of Management 3 a fifteen-hour business concentration in marketing or ECO212 Macroeconomics 3 management. BUS215 Marketing 3 BUS221 Principles of Accounting I 4 BUS222 Principles of Accounting II 4 bACHeLor of ArtS reqUirementS BUS270 Business Law 3 Liberal Education Curriculum 50 hours BUS/LEA312 Leadership in Organization 3 See the Catalog for a full description of Peace Passport or BUS/LEA316 Ethical Leadership 3 Business Administration Major Courses 47 hours BUS335 Management Info Systems 3 General Electives 30 hours BUS/HRM355 Strategic Human Resources Mgmt 3 BUS390 Production Operations Mgmt 3 Total Hours for the B.A. BUS415 Corporate Finance 3 in Business Administration 125 hours BUS430 International Business Enterprise 3 BUS480 Business Policy 3 BUSINESS ADMINISTRATION BUS490 Internship in Business 3 CORE COURSES 30 HOURS MAT231 Business Calculus 3 BUS 200 Principles of Management 3 ECO 212 Macroeconomics 3 BUS 215 Marketing 3 Students are encouraged to pursue a concentration BUS 221 Principles of Accounting I** 4 by selecting appropriate business courses as part BUS 222 Principles of Accounting II 4 of their requirements for the General Electives. BUS/LEA 312 Leadership in Organization 3 The Business Program offers concentrations or in International Business, Management, and BUS/LEA 316 Ethical Leadership 3 Marketing. Please refer to the detailed course BUS 390 Production and Operations Mgmt. 3 offerings in the section on Concentrations. BUS 415 Corporate Finance 3 BUS 480 Business Policy 3 INTERNSHIP BUS 490 Internship in Business 3 Students who double-major must complete an ** Students must earn a “C” or better in BUS 221, internship in Business, unless their internship in Accounting I, before taking BUS 222. the other discipline clearly includes business-related elements (e.g., management, marketing, finance, bACHeLor of SCienCe accounting, entrepreneurship, business, etc.). Students reqUirementS must obtain approval from the Business program The Bachelor of Science in Business Administration coordinator prior to the registration and completion degree provides the foundation of knowledge required of an internship for another major in order to receive to pursue graduate studies in business and prepares an exemption from BUS 490. Such an exemption will the students with skills and competencies in the fulfill the internship requirement and will count only respective functional areas of Business Administration. for three credits toward one of the majors. The degree emphasizes a quantitative focus and the
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B. CONCENTRATION 15 HOURS * Only courses with international contents are accepted. Select any 15 hours from one of the following Students are advised to seek approval prior to registration. concentrations OR a declared double major. The **Courses that meet the Liberal Education Curriculum courses that meet the requirements of the General requirements will not be counted toward requirements for Education curriculum or Business Core curriculum international business concentration or global studies minor. will not count toward the requirements for the concentrations. 2. MANAGEMENT Business management must be understood in the 1. INTERNATIONAL BUSINESS context of organizations and how those organizations The International Business concentration is for students are shaped by the external environment. This con- in the Business Program. The students in non-business centration is designed for students who want a greater programs cannot pursue this concentra tion, but are understanding of current business practices and who urged to pursue the minor in Global Studies. Students want the challenge of formulating effective competitive are encouraged to pursue inter national travel and strategy using a rigorous and analytical approach. experience as part of this concentration. Select a total of 15 credits from the list below for the International BUS 101-110 Spotlight in Business Business concentration. Courses that meet the Liberal BUS 250 Personal Investing Education Curriculum requirements will not be BUS 280 Personal Finance counted toward requirements for International Business BUS 295 Special Topics Concentration or Global Studies Minor. At least six BUS 301-310 Advanced Spotlight in Business credits must be from the list of courses designated as BUS 425 Marketing Management BUS 430 International Business BUS in the business field. BUS 440 Global Management BUS 445 Cross Cultural Management BUS 101-110 Spotlight in Business BUS 495 Special Topics ANT214 Cultural Anthropology COM 332 Organizational Communication ANT315 Globalization, People & Culture COM 445 Gender Issues ANT368 American Ethnic Relations HRE 380 Organizational Development BUS 301-310 Advanced Spotlight in Business HRE 399 International Perspectives on Work BUS420 Global Marketing HRE 400 Performance Management BUS430 Int’l. Business Enterprise LEA 301/302 Group Process and Group Dynamics BUS440 Global Operations PPA/BUS 270 Business Law BUS445 Cross Cultural Mgmt. PSY/HRE 370 Industrial & CHD342 Spanish for Public Health Professionals Organizational Psychology COM301 Intercultural Comm. SPA 216 Spanish for Business COM410 International Comm. HIS399 World Since 1945 HIS319 Europe in the Twentieth Century 3. MARKETING HIS331 Women in the Western World The utilization of knowledge of consumer behavior in HRE/PSY395 Int’l. Perspectives on Work the development of marketing requires the successful LAS/HIS363 Latin American Studies application of the principles of behavior. These PSC301 Foreign Policy REL214 World Religions principles draw heavily from the field of psychology SPA/LAS 105 Hispanic Documentary and are, in fact, a subset of the theories of behavior SPA216 Spanish for Business in general. Students choosing this concentration will SPA306 Hispanic Culture & Civ. (II) develop an in-depth knowledge of both marketing and Spotlight Courses (Max 3 Credits)* psy chology and will be able to apply this knowledge Any Special Topics Course* to particular marketing situations. Students complet- Any Foreign Language Course (non ing this concentration will be prepared for careers English) (Max 3 credits) in marketing research, brand management, political polling, marketing communications, and other fields where an understanding of human behavior is essential.
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BUS 101-110 Spotlight in Business for inter national business concentration or global BUS 295 Special Topics studies minor. Select a total of any 18 credits from the BUS 300 Marketing Research list below for the Global Studies Minor. BUS 301-310 Advanced Spotlight in Business BUS 322 Advertising BUS 101-110 Spotlight in Business BUS 327 Consumer Behavior ANT 214 Cultural Anthropology BUS 345 Personal Selling BUS 301-310 Advanced Spotlight in Business BUS 420 Global Marketing ANT 315 Globalization, People & Cultures BUS 425 Marketing Management BUS 420 Global Marketing BUS 430 International Business BUS 430 International Business Enterprise BUS 440 Global Management BUS 440 Global Operations BUS 445 Cross Cultural Management BUS 445 Cross Cultural Management BUS 495 Special Topics CHD 342 Spanish for Public Health Professionals COM 440 Mass Media Law and Ethics COM 301 Intercultural Communication PSY 330 Social Psychology COM 410 International Communication PSY 362 Attitudes and Social Influence HIS 399 World Since 1945 HIS 319 Europe in 20th Century HIS 331 Women in Western World HRE/PSY 395 International Perspectives on Work bUSineSS AdminiStrAtion LAS/HIS 363 Latin American Studies PSC 301 Foreign Policy minor 18 houRS REL 214 World Religions SPA/LAS 105 Hispanic Documentary Required courses: SPA 216 Spanish for Business BUS 200 Principles of Management 3 SPA 306 Hispanic Culture and Civilization (II) BUS 215 Marketing 3 Spotlight courses (maximum three credits) * BUS 221 Principles of Accounting I 3 * Only courses with international contents are accepted. Plus any three additional Business Admin (BUS) Students are advised to seek approval prior to registration. or Economics (ECO) courses 9
**Courses that meet the Liberal Education Curriculum requirements will not be counted toward requirements for gLobAL StUdieS minor international business concentration or global studies minor. 18 houRS
Course requirements (only for students in non-Business programs) ** RECOMMENDED SCHEDULE OF COURSES After the completion of the Liberal Education The Global Studies Minor is for students in non- requirements during their Freshmen and Sophomore business programs. The students in the business pro- years, a suggested program of study for the remainder gram cannot pursue this minor, but are urged to pursue of the course requirements for the Bachelor of Arts in the concentration in International Business. Students Business Administration degree is shown below. are encouraged to pursue international travel and experience as part of this minor. The Global Studies Freshmen Year Minor is interdisciplinary and draws upon the resources Fall and course offerings from various programs across LEA101 Introduction to Leadership campus. The interdisciplinary nature of this minor will LEA102 Introduction to Leadership-Lab make it feasible for any student to pursue it without basic knowledge and course work in the business field. Spring Courses that meet the Liberal Education Curriculum LEA101 Introduction to Leadership requirements will not be counted toward requirements LEA102 Introduction to Leadership-Lab 156 bUSineSS AdminiStrAtion division of organizational Studies
bUSineSS AdminiStrAtion CoUrSeS Sophomore Year BUS/HRE 100: INTRODUCTION TO Fall BUSINESS AND WORK Three hours each week; Credit: 3 hours; Offered every ECO211 Microeconomics semester BUS200 Introduction to Management * This course is designed to introduce the student to the Spring business world and its activities, characteristics, and ECO212 Macroeconomics priorities, as well as appropriate and effective worker BUS221 Accounting I behavior. Students will learn how human behavior impacts organiza tional behavior and results. The course covers fundamental understanding of the business * BUS/HRE100-Introduction to Business and work is not Required nor does it substitute environment, work structure, and successful conduct BUS200-Principles of Management. in organizations that many students may not yet have fully experienced. New employees who arrive equipped with an appreciation of the competitive pressures, Junior Year globalization, diversity, changing technology, and other Fall critical traits of the contemporary workplace will have BUS222 Accounting II a huge advantage over others less prepared. Students BUS215 Marketing in this course will be given the foundations of human BUS390 Operations Mgmt. & Research relations and basic business skills and knowledge to apply in the organizational setting. BUS312 Leadership in Organization or BUSxxx Concentration Course BUS 101-110 SPOTLIGHT COURSE (Selected Topic) IN BUSINESS Spring Credit: 1 hour BUS390 Operations Mgmt. & Research The spotlight courses in business are one-hour credit BUS415 Corporate Finance academic experiences that will expose students to current topics and new ideas related to business. The BUSxxx Concentration Course purpose of the spotlight courses is to examine a topic BUS316 Ethical Leadership from numerous perspectives that would open student minds to innovative thinking. The emphasis is on the Senior Year breadth of topics not addressed in other business classes Fall and developing student interest for specialization BUS480 Business Policy & Strategy within business. (Only For Graduating Seniors) BUS490 Internship BUS 200: PRINCIPLES OF MANAGEMENT Three hours each week; Credit: 3 hours; Offered every BUSxxx Concentration Course semester Spring This course concerns the management of organizations BUS480 Business Policy & Strategy in a competitive environment. Regardless of the goals (Only For Graduating Seniors) of the organization whether for-profit or for-benefit BUS490 Internship managers are required to understand the forces external BUSxxx Concentration Course to the firm that structure decisions. This course examines the different elements that shape mana- Note: Please consult your academic advisor for gerial discretion and the tools that organizations use guidance if you plan to deviate from the above to survive their environments. The philos ophy of this recommended sequence of courses. course is that management must be understood within the context of organizations and how organization environments shape the practice of management. 157 bUSineSS AdminiStrAtion division of organizational Studies
BUS 215: MARKETING BUS 270: BUSINESS LAW Three hours each week; Credit: 3 hours; Offered every Three hours each week; Credit: 3 hours; Offered when semester needed This course demonstrates the role of marketing in the This course addresses the legal and ethical issues organization, explores the relationship of marketing confronting the business manager. This course to other functions, and helps students learn to addresses the legal system, legal processes, and several make marketing decisions in the context of general areas of substantive commercial law relevant to management. The course shows how effective marketing management decisions. In addition, it discusses the builds on a thorough understanding of buyer behavior to developing recognition of legal and ethical issues, create value for customers. Students learn how to control and their managerial implications. The concepts the elements of the marketing mix-including product studied in this course include product liability, the policy, channels of distribution, communication, and administrative legal process of regulation, antitrust, pricing-to satisfy customer needs profitably. and the contract as the fundamental legal instrument of global commercial relations. BUS 221: PRINCIPLES OF ACCOUNTING I Three hours each week; Credit: 4 hours; Offered BUS 280: PERSONAL FINANCE every semester Three hours each week; Credit 3 hours; Prerequisites: Any The ability to understand financial informa tion is critical business or economics class or permission of the instructor; to anyone who wants to invest in stock, apply for a loan, Offered fall semester or evaluate the profitability of a business. In this course, An introduction to personal finance. Topics include students will learn how to record business transactions, household budgeting, banking services, insurance, prepare financial statements and analyze financial data. income taxes, consumer credit and time value of Students will be prepared to do basic bookkeep ing for a money. Emphasis will be placed on helping students small service-oriented or retail business. understand and make decisions about buying health and life insurance, buying a home, making car BUS 222: PRINCIPLES OF ACCOUNTING II payments, creating a budget and paying personal Three hours each week; Credit: 4 hours; income tax. Course will use basic textbook on “Personal Prerequisite: C or better in BUS 221; Offered every semester Finance” supplemented with guest speakers. The majority of business sales are generated by corporations. In this continuation of BUS 221, BUS 295: SPECIAL TOPICS IN BUSINESS students will be able to record basic transactions of Credit: 1-4 hours; Prerequisites: Permission of the Instructor partnerships and corporations. Emphasis is given to A course whose content may vary from term to term developing critical thinking about complex financial according to the needs of the academic department, data and ratio analysis. Students will also be introduced student demand, or the interests of the faculty member. to basic managerial accounting terminology and cost- volume-profit analysis. BUS 301-310: ADVANCED SPOTLIGHT COURSES IN BUSINESS Credit: 1 hour; Prerequisites BUS 250: PERSONAL INVESTING BUS 200 or BUS 215 or Permission of the Instructor Three hours each week; Credit: 3 hours; Prerequisites: The purpose of the advanced spotlight courses in business Any business or economics class or permission of the is to provide students an opportunity to learn the breadth instructor; Offered fall semester, odd years and/or depth on a topic of interest or of current value The study of financial markets for individual investors. in the business field. The spotlight courses will provide Strategies for investments, equity portfolios and debt student an opportunity to exchange ideas, share thoughts, financing will be presented. Financial options available and engage in a stimulating, intellectual discussion on a to individuals and families will be discussed. particular topic of significance to companies, customers, governments, citizens, and the society-at-large at local, regional, national, and global levels.
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BUS 322: ADVERTISING BUS 301-310 ADVANCED SPOTLIGHT COURSE Three hours each week; Credit: 3 hours; Prerequisite: BUS (Selected Topic) IN BUSINESS 215; Offered spring semester Credit: 1 hour; Prerequisites: BUS200 or BUS215 or This course examines the creation of an advertising Permission of the Instructor strategy, and explores the planning and execution of The advanced spotlight courses in business are one- advertising and related promotional functions. Among hour credit academic experiences that allow students the topics discussed are setting advertising objectives and to enhance their knowledge, skills, competencies, budget, media strategy, creative strategy, and measuring and attitudes related to business. The purpose of advertising effectiveness. It also evaluates controversies the spotlight courses is to examine a topic in greater surrounding advertise ment effectiveness measurement, depth than other business courses allow or to provide and reviews legal issues, including privacy, deception, knowledge of specialization on a topic within business. and advertisement substantiation. The course emphasizes the management of advertising campaigns, expenditures, BUS/LEA 312: LEADERSHIP IN and the integration of advertising efforts as part of the ORGANIZATIONS: THEORY AND PRACTICE total marketing program. Three hours each week; Credit: 3 hours; Prerequisites: LEA 101-102 or permission of the instructor BUS 327: CONSUMER BEHAVIOR The concept of organization is often con nected with Three hours each week; Credit: 3 hours; Prerequisite: large-scale bureaucracies where creativity is stifled, BUS 215; Offered fall semester, odd years where there is a lack of concern for the individual This course provides an overview of current knowledge needs of employees, and where only individuals in the about consumer behavior. Basic behavioral science highest positions have voice. Although many organiza- and specific techniques used in marketing practice are tions still meet this image, there has been a major covered. Course topics include focus group interviews shift in today’s business environment, resulting in and qualitative research, survey analysis, sensory and organizations becoming more open networks of people perceptual analysis, attitude analysis, value analysis, and who collaborate to work toward shared goals. The psychographics. The approach is not mathematical, but main purpose of this course is to prepare students for is technical. The course is directed at students preparing facilitating effective leadership so that the organization for positions in brand management, advertising, and is well-positioned for the demands of a diverse, marketing research. complex, and changing society.
BUS 300: MARKETING RESEARCH BUS/LEA 316: ETHICAL LEADERSHIP: Three hours each week; Credit: 3 hours; Prerequisites: THEORY AND PRACTICE BUS 215 and STA 201; Offered fall semester, even years Three hours each week; Credit: 3 hours; Prerequisites: This course considers the gathering of marketing- LEA 101-102 or permission of the instructor related data from individuals and organizations, This course will explore the ethical and moral with particular emphasis on inte grating problem responsibilities of leadership. Students will study the formulation, research design, and sampling so as moral obligations of leaders and followers and how to yield the most valuable informa tion. Statistical leaders shape the moral environment of institutions approaches to improve marketing decision making and other formal and informal organizations. The in such areas as strategic market ing, advertising, course will also address the public and private morality pricing, sales force management, sales promotions, of leaders, as well as how leaders convey values through new products, and direct marketing are examined. The language, symbolic actions, and as role models. In development, implementation, and use of quantitative order to prepare students for their various career paths, models are emphasized. ethical issues related to leadership within a variety of contexts will be examined.
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BUS/COM/HRE 332: ORGANIZATIONAL BUS 350: SIFE (STUDENTS IN FREE COMMUNICATION ENTERPRISE) TEAM SUPPORT Three hours each week; Credit: 3 hours Credit: none; Prerequisites: permission of the This course describes the role and importance of instructor; a prerequisite course for BUS 450 organizational communication within the evolving Students enrolled in this course will support the social context. The goal is to examine current business SIFE team in defining, researching, docu menting, practices, while at the same time, offering a thorough and completing projects. The intent of this course consideration of the history, theory and research on is to replicate an entry-level position in a consulting communication and organizations. firm. In this course students will be exposed to, and develop an understanding of, the leadership and project BUS 335: MANAGEMENT INFORMATION management techniques they will need before being SYSTEMS promoted to SIFE positions of responsibility Three hours each week; Credit: 3 hours; Prerequisite: BUS200, STA201, CIS100; Offered Fall Semester BUS 355: STRATEGIC HUMAN RESOURCE The topics covered in this course include an MANAGEMENT introduction to the use of computers and information Three hours each week; Credit: 3 hours; Prerequisite: for problem solving and decision making in BUS200, ECO211 or ECO212; Offered Spring Semester management environments; introduction to Strategic Human Resources Management (SHRM) essential computer technology, information systems will integrate theories and practices in the management development methodology, and management of and explore the linkages between business strategy computer and information as strategic resources; and and human resources. The topics covered in this spreadsheet and database applications for management course include human capital theory, human resource and theory of database management systems. planning, contemporary “best practices” in HR, compensation, staffing, labor-management resources, BUS 345: PERSONAL SELLING work system design, performance management, Three hours each week; Credit: 3 hours; Prerequisites: BUS training, equal opportunity employment, outsourcing, 215; Offered fall semester, even years; Approved as an and change management. This course covers domestic Advanced Writing Course. and international issues, as well as organizational The focus of this course is to develop the ability to change and development. accurately identify the customer’s needs and deliver the appropriate solution using relationship-building skills and BUS 360: MANAGERIAL ACCOUNTING the application of modern sales automation technology to Three hours each week; Credit: 3 hours; Prerequisites: BUS adapt to ever-changing market conditions. The objective 222; Offered when needed of this course is to develop an in-depth understanding of The application of cost analysis to manage ment problems. the theories, functions, and workings of the sales function While financial accounting focuses on the external in organizations. This course discusses the strategic and interpretation of financial reports, this course emphasizes tactical aspects of the sales function. The course blends internal reporting to assist managers. Planning and theory and practice and is intended for students whose control techniques, basis cost analysis, capital budgeting, careers will require them to be deeply involved with activity-based management, using both quantitative and sales promotion decisions, either as line managers or as behavioral applications are covered. consultants. This course meets the requirement for an Advanced Writing Course. Therefore, emphasis will be placed on learning professional writing in the context of the course content and will include writing of reports, papers, briefs, summaries, post scripts, and others.
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BUS 390: PRODUCTION AND OPERATIONS of decision modeling to address marketing issues such MANAGEMENT as market segmentation and positioning, new product Three hours each week; Credit: 3 hours; Prerequisites: BUS development, and advertising response and budgeting. 200, 215, 221, and CIS 100; Offered spring semester Uses advanced techniques to model marketing decision An introduction to production and opera tions problems facing marketing managers to ensure management that covers manufacturing, services, optimum outcomes for the firm and its managers. and experiences. The course addresses the strategies available in the operations function, the identification BUS 430: INTERNATIONAL of operations problems, and their solutions. The topics BUSINESS ENTERPRISE covered in this course include product design and Three hours each week; Credit: 3 hours; Prerequisites: BUS planning issues, capacity and location planning, facility 200, BUS 215, ECO 211; Offered spring semester. layout, intermediation, technology, and strategic plan- Discuss how and why countries differ. Review the ning for the operations function. economics and politics of international trade and investment. Understand the functions and forms of the BUS 415: CORPORATE FINANCE global monetary system. Examine the strategies and Three hours each week; Credit: 3 hours; Prerequisites: structures of international businesses. Assess the special BUS 200, BUS 222, ECO 212, and STA 201; Offered roles of an international business’ various functions. every semester This course serves as an introduction to business BUS 440: GLOBAL OPERATIONS finance, financial management and investments. Three hours each week; Credit: 3 hours; Prerequisites: Students in this course will analyze corporate financial BUS 200, junior or senior standing, or permission of the policy, including capital structure, cost of capital, instructor; Offered once yearly or as needed dividend policy, and related issues The primary The current trends discussed in this course are the objective is to provide a framework, concepts, and tools globaliza tion, outsourcing, and interdependency of for analyzing financial decisions based on fundamental nations for economic, political, and strategic reasons. principles of modern financial theory. The approach is The course emphasizes international management rigorous and analytical. operations, functions, cross-border negotiations and communications, global alliances, multi-country BUS 420: GLOBAL MARKETING affiliate structures, policies and procedures, sources Three hours each week; Credit: 3 hours; Prerequisites: of global staffing and training, global strategy BUS 215; Offered spring semester, even years formulations, and practices of international, Company survival and growth in the coming years will multinational, and global corporations. T require a move toward global marketing with its many potential rewards and risks. This course examines the BUS 445: CROSS-CULTURAL MANAGEMENT challenge of entering and operating effectively in foreign Three hours each week; Credit: 3 hours; Prerequisites: markets. This course examines the challenge of leading BUS 200, junior or senior standing, or permission of the a company in today’s global business environment. instructor; Offered once yearly or as needed With a focus on the design and management of inter- This course emphasizes the impact of cultural organizational systems, the class considers constraints differences around the world on the success and failure and opportunities facing a firm that wishes to distribute of a firm and vice versa. It will address management its products or services overseas. styles across cultures and the characteristics of a global manager cadre. Topics covered include business BUS 425: MARKETING MANAGEMENT protocols, cultural taboos, cultures of different Three hours each week; Credit: 3 hours; Prerequisites: BUS countries, global managers as change agents, global 215; Offered fall semester, odd years workforce diversity, impact of technology on cultures, An introduction to the managerial techniques used in intercultural sensitivity, interactions with people of planning and conducting marketing programs in the different ethnic and religious backgrounds, expatriate for-profit and for-benefit segments of the economy. issues, the role of the global manager, and the influence This courses covers concepts, methods, and applications of global companies on people and cultures. 161 bUSineSS AdminiStrAtion division of organizational Studies
BUS 450: STUDENTS IN FREE BUS 492/493/494: DIRECTED STUDY ENTERPRISE (SIFE) Credit: 3 hours; Prerequisites: Three hours each week; variable credit; Prerequisites: junior BUS 350 and permission of the instructor or senior status and permission of the Program Coordinator The SIFE course offers students the oppor tunity to A course addressing a specific topic or problem of develop leadership, teamwork and communication interest to a student, designed collaboratively by the skills through learning, practicing, and teaching the student and faculty members, resulting in a paper, principles of free enterprise. SIFE students learn report, critiqued performance or production, or other by participating in educa tional outreach projects, assessable evidence of value added to the student’s including market economics, entrepreneurship, educational experience. A contract of expectations by personal and financial success, and business ethics. the student and by the supervising faculty member(s) SIFE students apply the business concepts learned in must be approved by the advisor, the Division Chair the classroom to real-world problems. and the Registrar prior to registration. No more than six (6)) semester hours toward the baccalaureate degree BUS 480: BUSINESS POLICY can consist of independent study credit. Three hours each week; Credit: 3 hours; Prerequisites: Graduating Senior standing required and completion of BUS 495: SPECIAL TOPICS IN BUSINESS BUS 200, 215, 221, 222, BUS312 or BUS316, BUS390, Credit: 1-4 hours; Prerequisites: Permission of the Instructor BUS415, and ECO 212; Offered spring semester. A course in which content may vary from term to term A company attains a competitive position when the according to the needs of the academic department, configuration of its product mix and service activities student demand, or the interests of the faculty member. generates superior value for customers. The challenge of formulating effective competitive strategy is to balance the opportunities and risks associated with dynamic and uncertain changes in industry attractiveness and competitive position. This course helps students develop skills for formulating strategy. This the capstone course for all students seeking a degree in Business Administration.
BUS 490/491: BUSINESS INTERNSHIP I AND II Credit: 1 to 6 hours; Prerequisites: BUS 200, 215, 221, 222, ECO 211, and two 300 or higher level business courses This course is an employment experience with a local business in support of the business management program. Academic credit must be earned in the same semester in which the Internship was conducted. No more than 6 (six) semester hours toward a baccalaureate degree can consist of internship/cooperative education credit. Note: Any student who has not completed her learning agreement for her internship by the last day to drop will be assigned a W for the internship experience for that semester.
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fACULty Inorganic Chemistry (NCSU: CH 402-laborary-optional) 1 Catherine H. Banks (1994) Associate Professor Qualitative Organic Analysis of Chemistry – B.A., Wittenberg University; Ph.D., (NCSU 428) 3 Vanderbilt University; Postdoctoral work, Texas Independent research 3 A & M University CHE 492-495 or 300/400 level course approved by chemistry faculty CHemiStry minor 23-24 houRS CHemiStry CoUrSeS Required courses: CHE 111-112: GENERAL CHEMISTRY * CHE 111-112 8 Three hours lecture each week, three hours lab each week; CHE 211-212 8 Credit: 4 hours; Prerequisite: two years of high school algebra for CHE 111, CHE 111 with at least a “C” average for CHE 112; Recommended: high school chemistry Two additional course from the following: This course will introduce the fundamental principles of Biochemistry chemistry, matter, and the changes that matter undergoes. CHE350 4 You will use demonstrations and laboratory experiments Quantitative Analysis to obtain a clear understanding of the material presented. (NCSU: CH 315; Meredith: CHE 350) 4 Topics related to your major and to environmental issues will show you the chemistry around you.
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CHE 211-212: ORGANIC CHEMISTRY * to real-world professional situations. This junior/senior Three hours lecture each week, three hours lab each week; internship is designed to give you experience that is as Credit: 4 hours; Prerequisite: CHE 112 with at least a identical as possible to actual employment. No more “C” average than six semester hours toward the baccalaureate degree Organic chemistry is a systematic study of carbon can be earned. You must complete a learning agreement compounds. This course provides a foundation for for the internship by the last day to drop or you will be further studies of biology, chemistry, and biochemistry. assigned a W for the experience that semester. You will study the types of organic compounds and their reactions and uses in everyday life. CHE 492/493/495: DIRECTED STUDY Credit: 2-4 hours; Prerequisite: junior or senior status CHE 295: SPECIAL TOPICS IN CHEMISTRY In this course, you and the instructor will design Credit: 1-4 hours. a study of a specific topic or problem of interest, A course whose content may vary from term to term which will result in a paper, report or production, or according to the needs of the academic department, other products that can be evaluated. A contract of student demand, or the interests of the faculty member. expectations between you and the instructor will be needed and must be approved by your advisor, by the CHE 350: BIOCHEMISTRY division chair, and by the Registrar prior to registration. Credit 4 hours; Prerequisite: CHE 211 with a grade of “C” No more than six credit hours toward the baccalaureate or better; Three hour lecture and one hour problem session degree can be earned. each week Biochemistry is the study of the molecules and CHE 495: SPECIAL TOPICS IN CHEMISTRY chemical reactions of life. You will use the principles and Credit: 1-4 hours content. language of chemistry to explain biology at the molecular Course content will vary from semester to semester level. The major types of biomolecules will be studied, as depending upon the need and interest shown for well as their use in metabolism and bioenergetics. various topics related to your major field of study. These topics may include environ mental chemistry and CHE 490/491: CHEMISTRY INTERNSHIP I and II other timely topics. Credit: 1 to 6 hours; Prerequisite: junior or senior status with minor in chemistry * Denotes lab fee You will obtain an in-depth work experience that is designed to apply your chemical knowledge and skills
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fACULty students who wish to study children (infancy through Marnie Arkenberg (2007) Assistant Professor of Child adolescence) and the major family, cultural, peer, school, Development – B.S., University of Nebraska at Omaha; and neighborhood contexts in which they interact. M.A., University of Nebraska; Ph.D., Pennsylvania Students in the major gain a strong background in the State University social and behavioral sciences related to child development through a focused study of children and the contexts Whitney Jenkins Cain (1996) Assistant Professor in which they develop, as well as through opportunities of Child Development, Coordinator of Child for supervised and independent research and field study Development Program – B.A., University of the South; relevant to children’s development. Together, these M.A., Boston University; Ph.D., North Carolina State opportunities encourage students to link theories and University research so that they can effectively tackle challenges Korrel W. Kanoy (1981) Professor of Psychology facing today’s children and their families. The major and Child Development – B.A., summa cum laude, is excellent preparation for work in a variety of settings University of Richmond; M.A., Ph.D., Univer sity of serving children and their families, as well as for graduate Tennessee at Knoxville study in selected social science and professional fields (e.g., social work, allied health fields, education, public policy). CHiLd deveLopment Students who are particularly interested in the sciences The Child Development major (CHD) reflects Peace’s and/or who look forward to health related graduate mission to prepare women “for ethical lives of purpose, degrees or professions may support their interests further leadership, and service”. The major is designed for through pursuing the Bachelor of Science degree in CHD.
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bACHeLor of ArtS in CHiLd Choose 6 Child Development Electives 18-20 hours deveLopment CHD 312: Adolescent Development 3 Liberal Education Curriculum 50 hours CHD 315: Lifespan Development 3 For a full description see Peace Passport section of this catalog CHD 342: Spanish for Public Health 3 CHD 345: Cross-Cultural Development 4 Child Development Major Courses 33-34 hours CHD 354: Child, Family, and Youth Services 3 General Electives 41-42 hours CHD 360: Family Systems 4 CHD 392: Psychobiology 3 Total Hours for the B.A. in Child CHD 400: Social & Emotional Development 3 Development 125 hours CHD 401: Speech, Language, & Literacy 3 CHD 402: Children’s Thinking 3 CHiLd deveLopment Core CoUrSeS 14 HoUrS Choose 2 Laboratory Science Courses 8 hours CHD 310: Child Development 4 ANT 430: Observational Methods 4 CHD 300: Research Methods 3 BIO 350: Microbiology 4 CHD 300-L: Developmental Methods Lab 1 BIO 380: Anatomy & Physiology 4 CHD 374: Developmental Theory 3 BIO 381: Human Physiology 4 CHD 470: Senior Seminar in Child Development 3 BIO 410: Immunology 4 BIO 460: Genetics 4 Choose 6 Child Development Electives 18-20 hours CHE 211 – 212: Organic Chemistry 4 CHD 312: Adolescent Development 3 CHE 350: Biochemistry 4 CHD 315: Lifespan Development 3 CHD 342: Spanish for Public Health 3 Mathematics Course 3 hours CHD 345: Cross-Cultural Development 4 STA 301: Statistics II 3 CHD 354: Child, Family, and Youth Services 3 CHD 360: Family Systems 4 Science or Social Science at the 300-or 400 level 3 hours CHD 392: Psychobiology 3 ANT 320: Human Ecology 3 CHD 400: Social & Emotional Development 3 ANT/PSY 325: Primate Behavior 3 CHD 401: Speech, Language, & Literacy 3 ANT 370: The Female of the Species 3 CHD 402: Children’s Thinking 3 BIO 430: Ethology: Animal Behavior 3 CHD 410: Assessment and Intervention 3 CHD/PSY 392: Psychobiology 3 PSY 380: Cognition 3 PSY 382: Learning 3 bACHeLor of SCienCe in CHiLd deveLopment Choose 1 Professional Writing Course 3 hours Liberal Education Curriculum 50 hours ENG/COM 309: Article & Essay Writing 3 For a full description see Peace Passport section of this catalog ENG/COM 341: Professional Writing 3 PSC 425: Grant Writing 3 Child Development Major Courses 52-54 hours General Electives 21-23 hours CHiLd deveLopment minor 18 HrS Total Hours for the B.S. in Child Required courses: Development 125 hours CHD 310 Child Development 4 CHD 360 Family Systems 4 CHiLd deveLopment Core CHD 345 Cross Cultural Developmetn 4 CoUrSeS 14 HoUrS Elective courses: CHD 310: Child Development 4 Two CHD Electives 6 CHD 300: Research Methods 3 CHD 300-L: Developmental Methods Lab 1 CHD 374: Developmental Theory 3 CHD 470: Senior Seminar in Child Development 3
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CHiLd deveLopment CoUrSeS interact to influence children’s development through topics such as the impact of environ mental toxins on CHD/PSY 300: RESEARCH METHODS Three prenatal development and the influence of poverty lecture hours each week; two laboratory hours each week; on intelligence. To under stand how children develop Credit 4 hours; Prerequisites: PSY 101, STA 201 & cognitively, we’ll explore theories focused on the grammar competency exam check-off. This course has been ways that children come to understand the world approved as an advanced writing composition course. around them. We’ll gain insight into our own socio- This course meets the advanced writing requirement and emotional development by learning about children’s will help you understand the basic elements of behavioral emotional worlds, parenting styles, and the influence research. Just what are independent and dependent of temperament on relationships. Through in- and out- variables? What is meant by correlational research? How of-class work, we’ll focus on a range of topics that will do psychologists recruit participants? Not only will this help you as a profes sional, parent, or both. course help you learn how to read and understand a professional journal article, it will also help you evaluate CHD/PSY 310-L: CHILD DEVELOPMENT common research findings that are reported in the news. SERVICE LABORATORY Eighteen hours over the Students will have the opportunity to review an area semester; Credit: 1 hour; Corequisite: CHD/PSY 310. of psychology in-depth and design a research proposal. This laboratory experience provides students with Emphasis will be placed on learning scientific writing real-world opportunities to observe class learning and in the context of the behavioral sciences as well as the material while they provide service in a not-for-profit accurate use of American Psychological Association community setting. (APA) writing style. CHD/PSY 312: ADOLESCENT DEVELOPMENT CHD/PSY 300-L: DEVELOPMENTAL METHODS Three hours each week; Credit: 3 hours; Prerequisite: LABORATORY One hour each week; Credit: 1 hour; PSY 101. “ You don’t have to suffer to be a poet. Corequisite: CHD/PSY 300. This course will help you Adolescence is enough suffering for anyone.”–John understand how we study development. You will learn Ciardi. It seems like we wake up one morning and our about the different methods used to study changes parents have lost their minds, our bodies are doing in behavior over time, the special considerations things completely beyond our control, and no one needed for working with children, and how we study understands any of it! What’s going on? In one word: individuals who can’t yet tell us what they know. You Adolescence. Through in-class work and hands-on will learn about different developmental designs, how projects, we’ll explore the many physical, cognitive, and to collect, analyze, and interpret developmental data, emotional changes occurring during adolescence, as and how to tell others about your research findings. well as current social phenomena that are influential in Taking this course will help you better understand teens’ development how research about development is conducted and you’ll be able to view scientific research findings with CHD/PSY 315: LIFE-SPAN DEVELOPMENT a more critical eye. You will also have the opportunity Three hours each week; Credit: 3 hours; Prerequisite: to design a developmental study as part of the course PSY 101. This course helps you understand how people requirements. develop and change throughout their lives. Whether your goal is to be a professional, a parent, a partner, CHD/PSY 310: CHILD DEVELOPMENT or all three, knowledge of what others experience at Three hours each week; Credit: 3 hours; Prerequisite: different ages will make you more effective in your PSY 101. This course explores our biological, cogni- interactions with them. We will study topics that tive, and socio-emotional development from con- range from brain growth during prenatal development ception through middle childhood. For example, and attachment in infants to whether there really is a we’ll examine how biology and the environment mid-life crisis and fear of aging. You will be asked to
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apply what you’re learning in group work, projects, or CHD 345-L: CROSS-CULTURAL papers. For example, you may explore your attachment DEVELOPMENT LABORATORY Eighteen hours style as an adult and try to understand how your over the semester; Credit: 1 hour; Corequisite: CHD childhood attachment pattern and your relationships 345; This is a CCE course. This laboratory experience with significant others now affect your ability to form provides students with real-world opportunities to effective relationships. observe class learning and material while they provide service in a not-for-profit community setting. CHD342: SPANISH FOR PUBLIC HEALTH PROFESSIONALS Three hours each week; Credit: 3 CHD 354: CHILD, FAMILY, AND hours; Prerequisite: SPA 211; This is a CCE course YOUTH SERVICES Three hours each week; Credit: This course is designed to prepare CHD majors to 3 hours; Prerequisite: CHD/PSY 310; This is a CCE work with Spanish-speaking children and families in course. What might you be like if you had grown up a variety of settings. Through in-class exercises and in another culture? Would you have a cell phone and out-of-class experiences, students focus on improving an iPod? Would you commune with the spirits? Would their communication skills with native Spanish you be celebrating your 10th wedding anniversary this speakers, as well as better enhancing their cultural year? In this course we will examine the wide variation awareness of our community’s growing Hispanic in human development and how that variation affects population. Additionally, the course has three focus an individual’s physical, cognitive, and socio-emotional areas matching the three CHD major concentrations growth. We will investigate such topics as whether (health professions, human services, and education) infant massage helps children develop motor skills so that students focus on Spanish terminology that is early, whether puberty exists among all cultures, and most relevant to their interests and their future career how body image is both similar and different across settings. cultures. This course is designed to help you develop a sense of the wide range of possible developmental CHD 345: CROSS-CULTURAL DEVELOPMENT conditions, and to give you a greater understanding of Three hours each week; Credit: 3 hours; Prerequisite: how and why people think and behave differently in CHD/PSY 310; This is a CCE course. What might different cultures. In addition this course is designed to you be like if you had grown up in another culture? help you to see how your own culture has helped shape Would you have a cell phone and an iPod? Would your thoughts and actions. you commune with the spirits? Would you be celebrating your 10th wedding anniversary this year? CHD 360: FAMILY SYSTEMS In this course we will examine the wide variation in Three hours each week; Credit: 3 hours; Prerequisite: CHD/ human development and how that variation affects an PSY 310. This course examines family influences on individual’s physical, cognitive, and socio-emotional human development. Throughout the term, we will growth. We will investigate such topics as whether continually remind ourselves that contemporary families infant massage helps children develop motor skills are highly diverse and develop in highly diverse settings. early, whether puberty exists among all cultures, and Consequently, our study will reflect this diversity. Some how body image is both similar and different across of the specific topics we’ll explore include characteristics cultures. This course is designed to help you develop of divorced and step-families, gay and lesbian parenting, a sense of the wide range of possible developmental single parenting, and the influence of poverty on family conditions, and to give you a greater understanding of functioning. After you’ve completed this course, you how and why people think and behave differently in will have more knowledge of children’s development different cultures. In addition this course is designed to in general and influences on familial development in help you to see how your own culture has helped shape particular; you will also have more clearly developed your thoughts and actions. skills in reading and critically evaluating research; and, finally, you will have a clearer appreciation for the multiple sources of influence on family functioning
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CHD 360-L: FAMILY SYSTEMS LABORATORY growth and development. Thus, in course students Eighteen hours over the semester; Credit: 1 hour; will examine the wide variation in human development Corequisite: CHD 360. This laboratory experience and how that variation affects an individual’s physical, provides students with real-world opportunities to cognitive, and socio-emotional growth throughout the observe class learning and material while they provide lifespan. service in a not-for-profit community setting. CHD 400: SOCIAL & EMOTIONAL CHD 363: RESEARCH SPOTLIGHT Fifteen hours DEVELOPMENT Three hours each week; Credit: 3 during the semester; Credit: 1 hour; Prerequisite: CHD/PSY hours; Prequisite: CHD/PSY 310, 312, or 315 . “Parents, 310. Students enrolled in this course will participate in teach your children to express them selves. Teach them a research project focused on an aspect of children and/ to be in touch with their emotions, to speak honestly or family development and func tioning. Through the to people, and to maintain integrity and stick by their project, students will have the opportunity to practice principles. . . . But don’t expect them to succeed in skills such as devel oping research measures, recruiting business.” –-Jeffrey Bryant. How do we teach these participants, interviewing participants, transcribing processes and what are their purposes? This course pro- data, analyzing data, and presenting findings to outside vides students with an overview of the transactional constituents. processes involved in children’s experience of emotions, emotional understanding, and emotion regulation CHD 365-370: SPOTLIGHT COURSES Fifteen abilities. In the course, we will explore how changes hours during the semester; Credit: 1 hour; Spotlight courses in children’s views of self, views of the social world, focus on enhancing knowledge, skills, and attitudes emotional experience, emotional understanding, and related to children’s development by examining specific emotion regulation occur with maturation and with topics in depth or by examining a timely topic within life experience. We will pay special attention to social child development. Spotlight courses may be offered in influences, particularly parental influences, on children’s a weekend workshop, as a series of evening classes, or construction of self- and world-views and on emotional in other flexible formats. Examples of spotlight courses experience. include ESL training, conflict resolution with children and families, and focused research projects. CHD 401: SPEECH, LANGUAGE, & LITERACY Three hours each week; Credit: 3 hours; Prerequisites: CHD 374: DEVELOPMENTAL THEORY CHD 310. Language is central to the human Three hours each week; Credit: 3 hours; Prerequisite: experience. It arises in all cultures, and can be learned PSY 101. This course introduces students to a variety effortlessly by any child. In fact, children can’t of theories examining human development. We will resist it – deprive them of language, and they will investigate the “major players” in the field such as invent their own. In this course, we will discuss the Piaget, Vygotsky, and Bronfenbrenner, along with the acquisition of the sounds of language, the meaning of major perspectives such as Ethological, Sociocultural, language, and the structure of phrases and sentences. and Dynamic Systems Theories. You will leave the We will examine the acquisition of English, as well course with an understanding of distinct views of as the acquisition of other spoken languages and development, the ways in which these views can be sign languages. We will discuss both the process of integrated, as well as the way these views play out in acquisition and the competing theoretical explanations our day-to-day lives and social institutions. of that process. Particular emphasis will be placed on discovering the mechanisms children possess that CHD/PSY 392: PSYCHOBIOLOGY Three hours enable them to learn language, and the resulting impact each week; Credit: 3 hours; Prerequisites: PSY 101 & of those mechanisms on languages themselves. BIO 101. This course is designed to introduce the topic of Developmental Psychobiology. Developmental Psychobiology encompasses the biological, behavioral, evolutionary, and ecological foundations of human 169 CHiLd deveLopment division of organizational Studies
CHD 402: CHILDREN’S THINKING Three hours academic credit you wish to earn, you will complete 40 each week; Credit: 3 hours; Prerequisites: CHD 310. In “work hours” in an approved educational, human service, this course you will examine how children think and or health setting. Your time at the setting is likely to learn. Theories concerned with children’s cognition will include educational and training experiences, such as be discussed, as will major findings on the development of readings, workshops, seminars, and/or research. You will perception, language, memory, conceptual understanding, have oppor tunities for structured reflection about your problem solving, reading, writing, mathematics, and internship through a biweekly class. understanding of the social world. We will focus on the interactions between children and their environment CHD 492/493/494: DIRECTED STUDY and on how thinking and learning change with age and Credit: 2-4 hours; Prerequisite: junior or senior status and experience. permission of the instructor. Do girls and boys demonstrate aggression differently? What strategies encourage CHD 410: ASSESSMENT AND INTERVENTION children’s narratives? How can parents facilitate children’s Three hours each week; Credit: 3 hours; Prerequisite: CHD/ understanding of emotion? These are examples of the PSY 310, 312, or 315. In this course students have topics that you could explore through independent study. the opportunity to learn more about a wide variety of After identifying your area of interest, you will work assessment techniques and instruments. After taking the collaboratively with a faculty member to develop a paper, course, students can expect to be familiar with various report, or critiqued presentation. A contract of expecta- developmental screening tools and proce dures determining tions by the student and by the supervising faculty physical, cognitive, and socio-emotional exceptionalities. member(s) must be approved by the advisor, the division Additionally, students will examine environmental scanning chair, and the Registrar prior to registra tion. No more as an assessment technique so that they are able to evaluate than six semester hours toward the baccalaureate degree child environments such as homes and schools. Class can consist of independent study credit. time and projects will also focus on issues related to the assessment of children from diverse backgrounds, as well as CHD 495: SPECIAL TOPICS IN CHILD appropriate and effective non-clinical intervention strategies DEVELOPMENT Three hours each week; Credit: 3 hours; and early intervention programs for children. Prerequisite: CHD/PSY 310. The content of this course changes as students and faculty develop interests in CHD 470: SENIOR SEMINAR IN CHILD particular areas related to child and family functioning. DEVELOPMENT Three hours each week; Credit: 3 hours; Examples of such topics include current legisla tion Prerequisite: Second Semester Junior or Senior CHD Major. related to children’s development, the history and This course is designed as a capstone experience, which theory of play, and cross-cultural theories of children’s means that its purpose is to both unify and provide a development. broader context for knowledge about the field of children’s development gained throughout the undergraduate CHD 499: SENIOR THESIS IN CHILD years. To engage in this process, students will explore DEVELOPMENT Three hours each week; Credit: 3 connections between themselves and the field of child hours; Prerequisites: CHD/PSY 300 and permission of the development, as well as the rest of the world and the field. instructor. Are you interested in research and/or graduate school? If so, the Senior Thesis in Child Development CHD 490/491: INTERNSHIP Credit: 1–6 hours; offers you an opportunity to ask and answer your own Prerequisites: CHD/PSY 310, junior or senior status. original empirical questions about how children think, The child development internship provides you with how they interact in their social world, how culture or an opportunity to integrate the in- and out-of-class family contributes to developmental outcomes, or other learning you have gained through your major coursework questions. In this course you will work closely with a in a hands-on setting directly related to your child faculty advisor in the development of a research project development special ization. For each one-hour of that you will conduct. At the conclusion of the course you will have a completed thesis that you could submit for publication. 170 CommUniCAtion division of organizational Studies
fACULty Lynn Owens (2008)- Assistant Professor of Roger W. Christman (2000) Instructor in Communication- B.A.., University of Pennsylvania; Communication, Coordinator of Communi cation M.A., Northwestern University; Ph.D., University of Program – B.A. State University of New York at Stony North Carolina at Chapel Hill Brook; M.Ed., University of Louisville CommUniCAtion Earl Croasmun (2005) Instructor in Communication – B.S., West Virginia University; M.A., Southwest Missouri The Communication major helps prepare you for State University; A.B.D., University of Texas-Austin graduate school or a wide ranging choice of career paths, including corporate communication or public relations, Teresa L. Holder (1998) Professor of Communication, non-profit administration, sales, journalism, media Chair of Division of Organizational Studies – B.A., production, or general commu nication management. Tennessee Temple University; M.A., Indiana State University; Ph.D., Ohio University CommUniCAtion mAJor Liberal Education Curriculum 50 hours David McLennan (1995) Professor of Communication For a full description see Peace and Political Science – B.A., M.A., University of Passport section of this catalog Virginia; Ph.D., University of Texas at Austin Communication Major Courses 36-38 hours General Electives 37-39 hours Total Hours for the B.A. in Communication 125 hours
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COMMUNICATION CORE COURSES A student should choose two courses from 15 HOURS the following: COM 201 Introduction to Media Studies COM 301 Intercultural Communication 3 COM 210 Business Communication COM 330 Introduction to Public Relations 3 COM 212 Interpersonal Communication COM 332 Organizational Communication 3 COM 470 Communication Senior Seminar COM 350 Media Production I 3 COM 490 Communication Internship COM 370 Principles of Persuasion 3 COM 435 Political Campaign Communication 3 COMMUNICATION CONCENTRATIONS COM 440 Mass Media Law and Ethics 3 24-26 HOURS COM 455 Media and Politics 3 With the help of your academic advisor, you will create a focus within your major by choosing one of the CommUniCAtion minor 18 houRS following three concentrations: Public Relations, Mass Required courses: Communication, or Communica tion Studies. COM 210 Business Communication 3 COM 212 Interpersonal Communication 3 1. PUBLIC RELATIONS 26 HOURS COM 330 Introduction to Public Relations 3 Plus 12 additional hours of Communication or COM 430 Public Relations Cases & Campaigns 3 communication-related courses (including COM and COM 235 Writing for the Media I 4 THE) at the 300 or 400 level. COM 260 Desktop Editing and Publishing 3 AdvertiSing minor 19 houRS COM 335 Writing for the Media II 4 Required courses*: COM 350 Media Production I 3 ADE 240 Typography I 3 +6 additonal credits ADE 350 Typography II 3 A student should choose two courses from the BUS 215 Marketing 3 following: BUS 322 Advertising 3 COM 260 Desktop Publishing and Editing 3 COM 106 Newspaper 1 COM 301 Intercultural Communication 3 COM 350 Media Production I 3 COM 332 Organizational Communication 3 COM 370 Persuasion 3 COM 350 Media Production I 3 *Students majoring in Business Administration, COM 370 Principles of Persuasion 3 Communication, or Graphic Design cannot double- COM 435 Political Campaign Communication 3 count courses in their major with those in the Advertising COM 440 Mass Media Law and Ethics 3 Minor and must get approval of the minor coordinator in COM 450 Media Production II 3 selecting appropriate substitute courses. Some appropriate substitute courses may be ADE 365 Imaging, ADE 460 2. MASS COMMUNICATION 26 HOURS Design for the Screen, BUS 327 Consumer Behavior, COM 410 International Communication, and PSY 362 COM 235 Writing for the Media I 4 Attitudes and Social Influence. COM 260 Desktop Editing and Publishing 3 COM 335 Writing for the Media II 4 COM 350 Media Production I 3 COM 450 Media Production II 3 COM 460 Media and Society 3 +6 additonal credits 172 CommUniCAtion division of organizational Studies
CommUniCAtion CoUrSeS the course is aimed at consumers and potential practitioners of the media. Various perspectives, COM 101: PUBLIC SPEAKING including historical, cultural, legal, and economic, are Three hours each week; Credit: 3 hours explored. The ability to compose and deliver an effective speech to an audience will enable you to succeed personally COM/ENG 210: BUSINESS COMMUNICATION and professionally. In this course, you will learn how to Three hours each week; Credit: 3 hours; overcome the nervousness or “stage-fright” that everyone Prerequisite: COM 101 experiences when asked to speak in public. You will also Superior communication skills will help you stand out develop your analytical thinking by learning how to analyze in the workplace. In this course, you’ll develop the an audience and write a speech for that audience using written and oral communication skills needed for a effective informational and persuasive strategies. You will business environment. Topics in clude: understanding practice effective verbal and non-verbal techni ques that will your audience, how commu nication style can help or help you comfortably deliver the message in any situation. hinder your interaction with others, writing strategies, resume writing, selection interviewing, report writing, COM 105, 106-405, 406: STUDENT NEWSPAPER and oral presentations. PUBLICATION I AND II Credit: 1 hour COM/HRE 212: INTERPERSONAL Put your growing communication skills into practice, COMMUNICATION have your work published, add to your portfolio, and Three hours each week; Credit: 3 hours have an impact on the college community – that’s what Within your family, work, and personal rela tionships, this course is all about. Students organize themselves communication often determines how satisfied and into a working staff that publishes regular issues of the effective these relationships become. The abilities to student newspaper, The Peace Times. There’s a lot to speak clearly, listen effectively, and handle conflict do, and staff members do it. cooperatively are among the skills you will learn and practice in this course. COM 170: INTRODUCTION TO You will learn a great deal about your MEDIA PRODUCTION communication attitudes and skills, as well as how the Three hours each week; Credit 3 hours communi cation behaviors of others with whom we Digital storytelling is a powerful tool used by many have relationships impact our thoughts and feelings. organizations and businesses to persuade an audience in how they think, how they feel, and what they will do. COM 235: WRITING FOR THE MEDIA I Learn the fundamental elements in creating a media Four hours each week; Credit: 4 hours project effectively. From the script to the screen, you’ll Good writing is fundamental to any communication learn the basics of creating a video of your own. During enterprise, as it is for almost any under taking in our the course, you’ll learn how to tell a story visually while information society. In this course, you will learn to learning basic techniques in operating digital cameras, recognize and apply different kinds of media writing, lighting and sound equipment, and post production from print journalism to broadcast journalism to public non-linear computer editing relations. Also emphasized are key concepts such as accuracy, objectivity, and attribution. COM 201: INTRODUCTION TO MEDIA STUDIES COM 250: PHOTO JOURNALISM Three hours each week; Credit: 3 hours Three hours each week; Credit: 3 hours; This is the big picture, a broad overview of the many Prerequisite: COM 201 media that make up “the media.” The subject matter is Digital photography is a malleable and integral part as familiar as our car radio and as fresh as last night’s of multimedia. Once an image is captured in digital Web surfing. Examining the Internet, magazines, form, it can be manipulated and used relatively easily Hollywood moviemaking and lots of other industries, and quickly in various ways – from family snapshots to 173 CommUniCAtion division of organizational Studies
newspaper pho tographs to web site illustrations. This investigative reports, interviews, personal narratives, course will introduce you to the basic hardware and etc. During the semester, you’ll apply principles for software required and to several of the many uses digital analyzing the inter action between subject matter, photographs can be put to, and it will help you develop purpose, audience, and language. an eye for composing and producing powerful images. COM 330: INTRODUCTION TO COM 260: DESKTOP PUBLISHING PUBLIC RELATIONS AND EDITING Three hours each week; Credit: 3 hours; Three hours each week; Credit: 3 hours; Prerequisite: COM 210 Prerequisite: COM 235 Public Relations is a broad field and touches The little-known but hugely important role of the copy every industry. This survey course will give you an editor is the focus of this hands-on course. Somebody introduction and overview of the field of PR, including has to take the jumble of photos, graphics, and text and the history, theory, principles, and how PR fits in as an turn them into an eye-catching publication, and that’s important function in organizations just what the copy editor does – all while correcting spelling, checking facts, and writing headlines. In this COM/BUS/HRE 332: ORGANIZATIONAL course, you will learn contemporary design princi ples COMMUNICATION and how to apply them with publication software, Three hours each week; Credit: 3 hours strengthen your command of grammar, and become Since we spend so much time at work, the workplace familiar with Associated Press style plays a significant role in each of our lives. How do organizations make decisions? What is organizational COM 295: SPECIAL TOPICS culture? How do you under stand and navigate office IN COMMUNICATION politics? In this course, we’ll examine theoretical Credit: 1-4 hours perspectives that offer answers to these questions. Watch for these occasionally offered topics-based seminars offered by the Communication Department. COM 335: WRITING FOR THE MEDIA II Four hours each week; Credit: 4 hours; COM 301: INTERCULTURAL Prerequisite: COM 235 COMMUNICATION This is the opportunity to raise those basic skills Three hours each week; Credit: 3 hours; developed in part one (COM 235) of the writing Prerequisite: COM 101 sequence to a higher level. In part two, you’ll function What does it mean to be polite? How do you show like a real reporter to produce substantive articles respect? How do I know if you like me? The answers to of publishable quality. The assignments are more these questions vary depending on where you live. How demanding, and emerging concepts such as computer- does language reflect and define the culture of a society? assisted reporting and civic journalism are addressed. Even within our own culture, differences such as race, class, and gender create subcultures that create com- COM/ENG 341: PROFESSIONAL WRITING plexity and sometimes, confusion. Three hours each week; Credit: 3 hours. In this course, we’ll discuss cross-cultural encounters This course has been approved for advanced writing credit. and ways to bridge the gap. This course will help you develop your writing skills for professional settings, including specialized COM/ENG 309: ARTICLE AND ESSAY WRITING documents, technical writing and editing, and Three hours each week; Credit: 3 hours. This course has been publication management. approved for advanced writing credit. In this course, you’ll develop your skills in non-fiction writing, including: profiles, essays, opinion pieces,
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COM 350: MEDIA PRODUCTION I COM 430: PUBLIC RELATIONS CASES Three hours each week; Credit 3 hours AND CAMPAIGNS Before you say “Lights, Camera, Action!” you need Three hours each week; Credit: 3 hours; to understand what’s required in pro ducing a video. Prerequisite COM 330. In this class, we will learn the pre-production and This course will give you the opportunity to do production elements that go into creating a media professional client work with organizations in product. From budgeting, scriptwriting, storyboarding, the community. This capstone course combines camera operation, lighting, sound design, and collaborative learning model with service learning, directing, you will experience the process of creating a allowing you to work with a small team to address a movie before it goes to the editor. Later, in COM 450, communication-related problem or opportunity. You’ll you’ll learn how to edit and complete your story see your efforts and ideas make a difference.
COM 370: PERSUASION COM/PSC 435: POLITICAL Three hours each week; Credit: 3 hours. This course has been CAMPAIGN COMMUNICATIONS approved for advanced writing credit. Three hours each week; Credit: 3 hours We live in a world where people constantly try Have you ever thought about running for political to influence, to think, and to behave in certain office? Working on a political campaign? How about ways. Advertisers, salespeople, and even our friends just wondering about how some people get elected and attempt to persuade us; some successfully and others others do not. This course will help you understand unsuccessfully. In this course, you will learn about electoral politics from an “insider’s perspective.” theories and research that helps explain why some You will learn and prac tice all of the skills used by persuasion is successful and other persuasion is not. candidates and campaign consultants in running and You will also practice using persuasive techniques participating in successful campaigns. You will learn and strategies in creating written, spoken, and visual how to create a campaign plan, construct effective messages as you develop text used in advertising, public mes sages (advertisements, speeches, and web pages) relations, or political campaigns. used in campaigns, and how the media play such an important role in political campaigns. COM 410: INTERNATIONAL Even if you never run for office, you will leave this COMMUNICATION course with a better understanding of how political Three hours each week; Credit: 3 hours campaigns work. The rapid spread of communication technol ogies has paved the way for globalization, a modern-day phenomenon COM 440: MASS MEDIA LAW AND ETHICS that sparks geopolitical wrangling and radical activism. Three hours each week; Credit: 3 hours Does international communication foster freedom The two overarching questions asked in this course and cross-cultural understanding or does it promote are: What can communicators do, and what should a new kind of imperialism through which developed they do? The United States’ fundamental belief in free nations exploit the Third World? These and other timely expression is enshrined in the First Amendment, but issues, such as mass media’s role in spurring national knowing when, how, and to what degree the press can development, are addressed in this research course. be restricted is clarified only through the examination of key legal precedents. COM 415: CONFLICT RESOLUTION Students in this course will study landmark cases Three hours each week; Credit: 3 hours such as Times v. Sullivan and Gitlow v. New York, During this course, you will gain an under standing of but then go on to develop an understanding of how your family and individual conflict style impacts the ethical responsibilities that accompany the your relationships with others, both in the workplace constitutional protections. and at home. This course provides a survey of conflict theory and research, as well as practical applications in getting along with others. 175 CommUniCAtion division of organizational Studies
COM 445: GENDER ISSUES IN what you watch, read, and hear in the media. The THE WORKPLACE goal of the course is to make you a more thoughtful Three hours each week; Credit 3 hours consumer of media messages and, if you have a goal to Do women have difficulty getting credit for their work in the industry, to be more intentional in your contributions in the workplace? In this course, we’ll work as you understand the influence of this always- address some of the key issues you’ll face in your work changing and growing influence on society. life as a woman. In particular, we examine the way language and gender stereotypes may prevent you from COM 470: SENIOR SEMINAR being heard or promoted in the workplace. Credit: 1 hour; Prerequisite: senior standing What will life be like when you’re working full time COM 450: MEDIA PRODUCTION II in your field? This capstone seminar will help you Three hours each week; Credit: 3 hours; prepare for graduation and the transition to your Prerequisite: COM 350 first job. Topics for the seminar include resume and Now that you have the footage in the can, what do you portfolio development, selection interviewing, and do? In this class, we will learn how to assemble all of professional development. the video, stills, graphics, special effects, transitions, natural sounds, and music into a media production COM 490: COMMUNICATION INTERNSHIP extraordinaire. We use the industry-leading software Credit: 1 to 6 hours; Prerequisite: junior or senior status Final Cut to create effective storytelling and output the This course will help you gain in-depth work finished product onto DVD and the internet. experience by applying classroom knowledge and skills to real-world professional situations. COM/PSC 455: MEDIA AND No more than six semester hours of internship credit AMERICAN POLITICS can be applied toward the baccalaureate degree. Three hours each week; Credit: 3 hours Note: If you have not completed your internship Often called the “Fourth Estate,” the modern mass learning agreement by the last day to drop, you will be media strongly influence our attitudes and beliefs about assigned a “W” for that semester. government and politics. In addition, the media—the internet, newspapers, radio, and television—are also COM 492/493/494: DIRECTED STUDY influenced by politicians and government officials. In Credit: 2-4 hours; Prerequisite: junior or senior status this course, you will learn more about the complex This course will give you the opportunity to explore interaction that defines the relationship between media a topic of your choice in depth. Your independent and politics. If you are interested in topics like media project, in cooperation with a faculty sponsor, will bias, freedom of the press, imbedded journalists, or produce a paper, critiqued performance, or production. many other topics that touch on media and politics, A contract of expec tations by the student and by this course will help you, whether you are an aspiring the supervising faculty member(s) must be approved journalist, future elected official, or concerned citizen. by the advisor, the division chair, and the Registrar prior to registration. No more than six (6) semester COM 460: MEDIA AND SOCIETY hours toward the baccalaureate degree can consist of Three hours each week; Credit: 3 hours independent study credit. Do you believe that television violence leads to a more violent society? How about advertis ing’s effect on COM 495: SPECIAL TOPICS IN buying behavior? Do you wonder why there is no music COMMUNICATION on commercial radio worth listening to? These and Credit: 1-4 hours other questions are considered in this course. You will Watch for special topic-based seminars, which are offered examine controversial topics related to media’s effect on periodically by the Communi cation Department. the society in which you live. You will understand how legal, economic, and political systems often control
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CompUter informAtion SyStemS CoUrSeS
CIS 295: SPECIAL TOPICS IN INFORMATION SYSTEMS AND SERVICES Credit: 1-4 hours. A course whose content may vary from term to term according to the needs of the academic department, student demand, or the interests of the faculty member. Frequently, the course topic is an introduction to presentation software using PowerPoint or an introduction to spreadsheets using Excel.
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fACULty ECO 490/491: ECONOMICS INTERNSHIP I and II Credit: 1 to 6 hours; Prerequisite: junior or senior status Roger L. Ashby (2000) Assistant Professor of Business An in-depth work experience designed to apply Administration and of Political Science – B.A., M.A., classroom knowledge and skills to real-world C.A.G.S., Virginia Polytechnic Institute and State University, professional situations. The senior internship is J.D., Stetson University College of Law; Ph.D. candidate, designed to give the student work experience that is as Virginia Polytechnic Institute and State University close to actual employment as possible. No more than six (6) semester hours toward the baccalaureate degree eConomiCS CoUrSeS can consist of internship/cooperative education credit. Note: Any student who has not completed her learning ECO 211: PRINCIPLES OF MICROECONOMICS agreement for her internship by the last day to drop Three hours each week; Credit: 3 hours.Analysis of will be assigned a W for the internship experience for individual market processes under conditions of pure that semester. competition, monopoly, and imperfect competition. Demand and marginal utility analysis. Supply and costs ECO 492/493/494: DIRECTED STUDY of production. Elasticity. Consequences of government Credit: 2-4 hours; Prerequisite: junior or senior status regula tion of markets. Applications of microeconomic A course of study addressing a specific topic or problem theory to current social problems. of interest to a student, designed collaboratively by the student and faculty member(s), and resulting in a ECO 212: PRINCIPLES OF MACROECONOMICS paper, report, critiqued performance or production, or Three hours each week; Credit: 3 hours; Prerequisite: other assessable evidence of value added to the student’s ECO 211. A brief survey of aggregate demand and educational experience. A contract of expectations by aggregate supply, followed by an analysis of the role of the student and by the supervising faculty member(s) consumption, investment and government spending in must be approved by the advisor, the Division Chair establishing full employment equilibrium. Fiscal and and the Registrar prior to registration. No more than monetary policy, business cycles and economic growth. six (6) semester hours toward the baccalaureate degree ECO 295: SPECIAL TOPICS IN ECONOMICS can consist of independent study credit. Credit: 1-4 hours. A course whose content may vary from term to term according to the needs of the ECO 495: SPECIAL TOPICS IN ECONOMICS academic department, student demand, or the interests Credit: 1-4 hours. A course whose content may vary of the faculty member. from term to term according to the needs of the academic department, student demand or the interests of the faculty member.
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fACULty edUCAtion
Tyi-Sanna Jones (2008) Assistant Professor in The program leading to teacher licensure is under revision to Special Education – B.S., North Carolina A&T reflect new state standards. Please check with the Education State University; M.S., University of Kansas; Ph.D., Chair for specific requirements. University of Nevada at Las Vegas Peace College offers two options for students interested Tom Oppewal (2009) Associate Professor of Education in teaching: and Education Department Chair- B.A., Calvin College; M.Ed., Murray State University; Ed.D., • Education Major at Peace College lead ing to dual University of Virgina licensure in Elementary Edu cation (K-6) and Special Education: General Curriculum (K-12). Robin Vincent (2006) Instructor in Elementary • Licensure only program, for candidates who have Education– B.S., M.Ed., Meredith College earned a Baccalaureate degree, lead ing to dual licensure in Elementary Edu cation (K-6) and Special Education: Carolann Wade (2006) College Liaison, Coordinator General Curriculum (K-12). for Elementary Education, Instructor in Elementary Education– B.S., Atlantic Christian College; M.Ed., East Carolina University
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Elementary Education & Special REqUIRED EDUCATION COURSES 52 HOURS Education: General Curriculum Prerequisite (for Degree-seeking students only) Our innovative program undergraduate program in EDU 200: Early Field Experience for Prospective Teachers the state that prepares students for licensure in both Elementary Education (K-6) and Special Educa tion: education courses 50 hours General Curriculum (K-12). Interested candidates must apply to the Education Division (see “Program EDU 250: Exceptionalities in Education 3 Admission Requirements” below). It is recom- EDU 302: Literacy Methods 3 mended that students apply during their freshman EDU 303: Social Studies & Arts Methods 3 or sophomore year, given that the program takes two EDU 304: Mathematics Methods 3 years for completion. Once accepted in the program, EDU 305: Science & Healthful Living Methods 3 students enroll as a cohort and together take classes EDU 306: Instructional Technology 2 which integrate special education and elementary EDU 321: Twenty-first Century Teaching and Learning 3 education content. EDU 325: Effective Programs & Learning Strategies 3 EDU 330: Practicum I-Special Education 1 Education Major Requirements Applicants must score 1100 (minimally) on the SAT or EDU 331: Practicum II-Elementary Education 1 pass Praxis I Reading, Math, and Writing portions. If EDU 351: Classroom Organization & Management 3 SAT Verbal scores are 550 (minimally), you are exempt EDU 402: Diagnostic Reading and Assessment 3 from the Reading and Writing sections of the Praxis. If EDU 452: Integrated Curriculum and Instruction 4 SAT Math scores are 550 (minimally), you are exempt EDU 496: Student Teaching and Seminar 15 from the Praxis Math section. Register for Praxis I tests on-line registration (www.ets.org/praxis). LiCenSUre-onLy progrAm 1. Achieve cumulative GPA of 2.5 or higher in Dual Licensure: Elementary Education & Special your college coursework at the time of Education: General Curriculum program entry. Maintain a 2.5 GPA throughout the program. A licensure-only evening program is offered for 2. Earn a C or better in EDU 200. students who have graduated with a Baccalaureate 3. Complete an application to the program degree from an accredited college or university with (available from program offices). a minimal 2.5 GPA. The licensure-only program prepares candidates for licensure in both Elementary 4. Complete a satisfactory interview with the Education (K-6) and Special Education: General Education faculty and write an acceptable Curriculum (K-12). essay as part of the application process.
5. Pass Praxis I by March 1st of junior year. Classes are generally held on Tuesday and Thursday evenings. Once accepted, students enroll as a cohort edUCAtion and together take classes which integrate special Liberal Education Curriculum 50 hours education and elementary education content. See the full description of requirements in the Peace Passport. Licensure Program Admission Requirements EDUCATION MAJOR COURSES 50 HOURS 1. Achieve cumulative GPA of 2.5 or higher in your GENERAL ELECTIVES 25 HOURS Baccalaureate degree and maintain a 2.5 GPA TOTAL HOURS FOR B.A. IN EDUCATION 125 HOURS throughout the program. 2. Complete an application to the program (available from program offices).
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3. Complete a satisfactory interview with the EDU 302: LITERACY METHODS Education faculty and write an acceptable essay Credit: 3 hours. Prerequisite: For education majors only on-site as part of the application process. in conjunction with EDU 250, EDU 303, EDU 306 and EDU 351 or permission of the department chair. Additional Information This course gives an overview of research based literacy For additional program-related information refer to the instruction. Students learn the various parts of a Peace College Education Program Handbook on the balanced literacy program. Concentration is given to Education Division website. Applications and other assessment driven instruction and lesson planning. information can be obtained by visiting the Education website (www.peace.edu) or calling 919-508-2291. Offices are located on the second floor of Main and our EDU 303: SOCIAL STUDIES & ARTS METHODS mailing address is: Education Division, Peace College, Credit: 3 hours. Prerequisite: For education majors only 15 East Peace Street, Raleigh, NC 27604-1194. in conjunction with EDU 250, EDU 302, EDU 306 and EDU 351 or permission of the department chair. edUCAtion CoUrSeS This course addresses the major social studies concepts for the elementary learner. Students evaluate a variety EDU 200: EARLY EXPERIENCES FOR of instructional materials for teaching social studies. PROSPECTIVE TEACHERS Students learn how to implement effective instruction Credit: 1 hour; Prerequisite for admission to the Education in social studies and integrate social studies concepts Program for degree-seeking students (may be waived for with the arts. licensure-only students) This course is designed to provide an introduction to a career as a teacher and EDU 304: MATHEMATICS METHODS become acquainted with the innovative blended Credit: 3 hours. Prerequisite: For education majors only; licensure program in elementary and special education. EDU 250, EDU 302, EDU303, EDU 351, EDU 306; or Candidates spend sixteen hours in a classroom permission of the department chair. observing instructional practices and environments. This is an exploration of the processes of learning Students will engage in reflective activities that will mathematics concepts through the eyes of a young focus on the conceptual framework of the teacher learner. Students study, practice, and demonstrate education program and current trends in the field of the elements of a comprehensive elementary school education. Candidates meet for ten seminars arranged mathematics program and become familiar with around specific topics such as standards and traits management strategies for its implementation. An of effective teaching, diversity, technology, and the emphasis is placed on constructarist based assessment- standard course of study. informed instruction.
EDU 250: EXCEPTIONALITIES IN EDUCATION EDU 305: SCIENCE AND HEALTHFUL LIVING Credit: 3 hours. Prerequisite: EDU 200; for education METHODS majors only in conjunction with EDU 302, EDU 303, Credit: 3 hours. Prerequisite: For education majors only; EDU 306 and EDU 351; or permission of department EDU 250, EDU 302, EDU303, EDU 351, EDU 306; or chair. permission of the department chair. This course is a general introduction to the This course examines the processes of learning to characteristics of exceptional learners and their investigate science, as well as specific science content education. It focuses on terminology, etiology, for the elementary teacher. Students study, practice, characteristics, interventions and programs for students and demonstrate scientific inquiry and become familiar with special needs. The course focuses on fundamental with management strategies for its implementation background knowledge of the field of special education and assessment. Students study the current health and as well as current information on how students with health risks of elementary students and learn ways to disabilities are served within the inclusive schools. integrate the NC Healthful Living curriculum into the instructional day.
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EDU 306: INSTRUCTIONAL TECHNOLOGY Credit: 3 hours. Prerequisite: For education majors only in conjunction with EDU 250, EDU 302, EDU 303 and EDU 325: EFFECTIVE PROGRAMS EDU 351 or permission of the department chair. AND LEARNING STRATEGIES This course focuses on integrating effective Credit: 3 hours. Prerequisite: EDU 250, EDU 302, instructional technology throughout the curriculum to EDU 303, EDU 306 and EDU 351; or permission of the support effective instruction and assessment. Students department chair. will begin to develop a technology portfolio based The course covers the following areas in working with upon the North Carolina technology standards. In students with disabilities: 1) an overview of the process future coursework, the portfolio will be updated and and procedures for providing special education services, strengthened. Completed portfolios are due upon 2) current advances in instructional and assistive completion of licensure requirements. technology, 3) preparation of IEP’s. Learning strategies in literacy, language arts and math will be applied to EDU 321: 21st CENTURY TEACHING AND the development of a math unit for middle grades in LEARNING special education. Credit: 3 hours. Prerequisite: EDU 304, EDU 305, EDU 325, and EDU 330; and Licensure Only students in EDU 330: PRACTICUM I-SPECIAL EDUCATION conjunction with EDU 331, EDU 402 and EDU 452 or Credit: 1 hour. Prerequisite: EDU 250, EDU 302, permission of the department chair. EDU 303, EDU 351 and EDU 306; or permission of the This course provides methodology and techniques for department chair. exploring topics in education and writing secondary During this field experience, students spend 45 hours research. Students will write an in-depth research paper in a middle or high school under the direction of a on a selected content area. The independent research trained special education partner teacher. Practicum project will be completed under the supervision of students will be at their partner school the equivalent Peace faculty. The course will also address professional of one full day per week. In addition to a weekly requirements of the education program and the NC schedule, students will attend several school meetings teacher licensure requirements. and events before and after school hours.
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EDU 331: PRACTICUM II-ELEMENTARY ED EDU 452: INTEGRATED CURRICULUM AND Credit: 1 hour. Prerequisite: EDU 250,EDU 302, INSTRUCTION* EDU 303, EDU 304, EDU 305, EDU 306, EDU 325, Credit: 4 hours. Prerequisite: Prerequisite: EDU 304, EDU 330 and EDU 351 for Education major seniors or EDU 305, EDU 325 and EDU 330 for education major EDU 250, EDU 302, EDU 303, EDU 304, EDU 325, seniors; EDU 303, EDU304, EDU 325 and EDU 330 EDU 330 and EDU 351 for Licensure Only students or for Licensure Only students or permission of the department permission of the department chair. chair. Students spend 45 hours in an elementary school under In EDU 452, candidates create an integrated unit the direction of a trained partner teacher. Practicum of study emphasizing the development of lessons students will be at their school the equivalent of one that meet the needs of diverse learners and formative full day per week. In addition to a weekly schedule, assessment data to drive future instruction. Candidates students will attend several school meetings and events integrate mathematics and literacy with science, social before and after school hours. studies, arts and technology to design a balanced unit of study. Candidates implement their instructional EDU 351: CLASSROOM ORGANIZATION AND unit during student teaching. MANAGEMENT Credit: 3 hours. Prerequisite: EDU 200; For education EDU 496: STUDENT TEACHING & SEMINAR majors only in conjunction with EDU 250, EDU 302, Credit: 15 hours. Prerequisite: EDU 321, EDU 331, EDU 303 and EDU 306 or permission of Department EDU 401 and EDU 452 for education major seniors and Chair. Licensure Only students or permission of Department Chair. Students will gain an understanding of classroom Candidate will student teach for 15 weeks in public management strategies found to be effective in general school setting; splitting the elementary and special curriculum settings for students with disabilities. education experiences. This course is required to earn This includes a theoretical foundation, application a license to teach in the public school classroom. Both activities involving case studies, various forms of a clinical teacher and a college supervisor will plan behavioral assessment and data collection techniques, the observation and teaching schedule for the student and strategies in positive behavioral support, cognitive teacher, leading to an assumption of total responsibility behavior management, self-management strategies, for instruction and for other tasks normally performed conflict/stress management, and anger management. by the clinical teacher. Student teachers are required Students apply this content to case studies to work in the assigned classrooms for the en tire day during the 15 week student teaching experience. They adhere to the public school’s schedule, not EDU 402: DIAGNOSTIC READING AND Peace College’s calendar, and are not excused during ASSESSMENT college breaks. Seminars convene on campus in the Credit: 3 hours. Prerequisite: EDU 304, EDU 305, late afternoon. The purpose of these seminars is for EDU 325 and EDU 330 for education major seniors; reflection on practice and addressing topics relevant to EDU 303, EDU304, EDU 325 and EDU 330 for the role of educators. Licensure Only students or permission of the department chair. This course provides an overview of a variety of assessment techniques in order to determine instructional content, procedures, and documentation of student learning and progress in grades K-12. The course is designed to prepare students to select and interpret formal and informal assessment instruments and techniques. Students are required to administer a basic reading inventory (BRI) during their practicum and/or student teaching internship. 183 engLiSH division of Arts and Sciences
fACULty
Corinne Andersen (2004) Associate Professor of Bes Stark Spangler (1982) Professor Emerita of English English – B.A. with high distinction, Indiana Uni versity – B.A., cum laude, Atlantic Christian College; M.A.T., at Bloomington; M.A., Ph.D. University of Illinois at Duke University; Ph.D., University of North Carolina at Urbana-Champaign Chapel Hill
Sally B. Buckner (1970) Professor Emerita of English Janet Leonard Wester (1971) Professor Emerita of – A.B. magna cum laude, University of North Carolina English – A.A., magna cum laude, Louisburg College; at Greensboro; M.A., North Carolina State University; A.B., M.A., magna cum laude, D.Ed., North Carolina Ph.D., University of North Carolina at Chapel Hill State University; Further study, University of North Carolina at Chapel Hill, University of New Hampshire, Charles Duncan (1998) Professor of English– B.A., M.A., Duke University University of South Florida; Ph.D., Florida State University
Carol B. Hiscoe (1992) Associate Professor of English engLiSH mAJor – B.A., M.A., North Carolina State Uni versity; Ph.D., Liberal Education Curriculum 50 hours Duke University For a full description see Peace Passport section of this catalog
Eliza Laskowski (2008) Lecturer in English – B.A., The English Major 36 hours University of the South; M.A., University of Alabama; General Electives 39 hours Ph.D., The University of North Carolina at Chapel Hill Total Hours for the B.A. in English 125 hours Wade Newhouse (2006) Assistant Professor of English – B.A., University of North Carolina at Chapel Hill; M.A., North Carolina State University; Ph.D., 184 Boston University engLiSH division of Arts and Sciences
ENGLISH MAJOR CORE COURSES 9 HOURS ENG 104: ENGLISH PRACTICUM 200 level courses: Credit: 1 hour; Students may repeat this course for English 220 World Literature Before 1700 3 additional credit English 212 British Literature After 1700 3 Students enrolled in literature classes may earn an English 216 American Literature After 1700 3 additional credit for a field practicum to explore the literary sites of a major metropolis such as Washington, Additional hours required in English at the 200- New York or Boston. Pre-assigned readings will be 300 level: 21 (15 of the 21 hours must be completed at discussed in one session before leaving, in several sessions the 300 level) during the trip, and in one session upon returning. Students will keep a log of the trip or write a paper. Other Required English Courses: English 470 Senior: seminar/capstone class 3 Eng. 490/491 Pre-Professional Experience 3 ENG 108: FULL FRAME DOCUMENTARY TOTAL HOURS 36 FILM FESTIVAL Credit: 1 hour; Students may repeat this course for engLiSH minor 18 houRS additional credit Students go to four days of film showings Required courses: at the annual Full Frame Documentary Film Festival. At least 18 hours of ENG courses in the following configuration: ENG 112: COMPOSITION 200 level courses 6-9 Three hours each week; Credit: 3 hours 300 and 400 level courses 9-12 A one-semester course in writing that emphasizes organization and effective expression of ideas, expository Writing minor for and argumentative modes of essay writing, conventions engLiSH mAJorS 18 houRS of standard written English, analytical and interpretive reading skills, and use of evidence from written literature (English 112 and 312 fulfill Essential of various kinds. A specific research project is assigned. Writing Skills Requirement) 6
Choose from combined ENG/COM classes: ENG 147: LITERARY MAGAZINE PUBLICATION ENG 205 Introduction to Creative Writing 3 Credit: 1 hour/year; Students may repeat this course for ENG/COM 210Business Communication 3 additional credit COM 235 Writing for the Media I 3 A course in which student editor(s) and students COM 260 Desktop Publishing 3 design and produce the Prism. Responsibilities include ENG 305 Creative Writing 3 organization of staff, establishment of procedures and ENG/COM 309 Article and Essay Writing 3 COM 335 Writing for the Media II 3 standards, solicitation of student contributions of ENG/COM 341 Professional Writing 3 prose, poetry, and artwork, and work with layout and desktop publishing. engLiSH CoUrSeS ENG 100: FUNDAMENTALS OF WRITING ENG 205: INTRODUCTION TO Three hours each week; Credit: 3 hours CREATIVE WRITING A course designed to prepare the student for college- Three hours each week; Credit: 3 hours; Prerequisite: level composition through intensive practice in writing, permission of the instructor. A writing workshop editing and revising sentences and paragraphs. Students emphasizing poetry and short fiction. Parallel reading are placed in this course based on SAT/ACT scores and includes contem porary works and current periodicals. previous grades in English. Satisfactory completion of Student writing will be analyzed in class and in the course is required before entry into English 112. individual conferences. A portfolio of creative work is Successful completion of English 112 is a prerequisite required. for all English courses above the 100 level.
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ENG/COM 210: BUSINESS COMMUNICATION ENG 221: WORLD LITERATURE AFTER 1700 Three hours each week; Credit: 3 hours; Prerequisite: COM 101 Three hours each week; Credit: 3hours; Prerequisite: ENG This course is designed to help students develop written 112; This is a CCE course and oral communication skills needed for a business This course provides an introduction to literature from environment. Topics include understanding your 1700 forward. An emphasis will be placed on genre audience, under standing communication style, writing or literary style, as well as the beliefs and practices of strategies, resume writing, selection interviewing, the cultures that produced these important literary report writing, and oral presentation. works. Several overarch ing themes, such as colonialism, women’s rights, and the meeting of East and West, ENG 211: BRITISH LITERATURE BEFORE 1800 are explored in an attempt to discover more about Three hours each week; Credit: 3 hours; Prerequisite: ENG 112 ourselves and the human condition. An introduction to major works of British literature from its beginnings through the eighteenth ENG 295: SPECIAL TOPICS IN ENGLISH century, including such figures as Chaucer, Spenser, Credit: 1-4 hours Shakespeare, Milton, Pope, and Swift. A course in which content may vary from term to term according to the needs of the academic department, ENG 212: BRITISH LITERATURE AFTER 1700 student demand, or the interests of the faculty member. Three hours each week; Credit: 3 hours; Prerequisite: ENG 112. An examination of British literature from 1700 until the ENG 305: CREATIVE WRITING present, focusing on theme and ideology within literary, Three hours each week; Credit: 3 hours; Prerequisite: ENG historical and cultural contexts. The course treats various 205; Offered on demand genres, with emphasis on poetry and fiction. Extensive practice in writing fiction and/or poetry, building on the information and practice obtained in ENG 214: STUDIES IN FICTION Introduction to Creative Writing. Reading literature and Three hours each week; Credit: 3 hours; Prerequisite: ENG 112 critiquing one another’s work in workshop settings are An introduction to novels and short fiction by essential elements of the course. Students will prepare a representative English, American, and continental portfolio of creative work in either fiction or poetry. authors, illustrating the evolution of fiction as a genre. The formal elements of fiction are examined in ENG/COM 309: ARTICLE AND ESSAY WRITING historical contexts. Three hours each week; Credit: 3 hours. This course has been approved for advanced writing credit. ENG 216: AMERICAN LITERATURE AFTER 1700 Study of and practice in writing non-fiction: profiles, Three hours each week; Credit: 3 hours; Prerequisite: ENG 112. essays, opinion pieces, investigative reports, interviews An introduction to the works and authors of American and/or personal narratives. Students will use rhetorical literature from 1700 to the present. The course strategies and principles appropriate to subject matter, examines works within their historical, cultural, and purposes, audience and language. literary contexts. ENG 310/THE 310: THE MODERN THEATRE ENG 220: WORLD LITERATURE BEFORE 1700 Three hours each week; Credit: 3 hours Three hours each week; Credit: 3hours; Prerequisite: ENG The Modern Theatre acquaints the students with the 112; This is a CCE course diverse state of the theatrical enterprise in the Western This course provides an introduction to world literature world since World War II. The course surveys dramatic from its ancient beginnings through 1700 C.E. An literature, theory, history, and practice from the United emphasis will be placed on genre or literary style, as well Kingdom and the United States beginning with the as the beliefs and practices of the cultures that produced landmark production of John Osborne’s Look Back in these important literary works. Several overarching Anger at the Royal Court Theatre in London, England, themes, such as the journey, cross-cultural encounters, and moves right up to the present day. and the definition of love, are explored in an attempt to 186 discover more about ourselves and the human condition. engLiSH division of Arts and Sciences
ENG 312: ADVANCED COMPOSITION ENG/COM 341: PROFESSIONAL WRITING # Three hours each week; Credit: 3 hours; Prerequisite: ENG 112. Three hours each week; Credit: 3 hours. This course has been This course has been approved for advanced writing credit. approved for advanced writing credit. An upper-level writing course designed to focus on Study of written communication in industrial and style and complexity of development. The theme technological organizations, emphasizing specialized or topic of the course may vary, but the emphasis documents, technical editing, and publication will be on the development of mature writing styles. management. Intensive practice in preparing documents The course will offer practice in writing non-fiction: according to appropriate principles of writing and design. profiles, essays, opinion pieces, investigative reports, interviews, and/or personal narratives. Students will use ENG 352: AFRICAN-AMERICAN LITERATURE rhetorical strategies, principles, and standards of proof Three hours each week; Credit: 3 hours; appropriate to subject matter, audience, and language Prerequisite: a 200-level literature course A study of African-American writers from the beginnings ENG 322: SHAKESPEARE # to the present and their relationship to American Three hours each week; Credit: 3 hours; culture and history, including figures such as Wheatley, Prerequisite: a 200-level literature course Douglass, Chesnutt, Dunbar, DuBois, Hughes, Hurston, A study of nine Shakespeare plays, including at least Wright, Baldwin, Morrison, and Walker. one from each of the main genres–history, comedy, tragedy and romance. ENG 354: SOUTHERN AMERICAN LITERATURE Three hours each week; Credit: 3 hours; ENG 327: THE SEVENTEENTH CENTURY Prerequisite: a 200-level literature course Three hours each week; Credit: 3 hours; A study of major Southern writers, empha sizing those Prerequisite: a 200-level literature course . of the 1920s Renascence, and contemporary writers. A study of selected British writers of the seventeenth century in the context of ideological, cultural, religious, ENG 356: THE AMERICAN NOVEL # and social influences, as well as literary developments. Three hours each week; Credit: 3 hours; Prerequisite: a 200-level literature course ENG 336: THE BRITISH NOVEL IN THE A study of the American novel, including eight to NINETEENTH CENTURY nine works by authors such as Hawthorne, Melville, Three hours each week; Credit: 3 hours; Crane, Twain, James, Cather, Wharton, Fitzgerald, Prerequisite: a 200-level literature course Hemingway, Faulkner, and Nabokov. A study of the nineteenth-century British novel, including six to seven works from such authors ENG 358: TWENTIETH-CENTURY POETRY as Austen, Shelley, the Brontes, Dickens, Collins, A course that examines important movements in Thackeray, Gaskell, Eliot, Trollope, Hardy, and Wilde. twentieth-century poetry and their late nineteenth- century influences. Emphasis will be placed on ENG 338: TWENTIETH-CENTURY FICTION French symbolism, Latin American modernismo and Three hours each week; Credit: 3 hours; vanguardism, and various trends in North American Prerequisite: a 200-level literature course poetry. The basic objectives for this course will be to A study of significant fiction (short stories and/or understand the literary, cultural and historical contexts novels) primarily focused on British and American of important poems and discover new techniques for authors, with additional world authors. Depending reading, responding to and writing about poetry. on the instructor, the course may be organized thematically and/or geographically. ENG 372: ADVANCED GRAMMAR Three hours each week; Credit: 3 hours An in-depth study of grammar, with attention given to etymology.
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ENG 374: THE IMAGE OF WOMEN ENG 378: CHILDREN’S LITERATURE Three hours each week; Credit: 3 hours; Prerequisite: ENG 112 Three hours each week; Credit: 3 hours elective credit; This course examines the expression of women’s Preequisite: a 200-level literature course or permission experiences and perspectives in various forms: poetry, of the instructor the short story, the essay, the mani festo, autobiography, An introduction to literature written for children, and the visual arts, with a focus on literature. Topics focusing on the British-American tradition that evolved covered include the search for identity, gynocentrism, from Alice in Wonderland and including additional first, second, third wave, and third world feminism. works chosen from world literature.
ENG 375: LITERARY THEORY ENG 379: WOMEN’S AUTOBIOGRAPHIES Three hours each week; Credit: 3 hours; Prerequisite: one or Three hours each week; Credit: 3 hours; Prerequisite: more 200-level literature courses English 200-level course A survey of major developments in literary and critical A course that examines excerpts from memoirs and theories. Allowing for some attention to historical autobiographies by women, as well as three or more perspectives, the course primarily focuses on twentieth complete autobiographies, noting the significance of and twenty-first century theories. historical, political, social, and cultural influences on the ways in which women perceive and write about their lives. ENG 377/THE 377: DRAMATIC THEORY AND CRITICISM ENG 382: CRITICAL APPROACHES TO FILM Three hours each week; Credit: 3 hours (Replacing ENG 282: Introduction to Film) Students investigate the ways cultural, societal, and An introduction to the basic vocabulary of film studies political dynamics have informed and continue to as well as various models of film theory, including, but inform dramatic theory, criticism, and practice. not limited to: deconstruction, psychoanalysis, and Students acquire a theoretical vocabulary and become feminism. The primary emphasis is on feature length, conversant in the most prevalent and influential ideas narrative fiction films, but attention is also paid to of dramatic theory and forms. documentaries and experimental films. Questions about the cinematic representation of class, race, and gender are explored. The course content may vary from term- to-term by focusing on a particular theme or issue.
dr. CHArLeS dUnCAn AUtHor of tWo bookS AboUt AfriCAn-AmeriCAn AUtHor CHArLeS W. CHeSnUtt.
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ENG 390/391: A LITERARY TOUR OF THE write a comprehensive essay on a subject derived from BRITISH ISLES the readings. At term’s end, students will deliver to the Credit: 2-3 hours; Prerequisite: one or more 200-level English faculty substantive oral presentations based on English course, preferably British Literature This twenty- their critical research. three-day trip allows students to experience first-hand the settings, inspirations, and culture of British literature. ENG 490/491: ENGLISH INTERNSHIP I and II Credit: 1 to 6 hours; Prerequisite: junior or senior status ENG/COM 392: FOR AND ABOUT WOMEN: An in-depth work experience designed to apply classroom STUDIES IN THE BRITISH ISLES knowledge and skills to real-world professional situations. Credit: 3 hours; summer offering The senior internship is designed to give the student This three-week travel course to Britain, Wales, and work experience that is as close to actual employment Scotland uses women’s studies as a focus for studying as possible. No more than 6 semester hours toward British leaders, history, and culture. The course emphasizes the baccalaureate degree can consist of internship/ experiential learning through the use of interactive journal cooperative education credit. Note: Any student who has writing, readings with group discussion, and independent not completed her learning agreement for her internship study geared toward each student’s interest. by the last day to drop will be assigned a W for the internship experience for that semester. ENG 395: LITERARY TEXTS AND CONTEXTS Three hours each week; Credit: 3 hours, Prerequisite: ENG 492/493/494: DIRECTED STUDY ENG 112; English 200-level course [Students may Credit: 2-4 hours; Prerequisite: junior or senior status repeat this course with different themes] A course of study addressing a specific topic or problem The course will encourage intellectual development in of interest to a student, designed collaboratively by the students by focusing on a theme or issue chosen for its student and a faculty member(s), and resulting in a cross-textual interest and its likely appeal and importance paper, report, or critiqued performance or production, or to the Peace student. (For example: “The Making and other assessable evidence of value added to the student’s Breaking of Bad Marriages,” “The History of the Breast,” educational experience. A contract of expecta tions by the “Domination and the Persuasive Voice,” “Limitation, student and by the supervising faculty member(s) must Denial and the Escalation of Anger,” etc.) Class members be approved by the advisor, the Division Chair, and the will study a variety of texts regarding the thematic focus Registrar prior to registration. No more than 6 semester and will also examine social, cultural, political, scientific, hours toward the baccalaureate degree can consist of or philosophical contexts as appropriate. Substan tial, independent study credit. significant participation in group or class discussions will move students beyond mere fact-finding and ENG 495: SPECIAL TOPICS IN ENGLISH indiscriminate acceptance of all attitudes as equally valid. Credit: 1-4 hours Students will be encouraged instead to value informed A course whose content may vary from term-to-term self-reflection, evaluation, and critique. according to the needs of the academic department, student demand, or the interests of the faculty member. ENG 470: SENIOR SEMINAR Credit: 3 hours; Prerequisites: a “C” or better in coursework ENG 499: RESEARCH IN ENGLISH in the major, senior status Credit: 1-4 hours Students will read and respond to a selected list of In collaboration with a faculty sponsor students literary works focused on a particular theme, genre, or will conduct a research project, generally, but not author, in scheduled class meetings for the first half of necessarily, resulting in an essay suitable for formal the semester. During the second half of the semester, presentation. Interested students should consult class meetings may alternate with conferences. In class, with an English faculty member before registering. students will give focused responses to the reading a Registration will be limited on the basis of a minimum ssignments, demonstrate competency in various forms of a 3.0 GPA in major, viability of proposed topic, and of composition, complete a work ing bibliography, and potential for successful completion. 189 frenCH division of Arts and Sciences
fACULty frenCH CoUrSeS
Chuck Johnson (2007) Lecturer in French – B.A., Students are placed in French according to the results Ph.D., University of North Carolina at Chapel Hill; of a placement test and in consultation with the foreign M.A., University of North Carolina at Greensboro language faculty. Students who place in the French 211 course (first semester inter mediate level) fulfill Emilie Patton de Luca (1974) Professor Emerita of the general college foreign language requirement by French – A.B., M.A.T., Ph.D., University of North completing this course with a C or better. Students Carolina at Chapel Hill; Further study, Sorbonne, placing in French 212 fulfill the requirement at this Ecole du Louvre, Institute Britannique, Paris, France; level and may receive 3 hours of credit for 211, if a Universita Italiana per Stranieri, Perugia, Italy C or better is earned in French 212. Students placing beyond 212 may receive credit for both 211 and 212 by earning a C or better in an advanced course. Many resources are offered to help students achieve proficiency in French. French courses, with the
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exception of FRE 330 French Literature in Film in FRE 211 INTERMEDIATE FRENCH I Translation, are taught in the target language. Three hours each week; Credit: 3 hours A modern language lab, the Greg and Mary Ann A review of French grammar in a commu nicative context Poole Global Learning Center, offers multiple resources and further development of listening, speaking, and for language practice and makes available movies, music, writing skills. Reading and an introduction to French and satellite broadcasts, in addition to computers which literature and the cultures of the Francophone world. feature CD-ROM, and Internet access. Students are able to work with material in both digital and analog formats and can easily move back and forth between the two. FRE 212: INTERMEDIATE FRENCH II The Global Learning Center provides a variety of venues Three hours each week; Credit: 3 hours for learning and allows direct instructor communication A review of French grammar in a commu nicative context with each console. and further development of listening, speaking, and French, international study, and travel abroad writing skills. Reading and an introduction to French programs are also available. literature and the cultures of the Francophone world. In exceptional cases, students may register for a French course higher or lower than the level into which FRE 295: SPECIAL TOPICS IN FRENCH they placed on the language placement exam, but only Credit: 1-4 hours with the written approval of a French faculty member A course whose content may vary from term to term at Peace. Such placement may require a re-taking of the according to the needs of the academic department, appropriate foreign language placement test. student demand, or the interests of the faculty member.
FRE 101/102: BEGINNING FRENCH I and II After taking the available French courses at Peace College, Three hours each week; Credit: 3 hours a student may wish to take courses through Cooperating A beginning course for college students: conversation, Raleigh Colleges at Meredith College, North Carolina grammar, reading and introduction to aspects of State University, St. Augustine College and Shaw French culture. University. These courses are free of charge to Peace College students. Advisers will help in selection of courses.
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fACULty HiStory
John L. Crossno (1969) Associate Professor of History In majoring in History, you will find that you are – B.A., Duke University; M.A., University of North deepening your understanding of the past and also Carolina at Chapel Hill; Further study, Duke University, acquiring the means to better understand the problems University of North Carolina at Chapel Hill, North of today’s world. You will find yourself doing research, Carolina State Archives Institute for Advanced Researchers very often with original documents (‘primary sources’), so you will also develop your abilities in research, Valerie Gordon Hall (1989) Professor of History, analysis, and writing. No matter what career you later Coordinator of History and Political Science Program, pursue, these skills will be invaluable. Chair of Division of Humanities – B.A., M.A., Aberdeen University; M.A., University of North HiStory mAJor Carolina at Chapel Hill; Ph.D., University of London Liberal Education curriculum 50 hours For a full description see Peace Passport section of this catalog History Major 33 hours General Electives 42 hours Total Hours for the B.A. in History 125 hours
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HISTORY MAJOR COURSES CORE COURSES Select two courses from other disciplines at Peace: 6 15 HOURS ADE 170 and 180 Art History Survey I and II HIS 101 Western Civilization I 3 ADE 260 Twentieth Century Art HIS 102 Western Civilization II 3 ADE 370 Art and Culture HIS 201 US History I 3 ADE 380 Women in the Visual Arts HIS 202 US History II 3 ENG 211 & 212 British Literature I and II ENG 220 & 221 World Literature I & II Note: Peace’s Liberal Education guidelines require one ENG 322 Shakespeare of these courses; those 3 hours are not counted here in ENG 336 The British Novel in the 19th Century the ‘Core Courses.’. ENG 338 Twentieth-Century Fiction History 300 The Historian’s Science and Art 3 ENG 358 Twentieth-Century Poetry History 470 Senior Research Seminar 3 ENG 374 The Image of Women in Fiction REL 325 Religion in America ELECTIVE COURSES (42 HOURS) SPA 312 Literature of Spain History majors are encouraged to use their elective THE 204 The Modern Theatre hours to either create a minor or to take additional ANT 315 Globalization, People and Culture courses in history or allied disciplines. PSC 302 Comparative Political Systems Concentration 18 hours The history major requires a concentration. Of the 18 2. THE UNITED STATES AND THE hours in the concentration, 15 hours of history must AMERICAS CONCENTRATION be taken at the 300 hundred level or higher. 6 hours must be in courses allied to the discipline of history, as Select four courses from: 12 approved by the history faculty. These must be taken at HIS 331 Women in the Western World since 1700 the 300 level or higher. HIS 341 The American Revolution HIS 348 The South since 1865 HIS 351 North Carolina History 1. WESTERN EUROPE CONCENTRATION HIS/ANT 365 From the Olmecs to the Aztecs Select four courses from: 12 HIS 377 The Vietnam War HIS 301 Ancient Egyptian Civilization HIS 399 The World since 1945 HIS 315 Europe in the Renaissance and Reformation Periodically new courses will appear with the HIS 319 Europe in the 20th Century designation HIS 495 HIS 321 Britain in the 19th and 20th Centuries HIS 324 Germany since 1871 Students may choose History courses through the HIS 329 Russia/Soviet Union in the 20th Century Cooperating Raleigh Colleges: Meredith College; HIS 332 Marriage and Family in the Western World HIS 399 The World Since 1945 North Carolina State University; St. Augustine College; Periodically new courses will appear with the Shaw University. These courses are free of charge and are a good supplement to the offerings of Peace designation HIS 495. College. Advisers will help in the selection of courses Students may choose History courses through the and the process of registration. Cooperating Raleigh Colleges: Meredith College; North Carolina State University; St. Augustine College; and Shaw University. These are free of charge and are Select two courses from other disciplines at Peace: 6 a good supplement to the offerings at Peace College. (check for prerequisites) Advisers will help in the selection of courses and with the process of registration. ADE Art History Survey II ADE 260 20th Century Art
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ADE 370 Art and Culture HiStory CoUrSeS ADE 380 Women in the Visual Arts ANT 315 Globalization, People and Culture HIS 101: HISTORY OF WESTERN ANT 368 American Ethnic Relations CIVILIZATION I ENG 215 & 216 American Literature Three hours each week; Credit: 3 hours ENG 352 African-American Literature A knowledge of the history of Western civilization is ENG 354 Southern-American Literature essential to understanding our culture. In this course, ENG 356 The American Novel you will examine the political, economic, religious, SPA 214 Introduction to Spanish and Spanish American and social history of Europe from its roots in the Literature ancient civilizations of the Near East until the 1600s SPA 302 and 306 Hispanic Culture and Civilization I c.e. You will also gain valuable research and writing and II skills through the preparation of a research paper and SPA 305/LAS Hispanic Voices in the United States through essay examinations. SPA 312 Current Issues in Hispanic Countries PSC 301 American Foreign Policy HIS 102: HISTORY OF WESTERN PSC 302 Comparative Political Systems CIVILIZATION II PSC 370 American Constitutional Law Three hours each week: Credits: 3 hours This is the follow-up course to the History of Western *Courses taken to fulfill Liberal Education Civilization I. In this course, you will examine the require ments may not be used to satisfy political, economic, religious, and social history of Europe concentration requirements. from the 1600s to the present. You will also gain valuable research and writing skills through the preparation of a 3. INDIVIDUALIZED CONCENTRATION 18 research paper and through essay examinations. With the prior approval of the History faculty, the student majoring in History may pursue a HIS 201/202: HISTORY OF THE UNITED STATES concentration around a theme of her own design. Three hours each week; Credit: 3 hours As with the two other History concentrations, Affords students an opportunity to gain an understanding no more than 6 semester hours may be of the history of the United States essential for American drawn from disciplines allied to History. citizenship. The course endeavors to recount and explain the development of American democracy. It examines ideas, institutions and processes that affected HiStory minor the achievements of the American people. It focuses 18 houRS on decisions that reflected national goals and directed national purposes; on people who made these decisions; A maximum of 9 semester hours of History below and on problems in foreign policy, growth of capitalism, the 300 level. One of these courses must be Western political practices, social behavior and conflicting ideals. Civilization. A minimum of 9 semester hours of HIS 295: SPECIAL TOPICS IN HISTORY History must be taken at the 300 or 400 level. The Credit: 1-4 hours History faculty strongly recommends that the student A course whose content may vary from term to term include History 300 (‘The Historian’s Science and Art’) according to the needs of the academic department, in her coursework in the minor. Of the 18 semester student demand, or the interests of the faculty member. hours, 12 must be taken at Peace College. Students who have received advanced placement credit in HIS 300: THE HISTORIAN’S SCIENCE AND ART History should carefully note this requirement. Three hours each week; Credit: 3 hours; Prerequisite: 6 semester hours survey-level HIS courses and
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acceptance in the HIS major; Offered every year HIS 319: EUROPE IN THE Required of all history majors, this course should be TWENTIETH CENTURY # taken in the junior year. The course trains you in the Three hours each week; Credit: 3 hours; Prerequisite: methods of historical research and writing: finding, HIS 101-102, the equivalent, or permission of the analyzing and using both primary sources (“eye- instructor; Offered alternate years witness” documents) and secondary sources (the “expert This course traces the history of Europe through what testimony” of historical literature), and presenting was perhaps the bloodiest century in the history of the results of research in both narrative and analytical Western civilization, from the turn of the 20th century writing. The course also surveys historiography–the to the present. Political developments—political theory history of the writing of history. and practice, diplomacy, wars and conflicts—provide the framework for surveying social and cultural trends as well. HIS 301: ANCIENT EGYPTIAN CIVILIZATION Three hours each week; Credit: 3 hours; Prerequisite: HIS 321: BRITAIN IN THE NINETEENTH AND HIS 101-102, the equivalent, or permission of the TWENTIETH CENTURIES # instructor; Offered alternate years Three hours each week; Credit: 3 hours; Prerequisite: This course examines the civilization of ancient Egypt HIS 102 or permission of the instructor; Offered spring semester from its prehistoric origins and into the period in The history of Britain is particularly relevant to students which Egypt was a province of the Roman Empire. in the United States because of the many political and The course deliberately uses the word “civilization” cultural links between the two nations. In this course, in its broadest sense in that it treats ancient Egyptian you will examine the politics, economics, and culture of politics, religion, society, intellectual life and arts as an Britain in the nineteenth century when she was at the integrated whole. height of her power, and in the twentieth century when she lost much of her earlier predominance. You will also HIS 315: EUROPE IN THE RENAISSANCE AND gain valuable practice in research and writing through REFORMATION the preparation of a 15 page paper Three hours each week; Credit: 3 hours. Prerequisite: History 101 or History 102, or the equivalent, or HIS 324: GERMANY SINCE 1871 # permission of the instructor; Offered alternate years Three hours each week; Credit: 3 hours; Prerequisite: It is probably safe to say that the Renaissance and the HIS 101-102, the equivalent, or permission of the Reformation were the most important transformations instructor; Offered alternate years that the Western European ‘mind’ experienced between This course traces the history of Germany and the role it the 1300’s and the 1600’s. In this course, you will has played in European and global developments since explore those two developments. The basic premise of German’s unification in 1871. Although the course this course is that the Renaissance and the Reformation focuses on the political history of Germany, it gives some can be better understood if we pay some attention attention also to Germany’s economic and social history to the economic, social, and political contexts that and its traditions in intellectual life and fine arts. gave them birth. For that reason, you are going to “encounter” kings and queens, wealthy businessmen HIS 329: RUSSIA/THE SOVIET UNION IN THE and poor folk almost as often as you examine the lives TWENTIETH CENTURY # and works of thinkers, artists, and theologians. This Three hours each week; Credit: 3 hours; Prerequisite: “encounter” will develop using the style of learning HIS 101-102, the equivalent, or permission of the that the Renaissance recommended: that is to say, you instructor; Offered alternate years will do a good amount of reading, seeing, hearing, and This course explores the history of Russia/the Soviet analyzing primary-source materials. Union and the role it has played in European, Asian and global developments in the 20th century. Although
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the course focuses primarily upon Russian/Soviet HIS 351: NORTH CAROLINA HISTORY political theory and practice, the nature of Soviet Three hours each week; Credit: 3 hours; Prerequisite: communism impels an interweaving of economic, social, 3 semester hours survey-level HIS (HIS 201 or 202 are ethnographic, intellectual and artistic develop ments. preferred); Offered alternate years This course traces the history of North Carolina from HIS 331: WOMEN IN THE WESTERN WORLD: its colonial beginnings to the present. The course treats 1700 TO THE PRESENT the political, social, economic, ethnic, and religious Three hours each week; Credit: 3 hours; Prerequisite: evolution of the state and its people. HIS 101-102, the equivalent, or permission of the instructor; Offered fall semester, odd years HIS/ANT 365: FROM THE OLMECS TO THE Until about 30 years ago, the history of women was AZTECS: ANCIENT CULTURES OF MEXICO largely ignored by professional historians. In this AND CENTRAL AMERICA course, you will redress this situation by studying Three hours each week; Credit: 3 hours; Offered alternate women’s lives over the period 1700 to the present. academic years You will see how, largely through their own efforts, Based on archaeological and ethnohistorical sources, women have risen from powerlessness and inequality this course is an overview of societal evolution in the to achieve a position that at least approaches political, Mesoamerican culture area, focusing on such cultures economic, and social equality with men. You will also as the Olmec, Teotihuacano, Zapotec, Mixtec, Toltec, learn valuable research and writing skills through the Maya and Aztec. Special attention will be paid to preparation of a 15-page paper. mechanisms involved in the rise and fall of these cultures, including acculturation, diffusion, syncretism HIS 332: MARRIAGE & FAMILY IN THE and cultural ecology. In addition, students will examine WESTERN EXPERIENCE, ANCIENT TO EARLY the lives of some contemporary descendants of these MODERN # ancient cultures (modern Maya, etc.). Three hours each week; Credit: 3 hours; Prerequisite: HIS 101 or 102, their equivalent, or permission of the HIS 377: THE VIETNAM WAR instructor; Offered alternate years Three hours each week; Credit: 3 hrs; Offered alternate In this course, you will test the premise that “the family academic years is the basis of all civilization,” by tracing the patterns The ‘Vietnam War’ of the 1960’s and 1970’s affected the of marriage, family, love, and sexuality that existed history of more than one country. In this course, you from the ancient cultures of the Mediterranean and will trace the origins of the Vietnam War, the events Western Europe, through Western Europe’s Medieval, of the war itself (including the policy decisions that Renaissance, and Reformation eras. shaped those events), and the effects of the war both on Vietnamese society and also on American society. HIS 348: THE HISTORY OF THE SOUTH SINCE 1865 HIS 399: THE WORLD SINCE 1945 # Three hours each week; Credit: 3 hours; Prerequisite: Three hours each week; Credit: 3 hours; Prerequisite: 3 semester hours survey-level HIS (HIS 202 is preferred); HIS 101-102, the equivalent, or permission of the instructor; Offered alternate years Offered fall semester, even years; This is a CCE course This course examines the factors that have made the It is increasingly important in this era of globalization South a distinctive part of the United States, from for people to understand the cir cumstances of nations the end of the Civil War to the present. In doing so, world-wide. In this course, you will examine the the course treats geographic, socio-economic, ethnic, development of countries in all parts of the globe in the political, and cultural developments in the region. period stretching from 1945 to the present. You will study the relationships between the different cultures,
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the changing power structures in the world, and the HIS 492/493/494: DIRECTED STUDY problems of development, particularly in the non- Credit: 2-4 hours; Prerequisite: junior or senior status western world. You will thus understand the roots of A course of study addressing a specific topic or problem many of the problems facing the world today. You will of interest to a student, designed collaboratively by also learn valuable research and writing skills through the student and faculty member(s), and resulting in a the preparation of a 15-page paper. paper, report, critiqued performance or production, or other assessable evidence of value added to the student’s HIS 470: SENIOR SEMINAR educational experience. A contract of expectations by Three hours each week; Credit: 3 hours; Prerequisite: HIS 300 the student and by the supervising faculty member(s) This course is limited to history majors in their senior must be approved the advisor, the division chair and year. It is a follow-on course from HIS 300, the methods the Registrar prior to registration. No more than six class, which students take in their junior year. In HIS (6) semester hours toward the baccalaureate degree can 470, students will conduct research in both archival consist of independent study credit. and secondary materials and will, on the basis of their research, write a 25-page paper. The course is designed HIS 495: SPECIAL TOPICS IN HISTORY to teach students research methods in the discipline of Credit: 1-4 hours history and to improve their writing and analytical skills. A course whose content may vary from term to term according to the needs of the academic department, HIS 490/491: HISTORY INTERNSHIP I and II student demand, or the interests of the faculty member. Credit: 1 to 6 hours; Prerequisite: junior or senior status An in-depth work experience designed to apply # Writing Intensive Course classroom knowledge and skills to real-world professional situations. The senior internship is designed to give the student work experience that is as close to actual employment as possible. No more than six (6) semester hours toward the baccalaureate degree can consist of internship/cooperative education credit. Note: Any student who has not completed her learning agreement for her internship by the last day to drop will be assigned a W for the internship experience for that semester.
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fACULty HUmAn reSoUrCeS mAJor
Liberal Education Curriculum 50 hours Kathy Corley ’02 (2003) Senior Instructor in Human Resources and Business Administration, Coordinator For a full description see Peace Passport section of this catalog of Human Resources Program – B.A., Peace College, Human Resources Major Courses *38 hours summa cum laude; M.B.A., with honors, Meredith College; Senior Professional in Human Resources General Electives 37 hours (SPHR) certification, Human Resources Certifica tion Total Hours for B.A. in Human Resources 125 hours Institute; Global Professional in Human Resources (GPHR) As a human resource management (HRM) major, in addition to courses in human resources, you will also Heather A. Lee (1998) Associate Professor of Human have classes in psychology, communi cation, business, Resources – B.S., Florida State University; M.S., Ph.D., leadership, and other academic disciplines. The options North Carolina State Uni versity; Senior Professional in the field of HR are so varied that there is something in Human Resources (SPHR) certification, Human for the student with interests in marketing, management, Resources Certifi cation Institute training, or quantitative skills. Site visits, internships, Jennifer Lindberg McGinnis ’01, ’03 (2007) Assistant mentor ing with HR professionals, attendance at confer- Professor in Leadership Studies and Human Resources ences, and scholarships dedicated for HR majors move – B.A., Peace College, summa cum laude; M.S., Ph.D., you beyond classroom learning and better prepare you North Carolina State University for work in the many areas of HRM.
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HUMAN RESOURCES CORE COURSES HUmAn reSoUrCeS minor HRE 200 HR Management 3 18 houRS PSY 300 Research Methods & Lab 4 Required courses: HRE 300 Employee Selection & Lab 4 HRE 200 Human Resource Management* or HRE 341Foundations of Training & Development 3 PSY 370 I/O Psychology 3 HRE 334 Employment Law 1 HRE 300: Employee Selection and Lab 4 HRE 400 Performance Management & Client Lab 4 HRE 420 Compensation & Benefits & Project Lab 4 Plus 11 additional HRE hours at the 300 level and above HRE 480 Senior Seminar 3
*Notes: HRE 490 can be counted only once for the Human Resources Electives (Choose 12 hours; at minor. least 6 hours must be HRE coursework) Students must maintain a “C” average or better in all BUS/HRE 100 Introduction to Business and Work 3 major and minor courses. HRE/COM 212 Interpersonal Communication 3 BUS 221 Principles of Accounting 1 3 HUmAn reSoUrCeS CoUrSeS HRE/LEA 301-302 Group Process and Lab 4 HRE/BUS 100: INTRODUCTION TO BUSINESS LEA/BUS 316 Ethics and Leadership 3 AND WORK Three class hours each week; Credit: 3 hours; HRE 321 Affirmative Action 1 Offered every semester HRE/COM 332 Organizational Communication 3 What lasts forty years or 83,200 hours? That’s the HRE 336 HR Games and PHR Prep 1 average time a woman is in the full-time workforce, HRE 337 Mergers and Acquisitions 1 more if no time-off is taken for childrearing. In this HRE/LEA 344 Emotional IQ 1 course, you will learn how human behavior impacts HRE 380 Organizational Development 3 organizational behavior and results. The course covers fundamental understanding of the business HRE/PSY 399 International Perspectives on Work 3 environment, work structure, and successful conduct in HRE 440 HR Applications 3 organizations that will give you a huge advantage over others less prepared. You will be given the foundations Students who double-major must complete an of human relations and basic business skills and internship in Human Resources unless their internship knowledge to apply in the organizational setting. in the other discipline clearly includes industrial/ organizational psychology-related ele ments (e.g., HRE 200: HUMAN RESOURCE MANAGEMENT research, data collection, systems design, etc.) or Three class hours each week; Credit: 3 hours; relevant business-related elements (e.g., management, Offered every semester payroll, insurance, pension, etc.). Students must obtain Human Resources Management (HRM) is a functional approval from the Human Resources coordinator prior area of every business with the goal of attracting and to the completion of the other internship in order to retaining the best and brightest employees. It is also receive an exemption form HRE 490. a key business skill set like marketing, information technology and account ing. If you are considering a career in business and/or becoming an HR professional, it is impor tant to learn about recruiting, training and developing employees, managing performance and careers, and ensuring that workers are happy and successful. This course will review these topics and help you learn about the important contributions that HRM makes in business. 199 HUmAn reSoUrCeS division of organizational Studies
HRE/COM 212: INTERPERSONAL COMMUNICATION Three class hours each week; Credit: 3 hours; HRE/LEA 302: GROUP PROCESS LABORATORY Offered every semester Two laboratory hours each week; Credit: 1 hour; Pass-fail Within your family, work, and personal relationships, grading; Co-requisite HRE/LEA 301 communication often determines how satisfied and This laboratory will provide students with the effective these relationships become. The abilities to opportunity to practice group process techniques and speak clearly, listen effectively, and handle conflict to experience the various challenges that groups and cooperatively are among the skills you will learn and teams face on a regular basis. Self-assessment and peer practice in this course. You will learn a great deal about feedback will be a major component of this laboratory. your communication attitudes and skills, as well as how the communication behaviors of others with whom we HRE 310-339: SPOTLIGHT COURSES have relationships impact our thoughts and feelings. Human Resources majors are required to take one course from each of the three areas. HRE 300: EMPLOYEE SELECTION Spotlight courses are one-credit-hour academic with APPLICATION LAB experiences that allow you to enhance your knowledge, Three class hours each week; Credit: 3 hours; Prerequisites: skills, and attitudes related to Human Resources current HRE 200 or PSY 370, or permission of the instructor; issues and practices. The pur pose of spotlight courses is Offered every fall to examine a topic in greater depth than other courses Managers in all departments are responsible for selecting allow or to expose you to a specialized or current topic new employees and making decisions about promoting within the field of Human Resources. These courses may employees. Additionally, recruiting is the most popular be offered in formats different from weekly meetings. entry-level job in Human Resources. In this course, - HRE 321 – Understanding Affirmative Action you will learn both the practical aspects of recruiting - HRE 334 – Employment Law Basics and hiring employees and the research and theory on - HRE 335 – Employee Relations which these practices are based. You will get hands-on - HRE 336--HR Games and PHR Prep experience exploring on-line resources, planning a job - HRE 337 – Mergers and Acquisitions analysis, and making a hiring decision. This course will - HRE/LEA 344 – Emotional Intelligence develop your knowledge of interviewing principles and provide interview skill practice to aid you in becoming HRE/BUS/COM 332 ORGANIZATIONAL a savvier applicant and interviewer. In addition to COMMUNICATION interviews, you will also learn how employment tests, Three hours each week; Credit: 3 hours work samples, simulations, and assessment centers are Since we spend so much time at work, the workforce constructed and used in employee decisions. plays a significant role in each of our lives. How do organizations make decisions? What is organizational HRE/LEA 301: GROUP PROCESS AND culture? How do you understand and navigate office GROUP DYNAMICS politics? In this course, we’ll examine theoretical Three class hours per week; Credit: 3 hours; Prereq uisites: perspectives that offer answers to these questions. LEA 101-102; Co-requisite: HRE/LEA 302 A process of working with others to accomplish shared goals, leadership must be studied in the context of groups and teams. The purpose of this course is to provide students with the knowledge and skills necessary to lead and work effectively in groups and teams. This course will explore theory, practice, and research in group process, including group dynamics, group roles, teamwork, diversity, decision-making, and visioning and goal setting. 200 HUmAn reSoUrCeS division of organizational Studies
HRE 341: FOUNDATIONS OF TRAINING AND HRE 400: PERFORMANCE MANAGEMENT DEVELOPMENT & CLIENT LAB Three class hours each week; Credit: 3 hours; Prerequisites: Four class hours each week; Credit: 4 hours; Prerequisite: COM 101 and HRE 200 or PSY 370; Offered every fall HRE 200 or PSY 370, STA 201 and junior status; Offered Do you think that training adults is just like training every spring children and students in school? Training professionals have Every employee has his/her performance evaluated and learned that adults have different needs than children. In every supervisor evaluates someone’s performance. This this course you will learn how to develop training programs course is designed to provide you with an in-depth study relevant to adults’ immediate needs and learning styles. of performance management (PM) in an organiza tion. You You will get practice designing and facili tating a training will understand why effective perfor mance management session for other students. The skills you learn in this is critical, develop the skills to give feedback to employees, course will prepare you to facilitate orientation and and learn how to develop a performance appraisal system. training programs in a business or organization. A required team project allows students to enter a local organization and evaluate their performance management HRE 380: ORGANIZATIONAL DEVELOPMENT system against the criteria taught in class. You should leave Three class hours each week; Credit: 3 hours; Prerequisite: the course possessing a set of “tools” which can be used in HRE 200 or PSY 370; Offered every spring effective performance management How do organizations grow and change to become more profitable, serve more clients, or become an HRE 420: COMPENSATION AND BENEFITS employer of choice? This course offers you an in- & PROJECT LAB depth look at the processes involved in improving Four class hours each week; Credit: 4 hours, Co-requisite or organizational performance by making organization- Prerequisite: HRE 200 or PSY 370, STA 201 and junior wide changes. You will learn about organizational status; Offered every spring.Without fair and attractive change as it relates to improving performance, the compensation and benefit systems, organizations would techniques for effectively introducing changes in not be able to attract and retain the best employees. organizations, and for overcoming resistance to change. Strategic and creative compensation systems give com- A field project in an organization will allow you to panies a competitive edge. You will learn the different apply your knowledge and skills. types of compensation that employees receive, innovative strategies for paying employees, required and optional HRE/PSY 399: INTERNATIONAL PERSPECTIVES benefits plans, and the legal, regulatory, and ethical ON WORK environments in which compensation administration Eight 1.5-hour classes prior to a two-week trip abroad; Credit: 3 occurs. You will not only understand why an effective hours; Prerequisites: PSY 101, BUS/HRE 100, or COM 212 compensation and benefit program will give companies This trip course introduces you to differences between a competitive advantage, you will also learn the the United States and other countries re garding fundamental skills to design, implement, and evaluate issues of gender in the work place, as well as work- such tactics to achieve this advantage. life balance. You will be prepared for the trip through HRE 440: HR APPLICATIONS readings on the issues and countries to be visited, as Three class hours each week; Credit: 3 hours; Prerequisite: well as guest speaker presen tations. We will visit a HRE 200 or PSY 370 and junior status; Offered every fall minimum of three companies abroad and interview You will review and be tested on the HR body of managers and employees in the companies on the knowledge as measured by the SHRM Learning System for issues. You will be expected to maintain a journal and the PHR/SPHR Certification Exam. You will study each write a comparative analysis paper using the readings functional area of HR and take a mock certification exam. and knowledge gained from the trip and interviews. Strategies for preparation for the PRH exam include study for the HR Games and admission of at least two teams (six students) in the competition. In addition, you will apply knowledge and skills through professional service via projects and collaborations with SHRM, the Peace affiliate of SHRM and the Raleigh affiliate of SHRM. 201 HUmAn reSoUrCeS division of organizational Studies
HRE 480: SENIOR SEMINAR HRE 492/493/494: DIRECTED STUDY Three class hours each week; Credit: 3 hours; Prerequisite: Credit: 2-4 hours; Prerequisite: junior or senior status Human Resources major and senior status; Offered every fall. A course of study addressing a specific topic or problem Senior seminar serves as the summary or capstone experience of interest to a student, designed collaboratively by for HR majors. You will complete a portfolio of your work the student and faculty member(s), and resulting in a in human resources, participate in mock interviews, and paper, report, critiqued performance or production, or assess your career readiness skills. The course will provide other assessable evidence of value added to the student’s preparation for you to assume the role of a professional by educational experience. A contract of expectations by covering ethical issues, strategic issues, current topics relevant the student and by the super vising faculty member(s) to the field, and career guidance. You will study for and must be approved by the Division Chair and by the take a “mock” PHR certification exam that covers the Provost prior to registration. No more than 4 semester nationally recognized body of HR knowledge in the field. hours toward the baccalaureate degree can consist of independent study credit. HRE 490/491: HUMAN RESOURCES INTERNSHIP I and II HRE 495: SPECIAL TOPICS IN HUMAN RESOURCES Credit: 3 or 6 hours; Prerequisite: HRE 200, junior or Credit: 1-4 hours; Students may repeat this course once with senior status, or permission of the instructor different content Internships give you the opportunity to work in an A course whose content may vary from term-to-term actual Human Resources department. You will have according to the needs of the academic department, a chance to put the knowledge and skills you have student demand, or the interests of the faculty member. learned in your courses into practice and see how they work. Interns develop employee handbooks, interview candidates for jobs, screen applications, do reference checks, coordinate benefits open-enrollment processes, and many other Human Resource projects. You will spend a minimum of 120 hours in the workplace to earn 3 credit hours. We encourage you to have at least two internships (6 credit hours) so that you get experience with two different employers. You can take up to 15 semester hours of internship/ cooperative education credit toward the baccalaureate degree.
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fACULty LAS/SPA/IDS 305: HISPANIC VOICES IN THE UNITED STATES Mercedes Guijarro-Crouch (1999) Associate Professor Three hours each week; Credit: 3 hours; This is a CCE of Spanish – B.A., Universidad de Sevilla; M.A., course University of Houston; Ph.D., University of North An introduction to the history and cultures of Hispanic Carolina at Chapel Hill communities in the United States from the first Spanish explorations and settlements to the present through the Laura G. Vick (1990) Professor of Anthropology – use of literary texts, films, and other art forms. Some B.A., M.A., Ph.D., University of North Carolina at reading knowledge of Spanish needed. Does not satisfy Chapel Hill General Education requirement for foreign languages.
LAtin AmeriCAn StUdieS CoUrSeS LAS/ANT/SPA 360: CROSS-CULTURAL SEMINAR IN MEXICO LAS/SPA 105: HISPANIC DOCUMENTARY An immersion experience in Mexico; Credit: 2 hours; FILM SERIES Prerequisite: foreign language and/or anthropology Credit: 1 hour background, permission of the instructor A course that will expose students to historical, A living experience in Yucatan, Mexico which is environmental, and sociopolitical conflicts of Spain designed to highlight cross-cultural differences and and Latin American through documentary films. to help participants learn how to adapt to a foreign Each documentary will be introduced by a reading culture. Through background readings, group assignment to put the films in context. Students discussions, written reaction, a journal, “debriefing” will be responsible for attending at least one of the sessions and an essay exam, students will explore documentary films offered by the Duke/UNC Latin topics of cross-cultural training within a Mexican American Film Series (Fall Semester). setting. There will be special emphasis on the cultural considerations that are part of U.S.-Mexican relations LAS/ANT/IDS/SPA 260: INTRODUC TION TO and on the many aspects of non-western culture which MEXICAN CULTURE AND CIVILIZATION are a part of everyday life in Yucatan. Visits to homes, One hour each week; Credit: 1 hour; This is a CCE course neighborhood walks, interviews with Mexicans, and This course is designed to prepare students for meetings with Mexican students are a vital part of the participation in the summer program in Mérida, course. This course emphasizes an immersion living Mexico; it is also open to any student interested in experience rather than extensive travel and touring. learning more about Mexican culture. Use of the special techniques of archaeology, ethnohistory, epigraphy, LAS/ANT/IDS/SPA 361: MEXICAN CULTURE linguistics, and ethnology will be highlighted as AND CIVILIZATION students learn about the history and culture of Mexico, Three weeks in the summer: 3 hours especially the Yucatan. Topics will include geography, An introduction to the culture and civilization of politics and economics, religion, family, art, folklore Mexico with special emphasis on Yucatan, the Mayan and literature, and special customs (past and present); civilization, and the continuing Maya presence in students will attend lecture/discussions, complete short Mexico. This course will cover history, archaeolo- weekly assignments, and take a written essay exam. gy, anthropology, and the arts, and will include field trips as well as lectures and discussion sessions. The LAS 295: SPECIAL TOPICS IN LATIN assignments will involve hands-on experiences and, in AMERICAN STUDIES addition, reading and writing tasks. Students will keep Credit: 1-4 hours a journal and take an essay exam. Students live in a A course whose content may vary from term to term stately Mexican residence (the Central College Center) according to the needs of the academic department, in Mérida (Yucatan). Students are selected on the basis of student demand, or the interests of the faculty member. academic achievement, and citizenship. Does not satisfy general education require ments in Foreign Language 203 LAtin AmeriCAn StUdieS division of Arts and Sciences
LAS/HIS 363: INTRODUCTION TO LATIN LAS 490/491: LATIN AMERICAN STUDIES AMERICAN STUDIES INTERNSHIP I and II Three hours each week; Credit: 3 hours; Prerequisite: Credit: 1 to 6 hours; Prerequisite: junior or senior status HIS 101-102 or HIS 201-202 An in-depth work experience designed to apply An interdisciplinary introduction to Latin America classroom knowledge and skills to real-world professional with a historical framework. Areas covered include situations. The senior internship is designed to give geography, history, anthropology, political science, the student work experience that is as close to actual literature, art and music. employment as possible. No more than six (6) semester hours toward the baccalaureate degree can consist of LAS/ANT/HIS 365: FROM THE OLMECS TO THE internship/cooperative education credit. AZTECS: THE PREHISTORY OF Note: Any student who has not completed her MEXICO AND CENTRAL AMERICA learning agreement for her internship by the last day to Three hours each week; Credit: 3 hours; Prerequisite: ANT drop will be assigned a W for the internship experience 214, ANT 218, ANT/LAS/SPA 260, ANT/IDS/LAS/SPA for that semester. 361, or permission of the instructor; Offered spring semester, even years LAS 492/493/494: INDEPENDENT STUDY In this course, students get the opportunity to study Credit: 2-4 hours; Prerequisite: junior or senior status the prehistory and early history of a very exciting A course of study addressing a specific topic or problem and important non-western culture area, one that of interest to a student, designed collaboratively by played an important part in world history but is the student and faculty member(s), and resulting in a seldom covered adequately in history textbooks. paper, report, critiqued performance or production, or Course material is based on archaeological and other assessable evidence of value added to the student’s ethnohistorical sources, and students will learn about educational experience. A contract of expectations by the evolution and important roles of societies such as the student and by the supervising faculty member(s) the Olmec, Teotihuacano, Zapotec, Mixtec, Toltec, must be approved by the advisor, the Division Chair Maya, and Aztec. and the Registrar prior to registration. No more than Special attention will be paid to mechanisms six (6) semester hours toward the baccalaureate degree involved in the rise and fall of these cultures, as well as can consist of independent study credit. to the principal cultural ac com plishments, including art and architecture. In addition, students will examine LAS 495: SPECIAL TOPICS IN LATIN the lives of some contemporary descendants of these AMERICAN STUDIES ancient cultures. At course end, students will have Credit: 1-4 hours gained an appreciation for the roles these cultures A course whose content may vary from term-to-term played in terms of world history and greater respect for according to the needs of the academic department, the modern descendants of these cultures. student demand, or the interests of the faculty member.
LAS/ANT 401: CONTEMPORARY MAYA CULTURE Three hours each week; Credit: 3 hours; Offered alternate academic years; This is a CCE course Based on ethnographic data, this course explores a contemporary “third world” nonwestern culture area – that of today’s Maya people. Students will, through their readings and discussion, engage in an inductive exercise aimed at understanding the overall social organization and culture of the Maya societies presented in class.
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fACULty Students should use elective hours to com plete the requirements for their required double major in any other Felicia Mainella (2003) Associate Professor of major offered at Peace College. Leadership Studies, Coordinator of Leadership Studies Program – B.S., University of Evansville, M.A., Bowling Total Hours for the B.A. with Co-Major in Green State University, Ph.D., University of Maryland Leadership Studies 125 hours
Jennifer Lindberg McGinnis ’01, ’03 (2007) Assistant The purpose of the Leadership Studies co-major is to Professor of Leadership Studies and Human Resources develop leadership capacity in Peace women so that – B.A., Peace College, summa cum laude; M.S., Ph.D., they may be prepared to assume positions of leadership North Carolina State University in their chosen fields. The Leadership Studies program both comple ments and supplements the required double LeAderSHip StUdieS Co-mAJor major and the rest of the curriculum at Peace College. Liberal Education Curriculum 50 hours For a full description see Peace Passport section of this catalog The major is interdisciplinary in nature, and focuses on developing leadership knowledge, skill and attitudes. Leadership Studies Co-Major Courses 31 hours Leadership students will have ample opportunities to General Electives 44 hours study, practice and reflect on leadership practices, both their own and those of other people.
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A. LEADERSHIP STUDIES CORE COURSES HRE 400 Performance Management 3 15 HOURS BUS 445 Cross-Cultural Management * 3 LEA 101 Introduction to Leadership 3 * Students can only count this course for one area LEA 102 Introduction to Leadership Laboratory 1 LEA 200 Self and Community 1 Area III: Leadership: Theory and Practice (6 hours) LEA 201 Contexts of Leadership 3 LEA 311 Political Leadership: Theory and Practice 3 LEA 301 Group Process and Group Dynamics 3 LEA 310 Leadership and Social Change 3 LEA 302 Group Process Laboratory 1 BUS/LEA 312 Leadership in Organizations: LEA 402 Leadership Senior Seminar 1 Theory and Practice 3 LEA 403 Leadership Transitions Coaching 1 BUS/LEA 316 Ethics & Leadership: Theory and Practice 3 LEA 313 Women Leading for Rights and Recognition 3 B. LEADERSHIP ELECTIVES 12 HOURS Students must take 3 hours in Area I and Area II and 6 hours in Area III. C. SPOTLIGHT COURSES 5 HOURS Students will complete five 1-credit courses
Area I: Gender and Cultural Awareness (3 hours) SOC 368 American Ethnic Relations 3 D. EXPERIENTIAL REqUIREMENTS Leadership studies majors will be active participants BUS 430 International Businesses Enterprise 3 in the Peace College community. Students may ENG 220 or ENG 221 World Literature 3 fulfill this requirement by accomplishing one of the ENG 374 The Image of Women in Fiction 3 following activities: LAS 363 Introductions to Latin American Studies 3 a.) holding a campus leadership position, HIS 331 Women in the Western World 3 including, but not limited to, an elected position COM 301 Intercultural Communication 3 within student government, holding an office in a club or campus organization, or serving as a COM 445 Gender in the Workplace 3 student representative to a campus-wide group. PSY/SOC 220 Gender Roles 3 b.) being an active and vital participant in college BUS 445 Cross-Cultural Management * 3 activities in such a way as to contribute to the PSY 375 Human Sexuality 3 overall betterment of the group or the college. ANT 214 Cultural Anthropology 3 Example of such activities might include being an ANT 315 Globalization, People, and Culture 3 active participant in PSGA sponsored events that improve the educational or cultural atmosphere on campus (e.g., helping to plan the Martin Luther Area II: Management Competencies (3 hours) King celebration) or actively working within a club BUS 200 Intro to Management 3 or group over the period of the academic year. BUS/COM/HRE 332 Organizational Communication3 Students who double major in Leadership Studies are HRE/PSY 370 Industrial and exempt from completing an internship as long as the Organizational Psychology 3 internship for their other major incorporates at least BUS 450 Students in Free Enterprise 3 one leadership-related learning outcome. The program HRE 200 Human Resource Management 3 coordinator for Leadership Studies will assist you in HRE 300 Recruitment and Selection 3 developing an appropriate leadership learning outcome. HRE 341 Training and Development 3
206 LeAderSHip StUdieS division of organizational Studies
LeAderSHip minor 18 houRS LEA 200: SELF IN COMMUNITY LEA 101 Introduction to Leadership 3 Credit: 1 hour The purpose of this course is to provide a springboard LEA 102 Introduction to Leadership Lab 1 for students’ self-discovery within the broader LEA 201 Contexts of Leadership 3 community. A major focus is for students to recognize LEA 301 Group Process and Facilitation 3 the vital role that volunteers play in communities LEA 302 Group Process and Facilitation Lab 1 and for them to begin dis covering how they can LEA 402 Leadership Senior Seminar 1 incorporate community service and philanthropy LEA 403 Leadership Transitions Coaching 1 into their everyday lives, both during and after their college experience. The course is designed to encourage Theory and Practice Elective 3 students to address community needs through regular LEA 310 Leadership and Social Change service at a local community agency and to provide a LEA 311 Political Leadership structured setting for students to reflect on their service LEA/BUS 312 Leadership in Organizations experiences. LEA/BUS 316 Ethics & Leadership LEA 313 Women Leading for Rights LEA 201: CONTEXTS OF LEADERSHIP and Recognition Three lecture hours per week; Credit 3 hours; Prerequisite: LEA 101-102; Corequisite: LEA 202 Spotlight Courses 2 It has become clear that to understand and study Students will complete two 1-credit spotlight courses leadership that we have to pay close attention to the contextual factors that can influence the leadership LeAderSHip StUdieS CoUrSeS process. Some of the words accoiated witht he word ‘context’ include: environment, purpose, perspective, LEA 101: INTRODUCTION TO LEADERSHIP culture, situation, background, location, and Three lecture hours per week; Credit: 3 hours; surroundings. In this seminar course we will examine Corequisite: LEA 102 how leadership is shaped by the context in which it is This course is designed to provide an introduction into practiced. The first part of this course will cover the the many issues, concepts, and theories involved in the historical and modern views of leadership. We will then study of leadership. The course will explore traditional focus on leadership in regards to gender and cultural and contemporary leadership theories and models, with differences. The last section of this course will examine a major emphasis on understanding oneself as a leader. leadership within specific contexts. Some of the possible contexts to be explored include: politics, sports, higher LEA 102: INTRODUCTION TO education, non-profit organizations, religion, military, LEADERSHIP LABORATORY law, entertainment industry, performing arts, etc. Weekend retreat; Credit: 1 hour; Pass-Fail grading; Corequisite: LEA 101 LEA/HRE 301: GROUP PROCESS LEA 102, the laboratory accompanying LEA 101, AND DYNAMICS is focused on self-awareness and team-building. Three lecture hours per week; Credit 3 hours; During the laboratory, students explore the impact of Prerequisite: LEA 101-102; Co-requisite: LEA/HRE 302 leadership behavior on others, examine their interests As a process of working with others to accomplish and personality character istics, and create plans for shared goals, leadership must be studied in the context future leadership development. of groups and teams. The purpose of this course is to provide students with the knowledge and skills necessary to lead and work effectively in groups and teams. This course will explore theory, practice, and research in group process, including group dynamics, group roles, teamwork, diversity, decision-making, conflict resolution, motivation, and visioning and goal setting. 207 LeAderSHip StUdieS division of organizational Studies
LEA/HRE 302: GROUP PROCESS LABORATORY LEA 313: WOMEN LEADING FOR RIGHTS Two laboratory hours per week; Credit: 1 hour; AND RECOGNITION Pass-fail grading; Co-requisite LEA/HRE 301 Three hours each week; Credit: 3 hours; This laboratory will provide students with the Prerequisites: LEA 101 and 102 opportunity to practice group process techniques and The point of this course is to focus on theories and to experience the various challenges that groups and practices of leadership from a female perspective. The teams face on a regular basis. Self-assessment and peer theoretical basis for the course emerges from the work feedback will be a major component of this laboratory. of the Women’s Ways of Knowing Collective that emerged in the mid-1980s and that culminated, from LEA 310: LEADERSHIP AND SOCIAL CHANGE: a leadership studies viewpoint, in the publication of THEORY AND PRACTICE Belenky, Bond, and Weinstock’s 1997 work A tradition Three hours each week; Credit: 3 hours; that has no name: Nurturing the development of Prerequisites: LEA 101-102 or permission of the instructor individuals, families and communities. In this book This course will examine leadership in relation to social they explore at length the theory of Developmental movements and the role leaders play in changing the Leadership - a distinctively female and dialogic mode values and systems, which support oppression. This of leadership. course applies concepts from systems theory, servant leadership, liberation education, deep ecology, and This course will also include a volume on women’s feminism to the challenges faced in social movements. leadership around the world and use this as a take-off point for considering the special challenges that women LEA 311: POLITICAL LEADERSHIP: as leaders face today. At all times, we will keep the focus THEORY AND PRACTICE on women’s leadership to promote and advance human Three hours each week; Credit: 3 hours; rights and to gain recognition for their role in building Prerequisites: LEA 101-102 or permission of the instructor a more humane, caring, and learning-centered society. This course will examine leadership in relation to contemporary American politics and explore the role LEA 316: ETHICS AND LEADERSHIP: political leaders play in shaping policy and implementing THEORY AND PRACTICE change. In this course, students examine various theories Three hours each week; Credit: 3 hours; of political leadership and examine several contemporary Prerequisite: LEA 101-102 or permission of the instructor case studies of women in political roles. This course will explore the ethical and moral responsibilities of leadership. Students will study the LEA 312: LEADERSHIP IN ORGANIZATIONS: moral obligations of leaders and followers and how THEORY AND PRACTICE leaders shape the moral environment of institutions Three hours each week; Credit: 3 hours; and other formal and informal organizations. The Prerequisites: LEA 101-102 or permission of the instructor course will also address the public and private morality The concept of organization is often con nected with of leaders, as well as how leaders convey values through large-scale bureaucracies where creativity is stifled, language, symbolic actions, and as role models. In where there is a lack of concern for the individual order to prepare students for their various career paths, needs of employees, and where only individuals in the ethical issues related to leadership within a variety of highest positions have voice. Although many organiza- contexts will be examined. tions still meet this image, there has been a major shift in today’s business environment, resulting in organizations becoming more open networks of people who collaborate to work toward shared goals. The main purpose of this course is to prepare students for facilitating effective leader ship so that the organization is well-positioned for the demands of a diverse, complex, and changing society. 208 LeAderSHip StUdieS division of organizational Studies
LEA 320-349: SPOTLIGHT COURSES LEA 490/491: LEADERSHIP INTERNSHIP I and II Credit: 1 hour; Prerequisites: LEA 101-102 Credit: 1 to 6 hours; Prerequisite: junior or senior status or permission of the instructor An in-depth work experience designed to apply Spotlight courses are one-hour credit academic classroom knowledge and skills to real-world professional experiences that allow students to enhance their situations. The junior-senor internship is designed to knowledge, skills and attitudes related to leadership. give the student work experience that is as close to actual The purpose of spotlight courses is to examine a topic employment as possible. No more than six (6) semester in greater depth than other leadership courses allow or hours toward the baccalaureate degree can consist of to expose the student to a specialized or cutting edge internship/cooperative education credit. Note: Any topic within leadership. student who has not completed her learning agreement for her internship by the last day to drop will be assigned LEA 402: LEADERSHIP SENIOR SEMINAR a W for the internship experience for that semester. Credit: 1 hour for senior LEA majors and minors Prerequisites: LEA 101-102, 201-202, and 301-302 LEA 492/493/494: DIRECTED STUDY This final laboratory is designed to do a summative Credit: 2-4 hours; Prerequisite: junior or senior status assessment of personal leadership experience and will A course of study addressing a specific topic or problem include analyzing the knowledge, skills, and attitudes of interest to a student, designed collaboratively by developed in the major. It will result in a leadership the student and faculty member(s), and resulting in a portfolio that documents the student’s experience. paper, report, critiqued performance or production, or These assessments will be targeted at community other assessable evidence of value added to the student’s involvement, careers and/ or graduate study. educational experience. A contract of expectations by the student and by the supervising faculty member(s) LEA 403: LEADERSHIP must be approved by the advisor, the Division Chair TRANSITIONS COACHING and the Registrar prior to registration. No more than One credit course for senior Leadership majors and minors six (6) semester hours toward the baccalaureate degree Co-requisite: LEA 402; Prerequisites:LEA 101-102, 201- can consist of independent study credit. 202, and 301-302 This course will examine the impact of coaching on LEA 495: SPECIAL TOPICS IN LEADERSHIP leadership, careers, and personal development. Students Credit: 1 to 4 hours will examine various theories of coaching, engage in A course whose content may vary from term to term coaching outside of the classroom, and reflect on issues according to the needs of the academic department, related to their transition from the leadership program student demand, or the interests of the faculty member. into graduate school or full-time work. Experiential learning, lectures, readings, coaching, and individual work are designed to help students move toward meaningful and purposeful career and life choices.
209 LiberAL StUdieS division of Arts and Sciences
fACULty LIBERAL STUDIES AREAS: • ENGLISH Scott McElreath (2001) Associate Professor of • FINE ARTS Philosophy – B.A., M.A., University of Maryland at • FOREIGN LANGUAGES College Park; Ph.D., University of Rochester • HISTORY • MATHEMATICS LiberAL StUdieS mAJor • NATURAL SCIENCES • PHILOSOPHY/RELIGION Liberal Education Curriculum 50 hours • SOCIAL SCIENCES
For a full description see Peace Passport section of this catalog No course that is taken by a student to fulfill a Liberal Education Requirement can be used by that student to Liberal Studies Core Courses 34-37 hours fulfill the Liberal Studies core.
General Electives 38-41 hours Additionally, a lower-level course taken to prepare a student for a Liberal Education requirement cannot Total Hours for the B.A. in Liberal Studies 125 hrs count toward the Liberal Studies core.
B. ELECTIVES 38-41 HOURS The Liberal Studies Program includes all faculty and Students must use electives to complete a minor (18-22 courses in the following disciplines: English, Fine Arts, hours) or concentration (24 hours). This requirement Foreign Language, History, Mathematics, Natural ensures that students achieve depth in their program. Sciences, Philosophy, Religion, and Social Sciences. Students may count core courses toward their minor or concentration. Students may also do their minor The Liberal Studies Major is an interdis ciplinary or concentration either in a Liberal Studies area or in a program which ensures the flexibility needed in today’s non-Liberal Studies area. market. It offers both breadth and depth. Together with your advisor and other appropriate members of Minor: The requirements for a minor are listed on page the faculty, you will craft your curriculum to fit your 73 of this catalog. individual needs and interests.
Concentration: Concentrations (24 hours) offer more A. LIBERAL STUDIES CORE COURSES depth. They are the best option for students wishing to 34-37 HOURS go to graduate school in a particular field. In that event, This section ensures breadth in the student’s program students are advised to take more than the 24 hours required for the concentration. Examples are listed below. 2 courses each from any 3 Liberal Studies areas 8-20 Please note that the following list is not exhaustive.
1 course each from any 4 other Liberal Studies areas • ANTHROPOLOGY 12-13 • MUSIC • BIOLOGY Liberal Studies Junior Seminar LST 380 1 • PHILOSOPHY • COMMUNICATION Liberal Studies Senior Seminar LST 470 3 • POLITICAL SCIENCE • ENGLISH • PSYCHOLOGY
210 LiberAL StUdieS division of Arts and Sciences
• FRENCH LST 470: LIBERAL STUDIES SENIOR SEMINAR • RELIGION Credit: 3 hours; Prerequisites: senior status; • HISTORY Offered spring semester • SPANISH You will examine selected topics from the perspectives • HUMAN RESOURCES of multiple disciplines. You will take two essay exams, • VISUAL ARTS write two research papers, and either do a service- • MATHEMATICS learning activity or write a short paper on service. In class, you will openly discuss the issue for the day, Concentrations are more flexible than minors. They can analyze “pro” and “con” positions on the issue, and be composed of courses from two or more disciplines, participate in paper workshops. You will improve your focused upon a common theme. Some examples are ability to apply useful ways of asking questions, to listed below. Please note that the list is not exhaustive. gather information, to evaluate evidence, to understand the world, and to confront moral problems. • ENVIRONMENTAL STUDIES • EVOLUTIONARY STUDIES LST 490/491: LIBERAL STUDIES INTERNSHIP I • LATIN AMERICAN STUDIES and II • INTERNATIONAL STUDIES Credit: 1 to 6 hours; Prerequisite: junior or senior status • WOMEN’S STUDIES An in-depth work experience designed to apply classroom knowledge and skills to real-world Other Electives: professional situations. The senior intern ship is Students may use their remaining elective hours in any designed to give the student work experience that is as way they choose. Some students choose to do a second close to actual employment as possible. No more than minor. Some, who have ac cumulated extra hours, do a 6 semester hours toward the baccalaureate degree can second concentration. consist of internship/cooperative education credit. Note: Any student who has not completed her learning LiberAL StUdieS CoUrSeS agreement for her internship by the last day to drop LST 295: SPECIAL TOPICS IN will be assigned a W for the internship experience for LIBERAL STUDIES that semester. Credit: 1-4 hours A course in which content may vary from term to term LST 492/493/494: INDEPENDENT STUDY according to the needs of the academic department, Credit: 2-4 hours; Prerequisite: junior or senior status student demand, or the interests of the faculty member. A course of study addressing a specific topic or problem of interest to a student, designed collaboratively by LST 380: LIBERAL STUDIES JUNIOR SEMINAR the student and faculty member(s), and resulting in a Credit: 1 hour; Prerequisite: junior or senior status; Offered paper, report, critiqued performance or production, or spring semester other assessable evidence of value added to the student’s You will distinguish rhetorical and explana tory educational experience. A contract of expectations by statements from rational arguments and develop the the student and by the super vising faculty member(s) skills required to think critically about any issue that must be approved by the advisor, the Division Chair, may arise in your academic, professional, or personal and the Registrar prior to registration. No more than endeavors. You will practice identifying, interpreting, 6 semester hours toward the baccalaureate degree can and evaluating arguments of the sort found in books, consist of independent study credit. journal articles, speeches, newspaper editorials, letters to the editor, magazine articles, and scientific reports. LST 495: SPECIAL TOPICS IN LIBERAL STUDIES Credit: 1-4 hours A course in which content may vary from term to term according to the needs of the academic department, student demand, or the interests of the faculty member. 211 mAtHemAtiCS And StAtiStiCS division of Arts and Sciences
fACULty mAtHemAtiCS And StAtiStiCS CoUrSeS Ann Bingham (2004) Assistant Professor of Mathematics – B.A., Arcadia University; M.S., Ph.D., MAT 097: INTERMEDIATE ALGEBRA Lehigh University Three hours each week; Credit: 3 hours institutional credit; Offered each semester; Does not count as credit toward Ellen A. Birch (1998) Instructor in Mathematics – meeting graduation requirements B.S., M.Ed., North Carolina State University This course is designed to prepare students for College Algebra (MAT111). You will achieve a better Archie L. Ritchie (1968) Professor Emeritus understanding of the mathematics you will need for use of Mathematics – B.S., M.A., Appalachian State in all disciplines, improve your understanding of the University; Futher Study: University of Florida; North basic mathematical concepts of algebra and geometry, Carolina State University, Vanderbilt University improve your mathematical skills, and explore familiar concepts using different techniques. Jean Adair Robertson (1982) Associate Professor of Mathematics – B.S. magna cum laude, Pembroke State MAT 111: COLLEGE ALGEBRA University; M.S., North Carolina State University; Three hours each week; Credit: 3 hours; Offered each Further study, North Carolina State University semester. You will study real numbers, solving equa tions and inequalities, algebraic functions, graphing functions, and inverse functions. mAtHemAtiCS minor You will also learn to model using linear, quadratic, MAT 241Calculus with Analytic Geometry I 4 cubic, and quartic functions. You will have an MAT 242Calculus with Analytic Geometry II 4 introduction to probability and counting methods. MAT 341Calculus with Analytic Geometry III 4 Note: MAT 111 is also offered with workshop, which STA 301Statistics II 3 Two additional mathematics courses at the 200 5-6 meets five hours per week with 3 hours credit level or above
212 mAtHemAtiCS And StAtiStiCS division of Arts and Sciences
MAT 112: PRE-CALCULUS MATHEMATICS MAT 242: CALCULUS WITH ANALYTIC Three hours each week; Credit: 3 hours; Offered spring GEOMETRY II semester; Prerequisite: MAT 111, placement by testing, or Five hours each week; Credit: 4 hours; Prerequisite: permission of the instructor MAT 241 or equivalent; Offered spring semester You will study exponential and logarithmic functions, You will study the applications of the definite integral trigonometric functions, trigonometric identities and in areas, volumes, and surface areas. You will also study equations, applications of trigono metry, and systems inverse trigonometric functions, hyperbolic and inverse of equations. hyperbolic functions, including their derivatives and Note: MAT 112 is also offered with work shop, which integrals, tech niques of integration, indeterminate meets five hours per week with 3 hours credit forms, improper integrals, infinite series, tests of convergence, polar coordinates, and conic sections. MAT 202: FINITE MATH Three hours each week; Credit: 3 hours; Prerequisites: MAT MAT 341: MULTIPLE VARIABLE CALCULUS 111-112, the equivalent as evidenced by placement results, Five hours each week; Credit: 4 hours; Prerequisite: or permission of the instructor: Offered fall semester MAT 242 or equivalent; Offered fall semester You will study selected topics in finite mathe- You will study parametric equations, vectors, solid matics, including set operations, Venn diagrams, analytic geometry, functions of several variables, elementary probability, counting techniques (including vector-valued functions, partial deriva tives and their permutations and combinations), matrices, solving applications, multiple integrals, elementary differential systems of equations, linear pro gramming, and equations, and Green’s and Stoke’s theorems. mathematics of finance. STA 201: INTRODUCTION TO STATISTICS MAT 231: BUSINESS CALCULUS Three hours each week; Credit: 3 hours; Prerequisite: A Three hours each week; Credit: 3 hours; prerequisit: MAT grade of C or better in MAT 111 or MAT 112 or MAT 111 and MAT 112 or the equivalent as determined by the 202, placement by testing, or permission of the instructor; mathematics faculty member teaching the class. Offered each semester and each summer You will study limits, derivatives, and integrals of You will be introduced to statistical concepts, including algebraic, trigonometic, exponential, and logarithmic elementary probability, frequency distribution, random functions. You will learn how to apply the techniques variables, binomial and normal distributions, confidence of calculus to important processes in business and the intervals, hypothesis testing and linear regression. social sciences. Your knowledge of the calculus will be useful in understanding business applications. STA 301: STATISTICS II Three hours each week; Credit: 3 hours; Prerequisite: STA MAT 241: CALCULUS WITH ANALYTIC 201 or permission of instructor GEOMETRY I You will examine relationships between two variables Five hours each week; Credit: 4 hours; Prerequisite: MAT using parametric and nonparametric statistics: graphical 111-112, placement by testing, or permission of the techniques, simple linear regression and correlation instructor; Offered fall semester methods, experiment design and sampling. Other You will study limits, derivatives, and anti derivatives of topics will include confidence intervals and hypothesis algebraic, trigonometric, exponen tial, and logarithmic testing with graphics in multiple samples and/or functions. You will also study the application of variables cases: tests for means/proportions of two calculus to graphing functions, the fundamental independent groups, analysis of variance for completely theorem of calculus, and definite integrals. randomized design, contingency table analysis, correlation, single and multiple linear regression; design of experiments with randomized blocks, factorial design and analysis of covariance. Application of these topics will be drawn from business, economics, the social sciences, biology and other areas. Students will use statistical analysis technology. 213 mUSiC performAnCe division of Arts and Sciences
fACULty Virginia L. Vance (1974) Associate Professor of Music Performance, Coordinator of Music Performance Milton Ruben Laufer (2001) Phoenix Professor of Program – B.M. cum laude, Salem College; M.M., Yale Fine Arts, Associate Professor of Music Performance University; Special Study with Anton Heiller, Hochschule – B.M., University of Michigan; M.M., with honors, fur Musik, Vienna, Austria, as Fulbright Scholar; Further Rice University; D.M.A., Rice University. Further study, McGill University, DePaul University study, Moscow Conservatory; Eastman School of Music; Fulbright Scholar in Madrid, Spain mUSiC performAnCe mAJor Liberal Education Curriculum 50 hours James S. Smith (1978) Associate Professor of Music For a full description see Peace Passport section of this catalog Performance, Director of Vocal & Choral Activities – B.M., Music Major Courses 62-65 hours St. Andrews Presbyterian College; M.M., West Virginia General Electives 10-13 hours University; Further study, West Virginia University, University of Georgia, Westminster Choir College, Smith Total Hours for the B.A. in Music Performance College, Oberlin College, Indiana University 125 hours
214 mUSiC performAnCe division of Arts and Sciences
The Bachelor of Arts in Music Performance degree voice majors – MUS 206 is intended for students who desire to become keyboard majors – MUS 220 (2 semesters) professional musicians; it will prepare students for & MUS 106 (2 semesters) further study in graduate school or enable them to instrumentalists –MUS 235 (2 semesters) establish their own private studios. & MUS 106 (2 semesters) Keyboard, Vocal, or Symphonic Literature 3 Students who desire to major in music must audition MUS 381, MUS 382, or MUS 383 for the music faculty for acceptance and placement Students choose one based on their primary instrument in the music degree program. In the BA in Music Diction 3 Performance major, students take a significant number MUA 387 required of voice majors only of music courses during their first two years. In Choir 2 addition to applied lessons in their chosen instruments, MUS 106 required of non-voice music majors are enrolled in courses that include music majors for two semesters only theory, music history, aural skills, and ensemble work. Piano 2 Each performance major must have a 2.0 average in MUA 111 required of non-keyboard music courses taken during the first two years at Peace majors - minimum of 2 semesters to pass College in order to remain a candidate for the BA in the piano proficiency requirement Music Performance degree. Exceptions require the approval of the music faculty. ** Combined courses satisfy Pre-Professional Requirement MUSIC MAJOR COURSES Music Theory 12 mUSiC minor 18 houRS MUS 161, 162, 261, 262 Required courses: Aural Skills 4 MUS 163, 164, 263, 264 MUS 161 Music Theory I 3 Conducting 2 MUS 162 Music Theory II 3 MUS 388 MUS 181 Music History I 3 Music History 3 or MUS 282 (MUS 281 must be selected as Fine Arts requirement) MUS 161 Music Theory I 3 Practicum Musicum 3 MUS 181 Music History I 3 MUS 386** MUS 182 Music History II 3 Senior Seminar 3 MUS 486** Plus additional applied courses, ensembles, or an Applied 16 additional semester of either Music History or Music Students take a 2-hr. course each semester in Theory to total a minimum of 18 hours for a minor their chosen instrument in Music.
Performance Class 8 mUSiC CoUrSeS MUA 190-491 All music majors enroll in The offerings of the Music Department are focused a Performance Class each semester both on the professional training of musicians and on Junior Recital 1 the important role that music can play in the lives of all MUS 385** 35-minute recital our students. Courses marked with an asterisk (*) are Senior Recital 1 provided at an additional charge. MUS 485** 50-minute recital Ensemble 4 A minimum of 4 semesters is required:
215 mUSiC performAnCe division of Arts and Sciences
MUA 100: VOICE CLASS * MUA 112: PIANO * Two hours each week; Credit: 1 hour Credit: 2 hours (for non-majors, or majors needing to pass Introduction to vocal technique for students who have piano proficiency); Students may repeat this course for had no previous voice instruction. Examines breathing additional credit. techniques and tone production in a class that meets Assigned repertoire and related activities are chosen twice weekly. according to the individual level of advancement. Students with no pianistic expe rience should enroll in MUA 101: VOICE * Class Piano MUA 110. One half hour lesson each week; Credit: 1 hour (for non- majors); Students may repeat this course for additional credit. MUA 113, 114, 213, 214, 313, 314, A study of vocal principles. Material from standard 413, 414: PIANO * vocal literature best suited to the student’s capabilities. One hour lesson each week; Credit: 2 hours (for music majors); Prerequisites: courses must be taken in sequence. MUA 102: VOICE * Simultaneous enrollment in Performance Class is required. One-hour lesson each week; Credit: 2 hours An intensive study addressing all aspects of pianistic (for non-majors); Students may repeat this course for development. Repertoire includes repre sentative music additional credit. A study of vocal principles. Material spanning the Baroque period to present day. from standard vocal literature best suited to the student’s capabilities. MUA 122: ORGAN * One-hour lesson each week; Credit: 2 hours (open to all MUA 103, 104, 203, 204, 303, 304, students); Students may repeat this course for additional 403, 404: VOICE * credit. Previous organ study is not essential. One hour lesson each week; Credit: 2 hours (for music Assigned repertoire is chosen from level of majors); Prerequisites: courses must be taken in sequence. advancement of individual. For beginning organ Simultaneous enrollment in Performance Class is required. students, previous piano study is required. Consult A study of vocal principles, with emphasis on vocal the instructor for more information. technique. Repertoire selected from classical vocal literature, including art songs and arias in various MUA 123, 124, 223, 224, 323, languages from the Baroque to twentieth century. 324, 423, 424: ORGAN * One hour lesson each week; Credit: 2 hours (for music MUA 110: CLASS PIANO * majors); Prerequisites: courses must be taken in sequence. Two hours each week; Credit: 1 hour Simultaneous enrollment in Performance Class is required. Beginning group piano for students with no piano Fundamental organ principles and techniques are experience. An introduction to the fundamentals of taught in the study of organ music of all periods music and keyboard playing in an informal group from Baroque to contemporary. Correct playing of setting. Required for music majors with no keyboard church services and organ accompaniments is stressed. experience. Open to non-music majors. Adaptation is made to the musical ability and previous training of the individual student. MUA 111: PIANO * One half -hour lesson each week; Credit: 1 hour (for MUA 131: WOODWINDS * non-majors, or majors needing to pass piano proficiency); One-half hour lesson each week; Credit: 1 hour Students may repeat this course for additional credit. (for non-music majors); Students may repeat this course Assigned repertoire and related activities are chosen for additional credit. Previous study is not essential. according to the individual level of advancement. Assigned repertoire is chosen according to the individual Students with no piano experience should enroll in level of advancement. Class Piano MUA 110.
216 mUSiC performAnCe division of Arts and Sciences
MUA 132: WOODWINDS * MUA 152: BRASS * One-hour lesson each week; Credit: 2 hours One-hour lesson each week; Credit: 2 hours (for non-music (for non-music majors); Students may repeat this course majors); Students may repeat this course for additional credit. for additional credit. Previous study is not essential. Assigned repertoire is Previous study is not essential. Assigned repertoire is chosen according to the individual level of advancement. chosen according to the individual level of advancement. MUA 153, 154, 253, 254, 353, 354, MUA 133, 134, 233, 234, 333, 334, 433, 434: 453, 454: BRASS * WOODWINDS * One hour lesson each week; Credit: 2 hours (for music One hour lesson each week; Credit: 2 hours (for music majors); Prerequisites: Courses must be taken in sequence. majors); Prerequisites: courses must be taken in sequence. Simultaneous enrollment in Performance Class is required. Simultaneous enrollment in Performance Class is required. An intensive study addressing all aspects of musical An intensive study addressing all aspects of musical and technical development. Repertoire includes and technical development. Repertoire includes representative music, both solo and orchestral, representative music, both solo and orchestral, spanning the Baroque period to present day. spanning the Baroque period to present day. MUA 171: PERCUSSION * MUA 141: STRINGS * One-half hour lesson each week; Credit: 1 hour One-half hour lesson each week; Credit: 1 hour (for non-music majors); Students may repeat this course (for non-music majors); Students may repeat this course for additional credit. for additional credit. Previous study is not essential. Assigned repertoire is Previous study is not essential. Assigned repertoire is chosen according to the individual level of advancement. chosen according to the individual level of advancement. MUA 172: PERCUSSION * MUA 142: STRINGS * One-hour lesson each week; Credit: 2 hours (for non-music One-hour lesson each week; Credit: 2 hours majors); Students may repeat this course for additional credit. (for non-music majors); Students may repeat this course Previous study is not essential. Assigned repertoire is for additional credit. chosen according to the individual level of advancement. Previous study is not essential. Assigned repertoire is chosen according to the individual level of advancement. MUA 173, 174, 273, 274, 373, 374, 473, 474: PERCUSSION * MUA 143, 144, 243, 244, 343, 344, One hour lesson each week; Credit: 2 hours (for music 443, 444: STRINGS * majors); Prerequisites: courses must be taken in sequence. One hour lesson each week; Credit: 2 hours (for music Simultaneous enrollment in Performance Class is required. majors); Prerequisites: courses must be taken in sequence. An intensive study addressing all aspects of musical Simultaneous enrollment in Performance Class is required. and technical development. Repertoire includes An intensive study addressing all aspects of musical representative music, both solo and orchestral, and technical development. Repertoire includes spanning the Baroque period to present day. representative music, both solo and orchestral, spanning the Baroque period to present day. MUA 190, 191, 290, 291, 390, 391, 490, 491: PERFORMANCE CLASS MUA 151: BRASS * 1 hour each week; Credit: 1 hour (music majors must enroll One-half hour lesson each week; Credit: 1 hour in this course each semester) (for non-music majors); Students may repeat this course A “trial bench” for performance activities in a master- for additional credit. class setting. All important aspects of performing (style, Previous study is not essential. Assigned repertoire is interpretation, stage presence, etc.) will be addressed chosen according to the individual level of advancement. and student participation is required.
217 mUSiC performAnCe division of Arts and Sciences
MUS 106: PEACE COLLEGE CHOIR piano duo, vocal and instrumental accompaniment, One and a half hours each week; Credit: 1 hour; students orchestral and choral accompaniment, chamber music, may repeat this course for additional credit. Piano majors and the solo concerto literature. must complete two semesters of choir. Open to all students. This group sings for Chapel MUS 235: ORCHESTRA AND INSTRUMENTAL services and special concerts. ENSEMBLE One-hour class each week; Credit: 1 hour (for music MUS 161-162: MUSIC THEORY I - II majors). Instrumental majors are required to enroll in MUS Three hours each week; Credit: 3 hours each 235 for two semesters. In addition, instrumental majors A study of the harmonic vocabulary of the Common must complete at least two semesters of a vocal ensemble. Practice period (1600-1900), emphasizing the musical Students may repeat this course for additional credit. language of the seventeenth, eighteenth, and nineteenth This course will focus on the instrumentalist’s role in centuries. Written work involves four-voice partwriting, orchestral and chamber music settings. A wide range with emphasis on triadic structure, non-harmonic of literature and instrumental combinations will be tones, modulation, and harmonization of melodic lines. studied in a primarily experiential manner. Includes participation in orchestra and chamber ensembles. MUS 163-164: AURAL SKILLS I - II Two hours each week; Credit: 1 hour MUS 261-262: MUSIC THEORY III - IV A course that concentrates on ear-training through Three hours each week; Credit: 3 hours each exercises in sightsinging, melodic dictation, and A continuation of MUS 161-162, including study keyboard skills. This class must be taken in conjunction of seventh chords, altered chords, and more complex with Theory I-II. harmonic structures of the nineteenth century. Also included is a study of eighteenth century counterpoint, MUS 180: MUSIC APPRECIATION including the composition of an original invention, and Three hours each week; Credit: 3 hours a study of form and analysis of larger works from the An introductory course to acquaint the student with Common Practice period. music as an important element of Western culture and to increase the student’s capacity for listening to music MUS 263-264: AURAL SKILLS III - IV intelligently. Designed for non-music majors. Two hours each week; Credit: 1 hour each A continuation of MUS 163-164, with the addition of MUS 206: PEACE CHAMBER SINGERS harmonic dictation and keyboard transposition. This Three hours each week; Credit: 1 hour; Students may repeat course must be taken in conjunction with MUS 261-262. this course for additional credit. Open to all students by audition. A select group of MUS 281-282: MUSIC HISTORY AND fifteen to eighteen singers who represent the college LITERATURE SURVEY both on and off campus. Performance of works from all Three hours each week; Credit: 3 hours each;Prerequisite: style periods. courses must be taken in sequence; Offered fall, even years; spring, odd years MUS 220: PIANO IN ENSEMBLE SETTINGS Two courses which will examine musical developments Credit: 1 hour (for music majors); one hour class each week. from Ancient Greece to 1800, and then 1800 to present Piano majors are required to enroll in Ensemble for two day respectively. Key stylistic developments will be semesters. In addition, piano majors must complete at least viewed in context with changing social and political two semesters of a vocal ensemble. Students may repeat this climates, and with regard to the various cultures in course for additional credit. which they developed. Intensive activities will include This course will focus on how pianists approach both written papers and oral presentations, as well as accompanying, chamber music, and the concerto score analysis (the application of skills learned in theory). literature. A wide range of repertoire will be studied in a primarily experiential manner. Includes piano duet, 218 mUSiC performAnCe division of Arts and Sciences
MUS 295: SPECIAL TOPICS IN MUSIC Students will also learn basic music publishing and Credit: 1-4 hours arranging techniques as well as the use of related A course whose content may vary from term to term software. These topics are merged into a final audio according to the needs of the academic department, CD which will showcase the student’s engineering and student demand, or the interests of the faculty member. musical abilities.
MUS 381: KEYBOARD LITERATURE Students will use skills acquired as part of this course Three hours each week; Credit: 3 hours; Prerequisite: in orchestrating all aspects of recording their Junior MUS 281-282 and Senior Recitals and in creating a professional audio An intensive study of literature written for the solo portfolio. keyboard from its inception and development to the present day. Includes an exploration of lower level MUS 387: DICTION repertoire suitable for teaching. Three hours each week; Credit: 3 hours Students will learn diction as it is applied by vocalists. MUS 382: VOCAL LITERATURE Required for vocal majors and recommended for Three hours each week; Credit: 3 hours; Prerequisite: pianists interested in vocal coaching. Emphasis is MUS 281- 282 placed on Italian, French, and German diction. An intensive study of literature written for voice from the beginning of Western civilization to the present MUS 388: CONDUCTING day. Includes an exploration of lower level repertoire Two hours each week; Credit: 2 hours suitable for teaching. This course is an introduction to choral and instrumental conducting. It is designed to meet the MUS 383: SYMPHONIC LITERATURE National Association of Schools of Music requirement Three hours each week; Credit: 3 hours; Prerequisite: that all undergraduate music majors have at least one MUS 281- 282 An intensive study of literature written for course in conducting. orchestra from the seventeenth century to the present day. The course content is appropriate for all music majors, including instrumental, vocal, and MUS 385: JUNIOR RECITAL composition. The course will include posture Credit: 1 hour; in conjunction with applied lessons and and patterns, release, dynamic, and articulation MUS 386 Practicum Musicum gestures, use of the baton, functions of the left hand, A public recital in the spring semester of the junior year subdivisions, tempo changes, and a variety of other with a duration of at least 35 minutes. The selection pertinent topics. and preparation of repertoire will be supervised by the applied instructor. The student will work on all other aspects of this recital (programs and extensive research MUS 389: EUROPEAN CONCERT TOUR FOR for program notes, biography, publicity materials, CHAMBER SINGERS advertising, recording, stage set-up and lighting) in Credit: 3 hours conjunction with MUS 386 Practicum Musicum. Every three years the Music Department offers a 16-18 day trip to Europe for the Chamber Singers, MUS 386: PRACTICUM MUSICUM during which the students have the opportunity Three hours each week; Credit: 3 hours to perform concerts in historic sites. Typically, 7-8 Students will learn the principles and practice of digital concerts are scheduled throughout the tour. Planned audio recording in a practical setting. This will include group activities include professionally guided tours basic acoustics, and physics of sound, microphone of cities, visits to art museums, and attendance at technology, basic signal processing, dynamics theatrical productions and concerts. processing, digital editing, critical listening, live stereo recording, multi-track overdubbing, mastering, and the use of related hardware and software. 219 mUSiC performAnCe division of Arts and Sciences
MUS 485: SENIOR RECITAL MUS 492/493/494: INDEPENDENT STUDY Credit: 1 hour; in conjunction with applied lessons and Credit: 2-4 hours; Prerequisite: junior or senior status MUS 486 Senior Seminar A public recital in the A course of study addressing a specific topic or problem spring semester of the senior year with a duration of of interest to a student, designed collaboratively by at least 50 minutes. The selection and preparation of the student and faculty member(s), and resulting in a repertoire will be supervised by the applied instructor. paper, report, critiqued performance or production, or The student will work on all other aspects of this recital other assessable evidence of value added to the student’s (programs and extensive research for program notes, educational experience. A contract of expectations by biography, publicity materials, advertising, recording, the student and by the supervising faculty member(s) stage set-up and lighting) in conjunction with MUS must be approved by the advisor, the Division Chair 486 Senior Seminar. and the Registrar prior to registration. No more than six (6) semester hours toward the baccalaureate degree MUS 486: SENIOR SEMINAR can consist of independent study credit. Three hours each week; Credit: 3 hours This capstone course continues and builds upon MUS 495: SPECIAL TOPICS IN MUSIC foundations laid in MUS 386 Practicum Musicum. Credit: 1-4 hours A course whose content may vary Basic skills learned in and applied in MUS 386 will from term to term according to the needs of the academic be reinforced at a higher level of mastery, detail, and department, student demand, or the interests of the professionalism. Materials completed will include a faculty member. professional resume, vita, biography, publicity photos, publicity materials, portfolio, and a professional * Denotes special fees level CD demo recording self-produced and digitally edited in house (in conjunction with MUS 485 Senior Recital). The student will emerge from this course with the skills and knowledge necessary for making a living through teaching, private studio, self-marketing, or furthering her education in graduate school.
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fACULty PHL 490/491: PHILOSOPHY INTERNSHIP I and II Credit: 1 to 6 hours; Prerequisite: junior or senior status Scott McElreath (2001) Associate Professor of An in-depth work experience designed to apply Philosophy – B.A., M.A., University of Maryland at classroom knowledge and skills to real-world College Park, Ph.D., University of Rochester professional situations. The senior internship is designed to give the student work experience that is as pHiLoSopHy CoUrSeS close to actual employment as possible. No more than six (6) semester hours toward the baccalaureate degree PHL 201: INTRODUCTION TO PHILOSOPHY can consist of internship/cooperative education credit. Credit: 3 hours Note: Any student who has not completed her learning You will embark on an introductory survey of many agreement for her internship by the last day to drop of the main philosophical issues in contemporary will be assigned a W for the internship experience for Western thinking. You will discuss current and that semester. historical philosophers as you examine the following topics: logic, religion, knowl edge, the mind, the self, PHL 492/493/494: INDEPENDENT STUDY free will, and ethics. Credit: 2-4 hours; Prerequisite: junior or senior status A course of study addressing a specific topic or problem PHL 212: CRITICAL THINKING of interest to a student, designed collaboratively by Credit: 3 hours the student and faculty member(s), and resulting in a Arguments are used both to persuade people and to paper, report, critiqued performance or production, or establish the truth about a topic. You will consider other assessable evidence of value added to the student’s these different uses of arguments and examine in detail educational experience. A contract of expectations by the methods for distinguishing good arguments from the student and by the supervising faculty member(s) those that are not good. must be approved by the advisor, the Division Chair and the Registrar prior to registration. No more than PHL 295: SPECIAL TOPICS IN PHILOSOPHY six (6) semester hours toward the baccalaureate degree Credit: 1-4 hours can consist of independent study credit. A course whose content may vary from term to term according to the needs of the academic department, PHL 495: SPECIAL TOPICS IN PHILOSOPHY student demand, or the interests of the faculty member. Credit: 1-4 hours A course whose content may vary from term to term PHL/REL 320: PHILOSOPHY OF RELIGION according to the needs of the academic department, Credit: 3 hours; No prerequisites student demand, or the interests of the faculty member. You will examine many of the traditional philo sophical questions about religion. These include questions about God’s existence, the compat ibility of science and religion, the relation ship between religion and morality, miracles, life after death, and faith.
PHL 400: SENIOR INTERDISCIPLINARY ETHICS SEMINAR Credit: 3 hours; No prerequisites; Offered each semester You will study the relationship among religion, ethics, and the professional world. You will examine ethical theories and contemporary moral problems as you learn how to create your own good moral arguments on both personal and professional topics.
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fACULty All students must enroll in PEH 100, Lifetime Fitness and Wellness, as two of the three required credit Susan M. Fisher (1990) Associate Professor of hours in Physical Education. A student enrolls in Physical Education, Department Manager of Physical the course based on the aerobic activity she chooses. Education – B.S., State University of New York College Non-traditional-age students (age 23+) may take the at Cortland; M.A., University of North Carolina at credit-by-examination option and challenge the PEH Chapel Hill; Ed.D. University of North Carolina at 100 graduation require ment. As described on page 43 Greensboro of this catalog, a student may notify the Registrar’s Office within the first ten days of the semester in which Elizabeth K. Wright (2001) Assistant Professor in the exam will be taken. The student will not receive Physical Education, Dance Company Director – B.A., credit or a grade for the course, but if the exam is North Carolina State University; M.F.A., University passed, the student will be exempt from this general of North Carolina at Greensboro; C.M.A., Laban/ education requirement. The student then chooses from Bartenieff Institute of Movement Studies a variety of activity courses to complete the three hour requirement. A maximum of eight activity courses can Off-campus locations: be taken for credit toward graduation. Participation Gypsy Divers - SCUBA on an athletic team and in the Peace College Dance Company fulfills the activity course requirement. pHySiCAL edUCAtion CUrriCULUm Courses marked with an asterisk (*) are provided at an The objectives of the physical education curriculum additional charge. are to encourage and develop lifelong interest in physical activity while promoting physical fitness, Students may enroll in physical education activity health and wellness. courses on a pass/fail basis after the three-hour general The department offers activities that emphasize lifetime education requirement is completed. Students may re- sports skills, dance, fitness/conditioning, and theory take any one-hour activity course on a pass/fail basis courses in health-related topics. with the permission of the instructor.
222 pHySiCAL edUCAtion, HeALtH, And dAnCe division of Art and Sciences
fitneSS LeAderSHip minor 21 houRS Three, one-hour Elective Activity Courses 3 hours Students select three of the following one-hour courses Beginning in the Spring 2009 semester students beyond the PEH Liberal Education requirement (a will have the opportunity to obtain certification as minimum of four one-hour courses) either a personal trainer or a group exercise leader via completion of this Fitness Leadership Minor. PEH 110, PEH 112, PEH 119, PEH 123, PEH 136, Health and fitness clubs, YMCAs, and other health PEH 137, PEH 139, PEH 140, PEH 154 service providers require credible certification of their employees. The culminating experience is a one- Students may count one season of athletic team hour practicum which the student is responsible for participation or one year of PCDC participation as arranging, in consultation with a faculty member and/ one of these elective hours or the career center Students interested in graduate study in Exercise and Sport Science may obtain some dAnCe minor undergraduate core classes required in these programs. The Dance Minor commences Fall 2010 and is a Students are urged to contact a PEH faculty member as 20-22 hour course of study. The minor requires soon as she knows she would like to pursue this minor 13-14 core hours to lay a movement, creative, and so that she can plan her schedule appropriately. intellectual foundation and an additional 7-8 hours to support a specific focus such as: 1) Choreography and Credit Hours 18 hours Performance, 2) Studio Teaching , or 3) Pre-Dance Therapy. However, the focus may be flexible to meet PEH 205 Introduction to Exercise and Sport Science 3 an individual student’s interest. An alternate focus or course substitutions within the established courses of PEH 200 Care & Prevention of Athletic Injuries 3 study must be approved by the Dance faculty.
PEH 210 Methods of Group Exercise Instruction: The Choreography and Performance focus gives Pre-Req; any 100 level PEH course plus PEH 205. the student additional experience in moving, Initially this course would be taken at NCSU where it is performing, and creating, It would also strengthen offered every semester. This course required for students her marketability within and understanding of the seeking group exercise leader certification. 2 discipline as well as preparing her should she apply to a graduate program in Dance. The Studio Teaching focus PEH 211 Strength Training and Conditioning: pre-req; gives her additional study in movement technique, any 100 level PEH course plus PEH 205. Initially this course would be taken at NCSU where it is offered performing, and choreography, as well as supplemental every semester. This course required for students skills to ensure success as a business owner. Dance seeking Personal Trainer certification. 2 studio owners need to understand the art of dance and the art of running a dance studio. Studios have become PEH 300 Nutrition for Health, Fitness, & Sport: more sophisticated businesses and their owners need Pre-req. BIO 101 or CHE 111 3 to have a broader knowledge base to stay competitive. Being a good dancer is no longer sufficient. PEH 310 Principles of Exercise Science: Pre-req; PEH 100, BIO 101, and PEH 205 3 A student interested in Dance Therapy must complete a graduate degree to become a Dance Therapist. There PEH 350 Exercise Assessment and are two ways in which a student at Peace College could Programming: Pre-req PEH 310 3 prepare for such a program: 1) Major in PSY or CHD and minor in DAN, Choreography and Performance PEH 410 Practicum Experience: A 10 week practical experience with a fitness specialist within the focus; 2) Complete a minor in DAN with a focus in Triangle area. 1 Pre-Dance Therapy.
223 pHySiCAL edUCAtion, HeALtH, And dAnCe division of Art and Sciences
REQUIRED COURSES: 13-14 Option 2: Minor in DAN with Pre- Theory and Creative Process: Dance Therapy focus DAN 201 Dance Appreciation THE 220 Stagecraft or Dance History Course 3 PSY 315 Lifespan Development DAN 205 Dance Composition 2 PSY 355 Exceptional Psychology PSY 392 Psychobiology Somatic Practices: 2 BIO 380 Anatomy & Physiology (choose 2) PSY 340 Personality OR PSY 350 Abnormal PEH 136 Yoga I Psychology PEH 137 Yoga II Additional Choreography/Composition PEH 154 Pilates pHySiCAL edUCAtion, HeALtH, Movement Technique & Performance: 6-7 And dAnCe CoUrSeS (distributed as follows) PEH 225 Social Dance or PEH 226 African (1) CUrriCULUm tHeory PEH 127 Intermediate Modern, PEH 128 Intermediate Jazz, or Intermediate Ballet (2) DAN 201 Dance Appreciation PEH 220 Peace College Dance Company (2) Three hours each week; Credit 3 hours Improvisation (1-2) Dance Appreciation explores dance as an artistic, religious, cultural, and social form. You will examine Performance and choreography focus: 7-8 dance in the context of its four main purposes: religious/ PEH 127, 128, or Intermediate Ballet ritual, world/folk, social, and theatrical (artistic & PEH 220 Peace College Dance Company entertainment) as well as the over-riding influence of THE 220 Stagecraft power in each realm. You will explore these different PSC 425 Grant Writing realms of dance by reading, discussing, actively Art, Music, or Theater Appreciation Survey/History experiencing, and watching them. You will attend one Course professional dance performance with the class and then Additional Choreography or Composition will see another of your choice. Your choice can be anything from a free modern or belly dance performance Studio teaching focus: 7-8 to a full Broadway production. In addition, you have PEH 127, 128, or Intermediate Ballet the opportunity to observe dance classes, rehearsals, PEH 220 Peace College Dance Company and participate in other dance forms. A paper on a COM 170 Media Production 1 dance topic of your choice can integrate either your COM 212 Interpersonal Communication major or your personal interests. At the end of this PEH 200 Care & Prevention of Athletic course you will have developed your own definition of Injuries dance and should be able to answer questions such as THE 220 Stagecraft or THE 101 Theater Participation What is Bharatanatyam? Why did folk dances develop? BUS 215 Marketing or BUS 322 Advertising Why do pointe shoes fall apart so quickly? What is LEA 201 Contexts of Leadership or LEA 312 the significance of Soul Train? This course satisfies the Leadership in Organizations Liberal Education Fine Art course requirement. Additional Choreography or Composition DAN 205: DANCE COMPOSITION Pre-Dance therapy focus: 7-8 Three hours each week; Credit 2 hours Interested in making your own dances? This course is Option 1: Psychology or child development designed for the beginning choreographer. Through major with dance minor, focus in short studies you will work on movement vocabulary performance and choreography and abstraction, leading into motif and development.
224 pHySiCAL edUCAtion, HeALtH, And dAnCe division of Art and Sciences
Major historical and contemporary choreographers PEH 300: NUTRITION FOR HEALTH, FITNESS, from Petipa to Cunningham to Liz Lerman and Bill AND SPORT T. Jones are examined in terms of their compositional Three hours each week; Credit: 3 hours; Prerequisite: BIO styles. Exploration of the elements of dance help 101 or CHE 111 This course is designed for students to shape the final compositional project. Live who have an interest in nutrition as it impacts general performances and videos of significant choreographic health, and physical performance for various levels and merit will be discussed for their relevance to the course. types of exercise and sport training. Course content At the conclusion of this course, you will have a host includes the basic elements of nutrient digestion, of tools including the use of time, space, energy, absorption, and function. Topics discussed and studied abstraction, motif and development, basic form, and include exercise metabolism, energy balance, temperature design, to create your own artistically significant dance. regulation, body composition, and weight management. Popular nutritional literature is critically evaluated. PEH 100: LIFETIME FITNESS AND WELLNESS Three hours each week; Credit: 2 hours PSY/PEH/IDS 362: WOMEN IN THEIR BODIES Lecture material covers a variety of wellness topics Three hours each week; Credit: 3 hours; Prerequisite: including physical fitness, nutrition, weight management, Minimum sophomore standing or permission of instructor stress management, and disease prevention. The Traditional feminine socialization impedes the interaction and interdependency of these aspects to development of physical skill and self-confidence in girls total health and well-being is studied and discussed. The and women due to the dominant message that female student registers for the course according to the aerobic bodies are valuable for their appearance as opposed to activity in which she chooses to participate. Activity their function. As such, women are taught to objectify choices include water exercise, fitness walking, aerobic their bodies and to use them as a way to gain approval, dance, jogging and fitness swimming. status, and power—however tentative and fleeting those benefits may be. In this interdisciplinary seminar, PEH 200: CARE & PREVENTION OF we discuss theory and research on the psychological ATHLETIC INJURIES ramifications of women’s bodily objectification, such Three hours each week; Credit: 3 hours; Prerequisite: PEH as chronic body shame and appearance anxiety. We 100 or permission of the instructor also discuss cultural and structural barriers to women This course is for any student interested in healthcare developing their physical potential (historically as well careers (nursing, sports medicine, and physical therapy) as in present times). We will explore the paradoxical as well as others interested in injury prevention and relationships between femininity and strength by rehabilitation. The course emphasizes procedures in critically evaluating topics such as women’s competitive emergency situations, injury evaluation, and basic body building and the heterosexual objectification of treatment techniques. Students receive CPR and First women athletes in the popular media. The course will Aid certification. Class sessions consist of lecture, also address the psychological and physical benefits of demonstration, and hands-on practical application in women living in their bodies utilizing a combination of class and in the training room. classroom discussion and experiential activities.
PEH 295: SPECIAL TOPICS IN PEH 490/491: PHYSICAL EDUCATION PHYSICAL EDUCATION INTERNSHIP I and II Credit: 1-4 hours Credit: 1 to 6 hours; Prerequisite: junior or senior status The content of this course may vary from term-to-term An in-depth work experience designed to apply according to the needs of the academic department, classroom knowledge and skills to real-world professional student demand, or the interests of the instructor. situations. The senior internship is designed to give In PEH 295, courses are often activity courses not the student work experience that is as close to actual regularly offered, or they may be courses that do not employment as possible. No more than six (6) semester contain the rigor required of a 400-level course. hours toward the baccalaureate degree can consist of internship/cooperative education credit. 225 pHySiCAL edUCAtion, HeALtH, And dAnCe division of Art and Sciences
PEH 492/493/494: DIRECTED STUDY PEH 112: INTERMEDIATE SWIMMING Credit: 2-4 hours; Prerequisite: junior or senior status Two hours each week; Credit: 1 hour; offered spring semester. A course of study addressing a specific topic or problem Must be comfortable and able to maintain flotation of interest to a student, designed collaboratively by in deep water. Learn and/or improve stroke technique the student and faculty member(s), and resulting in a for front crawl, back crawl, breaststroke, sidestroke, paper, report, critiqued performance or production, or and elementary back stroke. Swimming for fitness is other assessable evidence of value added to the student’s included as individual ability allows. educational experience. A contract of expectations by the student and by the supervising faculty member(s) PEH 118: CROSS TRAINING must be approved by the advisor, the Division Chair, Two hours each week; Credit: 1 hour; completion of PEH and the Registrar prior to registration. No more than six 100 recommended (6) semester hours toward the baccalaureate degree can A physical conditioning class in which students further consist of independent study credit. Note: Any student apply the principles of health-related fitness training who has not completed her learning agreement for her learned in PEH 100. Aerobic activities include fitness internship by the last day to drop will be assigned a W walking, jogging, use of aerobic exercise equipment. for the internship experience for that semester. Strength training includes use of weight machines and free weights. PEH 495: SPECIAL TOPICS IN PHYSICAL EDUCATION PEH 119: STRENGTH TRAINING Credit: 1-4 hours Two hours each week; Credit: 1 hour A course whose content may vary from term to term A physical conditioning class focusing on the according to the needs of the academic department, principles and practice of strength and resistance student demand or the interests of the faculty member. exercise. Technique and progression for use of different modalities of strength training is covered. ACTIVITY COURSES (PHYSICAL EDUCATION) Students may re-take any one-hour activity course on PEH 123: AEROBIC CONDITIONING a pass/fail basis with the per mission of the instructor. Credit: 1 hour; completion of PEH 100 recommended Students may enroll in activity courses on a pass/fail A physical conditioning class in which students further basis after the one-hour minimum Liberal Education apply the principles of health-related fitness training requirement has been fulfilled. learned in PEH 100. Participants exercise to music for the purpose of developing cardiovascular endurance, PEH 110: WATER EXERCISE strength, and flexibility. Credit: 1 hour A physical conditioning class in which students further apply the principles of health-related PEH 131: BEGINNING GOLF * fitness training introduced in PEH 100. A variety of Two hours each week; Credit: 1 hour water activities will be used for the purpose of enhancing Learn the most important elements of the game of golf: all aspects of physical fit ness. Students do NOT need to basic rules, etiquette, swing fundamentals, and fun! be able to swim in deep water to participate in this class. Class travels to a driving range and par-3 facility for approximately half of the class sessions. Culminating PEH 111: BEGINNING SWIMMING experience is participation in a 9-hole faculty/staff/ Two hours each week; Credit: 1 hour; Offered fall semester student “fun” tournament on a regulation-size golf For non-swimmers and/or anyone not com fortable in course. Clubs are provided. deep water. Students learn water adjustment skills and how to maneuver the body in a buoyant environment PEH 134: BEGINNING TENNIS and are introduced to basic stroke technique. The Two hours each week; Credit: 1 hour primary objective is that the student be able to survive Rules, scoring, history, and skill development of the and support herself in deep water for a minimum of forehand, backhand, volley and serve. For students with five minutes. little or no previous tennis experience. 226 pHySiCAL edUCAtion, HeALtH, And dAnCe division of Art and Sciences
PEH 135: INTERMEDIATE TENNIS PEH 140: JOGGING Two hours each week; Credit: 1 hour; Two hours each week; Credit: 1 hour; completion of Prerequisite: Physical Education 134 or comparable skill PEH 100 recommended Review of the forehand, backhand, volley, and serve. A physical conditioning class in which students Introduction to the lob, overhead, drop shot and approach further apply the principles of health-related fitness shot. Emphasis on strategy and doubles play. Beginning training learned in PEH 100. Participant’s goal is to tennis or prior tennis lessons/experience required. improve cardiovascular endurance sufficiently to jog continuously for a minimum of three miles. Strength PEH 136: YOGA I and flexibility training are also included. Three hours each week for half a semester; Credit: 1 hour An introduction to the basic principles of Yoga, an PEH 147: KARATE I* integrated system of education of the body, mind, and Three hours each week; Credit: 1 hour (½ semester) spirit. The student will focus on the physical aspects of Introduction to the American Karate system for the purpose the practice and deepening body awareness. of improving flexibility, balance, muscular strength, muscular coordination and cardiovascular fitness. PEH 137: YOGA II Application of simple karate techniques and ability to Three hours each week for half a semester; Credit: 1 hour, defend oneself in an attack situation. Prerequisite: Satisfactory completion of Yoga I (“B” grade or higher) AND permission of the instructor PEH 148: KARATE II* A continuation of PEH 136, building on the concepts, Two hours each week: Credit: 1 hour (½ semester) strength, and flexibility gained in that course. This course is an extension of Karate I. The student The focus of this course is challenging the student to expands into the intermediate levels of the American deepen her practice of asanas (steady poses) and pranayama Karate System for the purpose of improving flexibility, (breathing) as she develops her personal yoga practice. balance, muscular strength, movement coordination, and cardiovascular fitness. PEH 138 FENCING * Two hours each week; Credit 1 hour PEH 154: PILATES The sport has been described as “chess with muscles,” Two hours each week; Credit: 1 hour suggesting that complicated strategy lies behind the An introduction to the Fundamentals and Exercises thrusts and parries that punctuate a duel. A sport of Pilates Matwork. Based on the work of Joseph that combines strength, agility, stamina, finesse, H. Pilates, students learn this integrated system and mental strategy!! Fencers of today employ a of movement, breath, and experiential anatomical strange combination of archaic and modern customs; awareness to increase core body strength, flexibility, combatants still salute before a match and wear the and range of motion. traditional white uniforms and masks. PEH 156: INTRODUCTION TO BADMINTON PEH 139: CYCLING Two hours each week; Credit: 1 hour; offered spring semester Credit: 1 hour A fast-paced racquet sport that is easier to learn than Students will learn and put into practice cycling skills tennis. Learn techniques for serving, drop shots, necessary to enjoy and participate safely in trail and smashes, overhead and underhand clears. This is an some road cycling. Proper bike fit, styles of bikes, road- Olympic sport with broad inter national popularity. It’s riding laws and skills, basic bike maintenance, and also a fun way to get in shape! indoor training will be covered and practiced. The class will meet Friday afternoons at 2pm. There will be two Saturday rides.
227 pHySiCAL edUCAtion, HeALtH, And dAnCe division of Art and Sciences
ACtivity CoUrSeS (dAnCe) PEH 226 African Dance * PEH 121: BEGINNING MODERN DANCE Two hours each week; Credit 1 hour; This is a CCE course. Three hours each week for half a semester; Credit: 1 hour Become immersed in a new cultural form while getting An introduction to beginning modern tech nique. a great workout. This course introduces students to the Students gain an understanding of the elements of dances of West Africa. You will learn the movement dance (body, space, time, movement, and energy) and vocabulary and technique of many of the cultural, social how these elements relate to modern dance technique. and ritual dances from several different countries in The history of early modern dance to the 1950s and its Africa. What better way to learn about a culture than cultural context are also covered. to embody its stories and movement? The classes will be accompanied with traditional and contemporary African PEH 122: BEGINNING JAZZ DANCE music. This class can help you fulfill a PEH activity Two hours each week; Credit: 1 hour requirement and carries one point of the cross-cultural An introduction to beginning jazz technique. Students requirement (a total of 5 points are required). will learn basic theory, technique, alignment, grace, and musicality. Jazz history and its cultural context are covered. off-CAmpUS ACtivity CLASSeS Gypsy Divers – SCUBA PEH 124: BALLET I Two hours each week; Credit: 1 hour PEH 117: SCUBA DIVING * An introduction to classical ballet. Students will learn Four hours each week; Credit: 1 hour; offered 1st half of fall technique, alignment, coordination, grace, and musicality. semester, 2nd half of spring semester Ballet history and its cultural context are also covered. Basic principles of scuba diving are introduced and discussed. Students practice these principles through PEH 127: INTERMEDIATE a variety of pool activities designed to promote MODERN TECHNIqUE knowledge of diving safety while building familiarity Three hours each week for half a semester; Credit: 1 hour; and comfort with diving equipment and its use. Basic Prerequisite: PEH 121 or permission of the instructor swimming skills and good health are required. A continuation of PEH 121, focusing on intermediate technique. Basic composition/cho reography and dAnCe improvisation are introduced. The history of modern PEH 220: PEACE COLLEGE DANCE COMPANY dance from the 1950s to the present day and its Six hours each week plus other scheduled rehearsal times. cultural context are also covered. Credit: 2 credit hours per academic year. Credit hours earned are equivalent to activity course credit. PEH 128: INTERMEDIATE JAZZ DANCE The PCDC is open to all students by audition. Students Two hours each week; Credit: 1 hour will improve technique and performance quality A continuation of PEH 122, focusing on intermediate by studying dance in many forms with faculty and technique. Current trends in jazz dance and theory are guest artists. On- and off-campus appearances may also covered. be required. Apprentice positions are available. Apprentices perform in a more limited role, have PEH 225: SOCIAL DANCE minimal time commitments, and do not receive credit. Two hours each week; Credit; 1 hour; This is a CCE course This course covers some American ballroom and Latin dances, including specific dances, etiquette, and proper positioning. Students learn the basic steps of the dances, as well as the historical and cultural context of each dance. A final paper or project exploring another social or folk dance integrates the student’s cultural interest to this course.
228 pHySiCAL edUCAtion, HeALtH, And dAnCe division of Art and Sciences
teAm SportS PEH 270: BASKETBALL TEAM PEH 230: TENNIS TEAM Credit: 1 hour; Prerequisite: permission of the instructor; Credit: 1 hour; Prerequisite: permission of the instructor; Students may repeat this course for additional credit. Credit Students may repeat this course for additional credit. Credit is awarded in the spring semester. Credit hours earned are is awarded in the spring semester. equivalent to activity courses credit. Credit hours earned are equivalent to activity courses Credit will be awarded on a Pass/Fail basis. A letter credit. Credit will be awarded on a Pass/Fail basis. A grade will be given if the credit is being applied as the letter grade will be given if the credit is being applied third required hour in physical education. Students as the third required hour in physical education. who do not finish out the season will receive a W Students who do not finish out the season will receive a (withdrawn). Practice and competition. Additional W (withdrawn). Practice and competition. Additional practice hours required. practice hours required. PEH 280: SOFTBALL TEAM PEH 240: SOCCER TEAM Credit: 1 hour; Prerequisite: permission of the instructor; Credit: 1 hour; Prerequisite: permission of the instructor; Students may repeat this course for additional credit. Credit Students may repeat this course for additional credit. Credit hours earned are equivalent to activity courses credit. hours earned are equivalent to activity courses credit. Credit will be awarded on a Pass/Fail basis. A letter Credit will be awarded on a Pass/Fail basis. A letter grade grade will be given if the credit is being applied as the will be given if the credit is being applied as the third third required hour in physical education. Students required hour in physical education. Students who do not who do not finish out the season will receive a W finish out the season will receive a W (withdrawn). Practice (withdrawn). Practice and competition. Additional and competition. Additional practice hours required. practice hours required.
PEH 250: CROSS COUNTRY TEAM Credit: 1 hour; Prerequisite: permission of the instructor; *Denotes special fees Students may repeat this course for additional credit. Credit hours earned are equivalent to activity courses credit. Credit will be awarded on a Pass/Fail basis. A letter grade will be given if the credit is being applied as the third required hour in physical education. Students who do not finish out the season will receive a W (withdrawn). Practice and competition. Additional practice hours required.
PEH 260: VOLLEYBALL TEAM Credit: 1 hour; Prerequisite: permission of the instructor; Students may repeat this course for additional credit. Credit hours earned are equivalent to activity courses credit. Credit will be awarded on a Pass/Fail basis. A letter grade will be given if the credit is being applied as the third required hour in physical education. Students who do not finish out the season will receive a W (withdrawn). Practice and competition. Additional practice hours required.
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fACULty poLitiCAL SCienCe mAJor Liberal Education Curriculum 50 hours Roger L. Ashby (2000) Assistant Professor of Political For a full description see Peace Passport section of this catalog Science and of Business Administration – B.A., Political Science Major Courses 36 hours M.A., Virginia Polytechnic Institute and State General Electives 39 hours University; J.D., Stetson University College of Law; Ph.D. candidate, Virginia Polytechnic Institute and Total Hours for the B.A. in Political Science State University 125 hours
Marguerite Creel (2005) Assistant Professor of If you’re interested in political science or how Political Science, – B.A., cum laude, Middlebury policy is made, the Political Science program at Peace College; M.P.A., University of New Orleans; D.P.A., College–located in the heart of North Carolina’s capital University of Southern California city–is for you. As a political science major, you will take courses in public policy, politics, economics, David McLennan (1995) Professor of Communi cation communication, history, and other academic and Political Science; – B.A., M.A., University of disciplines. You can elect a concentration in Political Virginia; Ph.D., University of Texas at Austin Studies, Pre-Law, or Public Policy, depending upon your interests and goals. Since you’ll be studying just blocks from local, state, and federal government offices, you will have the oppor tunity to learn from and intern with policy analysts, journalists, and political leaders in the judicial, legisla tive, and executive branches of state government. 230 poLitiCAL SCienCe division of Arts and Sciences
I. POLITICAL SCIENCE CORE COURSES 15 HOURS PSC 201 American Government 3 A student should choose 2 of the following courses (6 hours): PSC 202 State & Local Government 3 ECO 211 Microeconomics 3 PSC 301 Foreign Policy 3 ECO 212 Macroeconomics 3 PSC 302 Comparative Political Systems 3 PSC 480 Political Science Capstone* 3 PSC 320 Public Policy 3
II. CONCENTRATION PSC 321 Public Policy Analysis 3 A student may elect one of three options: (A) the PSC 435 Political Campaign Communication 3 Political Studies option, (B) the Pre-Law option, or (C) COM/PSC 455 Media & American Politics 3 the Public Policy option: HIS 331 Women in the Western World 3
A. Political Studies Concentration 21 hours HIS 399 The World Since 1945 3
A student should take 7 of the following courses: LEA 311 Political Leadership 3 PSC 210 Public Administration 3
PSC 270 Law & the Legal System 3 C. Public Policy Concentration 21 hours PSC 301 Foreign Policy 3 A student should take the following 5 courses (15 hours): PSC 302 Comparative Political Systems 3 PSC 210 Public Administration 3 PSC 320 Public Policy 3 PSC 301 Foreign Policy 3 PSC 321 Public Policy Analysis 3 PSC 320 Public Policy 3 PSC 370 Constitutional Law 3 PSC 321 Public Policy Analysis 3 PSC 425 Grant Writing 3 PSC 260 Political Economy 3 PSC 435 Political Campaign Communication 3
COM/PSC 455 Media & American Politics 3 A student should choose 2 of the following courses (6 hours):
PSC 460 Contemporary Political Topics* 3 PSC 270 Law & the Legal System 3
HIS 399 The World Since 1945 3 PSC 302 Comparative Political Systems 3
LEA 311 Political Leadership 3 PSC 370 Constitutional Law 3
PSC 435 Political Campaign Communication 3 B. Pre-Law Concentration 21 hours COM 440 Mass Media Law & Ethics 3 A student should take the following 5 courses (15 hours): COM/PSC 455 Media & American Politics 3
PSC 210 Public Administration 3 HIS 331 Women in the Western World 3
PSC 270 Law & the Legal System 3 HIS 399 The World Since 1945 3
PSC 370 Constitutional Law 3 LEA 311 Political Leadership 3
COM 440 Mass Media Law & Ethics 3
PSC 470 Contemporary Legal Topics* 3 * designates new courses as of spring 2006 231 poLitiCAL SCienCe division of Arts and Sciences
poLitiCAL SCienCe minor PSC 210: INTRODUCTION TO PUBLIC 18 houRS ADMINISTRATION PSC 201 American Government 3 Three hours each week; Credit: 3 hour; Plus 5 additional PSC courses 15 Prerequisite: PSC 201 or permission of the instructor The way that most of us experience what government poLitiCAL SCienCe CoUrSeS (federal or state) does on a daily basis is through some administrative agency, such as the IRS or the DMV. Such agencies implement the laws passed by legislatures PSC 201: AMERICAN GOVERNMENT and carry out the orders of executives, and the way Three hours each week; Credit: 3 hours they do this can have important effects on individuals All of us are affected every day by what the federal and groups in our society. In this course, you will learn government does. As an American citizen, you need how administrative agencies fit into the American to know how it is organized and how it works. In this governmental system, how they are organized, and how course, you will learn about the history, constitutional and how well they function. As part of your learning basis, structure, and processes of American government. experience, you will engage in in-class simulations You will learn about the effects that the media, interest and role-playing exercises that bring to life some groups, political parties, and public opinion have on administrative processes. If you decide to major in the government. You will also begin to learn how to political science (PSC), you will leave this course better analyze particular types of policies (such as foreign prepared for courses in all of the concentration areas. policy, environmental policy, and economic policy) in Even if you major in another area, this course will help a systematic way. If you decide to major in political prepare you for careers in government or business. science (PSC), this course is the pre-requisite for all other PSC courses. In any event, you will leave PSC 260: POLITICAL ECONOMY FOR the course as a better-informed citizen, with a solid PUBLIC POLICY foundation for future studies in politics, policy, Three hours each week; Credit: 3 hours; business, and law. Prerequisite: PSC 201 or permission of the instructor Think of any area of public policy (such as crime, foreign PSC 202: STATE AND LOCAL GOVERNMENT policy, social security, or health care), and you will notice Three hours each week; Credit: 3 hours; that both politics and economics would be involved in Prerequisite: PSC 201 or permission of the instructor discussing what is being done (or what should be done) Americans tend to be more familiar with the federal in that policy area. In this course, you will learn how government than with state and local governments, economics applies to making decisions about public although these latter governments affect most of us policy. You will also learn how to use basic economic more directly on a daily basis. As a companion course analysis to evaluate policy choices, and you will see how to PSC 201 (American Government), this course will politics may affect the choices you might make. You help you under stand the different types of local and can take this course even if you have not previously state government institutions, how these institutions had an economics course. If you decide to major in interact with the federal government, how laws that political science (PSC), this course is a required course affect you on a daily basis are passed, and how you, for the public policy and the political communication as an average citizen, can influence local and state concentrations. Even if you do not major in PSC, this government through advocacy, interacting with local course would be particularly valuable to persons working and state officials, and voting. At the end of this course, in government and business. which is required of all PSC majors, you will have a more thorough understanding of municipal, county, and state government, including how the court system works at all of these levels. You may even be inspired to run for local or state office after taking the course!
232 poLitiCAL SCienCe division of Arts and Sciences
PSC 270: INTRODUCTION TO LAW AND PSC 302: COMPARATIVE POLITICAL SYSTEMS THE LEGAL SYSTEM Three hours each week; Credit: 3 hours; Prerequisite: PSC Three hours each week; Credit: 3 hours; Prerequisite: PSC 201 or permission of the instructor; This is a CCE course 201 or permission of the instructor We live in a global environment. We speak of the The judiciary is one of the three branches of our “global economy” and refer to “geopolitics.” In such constitutional system. How it and the under lying a world, we need to know as much as possible about legal system operate is important to all of us. In this other political systems. In this course, you will learn course, you will get an overview of American law and about governmental systems in Western Europe, Latin the American legal system. You will learn what the law America, Asia, Africa, and other parts of the world. is, what it does, where it is found, and how it impacts You will compare various forms of democracy with our individuals and society. You will also learn about many government, and you will compare democracy with specific legal topics, such as contracts, torts, and the non-democratic forms of government. You will use social criminal law. If you plan to major in political science science techniques to assess the feasibility of democracy (PSC), this course is required for the political science in places where it has never existed and in places where concentration. If your future plans include law school, it is just beginning to take root. If you major in political this course is highly recommended. Even if you do science (PSC), this course is required for the political not major in PSC or do not plan a career in law, you science and global studies concentrations and is recom- will find the course helpful in everyday life and as mended for the others. If you do not plan to major in background for careers in business and government PSC, the course is valuable in helping to expand your understanding of other cultures and governments. PSC 301: AMERICAN FOREIGN POLICY Three hours each week; Credit: 3 hours; Prerequisite: PSC PSC 320: INTRODUCTION TO PUBLIC POLICY 201 or permission of the instructor Three hours each week; Credit: 3 hours; Prerequisite: PSC Now, more than ever, our safety and prosperity depend 201 or permission of the instructor upon our relationships with other nations, friendly Public policy is what government decides to do or not and unfriendly, around the world. In this course, you to do about perceived public problems. Because we read will examine the policies of the past in light of the newspapers, watch television, listen to radio, and surf the conditions of the present and our aspirations for the internet, we are all aware of some of the problems on the future. You will learn about and critically examine agenda from time to time. A partial list might include capital the various theories of foreign policy and interna- punishment, abortion, terrorism, taxes, and the economy. tional relations. You will also learn about the practical Who decides what policy is? How is policy made? In this politics of foreign policy. In class, you will assume the course, you will examine the policy process and deal with role of a member of the President’s National Security selected areas of domestic policy. In doing so, your point Council, providing advice on specific foreign policy of view will be that of the observer or the person having a problems that are “in the news” at the time, an exercise stake in the policy decisions made, not of the policy analyst. that allows you to bring together theory and practical You will engage in informal debates, as part of a task force, politics in a simulated real-world setting. If you plan about specific policy issues. If you are a political science to major in political science (PSC), this course is (PSC) major, this course is required for the public policy required for the public policy concentration and highly concentration. It is recommended for the political recommended for the other concentra tions. The course science and political communication concentrations. If is beneficial to you as an informed citizen, even if you you do not major in PSC, this course would benefit you do not plan to major in PSC. if you plan a career in business or government.
233 poLitiCAL SCienCe division of Arts and Sciences
PSC 321: INTRODUCTION TO POLICY ANALYSIS PSC 425: GRANT WRITING Three hours each week; Credit: 3 hours; Three hours each week; Credit: 3 hours; Prerequisite: none Prerequisite: PSC 201 or permission of the instructor The grantsmanship process, from foundation research Legislators, executives, judges, and adminis trators need and donor cultivation to the writing of a proposal policy advice on a routine basis. This advice comes for submission, is dependent on the successful from policy analysts, the “professionals” who analyze development of connections between the not-for-profit, policy problems trying to find workable solutions. private, and public sectors. In this class, students will In this course, you not only get a glimpse inside the apply the skills and knowl edge needed to complete the world of the policy analyst—you actually get to “do” important elements of a grant proposal, including the some policy analysis. Your point of view in this course cover letter, summary statement, statement of problem is that of the analyst. You will learn the techniques of or need, goals and objectives, methodology, evaluation, policy analysis and do policy briefs and briefings under the budget, and future funding. simulated real-world conditions of limited resources Information for these sections will be gleaned from and time constraints. If you are a political science multiple sources, requiring students to research (PSC) major, this course is required for the public demographic, social, and economic data. Students policy concentration. It is also a good elective for will learn the typical questions that funders ask within anyone who has previously taken PSC 320 and, even if professional and civic contexts. Emphasis will be placed you do not major in PSC, it is a good choice for you if on the development of an appreciation for persuasive you plan a career in government. argument and analysis.
PSC 370: AMERICAN CONSTITUTIONAL LAW PSC/COM 435: POLITICAL Three hours each week; Credit: 3 hours; CAMPAIGN COMMUNICATION Prerequisite: PSC 201 or permission of the instructor Three hours each week; Credit: 3 hours; The U.S. Constitution is the very foundation of our Prerequisite: PSC 201 or permission of the instructor government. The way in which this docu ment is Have you ever thought about running for political interpreted determines, to a large degree, what the office or about working on a political campaign? relationship between the government and the governed Or have you ever just wondered how some people will be. In this course, you will learn about the get elected and others do not. This course will help Constitution and about the major cases the Supreme you understand electoral politics from an “insider’s Court has decided in inter preting Constitutional perspective.” You will learn and practice all of the provisions. You will learn about the various theories skills used by candidates and campaign consultants in concerning how the Constitution should be running and participating in successful campaigns. You interpreted. You will also learn about the powers of will learn how to create a campaign plan, construct national and state governments; about the powers of effective messages–advertisements, speeches, and web the various branches of the federal government, and pages–used in campaigns, and how the media play such about how the Constitution protects the rights and an important role in political campaigns. Even if you liberties of individual citizens and organizations. In never run for office, you will leave this course with a class, you will play the role of Constitutional lawyers better understanding of how political campaigns work. representing one side of a case actually before the Supreme Court during the term. Then later, you will PSC/COM 455: MEDIA AND play the role of a Supreme Court Justice having to AMERICAN POLITICS decide that same case. If you plan to major in political Three hours each week; Credit: 3 hours; science (PSC), this course is required for the political Prerequisite: PSC 201 or permission of the instructor science concentration and is recommended for the Often called the “Fourth Estate,” the modern mass public policy concentration. This course will be very media strongly influence our attitudes and beliefs about valuable to anyone who plans to attend law school. government and politics. In addition, the media—the
234 poLitiCAL SCienCe division of Arts and Sciences
internet, newspapers, radio, and television—are also PSC 492/493/494: DIRECTED STUDY influenced by politicians and government officials. In Credit: 2-4 hours; Prerequisite: junior or senior status this course, you will learn more about the complex A course of study addressing a specific topic or problem interaction that defines the relationship between media of interest to a student, designed collaboratively by and politics. If you are interested in topics like media the student and faculty member(s), and resulting in a bias, freedom of the press, embedded journalists, or paper, report, critiqued performance or production, or many other topics that touch on media and politics, other assessable evidence of value added to the student’s this course will help you whether you are an aspiring educational experience. journalist, future elected official, or concerned citizen. A contract of expectations by the student and by the supervising faculty member(s) must be approved PSC 490, 491: POLITICAL SCIENCE by the advisor, the Division Chair and the Registrar INTERNSHIP I and II prior to registration. No more than six (6) semester Credit: 1 to 6 hours; Prerequisite: junior or senior status hours toward the baccalaureate degree can consist of An in-depth work experience designed to apply independent study credit. classroom knowledge and skills to real-world professional situations. The senior internship is designed to give PSC 495: SPECIAL TOPICS IN the student work experience that is as close to actual POLITICAL SCIENCE employment as possible. No more than six (6) semester Credit: 1-4 hours hours toward the baccalaureate degree can consist of A course whose content may vary from term to term internship/cooperative education credit. Note: Any according to the needs of the academic department, student who has not completed her learning agreement student demand, or the interests of the faculty member. for her internship by the last day to drop will be assigned a W for the internship experience for that semester.
235 pSyCHoLogy division of organizational Studies
fACULty psychology. Students who choose this degree often go on to pursue careers in counseling, mental health, education, Mark W. Cushman (2004) Lecturer in Psychology – business, law, public policy, advertising, marketing, B.A., Eckerd College; M.A., Ph.D., Miami University, consulting, community relations, and personnel. In Ohio order to focus their application of Psychology, students completing the B.A. are re¬quired to complete a minor, Korrel W. Kanoy (1981) Professor of Psychology a double-major, or a concentration. Concentra¬tions and Child Development– B.A., summa cum laude, give students specialized knowledge and skills in one University of Richmond; M.A., Ph.D., Univer sity of of three main areas: 1) Experimental psychology, 2) Tennessee at Knoxville Clinical/Counseling psychology, or 3) Develop¬mental psychology. Psychol¬ogy courses taken to complete a Kayce L. Meginnis-Payne (2000) Associate Professor concentration also count toward the completion of the of Psychology, Coordinator of Psychology Program major. – B.A., University of North Carolina at Chapel Hill; Ph.D., University of Tennessee The B.S. in Psychology offers excellent preparation for careers in science. Students who choose this Betty S. Witcher (1999) Associate Professor of degree typically pursue graduate study in experimental Psychology – B.A., Texas A&M University; M.A., psychology or in health-related fields such as physical Ph.D., University of North Carolina at Chapel Hill therapy, rehabilitation counseling, and nursing.
Students majoring in psychology may “double-count” pSyCHoLogy nine credit-hours toward the completion of a second Psychology—the study of human behavior and the major or six credit-hours toward the completion of a mind—helps students develop skills in critical thinking, minor. Students who double-major must complete research methods, scientific writing, ethical decision- an internship in psychology unless their internship in making, oral presentations, and socio-cultural awareness. the other discipline clearly includes psychology-related Students majoring in psychology can choose between the elements (e.g. research, data collection, con¬sulting, Bachelor of Science (B.S.) Degree and the Bachelor of counseling, etc.). Students must obtain approval from Arts (B.A.) Degree. the Psychology internship coordinator prior to the completion of the other internship in order to receive an The B.A. in Psychology is a great option for students who exemption from PSY 490. have a strong interest in the wide range of subfields in 236 pSyCHoLogy division of organizational Studies
b.A. in pSyCHoLogy expeRiMeNtal CoNCeNtRatioN Liberal Education Curriculum 50 hours 15 hours For a full description see Peace Passport section of this catalog Students interested in teaching and researching psychology should consider the Experimental Psychology Major Courses 31-32 hours Concentration. This concentration helps prepare students for graduate study by helping them further General Electives 43-44 hours develop skills in research, writing, data analysis and data interpretation. Students have the opportunity Total Hours for the B.A. in Psychology 125 hours to focus this concentration on their content area of interest (i.e. Social Psychology, Adolescent Psychology, B.A. PSYCHOLOGY MAJOR COURSES Cognitive Psychology, Industrial-Organizational PSY 101 General Psychology 3* Psychology, Psychology of Women, etc.). PSY 300 Research Methods 4 Choose at least two Advanced Research Experiences PSY 395 Psychology Research I PSY 396 Psychology Research II Experimental Elective (choose 1): 3 STA 301 Statistics II PSY 325 Primate Behavior PSY 480 Honors Thesis in Psychology PSY 380 Cognitive Psychology PSY 384 Human Perception PSY 382 Learning Choose at least one Professional Writing Course: PSY 392 Psychobiology ENG/COM 309 Article and Essay Writing ENG/COM 341 Professional Writing PSC 425 Grant Writing Developmental Elective (choose 1): 3-4 PSY 310 Child Development & Lab Choose at least one additional Experimental Course: PSY 312 Adolescent Development PSY 325 Primate Behavior PSY 315 Life Span Development PSY 380 Cognition PSY 322 Psychology of Adulthood & Aging PSY 382 Learning PSY 384 Human Perception PSY 390 Psychobiology Social/Applied Elective (choose 1): 3 PSY 330 Social Psychology PSY 340 Personality Psychology Choose one course relevant to proposed area of PSY 362 Attitudes and Social Influences graduate study PSY 365 Health Psychology PSY 370 Industrial and Organizational Psychology
Clinical Elective (choose 1): 3 PSY 350 Abnormal Behavior PSY 352 Counseling Theories and Techniques PSY 355 Psychology of Exceptional Individuals Other Required Courses: PSY 470 Senior Seminar in Psychology 3 Psychology Electives 8-12* * If students use PSY 101 to meet one of their social science requirements in the liberal educa tion program, an additional psychology elective is needed to complete the 31-credit hours within psychology.
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CliNiCal/CouNSeliNg Choose at least one Advanced Research Experience CoNCeNtRatioN PSY 395 Psychology Research I 15 hours PSY 396 Psychology Research II Students interested in pursuing a career in the helpingprofessions or a career in teaching and STA 301 Statistics II researching applied psychology should consider the PSY 480 Honors Thesis in Psychology Clinical/Counseling Concentration. This concentration Other required courses helps students develop skills in assessment, diagnosis, PSY 310 Child Development and therapy and also furthers skill development in data PSY 355 Exceptional Individuals collection and data analysis. Students who complete this concentration are often interested in pursing Six hours of courses in Child Development graduate studies in Clinical Psychology, Counseling Psychology, Rehabilitation Counseling, Marriage & b.S. in pSyCHoLogy Family Therapy, Social Work, and School Counseling. Liberal Education Curriculum 50 hours For a full description see Peace Passport section of this catalog Choose at least one Advanced Research Experience Psychology Major Courses 34-35 hours PSY 395 Psychology Research I PSY 396 Psychology Research II Additional Math & Science Requirements 19-21 hrs STA 301 Statistics II General Electives 20-23 hours PSY 480 Honors Thesis in Psychology
Choose at least one special populations course Total Hours 125 hours PSY 322 The Psychology of Adulthood & Aging PSY 355 Exceptional Individuals B.S. PSYCHOLOGY MAJOR COURSES CHD 410 Assessment & Intervention PSY 101 General Psychology 3* PSY 300 Research Methods 4 Other required courses PSY 350 Abnormal Behavior Experimental Elective (choose 2): 6 PSY 352 Counseling Theories & Techniques PSY 380 Cognitive Psychology PSY 491 Psychology Internship II PSY 382 Learning
deveLopmentAL ConCentrAtion PSY 384 Human Perception PSY 392 Psychobiology 16 hours Students interested in teaching, researching or consulting in the area of child and adolescent psychology should Social/Applied Elective (choose 2): 6 consider the Developmental Concentration. This PSY 330 Social Psychology concentration helps prepare students for graduate study PSY 340 Personality Psychology by helping them increase their knowledge of child PSY 362 Attitudes and Social Influences and adolescent development and their skills in data PSY 365 Health Psychology collection and data analysis. Students who complete this concentration are often interested in pursing graduate PSY 370 Industrial and Organizational Psychology studies in Developmental Psychology, School Psychology, Social Work, and Education. Clinical or Developmental Elective (choose 1): 3-4 PSY 310 Child Development & Lab PSY 312 Adolescent Development
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PSY 315 Life Span Development pSyCHoLogy minor PSY 322 Psychology of Adulthood & Aging 18 houRS PSY 350 Abnormal Behavior Students minoring in Psychology may “double-count” PSY 352 Counseling Theories and Techniques up to 6 credit hours from their major toward their PSY 355 Psychology of Exceptional Individuals minor in Psychology. Other Required Courses: PSY 470 Senior Seminar in Psychology 3 RequiRed CouRSeS: Psychology Electives 8-12* PSY 101 General Psychology 3 One course from three of the four major areas 9-10 * If students use PSY 101 to meet one of their social science requirements in the liberal educa tion program, an additional psychology elective is needed to complete expeRiMeNtal aRea: the 34-credit hours within psychology. PSY 325 Primate Behavior PSY 380 Cognitive Psychology Additional Math & Science Requirements PSY 382 Learning and Motivation Additional Mathematics requirement (choose 1): 3 PSY 384 Human Perception STA 301 Statistics II PSY 392 Psychobiology MAT 241 Calculus with Analytic Geometry I MAT 231 Business Calculus developMeNtal aRea: PSY 310 Child Development Natural Science Requirement 10-12 PSY 312 Adolescent Development (choose 3; at least 1 with lab): PSY 315 Lifespan Development Any course in Biology, Chemistry, or Physics, or select PSY 322 Psychology of Adulthood & Aging courses in Anthropology (ANT 216, ANT 320, ANT 420 or ANT 430) above the requirement in the liberal SoCial/applied aRea: education program. PSY 330 Social Psychology PSY 340 Personality Psychology Social Science Requirement (choose 1): 3 PSY 362 Attitudes and Social Influence Any course in Sociology or select courses in PSY 365 Health Psychology Anthropology (does not include ANT 216, ANT 320, PSY 370 Industrial and Organizational Psychology ANT 420, or ANT 430) above the requirement in the liberal education program or a social science course approved by Psychology advisor. CliNiCal aRea: PSY 350 Abnormal Behavior PSY 352 Counseling Theories Professional Writing Requirement (choose 1): 3 PSY 355 Psychology of Exceptional Individuals ENG/COM 309 Article and Essay Writing
ENG/COM 341 Professional Writing Psychology Electives (any other PSY courses) 6 PSC 425 Grant Writing
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pSyCHoLogy CoUrSeS Emphasis will be placed on learning scientific writing PSY 101: GENERAL PSYCHOLOGY in the context of the behavioral sciences as well as the (HONORS OPTION) accurate use of American Psychological Association Three hours each week; Credit: 3 hours (APA) writing style. Does what you eat impact your brain function? Is it damaging to spank your children? Are you really PSY/CHD 310: CHILD DEVELOPMENT independently minded, or do others influence you Three hours each week; Credit: 3 hours; Prerequisite: PSY 101 more than you think? These are just a few of the many Have you ever wondered how certain foods and drugs real-life questions addressed in General Psychology. influence children’s development during the prenatal Through read ings, lectures, discussions, and in-class period? Or how infant personality and parenting activities, you will study the many different ways style interact to create a certain kind of parent-child psychologists study human behavior and the mind. relationship? What makes certain children popular, General Psychology will help you better understand while others are rejected? This course will introduce yourself and be prepared to live with, work with, and you to biological, cognitive, and social-emotional understand others. development during childhood. Through in- and out- of-class work, you’ll focus on a range of topics that will PSY/SOC 220: GENDER ROLES help you parent your own future children or work with Three hours each week; Credit: 3 hours children in a professional setting. Does being male or female affect your behavior in school or work or in relationships? Are you treated PSY/CHD 310-L: CHILD DEVELOPMENT differently because you are a woman? This course will SERVICE LABORATORY help you develop a framework for thinking about One hour each week; Credit: 1 hour; Corequisite: PSY 300 gender and the way it impacts your life. Topics such This course will help you understand how we study as gender and family relationships, the biology of development. You will learn about the different gender, and discrimination and harassment will be methods used to study changes in behavior over time, discussed. To help you learn about gender, you will the special considerations needed for working with read recent research studies, contemporary legal cases, children, and how we study individuals who can’t yet and historical documents, and you will view films. tell us what they know. You will learn about different Throughout the course, you can expect to have lively developmental designs, how to collect, analyze, and debates and to be challenged to explore the impact of interpret developmental data, and how to tell others your own beliefs and the assumptions of your culture about your research findings. Taking this course on gender role development. will help you better understand how research about development is conducted and you’ll be able to CHD/PSY 300: RESEARCH METHODS view scientific research findings with a more critical Three lecture hours each week; two laboratory hours each eye. You will also have the opportunity to design a week; Credit 4 hours; Prerequisites: PSY 101, STA 201 & developmental study as part of the course requirements. grammar competency exam check-off. This course has been approved as an advanced writing composition course. PSY/CHD 312: ADOLESCENT DEVELOPMENT This course meets the advanced writing requirement and Three hours each week; Credit: 3 hours; Prerequisite: PSY 101 will help you understand the basic elements of behavioral This course explores the physical, cognitive, and research. Just what are independent and dependent socio-emotional development of adolescents. Class variables? What is meant by correlational research? How readings, activities, and discussions are directed toward do psychologists recruit participants? Not only will this enhancing students’ understand ing of current theory course help you learn how to read and understand a and research, as well as contemporary issues related to professional journal article, it will also help you evaluate adolescents’ development. In the course, students are common research findings that are reported in the news. challenged to examine these perspectives for application Students will have the opportunity to review an area to future theory and practice. Opportunities for of psychology in-depth and design a research proposal. observation and/or participa tion in community settings 240 are a required component of this course. pSyCHoLogy division of organizational Studies
PSY/CHD 315: LIFE-SPAN DEVELOPMENT students will learn why primatological studies are Three hours each week; Credit: 3 hours; Prerequisite: PSY 101 conducted and what scientists have learned as a result. Whether your goal is to be a professional, a parent, a PSY 330: SOCIAL PSYCHOLOGY (Honors Option) partner, or maybe all three, knowledge of what people Three hours each week; Credit: 3 hours; Prerequisite: PSY 101 experience at different ages will help you to be more How do your stereotypes of other people change their effective in your professional and personal interactions. behavior? What techniques are successful in influencing This course will explore a variety of topics throughout others’ behavior? Why are some relationships successful the lifespan, such as prenatal brain growth, infant while others end in conflict? And what determines attachment, adolescent sexuality, whether or not people whether people will be helpful or aggressive? Social really have a “mid-life crisis”, and fear of aging. You psychologists examine how behavior is affected by the will be asked to apply what you’re learning in group presence of other people and by the specific situation. work, projects, and papers. You will also be asked to Classic problems throughout history (e.g., obedi ence in make connections across the lifespan. For example, Nazi Germany) and modern issues (e.g., prejudice by you might be asked to investigate how your childhood teachers) will be studied in this course. You will have the attachment patterns have impacted your ability to form opportunity to apply many of the topics to your life and effective relationships as an adult. the lives of others around you. PSY 322: THE PSYCHOLOGY OF PSY 340: PERSONALITY PSYCHOLOGY ADULTHOOD & AGING Three hours each week; Credit: 3 hours; Prerequisite: PSY 101 Three hours each week; Credit: 3 hours; Prerequisite: PSY 101 Who are you and how are you unique from others? Who is old? Which psychological processes change Would you describe yourself as cautious or thrill- after an individual reaches her biological maturation, seeking? Introverted or extroverted? Flexible or rigid? and which do not? This course focuses on changes Understanding your own per sonality can help you and continuities in psychological development after function more productively in work and romantic adolescence. We will consider both theory and research relationships. Under standing variations in personality concerning adult development and aging in the allows you to predict other people’s behavior so that physical, cognitive, and socio-emotional domains. We you know what to expect from them. will also evaluate what it means to age successfully This course examines the different ways that personality versus unsuccessfully. Thus, we will consider outcomes can be conceptualized (e.g., psychodynamic, motiva- ranging from optimal aging to average or usual aging, tional, biological, or cognitive). Through class to diseased aging. The class will combine lectures and discussions, readings, activities, and class projects, the discussions with projects that students will present parts of personality, how personality is organized, how during course meetings. personality develops, and the influence of personality PSY/ANT 325: PRIMATE BEHAVIOR on behaviors will be studied. Three hours each week; Credit: 3 hours; PSY 350: ABNORMAL BEHAVIOR Prerequisite: ANT 216 or permission of the instructor Three hours each week; Credit: 3 hours; Prerequisite: PSY 101 Did you know that the study of nonhuman primates Did you know that almost one in two people will – prosimians, monkeys, and apes – can help you be directly affected by a psychological disorder understand your own evolution as a species and provide such as anxiety, depression, alcohol dependence or insights into why you behave as you do? Selected primate schizophrenia? It’s very likely that you already know a species are studied in depth in order to understand how friend or family member who is struggling with one genetics, the environment, and troop traditions influence of these disorders, or possibly you have struggled with the kinds of behaviors exhibited. Students will also study one of these disorders yourself. Through readings, key primatological studies (naturalistic and experimental), lectures, discussions, and in-class activities, this course understand the way such studies are conducted, and, by will help you better understand the description, causes, the end of the course, be able to evaluate these studies and treatments of the most common psychological and relate the results to their own lives. Through readings, disorders. Even those students who have never had lectures, videos, computerized labs, and discussion, 241 pSyCHoLogy division of organizational Studies
experiences with psychological disorders will gain your attitudes, how those attitudes relate to behavior, and useful strategies for stress management, coping with how attitudes can be changed. This course blends a study automatic negative thoughts, and maintaining good of past research regarding attitudes and social influence mental health over the course of their lifetime. with practical applications for both persuading others and resisting the persuasion of others. Ethical issues are PSY 352: COUNSELING THEORIES also discussed regarding the use of social influence both AND TECHNIqUES in terms of extreme examples (e.g., Jonestown) and the Three hours each week: Credit: 3 hours; Prerequisite: everyday use of persuasive techniques. Assignments focus PSY 101 and junior or senior status or permission of the on identifying and developing persuasive techniques. instructor If you are interested in relationships, com- munication, helping techniques, and interpersonal self- PSY/PEH/IDS 362: WOMEN IN THEIR BODIES evaluation, this course is for you! Counseling Theories Three hours each week; Credit: 3 hours; Prerequisite: is designed to help you improve problem-solving skills, Minimum sophomore standing or permission of instructor “people skills,” and your ability to use feedback for Traditional feminine socialization impedes the self-reflection and growth. Through readings, in-class development of physical skill and self-confidence in girls discussions, and written reflections, you will develop a and women due to the dominant message that female working knowledge of the counseling process. Through bodies are valuable for their appearance as opposed to the use of role-plays and simulated interviews, you will their function. As such, women are taught to objectify develop the necessary skills to conduct an initial clinical their bodies and to use them as a way to gain approval, interview, build a therapeutic relationship, and inspire status, and power—however tentative and fleeting change. Skills such as listening, assessing, empathizing, those benefits may be. In this interdisciplinary seminar, reflecting, questioning, reframing, challenging, we discuss theory and research on the psychological summarizing, and goal-setting will be emphasized. ramifications of women’s bodily objectification, such as chronic body shame and appearance anxiety. We PSY 355: PSYCHOLOGY OF EXCEPTIONAL also discuss cultural and structural barriers to women INDIVIDUALS developing their physical potential (historically as well Three hours each week: Credit: 3 hours; Prerequisite: PSY 101 as in present times). We will explore the paradoxical Maybe you know someone who is living with relationships between femininity and strength by ADD, mental retardation, a hearing impairment or critically evaluating topics such as women’s competitive autism. This course provides an overview of human body building and the heterosexual objectification of exceptionality and will help you understand the many women athletes in the popular media. The course will types of exceptionality, what causes them, how they also address the psychological and physical benefits of influence behavior, and what types of services are women living in their bodies utilizing a combination of most helpful. You will examine research, legislation, classroom discussion and experiential activities. controversial topics, and current trends related to the field. You will also examine common attitudes and PSY 365: HEALTH PSYCHOLOGY stereotypes toward people with exceptionalities. In Three hours each week; Credit: 3 hours; Prerequisite: PSY 101 addition to assigned readings, you will learn about Who recovers most successfully following an injury? What exceptionalities through site visits to organizations are the factors that influence whether a person follows serving exceptional individuals. “doctor’s orders?” Health psychologists are concerned with understanding the link between psychological well-being PSY 362: ATTITUDES AND SOCIAL INFLUENCE and how people stay healthy, why they become ill, and Three hours each week: Credit: 3 hours; Prerequisite: PSY 101 how they respond when they do become ill. In this course, What do advertisers, friends and cult leaders have in you will study specific behaviors that affect your health common? Why do you buy things you don’t need? and why you may continue to engage in behaviors that are Why do you sometimes do things you don’t want to unhealthy (e.g., smoking), while avoiding behaviors that just because someone else asked you? Everyday you are healthy (e.g., exercise). Specific illnesses such as heart are confronted with attempts by others to change your disease and cancer are discussed while in the context of behavior. In this course you will examine the process of psychological factors such as stress and social support. influencing others. This process starts with understanding 242 pSyCHoLogy division of organizational Studies
PSY/HRE 370: INDUSTRIAL AND various concepts and techniques that will help you ORGANIZATIONAL PSYCHOLOGY understand how we learn everything from fears to new Three hours each week; Credit: 3 hours; Prerequisite: PSY 101 concepts in a class. You’ll also understand the many How do psychologists apply their research findings different types of motivation, what helps to keep us to improve what happens in the workplace? How do motivated once we’ve already accomplished something, organizations pick the best employees, motivate those and how to motivate someone who appears not to care. employees to work harder, help them manage work You will examine theories and research findings related stress, and reward them effectively when they perform to motivation and then apply that information by well? This course will help you examine how your job creating learning and motivation programs for yourself performance relates to how satisfied you are with your (e.g., how to exercise more) and to others (e.g., how to job and what your future employers could do to increase get kids to do their homework) your job satisfaction. You will review current research articles in the field and learn strategies that you can apply PSY 384: HUMAN PERCEPTION to current and future organizations where you work. Three hours each week; Credit: 3-hours; Prerequisite: PSY 101 PSY 375: HUMAN SEXUALITY Have you ever wondered how we “see the trees” or Three hours each week; Credit: 3 hours; “hear the birds sing” on a beautiful day? This course Prerequisite: PSY 101 and junior or senior status or will introduce you to the ways you gather sensory permission of the instructor information and it will explore how your brain If you think you already know everything there is to processes this information to produce your perception know about the “birds and the bees,” fasten your seatbelt of the world. Through readings, demonstrations, and for a wild ride through human sexuality! The more lectures, you will learn about the basic components of knowledge you have about your body, your sexual and the human sensory system and how your perceptions reproductive func tioning, and the factors that influence are built. This course will emphasize the application of sexual development, such as gender roles, beauty these perceptual principles towards an understanding of expectations, and fertility, the more likely you will be your “real world” sensory environment. able to maintain your own sexual health. This course will explore controversial topics such as sex education, abortion, sexual orientation, and sexual coercion. The PSY/CHD 392: PSYCHOBIOLOGY course is recommended for upper-level students. Three hours each week; Credit: 3 hours; Prerequisites: PSY 101 & BIO 101. PSY 380: COGNITIVE PSYCHOLOGY This course is designed to introduce the topic of Three hours each week; Credit: 3 hours; Prerequisite: PSY 101 Developmental Psychobiology. Developmental Can you rely on your memory to be accurate? Is it Psychobiology encompasses the biological, behavioral, possible to have too much information to learn to be evolutionary, and ecological foundations of human able to remember it? What infor mation do you use growth and development. Thus, in course students when trying to solve a problem? Why are children able will examine the wide variation in human development to learn language quickly, while adults struggle with the and how that variation affects an individual’s physical, same task? Understanding how our mental processes cognitive, and socio-emotional growth throughout the work is the basic goal of cognitive psychology. Under- lifespan. T standing how we think can be of special interest to those pursuing fields of education, business, and law. PSY 395: PSYCHOLOGY RESEARCH I Three hours each week; Credit: 3 hours; PSY 382: LEARNING Prerequisite: PSY 300 or BUS 300 Three hours each week; Credit: 3 hours; Prerequisite: PSY 101 Have you ever wondered why people shop? Do people People in education, mental health, and business need use shopping as a way to define themselves? Are you to understand how others learn new information and interested in understanding what leads children to how to motivate them to work harder. You will learn perform well in school? How much does a child’s 243 pSyCHoLogy division of organizational Studies
emotional well-being affect performance? Seniors who can work independently and who want to This course allows you to answer questions about be challenged should take this course. The research skills human behavior by conducting research in our psychology you will gain in this class will make you a very attractive lab. You will form hypotheses about human behavior, applicant to a graduate program or make you competitive collect data to test your hypotheses, and then learn how to for entry-level research positions in the professional world. analyze the data. You will work closely with a psychology professor and a small group (usually 4-6 students) to PSY 490/491: PSYCHOLOGY conduct a study. In addition to gaining valuable research INTERNSHIP I and II skills, you will also experience more independence and Credit: 1-6 hours; Prerequisite: PSY 101; professionalism. Rather than taking notes and tests, we second semester of junior year or permission of instructor work as a team to design our study, collect data, analyze Is psychology a practical major? Absolutely! And this course the results and disseminate our findings. is your opportunity to see how you might use psychology in your future career. The psychology internship is designed PSY 396: PSYCHOLOGY RESEARCH II to provide you with an opportunity to gain real-life work Three hours each week; Credit: 3 hours; Prerequisite: PSY 395 experience in a psychology-related field. This experience In Psychology Research II, you have the opportunity to will help you evaluate future job opportunities and develop continue working on a study that you started in Psychology professional contacts in the community. After obtaining Research I (see PSY 395 description). In addition, you may approval from the psychology internship coordinator, you serve as a research assistant to the professor by helping to will complete 40 “work hours” for every 1-hour of academic teach the other students about the research project, how to credit desired. You will also obtain whatever education and collect the data, how to code videos of human interaction, training is necessary to complement your work experience, or how to analyze the data. including readings, workshops, seminars, and/or research. Reflection on your internship experiences will be aided by a PSY 470: SENIOR SEMINAR IN PSYCHOLOGY bi-weekly internship class. Three hours each week; Credit: 3 hours; Prerequisites: Psychology major, PSY 300 + Lab, senior status Senior Seminar is an opportunity for students to take what PSY 492/493/494: DIRECTED STUDY they have learned in their other psychology courses and Credit: 2-4 hours; integrate those concepts before graduating. The content Prerequisite: junior or senior status and permission in this course focuses on current topics in the field of of the instructor psychology. In addition, students have the opportunity This course is designed to allow students to pick a particular to practice or develop skills impor tant to success in the area of interest and to work collaboratively with a faculty workplace (e.g., developing and presenting a PowerPoint member. This course typically results in a paper, report, presentation). Finally students will have the opportunity to critiqued performance or production, or other assessable prepare for their job search – they will develop their resume, evidence of value added to the student’s educational participate in mock interviews, and create a portfolio experience. Prior to registration, the advisor, the Division showcasing their college work. Chair, and the Registrar must approve a contract of expectations by the student and by the supervising faculty PSY 480: HONORS THESIS IN PSYCHOLOGY member(s). No more than 6 semester hours toward the Three hours each week; Credit: 3 hours; bacca laureate degree can consist of independent study credit. Prerequisite: PSY 300 and permission of the instructor Have you ever thought about going to graduate school? PSY 495: SPECIAL TOPICS IN PSYCHOLOGY If so, this is the course for you! You will work one-on-one Credit: 1-4 hours with a psychology faculty member to design a research study Psychology and the law, positive psychology, and cultural and carry it out, much the same as you will do in graduate psychology are just a few of the possible topics that this school. You will be expected to submit your research to a course can cover. The content of this course usually changes student or professional conference and make a presentation as students and faculty develop interests in new and at the conference if your work is accepted (which it will developing fields of psychology. 244 be – we’ve never had a Peace student paper rejected!). reLigion division of Arts and Sciences
fACULty In a world where religion plays so central a role in social, political, and economic events, as well as in the Robert Lee Carter (2007) Lecturer in Religion—B.A., lives of communities and individuals, there is a critical Furman University, M.Div. and Th.M. Southeastern need for ongoing reflection upon and understanding of Baptist Theological Seminary, Ph.D., University of religious traditions, texts, practices, issues, questions, North Carolina at Chapel Hill and values. The academic study of religion seeks an understanding of the variety of ways the religious Ashley Griffith (2008) Instructor in Religion— dimension of life has been experienced and expressed B.A., Davidson College; M.Div., Duke University in different historical eras and in different cultures. Courses in this area of study cover the beliefs, practices, sacred literature, and expressions of the great religious reLigion minor 18 houRS traditions of the world.
Required courses: reLigion CoUrSeS REL 200 Introduction to Biblical Literature 3 REL 200: INTRODUCTION TO RELIGION Three hours each week; Credit: 3 hours; Meets the General REL 214 World Religions 3 Education Requirement. This course is a basic study of REL Electives 12 the human condition. It is a course that pursues an under-standing of our own humanness, its nature, (6 hours of which must be 300 or 400 level) needs, and capabilities, by analyzing and evaluating one of the most pervasive and influential aspects of human life–religion. Students will evaluate the ways that religion influences human history and defines the person (e.g., as free and responsible) in relation to the world, to others, and to the Ultimate.
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REL 210: INTRODUCTION TO THE BIBLE REL 325: RELIGION IN AMERICA Three hours each week; Credit: 3 hours; Meets the General Three hours each week; Credit: 3 hours; Prerequisites: Education Requirement. This course will be a historical- REL 200, 210, or 214. This course examines a variety critical intro duction to the Bible as literature, as of ways of being religious in the North American narrative, as philosophy, as history, as revelation, context. Rather than attempt to cover all religious and as myth. In surveying the entire canon of the groups, we will focus on diverse and creative forms Bible, students will also be exposed to methods of of religious expressions and transformation in the interpretation and to the historical issues involved in American culture. Particular attention will be paid to Biblical studies. the interaction of religion and culture in America.
REL 214: WORLD RELIGIONS REL 490/491: RELIGION INTERNSHIP I and II Three hours each week; Credit: 3 hours; Meets the Credit: 1 to 6 hours; Prerequisite: junior or senior status General Education Requirement. This course is a survey An in-depth work experience designed to apply classroom of six of the world’s major faith traditions, with focus knowledge and skills to real-world professional situations. upon the belief systems and values inherent in each The senior intern ship is designed to give the student religion. Readings from sacred texts and research into work experience that is as close to actual employment as the philosophical underpinnings of each tradition will possible. No more than six (6) semester hours toward the be included. This course is meant to introduce students baccalaureate degree can consist of internship/cooperative to the complex nature of religious studies and to raise education credit. Note: Any student who has not appreciation for the multivalent character of religious life. completed her learning agreement for her internship by the last day to drop will be assigned a W for the internship PHL/REL 320: PHILOSOPHY OF RELIGION experience for that semester. Credit: 3 hours; No prerequisites. You will examine many of the traditional phil osophical questions REL 492/493/494: DIRECTED STUDY about religion. These include questions about God’s Credit: 2-4 hours; Prerequisite: junior or senior status existence, the compatibility of science and religion, the A course of study addressing a specific topic or problem relationship between religion and morality, miracles, of interest to a student, designed collaboratively by life after death, and faith. the student and faculty member(s), and resulting in a paper, report, critiqued performance or production, or REL 322: EARLY CHRISTIANITY other assessable evidence of value added to the student’s Three hours each week; Credit: 3 hours; Prerequisite: REL educa tional experience. A contract of expectations by 210 or permission of the instructor. This course will cover the student and by the supervising faculty member(s) the first 600 years of the development of Christianity, with must be approved by the advisor, the division chair, and special emphasis on the historical context of the Early the Registrar prior to registration. No more than six Church and the issues that gave rise to New Testament (6) semester hours toward the baccalaureate degree can literature. Close attention will be paid to the rituals, consist of independent study credit. preaching, and role of women in the Early Church. REL 495: SPECIAL TOPICS IN RELIGION REL 324: WOMEN AND RELIGION Credit: 1-4 hours Three hours each week; Credit: 3 hours; Prerequisites: A course whose content may vary from term to term REL 200, 210, or 214. An introduction to the according to the needs of the academic department, contemporary re search, writings, and experience of student demand, or the interests of the faculty member. Christian, Jewish, and, to a lesser extent, Buddhist and Islamic women. This course will cover critiques of After taking the available Religion courses at Peace College, a student women’s religious thought and practice and women’s may wish to take courses through Cooperating Raleigh Colleges at creative alternatives to the traditions. The course will Meredith College, North Carolina State University, St. Augustine College examine the historical uses of religion by American and Shaw University. These courses are free of charge. Faculty will help women to test our theoretical perspectives. in selection of courses. 246 SoCioLogy division of Arts and Sciences
fACULty
Vanessa Tinsley (2006) Lecturer in Sociology – B.A., M.A., Case Western Reserve University; Ph.D., Duke University
SoCioLogy CoUrSeS SOC 101: INTRODUCTION TO SOCIOLOGY Three hours each week; Credit: 3 hours A general introduction to the study of society and the social causes and consequences of human behavior. The course will orient the student to the general principles and processes of human interaction and will provide her with a beginning understanding of the unique sociological perspective on social life. Constructed to serve as a foundation for further work in the discipline.
SOC/PSY 220: GENDER ROLES Three hours each week; Credit: 3 hours This course provides an in-depth examination of the evolving roles of men and women as they are located in a historical and cultural context. The impact of various institutions on males and females such as politics, economics, religion, education, and family will be explored. The course will focus on current research findings about male-female differences and why these differences exist. The role of gender stereotyping and socialization will be examined. Special topics relevant to college students—such as achievement motivation and violence in male-female relationships—will be addressed.
SOC/ANT/IDS 368: AMERICAN ETHNIC RELATIONS Credit: 3 hours; Prerequisite: SOC 101, ANT 214 or permission of the instructor An upper-level social science course examining the dynamics of racial and ethnic relations as well as the social structures that give rise to racial and ethnic differentiation. Care will be given to depict the racial and ethnic landscape in the United States as well as the necessary historical and cross-cultural comparisons necessary for a fuller understanding of the often combative social groups which confront each other in North American society. Although the course content is important for social science majors, it also is meant to serve non-majors for whom this information will be professionally useful.
247 SpAniSH division of Arts and Sciences
fACULty of and appreciation for cultural, ethnic, and linguistic diversity. Further, learning a foreign language helps Mercedes Guijarro-Crouch (1999) Associate Professor one better understand and appreciate her/his native of Spanish – B.A., Universidad de Sevilla; M.A., language, and knowledge of a romance language can University of Houston; Ph.D., University of North be a powerful vocabulary aid for students’ mastery of Carolina at Chapel Hill reading in English. The Spanish major at Peace includes both practical and pre-professional components, and Rosa Ibanez (2008) Instructor in Spanish – B.A., offers several courses which provide an intentional University of Salamanca (Spain); M.A., University of preparation for graduate study in Spanish. North Carolina at Chapel Hill The prospects for employment for students with a major in Spanish are excellent. Options include: Teresa Vargas (2001) Instructor in Spanish – B.A., teaching K-12 (foreign language licen sure in North M.A., Florida State University Carolina is K-12 rather than middle school, high school, etc.); teaching ESL (with some additional SpAniSH mAJor training); working in private sector agencies where Liberal Education Curriculum 50 hours a knowledge of Spanish is important; working for For a full description see Peace Passport section of this catalog a state or federal agency (the F.B.I. recruits actively at conferences for Spanish teachers); working with Spanish Major Courses 30-32 hours* business, banking, and industry; working with Required hours vary based on study abroad completion museums and cultural centers, the Peace Corps, teaching overseas, etc. In addition, a major in Spanish
General Electives 43-45 hours* prepares students for graduate study, which can lead Required hours vary based on study abroad completion to employment at community colleges, four-year Total Hours for the B.A. colleges and universities or, with very strong language in Spanish 125 hours preparation and specific training, for a career in translation services. Spanish speakers now form the largest minority A modern language lab, the Greg and Mary Ann group in the United States, and the growing Hispanic Poole Global Learning Center, offers multiple resources presence in North Carolina is affecting almost every for language practice and makes available movies, aspect of life–from health and education to industry, music, satellite broad casts, and computers which banking, and human resources. There is a tremendous feature CD-ROM, DVD, and Internet access. In need in employment of all kinds for people with addition, the Peace Library has two special collections knowledge of Spanish and an understanding of the in Spanish, and the Spanish department has a strong cultural concerns important to functioning effectively collection of tapes, CDs, videos and DVDs. The in a diverse workplace. In addition, a major in Spanish Spanish major allows students to emphasize courses which entails extensive reading and writing, a serious in literature or to select courses with a more practical engagement with literature, and many opportunities dimension. Strong reading, composition, and speaking for critical thinking analysis offers many of the skills will be required for the major, and students will benefits generally ascribed to students in Liberal be tested for proficiency according to the ACTFL Studies. Extended study of Spanish can help provide rating scale. an important link to the development of an awareness Foreign study is an integral part of foreign language 248 SpAniSH division of Arts and Sciences
learning, and students who are not bilingual or lack a SPA 302 or SPA 306 3 strong Hispanic heritage background will be required SPA/LAS 305 Hispanic Voices in the U.S. 3 to experience a minimum of one semester or two SPA 312 Current Issues in Hispanic Culture 3 summers in a Spanish-speaking country. To acquire superior language proficiency, it is recommended that SPA 316 Spanish for Business 3 students majoring in Spanish spend a year abroad. SPA/LAS/ANT 361 Mexican Culture & Civilization 3 Approved courses from overseas study may be applied SPA 412 Problems in Spanish Translation 3 toward the Spanish major. Opportunities for honors * SPA 214 or equivalent in Spanish is the Liberal work, domestic travel, and attendance at foreign language professional meetings are available. Peace has Education Requirement for Spanish majors. chapters of two national Honor Societies for students Additional courses may be selected for the study of Spanish: Sigma Delta Mu and Sigma Delta Pi. abroad experience.
SPANISH MAJOR REqUIREMENTS: SpAniSH minor 18 houRS 1. Maintain a 2.5 GPA Required courses: 2. Earn a C or better in SPA courses SPA 213 3 3. Study abroad for at least one semester SPA 214 3 SPA 215 3 a.Those students who cannot fulfill the study abroad requirement and who are not Plus 9 additional hours in any other Spanish courses bilingual or lack a strong Hispanic heritage above 212. Students must maintain a “C” average or background will need to complete between 18- better in all minor courses. 21 hours of Spanish electives and reduce the numbers of general electives to 36-39 hours. SpAniSH CoUrSeS b.Those students who cannot fulfill the study abroad Entering students are placed in Spanish courses requirement and who are bilingual or have a strong according to the results of a placement test and in Hispanic heritage background will need to complete consultation with the full-time foreign language 15-18 hours of Spanish electives and reduce the faculty. In addition, heritage-language speakers (in number of general electives to 39-42 hours Spanish) should schedule an appointment with the head of Spanish/Latin American Studies to discuss SPANISH MAJOR CORE COURSES 18 HOURS placement considerations. To meet Liberal Education SPA 213 Intermediate Conversational Spanish 3 Core requirements at Peace, a student must complete SPA 215 Reading for Debate & Composition 3 three hours of Foreign Language at the level of her placement. A student may not place out of the SPA 302 Hispanic Culture & Civilization I 3 requirement and may not satisfy the rquirement or by taking a lower level than that of her placement. SPA 306 Hispanic Culture& Civilization II Many resources are offered to help students achieve SPA 313 Advanced Conversational Spanish proficiency in Spanish, and advanced level courses (may be taught in an immersion setting) 3 (with the exception of some cross-listed courses) are SPA 314 Advanced Grammar & Composition 3 taught in Spanish. In exceptional cases, students may register for a Spanish or French course higher or lower SPA 470 Senior Seminar 3 than the level into which they placed on the language placement exam, but only with the written approval SPANISH ELECTIVES 12-14 HOURS of a full-time Spanish or French faculty member at Students who study abroad need 12-14 elective credits; Requirements for students who do not study abroad Peace. Such placement may require a re-taking of the will vary from 15-18 or 18-21; consult with your appropriate foreign language placement test. advisor to determine individual requirements A modern language lab, the Greg and Mary Ann Choose 4 or more additional courses from: Poole Global Learning Center, offers multiple resources
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for language practice and makes available movies, music, SPA 211: INTERMEDIATE SPANISH I and satellite broadcasts, in addition to computers which Three hours each week; Credit: 3 hours; feature CD-ROM, and Internet access. Students are able Prerequisite: SPA 102 or 103 or placement for SPA 211 to work with material in both digital and analog formats Grammar review and further development of listening, and can easily move back and forth between the two. speaking and writing. Reading and an introduction to The Global Learning Center provides a variety of venues the cultural diversity of the Spanish-speaking world. A for learning and allows direct instructor communication “C” or higher grade is required to pass this course. with each console. International study and travel abroad programs are SPA 212: INTERMEDIATE SPANISH II also available and Peace sponsors two foreign study Three hours each week; Credit: 3 hours; programs in Mexico. Prerequisite: SPA 210 or placement for SPA 212 Grammar review and further development of listening, SPA 101: BEGINNING SPANISH I speaking and writing. Reading and an introduction to Three hours each week; Credit: 3 hours the cultural diversity of the Spanish-speaking world. An introductory course for college students: conversation, grammar, reading and introduction to SPA 213: CONVERSATIONAL SPANISH aspects of Hispanic culture. Three hours each week; Credit: 3 hours; Prerequisite: SPA 212 or placement test; Co-requisite: SPA 215 or SPA 102: BEGINNING SPANISH II permission of the instructor Three hours each week; Credit: 3 hours Spanish conversation at the intermediate level, which An introductory course for college students: will provide intensive oral practice for a small group of conversation, grammar, reading and introduction to students. Practice with both structured and spontaneous aspects of Hispanic culture. conversation plus listening practice and writing exercises.
SPA 104: INTRODUCTORY SPANISH FOR THE SPA 214: INTRODUCTION TO SPANISH WORKPLACE AND SPANISH AMERICAN LITERATURE This course is an Introductory Spanish Course Three hours each week; Credits: 3 hours; Prerequisite: SPA 215 designed with pragmatic, communicative and or permission of the Coordinator of the Spanish Program interactive activities through which you will learn An introduction to Spanish and Spanish American vocabulary and grammar points in work-related literature with literary analysis and a study of the various contexts such as law, healthcare, business and social genres: short story, novel, poetry, drama and essay. services to converse with Spanish-speaking clients and/or employees and gain some cultural insights.. SPA 215: READING FOR DEBATE No previous experience with the Spanish language is AND COMPOSITION necessary. Three hours each week; Credit: 3 hours; Prerequisite: SPA 212 or placement test: SPA/LAS 105: HISPANIC DOCUMENTARY Co-requisite: SPA 213 or permission of the instructor FILM SERIES A course to improve both reading and writing in Credit: 1 hour This course will expose students to Spanish through literary texts, this class will help to historical, environmental, and socio-political conflicts prepare students for advanced work in grammar and of Spain and Latin America through documentary composition and for courses in literature. films. Each documentary will be introduced by a reading assignment to put the films in context. SPA/LAS/ANT 260: INTRODUCTION TO Students will be responsible for attending at least one MEXICAN CULTURE AND CIVILIZATION of the documentary films offered by the Duke/UNC One hour each week; Credit: 1 hour; This is a CCE Latin American Film Series (fall semester). course This course is designed to prepare students for participation in the summer program in Mérida, Mexico; it is also open to any student interested in 250 SpAniSH division of Arts and Sciences
learning more about Mexican culture. Use of the special SPA 312: CURRENT ISSUES IN techniques of archaeology, ethnohistory, epigraphy, HISPANIC COUNTRIES linguistics, and ethnology will be highlighted as Three hours each week, Credit 3 hours, students learn about the history and culture of Mexico, Prerequisite SPA 214 or equivalent. especially the Yucatan. Topics will include geography, A study of current issues that affect Latin American politics and economics, religion, family, art, folklore and Spain nowadays. The instructor will select topics and literature and special customs (past and present). from literature, the arts, current news, politics and Students will attend lecture/discussions, complete short economy of those countries; in order to understand the weekly assignments, and take a written essay exam. development of cultural and historical institutions in Latin America and Spain. SPA 295: SPECIAL TOPICS IN SPANISH Credit: 1-4 hours SPA 313: ADVANCED CONVERSATION A course whose content may vary from term to term Three hours each week; Credit: 3 hours; according to the needs of the academic department, Prerequisite: successful completion of SPA 213 student demand, or the interests of the faculty member. or permission of the instructor A course in conversational Spanish designed to foster SPA 302: HISPANIC CULTURE a high degree of functional use of Spanish and a AND CIVILIZATION I comfortable command of some of the more sophisticated Three hours each week; Credit: 3 hours; Prerequisites: forms of language. Offered either over the course of a SPA 213 and SPA 215 or permission of the instructor; This semester or in an immersion setting. is a CCE course Study of historical, social, political, economic, and cultural aspects of the Iberian Peninsula SPA 314: ADVANCED GRAMMAR and Latin American countries previous to the 19th AND COMPOSITION century. The course will move from the Iberian Three hours each week; Credit: 3 hours; Prerequisites Peninsula to the Americas and vice versa. SPA 213 and SPA 215 or permission of the instructor A course to give students practice with grammatical SPA/LAS/IDS 305: HISPANIC VOICES structures and the opportunity to develop composition skills IN THE UNITED STATES # Three hours each week; Credit: 3 hours; This is a CCE SPA 316: SPANISH FOR BUSINESS course Three hours each week; Credit: 3 hours; Prerequisite: An introduction to the history and cultures of Hispanic SPA 213 or SPA 215 or permission of the instructor communities in the United States from the first Spanish A course designed to develop the cross-cultural explorations and settlements to the present through the awareness and language skills that are needed to use of literary texts, films, and other art forms. Some maintain successful communication reading knowledge of Spanish needed. Does not satisfy General Education requirement for foreign languages. SPA/LAS/ANT 360: CROSS-CULTURAL SEMINAR IN MEXICO SPA 306: HISPANIC CULTURE An immersion experience in Mexico; Credit: 2 hours; AND CIVILIZATION II Prerequisite: foreign language and/or anthropology Three hours each week; Credit: 3 hours; background, permission of the instructor Prerequisites: SPA 213 and SPA 215 or permission A living experience in Yucátan, Mexico, which is of the instructor; This is a CCE course designed to highlight cross-cultural differences and Emphasizes the connections, interchanges, continuities/ to help participants learn how to adapt to a foreign discontinuities and relationships that form the Iberian culture. Through background readings, group and Latin American cultures from the 19th century discussions, written reaction, a journal, “debriefing” to the present. The course will move from the Iberian sessions and an essay exam, students will explore Peninsula to the Americas and vice versa. topics of cross-cultural training within a Mexican setting. There will be special emphasis on the cultural 251 SpAniSH division of Arts and Sciences
considerations that are part of U.S.-Mexican relations which each student researches a topic in Spanish, and on the many aspects of non-western culture shares findings with the class in weekly meetings and which are a part of everyday life in Yucátan. Visits writes a comprehensive paper which will be evaluated to homes, neighborhood walks, interviews with by the seminar instructor and another faculty member Mexicans, and meetings with Mexican students are in Spanish. Readings by women writers. Emphasis on a vital part of the course. This course emphasizes an women’s issues. Taught in Spanish. immersion living experience rather than extensive travel and touring. SPA 490/491: SPANISH INTERNSHIP I and II Credit: 1 to 6 hours; Prerequisite: junior or senior status SPA/LAS/ANT/IDS 361: MEXICAN CULTURE An in-depth work experience designed to apply AND CIVILIZATION classroom knowledge and skills to real-world Three weeks in the summer; Credit: 3 hours professional situations. The senior internship is An introduction to the culture and civilization of designed to give the student work experience that is as Mexico with special emphasis on the Yucátan, the close to actual employment as possible. No more than Mayan civilization, and the continuing Maya presence six (6) semester hours toward the baccalaureate degree in Mexico. This course will cover history, archaeology, can consist of internship/cooperative education credit. anthropology, and the arts, and will include field Note: Any student who has not completed her learning trips as well as lectures and discussion sessions. The agreement for her internship by the last day to drop assignments will involve hands-on experiences and in will be assigned a W for the internship experience for addition, reading and writing tasks. Students will keep that semester. a journal and take an essay exam. Students live in a stately Mexican residence (the Central College Center) SPA 492/493/494: INDEPENDENT STUDY in Mérida (Yucátan). Students are selected on the basis Credit: 2-4 hours; Prerequisite: junior or senior status of academic achievement and citizenship. A course of study addressing a specific topic or problem Does not satisfy general education require ments for of interest to a student, designed collaboratively by foreign languages. the student and faculty member(s), and resulting in a paper, report, critiqued performance or production, or SPA 412: PROBLEMS other assessable evidence of value added to the student’s IN SPANISH TRANSLATION educational experience. Three hours each week; Credit: 3 hours; A contract of expectations by the student and by Prerequisite: SPA 214 and permission of the instructor the supervising faculty member(s) must be approved A course designed to provide students with a practical by the advisor, the Division Chair and the Registrar introduction to the fields of Spanish-to-English and prior to registration. No more than six (6) semester English-to-Spanish translation. By extension, the course hours toward the baccalaureate degree can consist of will present the broader themes of translating and independent study credit. interpreting. This course is not designed to produce translators, but rather to give students an appreciation SPA 495: SPECIAL TOPICS IN SPANISH for the language skills and discipline required for Credit: 1-4 hours effective translation and for the dynamics of literature, A course whose content may vary from term to culture, history, and politics which impact translation. term according to the needs of the academic department, student demand, or the interests of SPA 470: SENIOR SEMINAR IN SPANISH the faculty member. Three hours each week; Credit: 3 hours; Prerequisite: “B” or better average in Spanish, senior status A seminar with assigned readings and dis cussion in
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fACULty Choose 19 hours from 42 hours below: THE 101-102, 201-202, 301-302, 401-402 THE Jennifer Becker (2006) Assistant Professor in Theatre, TheatreParticipation 4 Dance, and Liberal Education – B.A., University of THE 104 Theatre Practicum 1 California at Santa Cruz; M.F.A., New York University THE 204 International Theatre Practicum 2-3 THE 212 Acting II 3 Kenny Gannon (1995) Associate Professor of Theatre THE 312 Acting III 3 – B.A., Samford University; M.M., Converse College; Ph.D., Louisiana State University THE 412 Acting IV 3 THE/ENG 310 Modern Theatre 3 Eliza Laskowski (2008) Lecturer in English – B.A., THE/ENG 318 Non-Shakespearean English The University of the South; M.A., University of Drama to 1660 3 Alabama; Ph.D., The University of North Carolina at THE/ENG 319 American Drama 3 Chapel Hill THE/ENG 322 Shakespeare 3 Wade Newhouse (2006) Assistant Professor of English THE/ENG 330 Women Onstage – B.A., University of North Carolina at Chapel Hill; THE 370 Introduction to Lighting Design 3 M.A., North Carolina State University; Ph.D., Boston THE 377 Dramatic Theory and Criticism 3 University THE 480 Stage Management 3
tHeAtre mAJor Electives: 36-39 hours Lib ed 50 HoUrS *THE 103 taken as part of Lib Ed core Required Courses: 20* THE 210 Introduction to Acting 3 THE 270: Introduction to Scenic Design 3 tHeAtre minor 18 houRS THE 350 Theatre History I: Greek to French Requirements: Neoclassical I 3 THE 210 Introduction to Acting 3 THE 351 Theatre History II: Restoration to Today 3 THE 270 Introduction to Scenic Design 3 THE 101-102, 201-202, 301-302, or 401-402 THE THE 350 Theatre History I or THE 351 Theatre TheatreParticipation 4 History II 3 THE 470 Senior Seminar 3** THE 101-102 Theatre Participation 1 **Paired with THE 402 Theatre Participation 1 8 additional hours in Theatre courses
253 tHeAtre division of Arts and Sciences
tHeAtre CoUrSeS THE 204: INTERNATIONAL THEATRE PRACTICUM: THE LONDON THEATRE THE 101 or 102: THEATRE PARTICIPATION Credit: 2-3 hours; Prerequisite: permission of the instructor Credit: 1-2 hours; Prerequisite: permission of the instructor Students will travel to London and surrounds for 8-12 Theatre Participation allows the student to gain days of intense theatre going, seminars, workshops and practical experience through work on a theatre platforms. Students will attend plays and performances production at Peace College. Work areas include sets, at a variety of venues including, but not limited to, the costumes, acting, sound, lighting, stage management Royal National Theatre, the English National Opera, and properties. Students work closely with the theatre the Royal Shakespeare Company, the Royal Court director to ensure that tasks are completed on or Theatre, the Globe Theatre Company, the Old Vic, ahead of schedule to guarantee the highest quality the Young Vic, West End productions, pub theatre, production. Theatre Participation requires a significant off West End and a variety of other venues depending investment of time and energy. upon scheduling and availability. Students will study plays and performances in advance of the trip. Students THE 103: INTRODUCTION TO THE THEATRE will receive informal instruction from the instructor Three hours each week; Credit: 3 hours (2 hours lecture, one before and after performances. Students will keep a hour laboratory) travel journal that will include reviews of performances. Introduction to Theatre challenges students to Extra fees and costs involved. interpret, criticize and appreciate the roles theatre plays in society through positive comparisons to television THE 210: INTRODUCTION TO ACTING and film. From theatre’s ritual origins to modern Three hours each week; Credit: 3 hours musicals, from controversies surrounding the NEA to Introduction to Acting focuses on the beginning the applicability of acting lessons to everyday life, this development of intuitive and creative performance course provides a first step toward a deeper awareness of technique primarily through daily exercises and theatre’s enduring significance. improvisation. Exercises concentrate on centering, sensing, focusing, freeing, speaking, and feeling and THE 104: THEATRE PRACTICUM doing. The goal is to create a strong ensemble that Credit: 1 hour; Prerequisite: permission of the instructor is fearless and an environment that is physically Students travel to New York where they see plays, challenging to motivate breakthroughs in the actor’s musicals, attend seminars and take backstage tours. understanding of craft and performance. Extra fees and costs involved. THE 212: ACTING II THE 201 or 202: THEATRE PARTICIPATION Three hours each week; Credit: 3 hours; Prerequisite: THE 210 Credit: 1-2 hours; Prerequisite: permission of the instructor. Students continue building technique through daily Theatre Participation allows the student to gain exercises and by synthesizing skills obtained in THE practical experience through work on a Theatre 210 Introduction to Acting for scene work and production at Peace College. Work areas include sets, techniques for auditions. Students will learn how to costumes, acting, sound, lighting, stage management prepare, rehearse and perform scenes and monologues. and properties. Students work closely with the Theatre Students will also begin to learn the techniques director to ensure that tasks are completed on or necessary for successful auditions. ahead of schedule to guarantee the highest quality production. Theatre Participation requires a significant investment of time and energy.
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THE 270: INTRODUCTION TO SCENIC THE 312: ACTING III DESIGN Credit: 3 hours; Prerequisites: THE 101and Three hours each week; Credit: 3 hours; Prerequisite: THE THE 350, 351 or 310 212. The achievement of “style” in acting depends Introduction to scenic design introduces the student upon analysis of how plays are rooted in form, content, to the technical aspects of theater and teaches how language, and historical period. Students will be scenic design is a fundamental “character” in any play. guided along the path from intention to performance Students will execute a well-conceived scenic design for where the specific requirements of a style create a an assigned play and learn how to draft, create models, living, breathing, emotional reality of a particular and do simple renderings to help communicate their time and place. Students begin the task of translating design ideas. stylistic period elements in a way that modern THE 295: SPECIAL TOPICS IN THEATRE audiences can clearly understand. Style work will Credit: 1-4 hours; Prerequisite: permission of the instructor connect directly to PCT productions. A course whose content may vary from term to term according to the needs of the academic department, THE/ENG 318: NON-SHAKESPEAREAN DRAMA student demand, or the interests of the faculty member. TO 1660 Credit: 3 hour; Prerequisite: a 200-level literature course. THE 318 surveys important genres THE 301-302: THEATRE PARTICIPATION and authors of Medieval and Renaissance drama in Credit: 1-2 hours; Prerequisite: permission of the instructor England until the Restoration in 1660. Students will Theatre Participation allows the student to gain develop an understanding of the relationship between practical experience through work on a Theatre the native English theatrical forms of the thirteenth production at Peace College. Work areas include sets, to fifteenth centuries and the plays developed during costumes, acting, sound, lighting, stage management and after Shakespeare’s lifetime in the sixteenth and properties. Students work closely with the Theatre and seventeenth centuries, including the works of director to ensure that tasks are completed on or playwrights such as Christopher Marlowe, Ben Jonson, ahead of schedule to guarantee the highest quality Beaumont and Fletcher, Thomas Middleton, and production. Theatre Participation requires a significant John Webster. The cultural, literary, and historical investment of time and energy. significance of individual texts will be emphasized.
THE 310/ENG 310: THE MODERN THEATRE THE/ENG 319: AMERICAN DRAMA Three hours each week; Credit: 3 hours Credit: 3 hours; Prerequisite 200-level literature course The Modern Theatre acquaints the students with the A study of popular and influential American plays diverse state of the theatrical enterprise in the Western and playwrights from the end of the 19th century world since World War II. The course surveys dramatic to the present day, emphasizing the relationship literature, theory, history, and practice from the United between developments in American history and Kingdom and the United States beginning with the stylistic innovation in the written texts and theatrical landmark production of John Osborne’s Look Back in productions of them. Anger at the Royal Court Theatre in London, England and moves right up to the present day. THE/ENG 322: SHAKESPEARE Three hours each week; Credit: 3 hours; Prerequisite: a 200-level literature course. A study of nine Shakespeare plays, including at least one from each of the main genres–history, comedy, tragedy and romance.
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THE/ENG 330: WOMEN ONSTAGE THE 377/ENG 377: DRAMATIC THEORY AND Three hours each week; Credit: 3 hours; Prerequisite: a 200- CRITICISM level literature course. This course is not yet approved Three hours each week; Credit: 3 hours and is being taught for the second time this fall as Students investigate the ways cultural, societal and ENG 395. political dynamics have informed and continue to inform dramatic theory, criticism, and practice. THE 350: THEATRE HISTORY I: GREEK TO Students acquire a theoretical vocabulary and become FRENCH NEOCLASSICAL conversant in the most prevalent and influential ideas Credit: 3 hours. The myriad of theatrical events and of dramatic theory and forms. experiences open to us have their roots in the theatre we have inherited--2500 years of western theatre and THE 401-402: THEATRE PARTICIPATION nearly 2000 years of Asian theatre. What are these Credit: 1-2 hours; Prerequisite: permission of the instructor many kinds of theatre, and where did they come from? Theatre Participation allows the student to gain These are the questions that Theatre History I and II practical experience through work on a Theatre address. Theatre History I examines the origins of production at Peace College. Work areas include sets, theatre, the ways historians reconstruct the elements of costumes, acting, sound, lighting, stage management theatre, and recent historical approaches to the study of and properties. Students work closely with the theatre theatre. From there the class moves on to cover eight director to ensure that tasks are completed on or epochs in theatre history starting Greek and Roman ahead of schedule to guarantee the highest quality antiquity and moving forward chronologically through production. Theatre Participation requires a significant French Neoclassical theatre. investment of time and energy.
THE 351: THEATRE HISTORY II: THE 412: ACTING IV RESTORATION TO TODAY Three hours each week; Credit 3 hours; Prerequisite: THE Credit: 3 hours. The myriad of theatrical events and 312. The achievement of “style” in acting depends experiences open to us have their roots in the theatre upon analysis of how plays are rooted in form, content, we have inherited--2500 years of western theatre and language, and historical period. Students will be nearly 2000 years of Asian theatre. What are these guided along the path from intention to performance many kinds of theatre, and where did they come from? where the specific requirements of a style create a These are the questions that Theatre History I and II living, breathing, emotional reality of a particular address. Theatre History II begins with study of the time and place. Students begin the task of translating theatre of the English Restoration in 1660 and moves stylistic period elements in a way that modern forward chronologically to the present day. audiences can clearly understand. Style work will connect directly to PCT productions. THE 370: INTRO TO LIGHTING DESIGN Credit: 3 hours; Prerequisites: THE 270 Introduction to Lighting Design introduces the student to the technical aspects of theater and teaches how lighting design is a fundamental “character” in any play. Students will create a well conceived lighting design for an assigned play and learn to how to draft and execute lighting plots.
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THE 470: SENIOR SEMINAR* THE 492/493/494: INDEPENDENT STUDY Credit 3 hours; Permission of instructor/advisor Credit: 2-4 hours; Prerequisite: junior or senior status THE 470 Senior Seminar embodies the capstone A course of study addressing a specific topic or problem experience for theatre majors. Students demonstrate of interest to a student, designed collaboratively by their ability to apply their skills and knowledge to the student and faculty member(s), and resulting in a the work of the theatre, present and defend a written paper, report, critiqued performance or production, or analysis of their work, preparation and experience, other assessable evidence of value added to the student’s and evaluate their work against contract goals and educational experience. A contract of expectations by professional standards. In consultation with theatre the student and by the supervising faculty member(s) faculty, senior students design a performance project must be approved by the advisor, the Division Chair which will establish preparedness for graduation, and the Registrar prior to registration. No more than graduate study or work in professional theatre. The six (6)) semester hours toward the baccalaureate degree course requires the student to prove the ability to can consist of independent study credit. connect their course of study to performance or design work in a production. THE 495: SPECIAL TOPICS IN THEATRE *Paired with THE 402 Theatre Participation 1hr Credit: 1-4 hours A course whose content may vary from term to term THE 480: STAGE MANAGEMENT according to the needs of the academic department, Credit: 3 hours; Prerequisite: THE 202 and THE 370 student demand, or the interests of the faculty member. Students will receive hands-on experience as a Stage Manager leading a Peace College Theater production. Students will manage rehearsals, props, actors and production. Class requires that the student commit to five nights a week during the rehearsal of a production and meetings with the instructor once a week during normal school hours.
257 peACe CoLLege
AdminiStrAtive offiCeS
258 AdminiStrAtive offiCeS
offiCe of tHe preSident Barbara Efird (1996) Director of Career Services – B.S., Canisius College; M.Ed., North Carolina State Debra M. Townsley (2010) President – A.A., Northern University; NCC, NCCC, LPC Virginia Community College; B.S.B.A., American University; M.B.A., George Washington University; Heather Yokeley ’02 (2002) Coordinator for Learning M.A., University of Vermont; Ph.D., University of Services, Instructor in Adventures – B.A., Peace College; Vermont M.Ed. North Carolina State University
Sandy M. Briscar (2004) Vice President for Market- LibrAry ing and College Relations and Special Assistant to the Anne Burke (2009) Director of the Library – B.A., President – B.A., North Carolina State University; Georgetown University; M.A.T., Manhattanville Accredited, Public Relations Society of America College; M.S.L.I.S, Syracuse University
Ashley Griffith (2008) William C. Bennett Chaplain— Kimberly Hocking (1998) Public Services Librarian, B.A., Davidson College; M.Div., Duke University Instructor in Computer Information Systems – B.A., cum laude, Canisius College; M.L.S., magna cum laude, Gale Ashby (1999) Executive Secretary to the President State University of New York at Buffalo
Diane Jensen (1998) Technical Services Librarian – offiCe of tHe provoSt B.A., magna cum laude, Towson State University; M.A., Debbie Cottrell (2006) Provost – B.S., Baylor magna cum laude, University of Maryland; M.L.S., University; M.A., Ph.D., University of Texas at Austin North Carolina Central University
Kelley L. Mills (2007) Executive Assistant to the informAtion teCHnoLogy Provost– B.A., University of North Carolina at Joel Faison (1999) Associate Vice President for Chapel Hill; M.P.A., University of North Carolina at Information Technology and Telecommunications – Greensboro B.B.A., North Carolina Central University; CCNP, Joann Clark (2008) Program Assistant for Education MCSE, Master CNE Division Maurice Hardrick (1998) Network Engineer – A.A.S., Lyle Sheppard (2008) Program Coordinator for National Education Center; A.A.S., Wake Technical International Studies– B.A., The University of North Community College, CNA, CNE Carolina at Charlotte; M.A., Appalachian State Wanda Flowers (1995) Database Administrator University Robert Hill (2008) ERP Systems Analyst – B.S., offiCe of tHe regiStrAr Pfeiffer University
Mary VanMatre (2003) Registrar – B.A., Tulane StUdent deveLopment University; CCNA, MCSE, A+ Intercollegiate athletics, residence life, housing, student LaTonya Lee (2008) Assistant to the Registrar activities, clubs and organizations, community service, student life, chaplain’s office, spiritual life, counseling, ACAdemiC ServiCeS health services, orienta tion, student handbook, judicial affairs, campus security. Jerry Neusell (2008) Associate Dean for Advising and Retention - B.A., New York University, M.S. Fordham Candice Johnston (2006) Dean of Students – B.A., University, Ph.D. City University of New York M.A., Appalachian State University; Ed.D., Texas Tech University Dawn Dillon ‘86 (1999) Director of the First Year Adventure– A.A., Peace College; B.A., North Carolina Betty Ivy (2006) Executive Assistant to the Dean – B.A., State University; M.Ed., University of South Carolina summa cum laude, Shaw University; M.B.A., University at Columbia of Phoenix 259 AdminiStrAtive offiCeS
Heather Campbell (2006) Assistant Dean of Students Michelle Simonson (2008) Assistant Basketball Coach – for Success and Retention – B.A., Wingate University; B.A., Peace College M.A., Appalachian State University Lyndee Sargent (2008) Athletic Trainer – B.S., Liberty Julie Lawson (2007) Director of Leadership and Service University; LAT, ATC – B.A., M.A., Appalachian State University Wendy Jones (2007) Senior Woman Administrator/ Dawn Dillon ’86 (1999) Director of Residence Sports Information Director - B.A., Agnes Scott College; Life– A.A., Peace College; B.A., North Carolina State M.A., East Carolina University University; M.Ed., University of South Carolina at Columbia John Wieland (2004) Director of Security – A.S., Johnston Technical College; B.S., St. John’s Cameron Hill (2008) Director of Student Engagement University; Board Certified Protection Professional; – B.A., University of North Carolina at Chapel Hill; Certified Fraud Examiner M.Ed., University of South Carolina Carmine Cenatiempo (2001) Captain Anne Smithson (2010) Medical Director, Student Ebrima Jobe (2001) Security Officer Health Services-- B.A., B.S., University of North Carolina at Chapel Hill; M.D., University of Virginia Mahmud Mansaray (2001) Security Officer
Lisa Allred Draper (2007) Director of Counseling Imran Ramnarine (2001) Security Officer Center -- B.A., Wake Forest University; M.S.W. University of North Carolina Chapel Hill Charles Williams (2001) Security Officer
Michele Fana Fountain (2007) Director of the John Botner (2004) Security Officer Disability Resource Center – B.A.., Florida State Darrell Evans (2004) Security Officer University; M.Ed., University of Mississippi Timothy Jessup (2004) Security Officer – A.S., Mari Lippig (2007) College Nurse – RN BS., Americus University International Training hospital, Ireland John Anspach (2005) Security Officer Kelly Johnson (2004) Director of Athletics, Head Coach Women’s Basketball - B.S., M.Ed., East Amy Nevarez (2006) Security Officer Carolina University Michael Brown (2005) Administration/Investigation Jerry Nuesell, Head Cross Country Coach - B.A., New Michael John (2008) Security Officer BA., Lehman York University, M.S. Fordham University, Ph.D. City College University of New York Genille Goldson (2008)–Assistant Director of Residence Vacant () Head Soccer Coach and Athletic Recruiting Life- B.A., University of North Carolina at Wilmington, Coordinator – B.A., Barton College M.Ed., North Carolina State University Shana Patterson (2007) Assistant Soccer Coach – B.S.., Shannon Alford (2010)–Resident Director- B.A., Barton College Methodist University Charlie Dobbins (1999) Softball Coach – B.A., Roger Vacant, AmeriCorp Vista Williams University Cori Goldstein, Counselor Charlie Biddlecome (2004) Assistant Softball Coach – B.S., University of Wisconsin
Kevin Daniels (2009) Head Volleyball Coach – B.S., Mount Olive College 260 AdminiStrAtive offiCeS
AdmiSSionS And finAnCiAL Aid Sarah Heenan ’08(2008) Bookstore Manager -B.A., Peace College Matthew Green (2006) Dean of Enrollment – B.S., Mount Olive College Randy Bass (2003) Manager of Housekeeping and Grounds Audrey Ward (2010) Director of Admissions – A.A., Peace College; B.A., University of North Carolina at Millie Vick (1980) Supervisor of Housekeeping Chapel Hill; M.A. ,University of Colorado at Boulder; Maggie Green (2000) Assistant Supervisor of M.B.A., University of Colorado at Boulder (1997) House keeping Jenny Peacock ’03 (2004) Associate Director of Phyllis Cooper (1980) Housekeeping Staff Admissions • B.A., Peace College Ida Mangum (1998) Housekeeping Staff Allison Keelor (2006) Associate Director of Operations Enrollment Coordinator –B.A., Ohio University Samantha Yarborough (2002) Housekeeping Staff
Hannah Ivey ’08 (2008) Admissions Counselor B.A., Claudia Ardon (2006) Housekeeping Staff Peace College Sheron Giddens (2008) Housekeeping Staff Crystal Justice-DeGroot (2007) Admissions Counselor – B.A., The College of Wooster John Tate (2008) Housekeeping Staff
Lara Lee King ’07 (2007) Campus Guest Coordinator – B.A., Peace College deveLopment And ALUmnAe AffAirS
Angela Kirkley (2000) Director of Financial Aid – A.A., Julie Ricciardi (2008), Executive Director of Wake Technical Community College; Further studies: Development and Alumnae Affairs- B.A., Purdue University of North Carolina at Charlotte University
Shawn Henderson (2001) Assistant Director of Tonita Few (2004) Director of Donor Relations Financial Aid • B.A., Shaw University; MBA Strayer A.A., Strayer University; B.B.A. Strayer University University Lauren Gerber (2006) Director of Operations & Courtney Lindsey Frye ’05 (2008) Financial Aid Campaign Communications • A.A.S., State Uni versity Advisor B.A., Peace College of New York, College of Technology, at Alfred; B.S., State University of New York at Brockport mArketing And CoLLege reLAtionS Karen Nolan (2001) Director of Gift Planning – B.S., Sandy M. Briscar (2004) Vice President for Marketing Barton College and College Relations and Special Assistant to the President – B.A., North Carolina State University; Meghan McCleery ‘95 (2000) Director of Alumnae Accredited, Public Relations Society of America Affairs – A.A., Peace College; B.A., University of North Carolina at Wilmington Mike Hobbs (2003) Director of Communications – B.S., Appalachian State University Maria Geddis (2005) Gift Records Manager (database) – South Florida Community College, Avon Park Rebecca Dole (2007) Communications Specialist – B.A., Emory & Henry College Carol Grossi (2009) Alumnae Affairs Coordinator
Rebecca Leggett (1984) Director of Visitor Services – Brooks Murphrey (2008) Reunion Coordinator- B.A., B.A., cum laude, Gardner-Webb University; Graduate Salem College Study: University of North Carolina at Greensboro
Chad Young (2009) ARAMARK Director of Campus Dining Services 261 AdminiStrAtive offiCeS
finAnCe And AdminiStrAtion Gary Jones (2008) Student Accounts Manager – A.A., Wake Technical Community College; B.A., Bookstore, Buildings and Grounds, Dining Hall Norwich University Services, Environmental Services Sandy Blevins (2009) Cashier Craig Barfield (2000) Vice President for Finance and Administration – B.A., University of North Carolina at Sue Lambert (1992) Accountant, Accounts Payable – Chapel Hill, Certified Public Accountant B.S., Meredith College
Susan Childs (2002) Controller – B.S., University Kate Trimble (1999) Associate Vice President for of North Carolina at Wilmington; M.S. University Human Resources – B.A., Agnes Scott College; M.A., of North Carolina at Wilmington; Certified Public University of Illinois at Champaign-Urbana; Senior Accountant Professional in Human Resources
Larry Griffin (1985) Assistant Controller – B.S., North Lauren Holmes (2000) Human Resources Coordinator Carolina State University; Certified Public Accountant and Payroll
262 AdminiStrAtive offiCeS And fACULty of peACe CoLLege
Cheryl Brown (2005) Director of Facilities • B.S.M.E, Whitney Jenkins Cain (1996) Associate Professor North Carolina State University in Child Development, Coordinator of the Child Development Program – B.A., University of the South; James Griffin (2006) Maintenance Tech M.A., Boston University; Ph.D., North Carolina Larry McDuffie (2006) Maintenance Tech State University
Pete Sandford (2007) Maintenance Tech Robert Lee Carter (2007) Lecturer in Religion—B.A., Furman University, M.Div. and Th.M. Southeastern James Ballentine (2002) Office Services Assistant, Baptist Theological Seminary, Ph.D., University of Mailroom Coordinator North Carolina at Chapel Hill
fACULty Roger Christman (2000) Instructor in Communi- Corinne Andersen (2004) Associate Professor of English cation, Coordinator of Communication Program – B.A., – B.A., Indiana University; M.A., Ph.D., University of State University of New York at Stony Brook; M.Ed., Illinois, Champaign-Urbana University of Louisville
Marnie Arkenberg (2007) Assistant Professor of Child Kathy Corley ’02 (2002) Senior Instructor in Human Development – B.S., M.A., University of Nebraska at Resources, Coordinator of Human Resources Program Omaha; Ph.D., Pennsylvania State University – B.A., summa cum laude, Peace College; M.B.A., with Roger L. Ashby (2000) Assistant Professor of Business honors, Meredith College; Senior Professional in Human Administration and of Political Science – B.A., M.A., Resources (SPHR) certification, Human Resources C.A.G.S. Virginia Polytechnic Institute and State Certification Institute University; J.D. Stetson University College of Law; Marguerite Creel (2005) Assistant Professor of Political Ph.D. candidate, Virginia Polytechnic Institute and Science – B.A., cum laude, Middlebury College; M.P.A., State University University of New Orleans; D.P.A., University of Ramchandra Athavale (2008) Intructor in Business Southern California Administration- B.S., University of New Orleans; M.S., Earl Croasmun (2005) Instructor in Communication North Carolina State University – B.S., West Virginia University; M.A., Southwest Catherine H. Banks (1994) Associate Professor of Missouri State University; Ph.D., University of Texas at Austin Chemistry – B.A., Wittenberg University; Ph.D, Vanderbilt University; Postdoctoral work, Texas John L. Crossno (1969) Associate Professor of A & M University History – A.B., Duke University; M.A., Univer sity of Jennifer Becker (2006) Assistant Professor in Theatre, North Carolina at Chapel Hill; Further study, Duke Dance, and Liberal Education – B.A., University of University, University of North Carolina at Chapel Hill, North Carolina State Archives Institute for California at Santa Cruz; M.F.A., New York University Advanced Researchers Ann Bingham (2004) Assistant Professor of Mark Cushman (2004) Lecturer in Psychology – B.A., Mathe matics – B.A., Arcadia University; M.S., Ph.D., Lehigh University Eckerd College; M.A., Ph.D., Miami University, Ohio
Ellen Birch (1998) Instructor in Mathematics – B.S., Charles Duncan (1998) Professor of English – B.A., M.Ed., North Carolina State University M.A., University of South Florida; Ph.D., Florida State University Lisa A. Bonner (1988) Professor of Biology; Division Chair, Arts and Sciences – A.S., with honors, Motlow Susan M. Fisher (1990) Associate Professor of Physical State Community College; B.S., M.S., magna cum Education, Manager of Physical Education – B.S., State laude, Middle Tennessee State University; Ph.D. magna University of New York at Cortland; M.A., University of North Carolina at Chapel Hill; Ed.D., University of cum laude, Mississippi State University 263 North Carolina at Greensboro fACULty of peACe CoLLege
Kenny C. Gannon (1995) Associate Professor of Theatre in Human Resources (SPHR) certification, Human – B.A., Samford University; M.M., Con verse College; Resources Certifi cation Institute Ph.D., Louisiana State University Denielle Emans (2004) Assistant Professor of Graphic Mercedes Guijarro-Crouch (1999) Associate Professor Design; Program Coordinator for Art and Desgin – B.A, of Spanish – B.A., Universidad de Sevilla; M.A., University of North Carolina at Chapel Hill; M.G.D., University of Houston; Ph.D., University of North North Carolina State University Carolina at Chapel Hill Jennifer Lindberg McGinnis ’01, ’03 (2007) Assistant Valerie Gordon Hall (1989) Professor of History, Professor in Leadership Studies and Human Resources Coordinator of History and Political Science Program – B.A., Peace College, summa cum laude; M.S., North – B.A., M.A., Aberdeen University; M.A., University Carolina State University of North Carolina at Chapel Hill; Ph.D., University of London Felicia C. Mainella (2003) Associate Professor of Leadership Studies, Coordinator of Leadership Studies Carol Hiscoe (1992) Associate Professor of English – Program – B.S., University of Evansville, M.A., Bowling B.A., M.A., North Carolina State University; Ph.D., Green State University, Ph.D., University of Maryland Duke University Scott McElreath (2001) Associate Professor of Teresa L. Holder (1998) Professor of Communication, Philosophy – B.A., University of Maryland at College Division Chair,Organizational Studies – B.A., Tennessee Park, M.A., University of Maryland at College Park, Temple University; M.A., Indiana State University; M.A., University of Rochester, Ph.D., University Ph.D., Ohio University of Rochester
Rosa Ibanez (2008) Instructor in Spanish – B.A., David McLennan (1995) Professor of Communi cation University of Salamanca (Spain); M.A., University of and Political Science– B.A., M.A., University of Virginia; North Carolina at Chapel Hill Ph.D., University of Texas at Austin
Chuck Johnson (2007) Lecturer in French – B.A., Kayce Meginnis-Payne (2000) Associate Professor of Psychology, Coordinator of Psychology Program – B.A., Ph.D., University of North Carolina at Chapel Hill; M.A., University of North Carolina at Greensboro University of North Carolina at Chapel Hill; Ph.D., University of Tennessee. Tyi-Sanna Jones (2008) Assistant Professor in Special Education – B.S., North Carolina A&T Kamlesh T. Mehta (2006) Lilly Bitting Farish Professor of International Business and Marketing, Coordinator State University; M.S., University of Kansas; Ph.D., of the Business Administration Program – M.B.A., University of Nevada at Las Vegas Emporia State University; D.B.A., United States Korrel W. Kanoy (1981) Professor of Psychology International University and Child Development; – B.A., summa cum laude, Vincent Melomo (2001) Assistant Professor of University of Richmond; M.A., Ph.D., Univer sity of Tennessee at Knoxville Anthropology – B.A., Honors, History, Adelphi University; M.A., Ph.D., Anthropology, Binghamton Milton Ruben Laufer (2001) Phoenix Professor of University (SUNY) Fine Arts, Associate Professor of Music Performance Patrick Myer (1994) Associate Professor of Biology – B.M., University of Michigan; M.M., with honors, and D.M.A., Rice University. Further study, Moscow – B.S. cum laude, University of North Carolina at Conservatory; Eastman School of Music; Fulbright Wilmington; M.S., Louisiana State University; Ph.D., Scholar in Madrid, Spain University of Tennessee
Heather A. Lee (1998) Associate Professor of Human Wade Newhouse (2006) Assistant Professor of English –
Resources – B.S., Florida State Uni versity; M.S., Ph.D., B.A., University of North Carolina at Chapel North Carolina State University; Senior Professional Hill; M.A., North Carolina State University; Ph.D., 264 Boston University fACULty of peACe CoLLege
Tom Oppewal (2009) Associate Professor of Education Patricia L. Weigant (1986) Associate Professor of and Department Chair of Education- B.A., Calvin Biology, Coordinator of Biology Program – B.S., M.S., College; M.Ed., Murray State University; Ed.D., Oklahoma State University; Ph.D., University of North University of Virgina Carolina at Chapel Hill
Carolyn J. Parker (1982) Associate Professor of Art and Betty S. Witcher (1999) Associate Professor of Design – B.S., University of North Carolina at Chapel Psychology – B.A., magna cum laude, Texas A&M Hill; B.F.A., magna cum laude, M.F.A., University of University; M.A., Ph.D., University of North Carolina at North Carolina at Greensboro; Further study, Parsons Chapel Hill School of Design, Paris and Sireuil, France; Vermont Studio Center; Resident Artist at the Michael Karolyi Joseph R. Wolf (1995) Professor of Biology; Faculty Foundation, Vence, France Moderator – B.A., summa cum laude, University of Louisville; Ph.D., University of Kentucky; Post-Doctoral Jean Adair Robertson (1982) Associate Professor of Fellow, University of Colorado Health Sciences Center Mathematics – B.S., magna cum laude, Pembroke State Beth Wright (2001) Assistant Professor in Physical University; M.S., North Carolina State University; Education, Dance Company Director – B.A., North Further study, North Carolina State University Carolina State University; M.F.A., University of North James S. Smith (1978) Associate Professor of Music Carolina at Greensboro; C.M.A., Laban/ Bartenieff Performance, Director of Vocal & Choral Activities Institute of Movement Studies – B.M., St. Andrews Presbyterian College; M.M., fACULty And StAff emeriti West Virginia University; Further study, West Virginia University, Univer sity of Georgia, Westminster Choir Sally B. Buckner (1970) Professor Emerita of English College, Smith College, Oberlin College – A.B., magna cum laude, University of North Carolina Vanessa Tinsley (2006) Lecturer in Sociology – at Greensboro; M.A., North Carolina State University; B.A., M.A., Case Western Reserve University; Ph.D., Ph.D., University of North Carolina at Chapel Hill Duke University Emilie Patton de Luca (1974) Professor Emerita of Virginia L. Vance (1974) Associate Professor of Music French – A.B., M.A.T., Ph.D., University of North Performance, Coordinator of Music Performance Carolina at Chapel Hill; Further study, Sorbonne, Program – B.M., cum laude, Salem College; M.M., Yale Ecole du Louvre, Institute Britannique, Paris, France; University; Study with Anton Heiller, Hochschűle fur Universita Italiana per Stranieri, Perugia, Italy Musik, Vienna, Austria, as Fulbright Scholar Archie L. Ritchie (1968) Professor Emeritus of Teresa Vargas (2001) Instructor in Spanish – B.A., Mathematics − B.S., M.A., Appalachian State University; M.A., Florida State University Further study: University of Florida; North Carolina State University; Vanderbilt University Laura G. Vick (1990) Professor of Anthropology; Ragland Professor of International Studies – B.A., M.A., Bes Stark Spangler (1982) Professor Emerita of English Ph.D., University of North Carolina at Chapel Hill – B.A., cum laude, Atlantic Christian College; M.A.T., Duke University; Ph.D., University of North Carolina at Robin Vincent (2006) Instructor in Teacher Education Chapel Hill – B.S., M.Ed., Meredith College George Alexander Thomas (1965) Chaplain Emeritus Carolann Wade (2006) Wake County Public School – A.B., University of North Carolina at Chapel Hill; System Liaison for Peace College Teacher Education – M.Div., Th.M., Princeton Theological Seminary; Further B.S., Barton College; M.Ed., East Carolina Uni versity; study, Duke University Divinity School; University M.Ed., North Carolina State University of North Carolina at Chapel Hill; Mansfield College, Oxford University
265 fACULty of peACe CoLLege
Janet Leonard Wester (1971) Professor Emerita of Terms expiring 2011: English – A.A., magna cum laude, Louisburg College; Gerald A. Jeutter Jr., Raleigh (2008) A.B., M.A., magna cum laude, D.Ed., North Carolina J. Frederick Kelly Jr., Raleigh (2008) State University; Further study, University of North Steven C. Lilly, Raleigh (2008) Carolina at Chapel Hill, University of New Hampshire, J. Stuart Phoenix, Raleigh (2008) Duke University Charles M. (Terry) Reeves III, Raleigh (2005) Sen. A. B. Swindell IV, Nashville (2005) peACe CoLLege boArd of trUSteeS William M. White, Raleigh (2005) (2009-2010)
Officers: Terms expiring 2012: Chair: Todd A. Robinson, Raleigh (2004) Mary-Kathryn Adcock, Bald Head Island (2009) Vice Chair: Beth Chadwick Cherry ‘72, Wilmington Fay Jackson Anderson ‘54, Raleigh (2006) (2008) Mary Davis Martin Betts ‘67, Rocky Mount (2005) Secretary: Debra M. Townsley , President Patricia Gerrick, Chapel Hill (2006) Treasurer: Craig M. Barfield, Vice President for Donna Fulk Haddock ‘72, Durham (2006) Finance and Administration William R. McNeal, Raleigh (2006) R. Donavon Munford Jr., Raleigh (2009) Terms expiring 2010: Linda Quarles, Raleigh (2009) Fred D. Crisp Jr., Raleigh (2007) Lee Adams Rast ‘75, Atlanta, Ga. (2009) Patricia Bagley Daniels, Vero Beach, Fla. (2004) Ex Officio: Susan Watkins Davis ‘86, Raleigh (2004) Karen Sinclair ‘80, Raleigh, President, Alumnae H. Terry Hutchens, Fayetteville (2007) Association W. Robert Newell, Winston-Salem (2003) Betty Ray McCain, Wilson, Chair, Peace College of Willard G. Ross, Raleigh (2007) Raleigh Foundation Dr. Donald J. Stedman, Chapel Hill (2004) Carolyn Maness ‘74, Raleigh, Chair, Board of Visitors Sue Donathan White ‘72, Greensboro (2004) Rev. Dr. Edward A. McLeod Jr., Raleigh, Pastor/Head of Staff, First Presbyterian Church
266 peACe CoLLege boArdS
Honorary: teRMS expiRiNg 2012: Betsy Bunting Boddie ‘46, Rocky Mount (1998) Kelly Key Gaines ’82, Greensboro Josephine Beatty Chadwick ‘43, Wilmington (1998) Phillip Hamilton, Lumberton Elizabeth Averill Harkey ‘38, Charlotte (1998) Joan Crutchfield King ’67, Beaufort Sara Jo Allen Manning ‘58’60, Raleigh (2009) Cindy Pinkston McDowell ’87, Charlotte Peter J. Meehan, Chapel Hill (2009) Sean Peace, Cary W. Trent Ragland Jr., Raleigh (1993) Jacqueline Perry Straub ’90, Cary Marian Dyer Ross, Raleigh (2009) Carol Carson Sloan, Raleigh (2004) O. Temple Sloan, Raleigh (2004) tHe peACe CoLLege of rALeigH Perry A. Sloan, Durham (1992) foUndAtion, inC. 2008-2009 Philip R. Tracy, Raleigh (2009) Officers Sherry Cameron Worth ‘64, Raleigh (2009) Chair: Betty Ray McCain, Wilson Vice Chair: Walton K. Joyner Sr., Raleigh ( ) Indicates date of appointment Secretary: Laura Carpenter Bingham ‘77, President Treasurer: Craig M. Barfield, Vice President for Finance and Administration peACe CoLLege boArd of viSitorS Officers: Terms expiring in 2010 Chair: Carolyn “Lyn” Maness ’74, Raleigh Julia Weskett Powers Beasley ‘44, Raleigh Immediate-Past Chair: Pam Pace Heavner ’76, Chapel Hill Dr. Benjamin E. Fountain Jr., Cary Secretary: TBD Walton K. Joyner Sr., Raleigh Sandra L. Long, Cary teRMS expiRiNg 2010: Nancy Langley Raynor, Raleigh Fred Ammons, Raleigh William W. Smith, Goldsboro Kevin Anderson, Raleigh The Reverend Elizabeth McNair Ayscue ’75, Albemarle Terms expiring in 2011 Sandra Broadhurst Brooks ’58, Greenville Kenneth B. Gwynn, Raleigh Mary Beth Tucker Cowper ’72, Wilmington Jacquelin Quesenbery Jeutter ‘50, Waynesboro, Va. Laura “Sissy” Grantham ’81 Lumberton Betty Ray McCain, Wilson Mary Paris Templeton ’66, North Myrtle Beach, SC James M. Sell, Clemmons Sue Denning Teachey ’58, Wallace H. Jerome Young III, Raleigh Mae Omie Hobby Mosely ’54, Wilmington Kathy Reese Teague ’71, Raleigh Terms expiring in 2012 teRMS expiRiNg 2011: Barbara Hoffman Curtis ‘66, Raleigh Lynn Kendrick Erdman ’75, Charlotte Annabelle Lundy Fetterman, Clinton Mary Laraine “Larry” Young Hines, Raleigh Honorary Mary Anne Jobe ’54, Raleigh Dr. Albert G. Edwards, Raleigh Mary W. Kehaya, Raleigh W. Trent Ragland Jr., Raleigh Jean Marie McCormick ’84, Lumberton Kaye Crews Manikowski ’76, Atlanta, GA Ex Officio Kaye Gooden Morgan ’72, Wrightsville Beach Todd A. Robinson, Raleigh, Chair, Board of Trustees Carolyn Bond Morrison ’62, Raleigh Jeff B. Neelon, Lumberton Susan Craft Quinn ’74, Warsaw Joyce White, Raleigh Judy Purvis Williams ’68, Raleigh 267 peACe CoLLege boArdS
tHe ALUmnAe ASSoCiAtion SLAte of pArentS’ CoUnCiL (2008-2009) nomineeS (2009-2010) Co-Chairs: David and Kit Adcock- President: Karen Sinclair ’80 (Raleigh) Bald Head Island, NC President-elect: Rae Marie Hall Czuhai ’85 (Raleigh) Kyle and Beth Allen- Cary, NC Donna Augustono- Knightdale, NC Immediate Past President: Carolyn Hollis Dickens ’72 Lawrence and Wilma Bethea- Raleigh, NC (Raleigh) Kenny and Bonnie Biggs- Lumberton, NC Secretary: Stephanie Fountain Bynum ’72 (Cary) Johnson and Fordham Britt- Lumberton, NC Student Representative: Vacant Ronald and Lorna Dailey- Cary, NC At-large 2008-2010 Denny and Susan Dennis- Raleigh, NC Devon Umstead Brewer ’00 (Raleigh) Flonnie Godwin- Greenville, NC Margaret Taylor Robison’77 (Wilmington) Joey and Lydia Hines- Wilmington, NC Susan Herring ’72 (Kinston) Co-Vice Chairs: Mitchell and Cynthia Hunt- Greensboro, NC Sharon Jones Stone ’01 (Surf City) Giuseppe and Monica Luongo- Fayetteville, NC Jean Gardner Huie ’49 (Raleigh) Rodney and Elizabeth Maddox- Raleigh,NC Ginger Lancaster Shields ’77 (Raleigh) Mike and Sarah Packard- Wilson, NC Jane Ammons Gilchrist ’86 (Raleigh) Robert and Terri Pilkington- Wilson, NC Vacant Larry and Cynthia Price- Rose Hill, NC Jonathan and Charnae Rogers- Raleigh, NC At-large 2009-2011 Chuck and Suzanne Seeger- Greensboro, NC Elizabeth “Libby” Mason Smith ’77 (Raleigh) Walt and Nancy Spruill- Manteo, NC Wendy Cox Winslow ’83 (Wilson) Ashley and Jane Story- Raleigh, NC Jessica Coscia ’01 (Raleigh) Adrian and Robin West- Hillsborough, NC Janice “Jan” Winston Herring ’79 (Hawaii) John and Julie Wilkins- Hickory, NC Kim Campbell Huddle ’90 (New Bern) Jenny McNeill Purvis ’02 (Raleigh) Jackie Jones Whitfield ’71 (Concord) Ernie Clodfelter Meletiou ’57 (Davidson)
268 Appendix
titLe ii nC inStitUtion LeveL SUrvey Please complete the following questions about your institute of higher education. Your answers can be edited anytime up to the state deadline.
1.) Please complete the following demographic questions about yourself and institution (*). Institution Name Peace College Respondent Name Carolyn Morrison Respondent Title Interim Director of Teacher Education Respondent Phone Number (919) 508-2294 Respondent Fax Number (919) 508-2326 Respondent E-mail Address [email protected] Respondent Address 1 15 East Peace Street Respondent Address 2 Respondent City Raleigh Respondent State NC Respondent Zip Code 27604-1194
2.) Please specify the cohort start and end years (e.g. 1999-2000). Cohort Start Year 2008 Cohort End Year 2009
3.) Please complete the following questions as accurately as possible. 3a) Number of students enrolled in teacher preparation programs 50 3b) Total # of regular and alternative students in programs of supervised student teaching 18
4.) Supervising faculty includes all persons having faculty status, who were assigned to provide supervision/ evaluation of student teaching. Complete the following questions as accurately as possible. 4a) Total # of full-time faculty in professional education that supervise student teachers 4 4b) Total # of part-time faculty, employed full-time by IHE, that supervise student teachers 0 4c) Total # of part-time faculty, not otherwise employed by IHE, that supervise student teachers 2 4d) Total # of supervising faculty for the teacher preparation program 5 4e) Student to faculty ratio (divide 3b by 4d; may use a decimal) 3.6
5.) Please complete the following questions as accurately as possible. 5a) Average # of hours per week required of student participation in supervised teaching 30 5b) Total # of required weeks of supervised student teaching 10 5c) Total # of hours required 300
6.) Is the program approved/accredited by the state? YES 7.) Is your teacher preparation program currently under designation as low-performing by the state? NO
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StUdent Work experienCe reqUeSt And AppLiCAtion
propoSed Work experienCe Credit for:
______(nAme of CoUrSe or progrAm)
Complete a copy of this application for each course you are requesting credit in the form of work experience. A maximum of 9 elective hours can be earned by a student. The application will serve as the cover sheet for each course application. Complete the following letters along with appropriate documentation.
• Employer Letter: a letter, signed performance report, and/or equivalent documentation from an employer or supervisor familiar with your job or assignment is required for each period submitted for evaluation. All items must be dated. The letter and/or documents must verify the length of time worked, specific duties performed and quality of work performed. These items must demonstrate competency in each of the objectives listed on course syllabus. Increasing levels of difficulty in job performance must be demonstrated. Please attach a job description where applicable.
• Student Letter: description of work experience and special skills: Attach one or more pages describing your activities, skills and responsibilities on this job assignment. • New knowledge gained • New skills learned • Performance levels, e.g., • Describe specific activities performed • Prior skills used • Entry, advanced
Include a closing paragraph summarizing how this experience contributed to your professional growth and how it is related to the course for which you are requesting credit.
Students should meet the following parameters and complete application form. A critical part of the evaluation for prior work experience is the necessary documentation describing and substantiating the request for consideration.
This documentation must include: • Job assignment descriptions • Performance reports or employer/supervisor letters attesting to the dates of employment/assignments • Specific duties and quality of work performed
This documentation may include but are not limited to: • Certifications,awards • Artistic endeavors • Military records, separation papers • Proposals, reports, schematics • Community service • Licenses, diplomas, certificates • Membership in professional organizations
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• Volunteer work • Journals • Publications • Travel • Seminars, workshops, conventions, conferences • Letters of commendations
Documentation must provide evidence that the performance objective on the syllabi have been met.
Requests received without documentation will not be considered for evaluation.
To be considered for full prior work experience credit, such experience must have been at increasingly rigorous levels of learning equivalent to the level of difficulty associated with college course work.
In addition, the experience must show progress from routine to complex and with increasing responsibility. Part-time experience will be considered for credit on a proportional basis.
Documentation must be provided for each objective on the course syllabus. Work experience will be measured against course objectives, practices and standards to determine whether “applied” course requirements have been met.
Please complete the back of this form and attach all documentation.
271 Appendix
StUdent informAtion
Name ______
Program ______
Current Address ______
Current Phone ______Email Address ______
Date of Employment/Assignment ______Job Title ______
Student Signature ______Date______
experienCe informAtion
Name of Employer ______
Address of Employer ______
Name of Supervisor ______
Supervisor’s Phone______
to be CompLeted by progrAm direCtor
Date Evaluation Completed ______Comments:
Additional Instructor or Program Director Signature ______
____ Upon review of work experience student is granted _____ work experience credits for required course.
____ Documentation for work experience credit is incomplete, therefore student is denied credit.
Signature/Title/Name of Education Department Evaluator ______
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