Course Catalog

2015–2016 Table of Contents

3 College Calendar 4 President’s Message 5 History of Mitchell College 6 Admission to Mitchell College 9 Financial Aid at Mitchell College 17 Tuition & Fees 22 Student Affairs 25 Athletics 26 General Information 30 Campus Information 32 Directions to Mitchell College 33 Academic Information and Standards 36 Definition of Terms 38 Adult and Returning Students 39 Academic Policies and Procedures 50 Requirements for a Mitchell College Degree 53 Academic Support Services 58 First-Year Experience 60 Programs and Degree Offerings 110 Course Descriptions 170 Board of Trustees 171 Faculty & Staff Directory 179 Index 181 Accreditation Statement

This Course Catalog attempts to present information as accurately and completely as possible.

Mitchell College reserves the right to change any of the provisions, statements, policies, curricula, procedures and regulations found in this Course Catalog.

2 College Calendar 2015–2016

Fall 2015 Semester Winter 2016 MiniMester August January 28 New Students Move-In/Check-In 4–16 Winter Session - MiniMester Orientation Welcome 18 Martin Luther King Jr. Day - No Classes, 30 Returning Students Move-In/Check-In College Offices Closed 31 First Day of Classes, Add/Drop Begins

pring September S 2016 Semester 7 Labor Day - No Classes, College Closed 8 Add/Drop Ends January 20 All Students Move In/Check In 9 Founder’s Day and Convocation 21 First Day of Classes - Add/Drop Begins 17 Constitution Day 28 Add/Drop Ends 19 Admissions Open House 28 Early Academic Reports Due to Registrar February

15 Early Academic Reports Due to Registrar October 12 Columbus Day - No Classes 15 Presidents’ Day - No Classes, College Offices Closed 12 Admissions Fall Open House 20 Admissions Open House 17-18 Fall Weekend 19 Mid-term Grades Due to Registrar March 4 Last Day of Classes Before Spring Break November 5–13 Spring Break Week - No Classes 1 Admissions Open House 7 Mid-term Grades Due to Registrar 9 Pre-Registration Begins 11 Veterans Day: Commemorative Programs April 13 Last Day to Withdraw from a Class 4 Pre-Registration Begins 20 Pre-Registration Ends 15 Last Day to Withdraw from a Class 20 Last Day of Classes Before Thanksgiving 15 Pre-Registration Ends Break - Residence Halls Close 23 Admissions Open House 21 Thanksgiving Break Begins - No Classes 27 Academic and Student Affairs Awards 30 Classes Resume Ceremony, 1:00 p.m. May December 3 Last Day of Classes Before Finals 10 Last Day of Classes Before Finals 4–10 Final Examination Period 11-17 Final Examination Period 11 Graduates’ Grades Due to Registrar 18 Grades Due to Registrar 14 72nd Commencement, 10:00 a.m.

3 The President’s Message

Welcome to the 2015-2016 academic year at Mitchell College! More than just courses, the pages that follow outline opportunities. College is an important time for exploration where you are supported in your living and learning as you find talents you may not have tapped into before. I encourage you to read through the many courses offered, across departments and programs, and challenge yourself to try something that piques your interest, maybe even outside your comfort zone. As a Liberal Arts college, Mitchell encourages this expansion of knowledge and interests, providing an essential foundation for future learning and a look down other paths you could travel.

All the information you need to map out your path is contained in these pages, and all the people you need to chart a course that builds on your strengths are here on campus. Professors, advisors, learning specialists and even your fellow students offer insights and support as you explore.

In these pages and during this academic year, seek a change, a challenge, an unexpected course. Through broadening your experience, new opportunities are revealed and strengths are discovered.

Best wishes for the year ahead,

Janet L. Steinmayer, J.D. President

4 History of Mitchell College

On September 14, 1938, a group of New London citi- currently offers four-year degrees in 14 programs of zens founded New London Junior College as a pri- study as well as three associate’s degrees. In 2006, vate, nonprofit, coeducational, two-year college in Thames Academy launched its distinctive post-grad- their community. In 1950, the name Mitchell Col- uate program on campus, providing college-bound lege was officially adopted by the trustees to honor students with learning differences a structured year the descendants of the Alfred Mitchell family, prin- on a college campus to gain skills for a successful cipal benefactors of the College since its founding. transition to a traditional college. In 2007 Mitchell The high quality of Mitchell’s academic program was College officially joined the Division III National recognized in 1956 when the college was awarded Collegiate Athletic Association and was a founding membership in the New England Association of member of the New England Collegiate Conference, Schools and Colleges. Taking a leading role in edu- where they have earned championship titles across cating students with learning differences, Mitchell multiple years in many sports. established its specialized learning center, now called the Bentsen Learning Center, in 1981. Mitchell College celebrates a long and proud tradi- tion of educating students to discover and build on In 1998, the College offered its first baccalaureate their strengths while gaining an appreciation for program in the area of human development and diversity in thought and the richness of a full life.

5 Admission to Mitchell College

Admission Policy Admission of International Students on F-1 VISA Our admissions requirements are designed to help The College welcomes applications from interna- the College select those students best able to benefit tional students and strongly urges them to complete from the educational experiences at Mitchell College. the application process well in advance of the pro- Submission of SAT and/or ACT scores is optional. jected date of enrollment. Early application is nec- International students whose native language is not essary because of the substantial amount of time English are required to submit the results of the Test required to file for nonimmigrant (F-1) student sta- of English as a Foreign Language (TOEFL) or pro- tus and to make appropriate travel arrangements. vide proof of English proficiency. Secondary school graduates and students who have The Admission Committee reviews all applications attended post-secondary institutions in other coun- holistically. We admit students without regard to tries and are applying for an F-1 Visa are subject to race, color, gender, disability, age, sexual orientation, the following procedures: and national and ethnic origin. The Admissions Review Committee is comprised of Admissions 1. Complete the application for admission. staff as well as members of the College Faculty and Administration. 2. Forward an official record of work completed at the secondary school attended (and all post-sec- Admission to the College ondary institutions attended) to the Mitchell Col- Students may apply to Mitchell College as either a lege Admissions Office. They must include a -cer first-year or transfer student. However, certain pre- tified translation for all documents in languages requisite courses are necessary to satisfy degree other than English. requirements. Students may begin classes twice a year, fall or spring term. 3. Submit evidence that English proficiency is adequate to undertake a full academic program Admission Decision at the College. If students apply for admission, they will be notified of their status by a letter. The letter will define the 4. If a student’s native language is not English, s/he nature of their acceptance and indicate when they must: must reply in the form of an advance deposit. Depos- its are accepted on-line via our website. A reply sig- a. Submit the official score report from the Test of nifying an intention to enroll as a full-time student English as a Foreign Language (TOEFL). Students takes the form of an advance deposit of $300. The must obtain a score of at least 500 on the written deposit is refundable until May 1 for the fall semes- test or a score of 71 IBT on the computer test to ter. The deposit is not refundable for the spring be considered for admission. semester. OR b. As an alternative to taking the TOEFL, interna- Early Action tional students residing in the United States may First-Year applicants who are certain that Mitch- show evidence of having successfully completed an ell College is their first choice college and who official English Language School (ELS) Language have decided that they will attend Mitchell College Center program. The ELS Language Center must if admitted are encouraged to apply as early action forward an official score report to the Mitchell candidates. Students applying under this option will College Admissions Office; be notified of the admissions decision prior to other OR applications and pay a $300 (US) tuition deposit. The c. They may substitute the Scholastic Aptitude Test Early Action deadline is November 15th. (SAT) as an alternative to the TOEFL exam. The 6 official score report must be forwarded from the 4. If applying for financial aid, students must com- College Entrance Examination Board directly to plete the Free Application for Federal Student Aid the Mitchell College Admissions Office. (FAFSA). The FAFSA may be completed on-line OR at www.fafsa.ed.gov. The Mitchell College school d. Another alternative to taking the TOEFL is the code is 001393. Financial aid is available for the Advanced Placement International English Lan- fall and spring semesters; there is no financial aid guage Exam (APIEL). An official APIEL score re- for the winter and summer semesters. port must be sent from the College Board directly to the Admissions Office. Students must receive a Life Experience score of 3 or higher to be considered for admission. See section on Adult and Returning Students, page 38. 5. Submit to Mitchell College at least one letter of rec- ommendation from a school official at the institution Advanced Placement (AP) Credit last attended. Mitchell College participates in the Advanced Place- ment Program (AP) administered by the College 6. In addition to the above requirements, the Admis- Entrance Examination Board (CEEB). If students sions Office must be provided with a Declaration have taken college-level courses while in high school, of Finance or bank statement proving financial they may participate. With official notification, the responsibility. A copy of financial documentation College will grant credit for AP exam grades of three provided to the U.S. Immigration Service will suf- or higher in any academic discipline offered by the fice. College.

Photographs of any of the required documents are Admission to Part-Time Study unacceptable. An I-20 form will be issued only after Students are considered part-time if they take fewer the student meets all of the above admission require- than 12 credits in any given semester. They may ments, sends the College verification of financial enroll as part-time students during the fall, winter, responsibility, and is actually admitted. spring or summer semester. The desire to learn and the ability to profit from college courses are the basic Mitchell College offers limited merit-based financial criteria for initial enrollment. Academic Advisors are assistance to international students who have been on hand to help students select appropriate courses. admitted with an F-1 Visa. Newly admitted stu- dents holding visas other than an F-1 should consult Students may register for courses as a part-time stu- directly with our Financial Aid Office concerning dent through the College Registrar at appropriate the availability of need based financial aid. times, usually six weeks before a semester begins. Summer Session students are also considered part- Admission Procedures time. Part-time students must apply for admission To apply to Mitchell College as a degree candidate, as a Mitchell College degree candidate before they students must follow these steps: complete 15 credits or if they wish to apply for vet- eran’s benefits. If they wish to apply credits earned at 1. Students may apply for admission by completing other colleges toward a Mitchell degree, they should the Common Application. make an appointment with the Admissions Office and apply as a degree candidate before enrolling at 2. Ask the high school guidance office to forward Mitchell. official high school record and letter(s) of recom- mendation. If students have attended college or Financial aid may be available to part-time students other post-secondary programs, they must submit for the fall and spring semesters if they have made an official transcript from those institutions or application through the Admissions Office and have programs. registered for six or more credits per semester. No financial aid is awarded for the winter and summer 3. Submission of SAT and ACT scores is optional. semesters. 7 Appealing an Admissions Decision or ADD, ADHD. The primary goal of the Bent- Appeals of admission decisions are reviewed on sen Learning Center is to promote the effective and a case-by-case basis. Students seeking an appeal independent use of strategies that will assist students should submit their request, in writing, to the Direc- with learning and career readiness. Admission to tor of Admissions. The Admissions Committee will the Bentsen Learning Center is separate and dis- review the appeal. tinct from the application process to Mitchell Col- lege. Once a student has been accepted to Mitchell Credit by Examination College, the staff at the Bentsen Learning Center will Credit by Examination allows students who have review application materials and determine a stu- already studied the subject matter of a course offered dent’s eligibility for the program. Students will be by Mitchell to earn credit by passing an examina- contacted by the Bentsen Learning Center to inform tion which covers the course material. The College them of the Center’s decision. Acceptance to Mitch- accepts credit by examination following the guide- ell College does not guarantee acceptance into the lines of the American Council on Education College program. Credit Recommendation Service. Examples are the College Board’s College-Level Examination Program Students who want to be considered for the Bentsen (CLEP) and the Defense Activity for Non-Traditional Learning Center should forward the information Support (DANTES). Each test result is evaluated for listed below to the Center: credit by the Registrar’s Office. • Results of a complete psychoeducational evalua- tion including cognitive and achievement testing Credit for Military Training • Current 504 or IEP (optional) Mitchell College uses the Guide to the Evaluation • Completion of the Bentsen Learning Center of Education Experiences in the Armed Forces, an Application American Council of Education publication, to eval- • Unedited writing sample uate military credits. Students should consult the Registrar’s Office. It is the student’s choice to submit this information which will be used solely to determine the appropri- Admission to the Bentsen Learning Center (BLC) ateness of the student for the program and the abil- The Bentsen Learning Center (BLC) at Mitchell ity of the program to meet the student’s needs. All College is a fee-based academic support program information will be kept confidential. designed for students with learning disabilities and/

8 Financial Aid at Mitchell College

Regardless of which college students choose, higher ell to accept the parental responsibility for financial education requires a major investment of time, support. Nor is it possible for Mitchell to aid stu- energy and funds. Many families are understandably dents who declare themselves independent when the concerned about how to meet educational costs. This income and assets of their family indicate an ability section is a guide to the policies and practices of the to contribute. Office of Financial Aid Services at Mitchell College. It is designed to help students understand the com- In the case of divorced parents, the income of the plexities of financing their education and for use as a student’s custodial parent (or in cases of joint cus- reference should they experience financial problems tody, the parent with whom the student spends the in the future. majority of time) will be taken into consideration when determining the student’s financial need. Because it is never possible to cover every situa- If the custodial parent has remarried, federal law tion that a student and the student’s family may requires that the present spouse’s information also encounter, we want to encourage students to pres- be reported on the FAFSA. ent problems specific to their situation to a Finan- cial Aid Officer in person, by telephone or by e-mail. Deadlines Our goal is to help them solve financial problems at For planning purposes, it is important that all appli- Mitchell so that they will be free to concentrate on cation materials are completed in as much detail as academic pursuits. There are few financial situations possible and submitted on time. We ask that students we haven’t encountered before, so do not hesitate to please pay careful attention to the deadlines and fol- ask us for advice. low instructions. If students and their family fail to submit the required materials on time, they risk los- Application Guidelines ing an award. Financial aid comes in many different forms, from free funds (in the form of grants and scholarships) How To Apply to low-interest loans and work study programs. All students desiring need based financial aid must Remember to apply every year. Financial aid is complete the FAFSA either on-line or in paper for- renewable every year, provided students remain in mat. The FAFSA must be submitted to the Federal satisfactory academic standing and continue to dem- Processor after January 1 and before April 1 to have onstrate financial need. The amount and kind of aid priority financial aid consideration at Mitchell Col- received is reviewed each year so that any changes in lege. the family financial situation, as well as any changes in Mitchell’s fees, can be taken into account. All Be sure to include Mitchell College on the FAFSA. things remaining similar, the first-year aid award Our Title IV Code is 001393. usually provides a rough indication of the level and kind of aid students may expect to receive in subse- Students selected for verification must send federal quent years. tax transcripts, W-2 forms (for both parents and stu- dents), and a completed Federal Verification Work- Parental Contribution sheet as well as any other requested information. Mitchell assumes that students’ families will con- tinue to support them during their undergraduate If students send their FAFSA to the Federal Proces- years according to their ability to pay as determined sor, they will receive verification from the Depart- by the Free Application for Federal Student Aid ment of Education that they have received their (FAFSA) analysis and Mitchell’s institutional stan- FAFSA. Mitchell College will receive an Institutional dards. If parents stop supporting them for reasons Student Information Report (ISIR), which includes other than ability to pay, it is not possible for Mitch- the Expected Family Contribution (EFC). Once the 9 file is complete, student need will be calculated and Federal Direct Stafford Loan Unsubsidized s/he will receive an award letter. The award letter will The Unsubsidized Federal Stafford Loan is a low- show award amounts being offered. S/he must sign interest (4.29%) loan available to eligible students and return the award letter and the accompanying regardless of financial need. Although the terms of paperwork to finalize the award. this loan are similar to the Federal Stafford Loan, students are responsible for interest charges while Priority Date they are matriculated. The maximum limit for both All financial aid applications should be completed the Federal Stafford and Unsubsidized Stafford by April 1. Applications completed on or before combined is the same as those listed above, plus an the priority date will receive first consideration for additional $2,000 in an Unsubsidized Stafford Loan. financial aid awards. However, applications will be Independent students may borrow up to an addi- processed as long as funds remain available. tional $4,000 a year in an Unsubsidized Stafford Loan ($5,000 for juniors and seniors). This loan has The Financial Aid Package a fee. Packaging is the term which describes the way an institution like Mitchell combines funds from vari- Federal Perkins Loan ous sources to meet financial need. Such combina- Federally funded Perkins Loans are awarded to stu- tions are necessary because it is generally impossible dents based on need. This loan will not be deducted to meet everyone’s need from a single financial aid from the bill until a student signs a Promissory Note. source. First, Mitchell determines the expected family There are no additional fees charged for this loan. contribution and subtracts that contribution from the The interest rate is 5%. student budget to determine financial need. This need is met with an award, which may include a combina- Federal Direct Plus Loans tion of loan, work study job, grant or scholarship. Parents of dependent students may apply for a Plus Loan to assist with educational expenses. These loans LOANS are not need-based, but all borrowers must meet spe- Since grant funds are limited, most students are cific eligibility requirements before a Plus Loan is awarded loans to help with their educational approved. Eligible parents may borrow up to the cost expenses. The following is a description of the loan of attendance minus any financial aid awarded dur- programs that are currently available to assist Mitch- ing the period of enrollment. (If the parent is denied ell College students: the Plus Loan, the student may take out an Unsubsi- dized Stafford loan.) All parents are required to fill Federal Direct Stafford Loan Subsidized out a pre-approval if they wish to apply for a PLUS The Stafford Loan is a low-interest, federally subsi- Loan. The interest rate is currently 7.21%. dized loan available to students who demonstrate financial need. The maximum loan amount is $3,500 CHESLA Loans (Connecticut’s Student Loan for a first-year student; $4,500 for students with 28 Program) credits; and $5,500 for juniors and seniors. The inter- The program is available to Connecticut residents est rate is currently at fixed rate of 4.29%. As long or a student who is attending a Connecticut school. as students attend college at least halftime, they This loan is the debt of the student, however, the stu- will not accumulate interest on this loan or have to dent does need a co-applicant. The approval of this pay it back. They must begin repaying the loan six loan is based on a healthy income to debt ratio of the months after leaving school or dropping below half- co-applicant. Only interest payments are required time. There is a fee associated with this loan. These while the student is in school. charges will be subtracted from the total “requested amount” before funds are drawn from the Depart- Additional Information about Federal Loans ment of Education. Loans will not be credited to a student’s account until a promissory note has been signed. Federal loans are usually disbursed twice in the year, at the beginning of each semester. Because the signing of any prom- 10 issory note carries with it the obligation of repay- serve New London and its ten surrounding towns in ment after graduation, students must complete an perpetuity. The Foundation has awarded more than entrance interview which describes the provision of $5 million to local organizations and individuals for the loan programs with the counselors at the Office charitable purposes. of Financial Aid or on-line to be sure future repay- ment obligations are clear. Forgiveness of debt in Mitchell Grants - The Mitchell Grant is offered to return for certain kinds of work in the public interest eligible students based on their financial need and after graduation is possible. See the Office of Finan- availability of funds. cial Aid for more information. Students must also complete exit counseling when they leave Mitchell or Mitchell Merit Scholarships - Mitchell College drop below 6 credits. offers merit scholarships. The College establishes the renewal criteria. All students new to Mitchell Col- Students must meet the College’s Satisfactory Aca- lege are considered for merit scholarships as part of demic Policy to retain financial aid. See page 45 of the application review process. the catalog. Emerging Leader Award - The emerging leader will WORK STUDY have demonstrated a commitment to society through exceptional community service, volunteerism or cre- Federal Work Study Program ativity. These highly selective awards will be decided The Federal Work Study Program (FWS) is offered by a committee that reviews the admissions appli- to eligible students based on financial need as deter- cation. A maximum of twenty-five awards will be mined by the FAFSA form. The positions are on made to incoming first-year students. These students campus and the student is paid bi-weekly for hours will be paired with members of the Mitchell College worked. The money earned is not deducted from community who will support continued growth of the student’s account unless arrangements are made their interests. with the Bursar’s Office. Students offered work study must meet with the work study coordinator dur- President’s Award - The President’s award will be ing the first two weeks of school in order to secure a offered to a maximum of four incoming first-year position. students. By reviewing the students’ applications, the President will offer this award to those who have GRANTS AND SCHOLARSHIPS demonstrated exemplary leadership and character. These students will engage in special projects in con- Grants and scholarships are known as gift aid. They nection with the President’s Office. do not have to be paid back. Mitchell Academic Scholarships - No separate Federal Pell Grant - The eligibility/amount of this application is required to be considered for these federal program is determined by a federal formula. scholarships. All students new to Mitchell College In 2015–2016, the awards range from $573 to $5,775. will be considered for academic scholarships as part of the admissions process. Federal Supplemental Educational Opportunity Grant (FSEOG) - This funding assists the neediest First-time student scholarships are awarded based students as determined from the student’s FAFSA on a review of the high school transcript concentrat- results. These funds will be awarded to Pell eligible ing on core courses GPA as well as course selection. students first. The Trustees Award - Given to recognize highest Community Scholarships academic distinction. The Community Foundation of Southeastern Con- necticut - The Community Foundation of Southeast- The Dean of Academics Award - Given to recognize ern Connecticut was founded in 1982 as the Pequot academic distinction and promise. Foundation to create a permanent endowment to 11 The Alfred Mitchell Award - Given in recognition Behavioral Sciences of the chief benefactor of Mitchell College, Alfred Mitchell, whose generous gift of land led to the The David W. H. Harvey Scholarship - founding of the College. Established in honor of David W. H. Harvey, former Dean of the College, this award is given to a return- Transfer students are considered for an academic ing student demonstrating academic achievement scholarship as part of the application process. These and excellence in the behavioral sciences. The recipi- scholarships are based on the students’ prior college ent is selected on the basis of merit and future poten- academic performance. tial within the program.

The Presidential Baccalaureates Scholarship - The Human Development and Family Given to transfer students with a college GPA of 3.5 Studies Merit Award - This award is presented to or higher who are accepted to Mitchell College by students whose scholastic achievements and field June 1 for the fall semester or December 20 for the work accomplishments stand out in the department. spring semester. Recipients also demonstrate an appreciation, under- standing, and commitment to life span development The Baccalaureate Scholarship - Given to trans- within diverse sociocultural contexts that could fer students with a college GPA between 3.0 and lead to later research with the potential for solving 3.49 who are accepted to Mitchell College by June 1 important human development and families studies for the fall semester or December 20 for the spring issues and concerns. semester. The Behavioral Science Service Award - This award The Transfer Scholarship - Given to transfer stu- is presented to a student who in the judgment of the dents with a college GPA between 2.5 and 2.99 who department has demonstrated exemplary dedication are accepted to Mitchell College by June 1 for the fall and service to the discipline. Recipients of this award semester or December 20 for the spring semester. are recognized for their hard work and commitment to the Behavioral Sciences Department, with a par- Sibling Scholarship - Given to any student attend- ticular emphasis on depth of effort and variety of ing Mitchell College who also has a sibling in atten- service. dance. A 2.0 GPA must be maintained. The Donald B. Helms Merit Award in Psychol- For further information about scholarships, contact ogy - Established in 2004 by the Behavioral Sci- Mitchell College Admissions at 800-443-2811. ences Department, this award is in honor of Donald B. Helms, a Mitchell College faculty member who SCHOLARSHIPS AND AWARDS distinguished himself for over 30 years as a master teacher, critically acclaimed author and dedicated Michael T. Jenkins II ’96 MVP Scholarship - This researcher. This award is given to students who as a scholarship is awarded annually to a sophomore stu- result of their educational background and research dent who raised his or her grade point average the productivity are deemed likely to make significant most from the fall semester to the spring semester contributions to the behavioral sciences. of his or her first-year and demonstrated financial need. First preference will be given to MVP stu- Business Administration dents. The award is named for Michael T. Jenkins II who was cited for this achievement after raising his The Harvey Mallove Scholarship - Established in GPA to a 3.2. Michael died tragically on June 1, 1995 memory of Harvey Mallove, former trustee and from injuries sustained in an automobile accident. mayor of New London. Given annually to an aca- It is through the generosity of Michael’s family and demically superior, continuing student distinguished friends that his memory is perpetuated through the in the study of business administration. awarding of this scholarship.

12 The Carmin Cimino Small Business Studies the student demonstrating academic achievement Scholarship - Established in 2004 by the Business and excellence in Early Childhood Education. Club, under the direction of professor and club advisor Carmin Cimino. Carmin was the driving The Early Childhood Education Perseverance force behind the Business Club and Business Pro- Award - Established by the College, this award is gram for over 25 years. This scholarship is given given annually to the student demonstrating perse- to a returning four-year student in the Business verance and academic excellence in their aspiration Administration program who has demonstrated to meet the standards for the professional role as academic achievement and a commitment to col- early childhood educator. lege and community service. Hospitality and Tourism The Business Administration Award - Established by the College, this award is given to the graduat- The Hospitality and Tourism Award of Excel- ing full-time and part-time students in the business lence - This award is presented to the student who program, who have attained the highest grade point in the judgment of the department has demonstrated average in the department. exemplary service to the Hospitality and Tourism industry and dedication to the study of Hospitality The Thomas E. Piacenti ‘59 Scholarship - Estab- and Tourism at Mitchell College. lished in 2000 by Marietta Piacenti, the widow of Thomas E. Piacenti ‘59, in his memory. Mr. Piacenti The Hospitality and Tourism Award - This award is was active in New London in real estate, insur- presented to a senior(s) who has (have) shown exem- ance and politics and as director of the New Lon- plary improvement in academic and/or the hospi- don Sewer Authority, where he was instrumental in tality industry, as well as dedication to community building the regional water pollution control facil- involvement. ity. The scholarship provides financial aid for stu- dents. First preference for the award is for majors in Humanities business and related areas. The Merit Award for Studio Art Design - Communication Arts Established by the College, this award is presented annually to the student judged to be outstanding in The Eugene O’Neill Award in Creative Writing - studio art. Established by the College, this award is presented to the student who produces outstanding literary work The José Melis Scholarship - This scholarship hon- during the academic year. outstanding literary work ors the name of the distinguished pianist and enter- during the academic year. tainer, José Melis, whose two children attended the College. It recognizes exceptional academic achieve- The Merit Award in English - Established by the ment especially in a foreign language. College, this award is presented to the student(s) judged to be outstanding in effort, improvement, The George A. Mugge Scholarship - Established in and achievement in freshman English courses. 1985 in memory of George A. Mugge, former chair of the History and Government Department. The The Merit Award for Graphic Design - Established scholarship is given annually to an academically by the College, this award is presented to a student superior, returning student distinguished in the judged to be outstanding in graphic design. study of history or political science.

Education The George A. Mugge Award in History & Gov- ernment - Established in memory of George A. The Early Childhood Education Award - Estab- Mugge, former chair of the History and Government lished by the College, this award is given annually to Department. The award is given for academic excel- lence in history and government. 13 The John K. Balentine, Sr. Award for English - to the student who attained the highest average in Established in 1972 by Mr. and Mrs. Myron H. Hen- selected mathematics courses. del, former trustees, in memory of John K. Balentine, Sr., a former professor of Latin who joined the Mitch- Sport & Fitness Management ell staff in 1950 as Director of the Evening Division. He also taught English as a member of the associ- The Sport Management Program Award - Estab- ate faculty before being named Associate Director of lished in 2002 by the College, the award is presented Admissions in 1966. The award is presented to a con- for outstanding academic achievement in the study tinuing student who clearly demonstrates excellence of sport management. in literary studies. The Physical Education, Recreation and Law & Justice Policy Studies Fitness Award - Established by the College, this award is given annually to the student judged to be The Criminal Justice Award - Established in 2003 by outstanding in the discipline. the College, this award is given annually to the stu- dent outstanding in the discipline. The Michael C. DiZenzo ‘14 Achievement Award - This award in memory of Michael C. DiZenzo ‘14 is The Homeland Security Award - Established by the given to a full-time upper class student enrolled in College, this award is given annually to the student the Sport & Fitness Management Program who has outstanding in the discipline. demonstrated outstanding academic achievement as well as significant involvement in extracurricular STEM Science, Technology, Environmental Studies activitiesand engaged in a meaningful way in com- and Mathematics munity efforts at the College.

The Solomons Scholarship - Established in 1986 by Scholar Athlete Marie Solomons in memory of Dr. I.A. Solomons III, the developer of penicillin, Director of Chemo- Top First-Year Female Scholar Athlete - This award therapeutic Research at Pfizer and a former trustee. goes to the first-year female athlete who has the The scholarship is given annually to an academically highest cumulative GPA through December of the superior, continuing student distinguished in the acdemic year. study of life science. Top First-Year Male Scholar Athlete - This award The Science Award - Established by the College, this goes to the first-year male athlete who has the high- award is given annually to the graduating student est cumulative GPA through December of the aca- who has maintained the highest academic standing demic year. in the science program. Top Female Scholar Athlete - This award goes to The Special Distinction Science Award - A special the sophomore, junior or senior female athlete who award presented to the student showing the most has completed two seasons of competition with the improvement in the science program. highest cumulative GPA through December of the academic year. The Chemistry Achievement Award - Established by the College, this award is presented to a student Top Male Scholar Athlete - This award goes to the who has shown outstanding accomplishment in the sophomore, junior or senior male athlete who has study of chemistry. completed two seasons of competition with the highest cumulative GPA through December of the The Dr. Ephraim P. Rivard Award for Excellence academic year. in Mathematics - This award, named for the former head of the Mathematics Department, is presented

14 Office of the President and Dean of the College The Nathan Hale Award - In 1776, a young New London schoolmaster gave his life for his country. By The Eugene “Jack” Ferryman Award - Established both word and deed, he created a superior model for by friends and family of Jack Ferryman ‘74, late American men and women to follow in combining beloved husband of Margaret Ferryman ‘91 and the academic tradition with good citizenship. The an exemplar of “above and beyond” citizenship. Nathan Hale Award is given to the student who, in This award is for a student who has demonstrated a the opinion of the President of the College, has most degree of citizenship and service to the College com- closely followed this example of service to country, munity above and beyond that anticipated by peers community and college. and mentors. The Board of Trustees Award for Academic The Ted and Barbara Hargrove Service Award - Achievement - awarded to the bachelor degree recip- Established to honor Ted Hargrove, former public ients with the two highest GPAs who have completed relations director of Mitchell College, and his late at least 90 credits at Mitchell College. wife Barbara, his official assistant and the unofficial hostess of many college social functions. This award The Faculty Award for Academic Achievement - recognizes meritorious service as their dedication awarded to the associate degree recipients with the exemplified during their long association with the two highest GPAs who have completed at least 45 College. credits at Mitchell College.

The Richard W. Lawrence Memorial Award- Estab- Athletic Awards lished in 1965 by Mrs. Anita Simpson, former dean and acting president of the College, in memory of Alumni Excellence Award - The Alumni Associa- Richard W. Lawrence, a New York civic leader. Given tion gives an award to a male and female graduate, annually to a graduate who, in the opinion of the recommended by the Department of Athletics, who faculty, has done most to uphold and practice those have achieved the highest degree of competence in ideals of good citizenship in a democratic society to sports while also attaining outstanding academic which Mr. Lawrence devoted a life of patriotic and records. unselfish service. Wilbur S. Baratz Award - The Wilbur S. Baratz The Darlene A. Mattis Shah ’81 Memorial Scholar- Award, established in memory of Mr. Baratz, an avid ship - The scholarship was established by Attorney tennis player, by his widow, is given to the male and Sarette Briggs Williams ’80, in memory of her room- female considered the best all-around athletes in the mate Darlene Mattis Shah. The fund is now main- varsity sports program. tained by Attorney Williams together with members of Darlene Mattis Shah’s family and honors a con- Coaches’ Trophy - This trophy is awarded to the tinuing student who has confronted personal crisis person who contributes most to varsity athletics, or adverse circumstances with bravery, dignity, and whether or not he or she is an outstanding athlete. optimism while working toward his or her educa- tional goals. The Michael T. Jenkins Memorial Award - This award is presented to the member of the Mitchell The Marchelle Hall Owens Award for Social Service College baseball team who, through determination, - This award was established by Marchelle Owens to has overcome life’s adversities. demonstrate her appreciation for help she received from Mrs. Doris Levinson, a member of the Mitchell HONOR SOCIETIES College faculty, while she was a student. A monetary gift is given to the graduating senior and credit identi- Alpha Chi is a coeducational, national college honor fied for textbooks is given to the continuing student scholarship society with the purpose of promot- who best exemplify the ideals of social service through ing academic excellence and exemplary character participation in the activities of social agencies. among college and university students and honoring 15 those who achieve such distinction. Its name derives security professionals; and to cultivate a high order from the Greek words meaning truth and character. of personal living. Alpha Chi admits to membership students from all academic disciplines and may invite to membership Phi Theta Kappa is an international honor society no more than the top 10 percent of the junior and for students pursuing an associate degree. Estab- senior classes. lished in 1918 to recognize and encourage scholar- ship, Phi Theta Kappa provides opportunity for the Alpha Phi Sigma is the only national criminal jus- development of leadership and service, for an intel- tice honor society for criminal justice majors. The lectual climate for exchange of ideas and ideals, for society recognizes academic excellence of under- lively fellowship for scholars, and for stimulation of graduate and graduate students of criminal justice as interest in continuing academic excellence. well as juris doctorate. Phi Epsilon Kappa honor society is a national pro- Chi Alpha Sigma honors those student-athletes who fessional society for persons engaged in or pursu- have earned varsity letters while maintaining a 3.4 or ing careers in health, physical education, recreation, better GPA throughout their junior and senior years. or sport management. Phi Epsilon Kappa’s three The honor society also fosters good citizenship, approaches for attaining our ideal are physical, edu- moral character, and friendship among academic cation, and knowledge. The foundation of our honor achievers in college athletics. society is based upon the three pillars of peace, friendship, and brotherly love. Delta Alpha Pi International Honor Society was founded in 2004 at East Stroudsburg University Psi Chi is the national honor society in psychology of Pennsylvania and is open to undergraduate stu- founded in 1929 for the purposes of encouraging, dents with disabilities who have completed a mini- stimulating, and maintaining excellence in scholar- mum of 24 credits and achieved a cumulative grade ship and advancing the science of psychology. Mem- point average of 3.10 (on a 4.00 scale). Membership bership is open to graduate and undergraduate men in Delta Alpha Pi presents students with an oppor- and women who are making the study of psychology tunity to change the negative stereotype of disabil- one of their major interests and who meet the mini- ity by developing their skills in leadership, advocacy mum qualifications. and education. The Greek letters stand for Disability, Achievement and Pride. Sigma Alpha Pi is a chapter of the National Society of Leadership and Success. The society is a commu- Omricon Sigma Sigma - The Order of the Sword and nity of leaders and a worldwide training organiza- Shield National Honor Society is the first academic tion dedicated to creating lasting, positive change and professional honor society dedicated exclusively through achievement and leadership education. to homeland security, intelligence, emergency man- Invitation to the Society is based upon achieving a agement, and all protective security disciplines. The minimum academic GPA and or on the recommen- mission shall be to promote critical thinking, high dation of two Mitchell College faculty. scholarship and professional development; to fur- ther enhance the ethical standards of the protective

16 Tuition and Fees

Investing in a college education is one of lifetime’s Fees for Part-time Student most important decisions. Although expensive, the Computer courses: $50. lifelong benefits - both financial and educational - of Science courses with labs: $50. a college degree far outweigh its costs. Studies con- sistently show that earning a college degree is the Bentsen Learning Center best way to prepare for an unpredictable future and Supplemental charge: lead an educated and fulfilling life. Level 1: $6,800 per academic year. Level 2: $4,540 per academic year. At a private college such as Mitchell, with small Level 3: $2,270 per academic year. classes, personalized instruction, excellent teaching, Level 4: $1,150 per academic year. comprehensive support services and programs, and a ACE Program: $1,500 per academic year. wide breadth of co-curricular and recreational activ- ities, costs to families is a major concern. We know Miscellaneous Charges that Mitchell, like the nation’s other leading colleges, Exam Makeup Fee: $30 must work hard to keep tuition affordable. Drama Fee: $50 Application Fee: $30 The College is committed to providing financial aid Returned Checks: $25 to families who demonstrate need so that Mitchell Transcripts: $5 remains accessible to the increasing number of stu- Auditing Fee: $225 per credit hour dents who can benefit from our philosophy of “educat- For each credit hour in excess of 18: $295 ing for success.” In 2014–2015, more than 90 percent Single Room: $1,000 per semester (additional fee) of our students received financial aid. We also award Premium Housing: $325 per academic year merit scholarships to students who have demonstrated or possess the potential for academic or leadership Summer/January Sessions excellence. (For Financial Aid information, see page 9.) Consult with the Office of Admission, the Regis- trar’s Office or the Bursar’s Office for current tuition, Student Status for Billing Purposes room, and board costs for summer and January ses- sions. Full-Time Status – Students are considered full-time if registered for at least 12 credits per semester. Students Payments may register for up to 18 credits. Registration for more No grades, transcripts or records will be issued than 18 credits is granted only by permission of the Vice to students who are delinquent in their financial President of Academic Affairs/Dean of the College. accounts with Mitchell College.

Comprehensive fee for the 2015–2016 Payment Due Dates Academic Year For the fall semester, unless the student enrolls in the Monthly Payment Plan Option, full payment Full-time Resident Student: $43,500. of tuition and fees must be received in the Bursar’s Office by July 1; for the spring semester, full payment Full-time Commuter Student: $31,000. of tuition and fees must be received by January 1.

Part-time Student: If student takes 9, 10 or 11 credits: Fees Explained $10,935 per semester. Auditing fee: Offers students opportunity to par- ticipate in a course on a noncredit basis at a reduced If student takes fewer than 9 credits: $295 per credit rate. hour. 17 Full-Time Student Due Dates Security Deposit Full-time students must make a security deposit, Total Fall Semester Costs Due: July 1 which is included in a student’s first semester billing. Total Spring Semester Costs Due: January 1 Resident students must deposit $200, while commut- ers deposit $50. This deposit is held until a student A statement of semester charges (not including graduates or withdraws, and is used to pay for any books) is e-mailed to each full-time student in ample outstanding damage assessments, fines, parking time to meet the payment schedule. tickets, or other costs before the balance, if any, is returned. Part-Time Student Due Dates Tuition Payment Due: At registration Books and Incidentals Miscellaneous Charges Due: At registration The purchase of books and supplies are not included in the general Mitchell College charges and vary Monthly Payment Plan somewhat in each case, depending on the number of Mitchell College offers a payment plan beginning in registered courses. All students are expected to have either May or July and the cost is a one-time non- adequate financial resources to acquire books and refundable annual enrollment fee of $100. More classroom supplies by the beginning of classes. details are available from the Bursar’s Office. For the convenience of students, Mitchell College Responsibility for Expenses provides a full-service Bookstore located in the It is the responsibility of students to assure their bills Yarnall Athletic Center. The Bookstore carries the are paid. MasterCard, VISA, AMEX and Discover required texts for the courses offered and sundries credit cards may be used to pay tuition and fees. for personal requirements and needs. Purchases Details on time payment plans can be found through of books and supplies may be paid by cash, check, the Bursar’s Office. Students who fail to pay out- money order, MasterCard or Visa. In case of with- standing bills will not be allowed to register for the drawal, the price of books and supplies will not be next semester. Students are responsible for all costs refunded. of collection and interest incurred on past due debts. Student Health Insurance Failure to pay the tuition and fee bills or make alter- All full-time students at Mitchell College must be nate payment arrangements by the prescribed dates covered by an insurance plan that will cover the will result in the student being withdrawn from the student’s health and medical needs while they are College, including the loss of campus housing, if enrolled and living on or near campus. The Col- applicable. In such circumstances, students who wish lege offers a basic student health and accident policy to be reinstated for the semester must settle their if a student is not covered by other insurance. The outstanding debts in full and reregister for classes 2015–2016 health insurance fee is estimated at $1,750 and housing on a space-available basis through the per year. Details can be obtained from the Bursar’s Registrar’s Office and to the Campus Life Office, Office. respectively. Students are responsible for providing information Tuition Deposit to Mitchell College regarding health insurance cov- A $300 nonrefundable deposit is required of all new erage. This waiver can be completed by visiting the full-time students. For students entering in Septem- website: http://www.gallagherstudent.com/mitchell. ber, this deposit will be split and credited to each Students who do not provide this information to the semester. Students entering in January are credited Bursar’s Office by the required date will be charged with the full amount. Priority at the time of room for the College’s student health and accident insur- draw is given to students whose tuition deposit has ance plan. been paid.

18 Refund Policy was earned, the excess funds must be returned by the The intent of our refund policy is to protect the school and/or the student. The amount of assistance financial interest of Mitchell College, a nonprofit that is earned is determined on a pro rata basis. For institution; to ensure the facilities will be used by example, if a student completed 30% of a period of students who genuinely seek a college education; to enrollment, then the student has earned 30% of the protect the financial rights of the students; and to assistance that was scheduled to be received. Once a meet legal requirements. student has completed more than 60% of the period of enrollment, then the student has earned all of the Refunds are considered in accordance with the poli- assistance that was schedule to be received for that cies described below to any student who has officially period. withdrawn in writing from Mitchell College. The official notice of withdrawal from the College must If a student did not receive all of the funds that were be submitted in writing to the Registrar’s Office. The earned, a post-withdrawal disbursement may be Registrar will determine the last date of attendance due to the student. If the post-withdrawal disburse- for credit purposes. Students who withdraw from the ment includes loan funds, the student can choose to College before the end of the academic year will have decline the loan funds so that additional debt is not their financial aid adjusted accordingly. Institutional incurred. Mitchell College can use all or a portion grants and scholarships will be reduced in propor- of the post-withdrawal disbursement (including loan tion to any tuition credit received as defined below. funds), for tuition, fees, and room and board charges. For all other school charges, the school needs the Fees student’s permission to use the post-withdrawal dis- Group health insurance is not subject to pro rated bursement. If permission is not given, the student withdrawal credit or tuition withdrawal credit. will be offered the funds. However, it may be in the student’s best interest to allow the school to keep the Refund Policy: Title IV Financial Aid Refund funds to reduce the debt at the school. (Federal Funds Only) When a recipient of a federal grant or loan com- There are some FSA funds that were scheduled to be pletely withdraws from Mitchell College during the received that cannot be earned once a student has semester, the College must calculate the amount of withdrawn because of other eligibility requirements Title IV (federal) grant or loan assistance that the such as not submitting the required loan forms. student earned as of the withdrawal date. The fed- eral programs subject to this refund policy are: Fed- The requirements for federal funds when a student eral Pell Grant, Federal Academic Competitiveness withdraws are separate from Mitchell College’s Grant, Federal Direct Stafford Loan, Federal Supple- refund policy for institutional aid; please refer to the mental Education Opportunity Grant (SEOG), Fed- section “Institutional Refund Policy.” Therefore, a eral Perkins Loan, Federal District Parent Loan for student may still owe funds to the College to cover Undergraduate Students (PLUS) and other grant or unpaid institutional charges. Mitchell College may loan assistance authorized by Title IV of the Higher also charge a student for any FSA program funds Education Act, as amended. that the school was required to return.

Federal Student Aid (FSA) funds are awarded based on If you have questions about the federal program the assumption that the student will attend school for funds, you can call the Federal Student Aid Informa- the entire period for which the assistance is awarded. tion Center at 1-800-4-FEDAID (1-800-433-3243). When a student withdraws during a period of enroll- TTY users may call 1-800-730-8913. Information is ment, the amount of federal aid that was earned up to also available on Student Aid on the Web at student. that point is determined by a specific formula. If a stu- ed.gov. Sample worksheets are available for your dent received (or school or parent received on the stu- review by contacting the staff in the Bursar’s Office. dent’s behalf) less assistance than the amount earned, the student may be able to receive those additional funds. If a student received more assistance than what 19 Special Student Status - By the end of fourth week of classes 40% refund Students who have been admitted to the College and - By the end of fifth week of classes 25% refund who enroll in a program of study can be eligible to - After the end of the fifth week No refund receive Federal Pell Grant and assistance from the Federal Work Study and Federal Supplemental Edu- b. Withdrawal from Mitchell College shall cational Opportunity Grant programs, providing entitle the student to a refund of tuition, the student is making satisfactory academic progress room and/or board, and learning resource towards a degree at Mitchell College. fees, (if applicable) based on the above- referenced schedule. If enrolled less than half time, the student is not eli- gible for the Federal Direct Stafford Loan and the c. Enrollment period is defined as the first day of Federal Direct Parent Loan for Undergraduate Stu- classes to the last day of final exams within a semes- dents. Mitchell College aid can only be offered to a ter. student who has been admitted to the College and attends at least half time and is making satisfactory d. When a student receives Federal Title IV aid and academic progress towards a degree. completely withdraws from the college during the semester, the College must calculate the amount of No aid is available for guest students who attend the Tittle IV that the student earned as of the with- Mitchell College on the Twelve College Exchange drawal date. Federal Title IV funds include Federal program or National Theater Institute. Those stu- Pell Grants, Federal Perkins Loan, Federal Parent dents should apply through their home institutions. PLUS loan and other grant or loan assistance autho- rized by the Title IV of the Higher Education Act, as A student who changes to Special Student status is amended. A Title IV schedule is used to determine ineligible for Mitchell College aid. If a student has the amount of funds the student has earned at the received loans for prior years, those loans will enter time of withdrawal up through the 60% point in repayment status. Please consult a financial aid the enrollment period. After the 60% point in the counselor to understand the implications regarding enrollment period, a student has earned 100% of the this status. TItle IV funds. Therefore, no Title IV are returned. Unearned portions of the Title IV funds must be Institutional Refund Policy returned by the College to the federal government 1. Purpose no later than 45 days from the determined date of The intent of our refund policy is to protect the the student’s withdrawal. Students will be notified financial interest of the College, a nonprofit institu- of any balance owed to the College as a result of the tion, to insure the facilities will be used by students refund calculation. who genuinely seek a college education, to protect the financial rights of the students, and to meet legal e. If the student was awarded a MVP Scholarship and it requirements. has not been earned, the award will be reversed and the amount owed would be the student’s responsibility. 2. Definitions f. Institutional aid will be calculated using Mitchell 3. The Policy College’s refund policy. a. The College’s refund policy will adhere to the following schedule with the exception of Title IV g. All other outside grants and scholarships will be Financial Aid Funding: refunded based on the guidelines of the grantors.

- Before the first day of classes 100% refund h. Registration fees are not refundable unless Mitch- - Within the first week of classes 100% refund ell College cancels a course. and before add/drop period - By the end of second week of classes 80% refund i. Any charges for other fees, such as library fees, park- - By the end of third week of classes 60% refund ing tickets are not eligible for refund. Group health 20 insurance is not eligible for pro rata withdrawal credit before enrollment papers will be submitted to the or tuition withdrawal credit. U.S. Department of Veteran’s Affairs.

4. Procedure Under Chapter 31, Title 38, the U.S. Department of a. Refunds are initiated when a student has officially Veteran’s Affairs should provide complete coverage withdrawn from Mitchell College. of tuition, fees, books, etc. However, any unsup- ported charges will be billed directly to the student. b. The Registrar will determine the last date of Under Chapters 17, 30, 35 and 1606, it is the direct attendance for credit purposes. responsibility of the student to pay all semester charges, in full, prior to registration. c. Students who withdraw from the College before the end of the academic year will have their financial aid adjusted accordingly.

5. References Department of Education — www.ifap.ed.gov

Veterans The U.S. Department of Veteran’s Affairs, upon proper certification and verification, contributes its support by monthly payments directly to the stu- dent.

All full-time and part-time veterans must be admit- ted to Mitchell College as matriculated students

21 Student Affairs

RESIDENCE LIFE The College offers three traditional residence halls Residence halls are overseen by full-time Residence on the upper campus: Simpson, Saunders, and Hall Directors who reside on campus. These profes- Matteson. Saunders and Matteson house first-year sional staff members are committed to fostering an students and Simpson Hall houses upper class stu- environment that encourages personal growth and dents. Each upper campus residence hall contains development. Residence Hall Directors provide lead- four floors of double rooms with a common bath- ership and guidance, as well as referral services for room on the floor and houses approximately 120 students to meet both their academic and non-aca- students. There is a large lounge on the first floor demic needs. The Office of Residence Life promotes of each building for studying, watching television, or student responsibility and accountability through spending time with friends. Laundry facilities are maintaining community standards and enforcing provided in every building. College policies. The Office of Residence Life also provides involvement opportunities and leadership Mariner Hall is a four-story 114 bed suite-style resi- experiences for students through programming. A dence hall and houses our upper class students. Each Residence Hall Director supervises a team of Resi- suite consists of three double bedrooms, a kitchen- dent Assistants who live in each residence hall. Resi- ette, and two full bathrooms. Rooms are climate dent Assistants provide programs to meet the social, controlled, including central air conditioning. There emotional, cultural, and recreational needs of stu- are laundry facilities and community meeting rooms dents. A Resident Assistant is an upper-class student in the hall. who serves as a peer mentor to students, providing support and encouragement as needed. Harbor House, Moorings, and Fairhaven are located on Pequot Avenue and make up the water- At Mitchell College, residence halls are living-learn- front residence halls. These historic Victorian and ing communities where students take responsibility Colonial homes each house between 20 and 30 stu- for their environment and hold one another account- dents and offer the best water views on campus. Each able for their actions. The residence life program hall has a lounge, laundry room and common area promotes understanding and respect while fostering bathrooms. opportunities to establish lasting friendships.

Living in the residence halls provides educational opportunities and helps to support your academic experience at Mitchell College. Each student is encouraged to participate in programs and activi- ties. Therefore, first and second year students are expected to live on campus. Resident students who wish to move off campus must notify the Vice President for Student Affairs and Dean of Students Office. All first-year students living in Mitchell resi- dence halls must be on the 19 meals a week board plan. Upper class students have the option to choose between three meal plans.

22 CAMPUS SAFETY man who was assaulted and murdered in her resi- A staff of professional campus safety officers pro- dence hall on April 5, 1986. The Annual Security vides security on campus 24-hours a day, seven Report is published to fulfill the requirements of days a week. The 65-acre campus is well lit and safe, this act. Mitchell College’s annual security report located along the Thames River in one of New Lon- presents campus safety information as well as Col- don’s historic residential neighborhoods. The Mitch- lege policies concerning alcohol and drug use, crime ell College Campus Safety Office has four major prevention, and the reporting of crimes. This report areas of focus: prevention, enforcement, education, includes statistics for the three previous years. These and outreach. Campus safety officers respond to statistics include reported crimes that occurred on emergencies on campus, patrol campus on a regu- campus and on public property immediately adja- lar basis, and provide escorts as an added measure cent to and accessible from the campus. To view this of safety if students need accompaniment walking report please visit: http://community.mitchell.edu/ through campus at night. CampusSafety and click on the link for the report.

Campus Safety Contact Numbers STUDENT ACTIVITIES Campus Safety – Emergencies The staff and faculty at Mitchell College believe that (860) 443-0214 - Ext. 459 involvement in extra-curricular activities leads to Campus Safety - Routine Texts or Calls personal and academic growth. A student’s success (860) 941-9316 is strengthened through exposure to various leader- Campus Safety - Anonymous Tip Line ship and citizenship opportunities, such as partici- (860) 629-6007 pation in clubs, intramurals, and other campus or community activities. To enhance the college experi- Campus Safety – Guard Booth ence, students are encouraged to become involved in (860) 629-6163 Ext. 6163 campus activities outside the classroom. George Marshall - Director (860) 701-5182 Ext. 5182 Currently the College sponsors academic clubs, extracurricular clubs, club sports and academic Community Resource Teams honor societies. All of these clubs and organizations In 2011 the Campus Safety Department introduced provide leadership opportunities for students to con- a new initiative designed to improve our service tribute to the betterment of the College community, to the Mitchell College community. The Campus while establishing friendships and gaining impor- Safety Department has been formed into “Com- tant life skills. munity Resource Teams” or CRTs. With the CRTs individual officers are assigned to specific residence New Student Orientation halls. Their undertaking is to develop a rapport with Prior to the start of the academic year, new students the students thereby making Campus Safety officers participate in a comprehensive College Orientation more approachable and accessible to support the stu- program. During this program, students will have dents here on campus. Along with this initiative, the opportunity to interact with faculty, staff, and the Campus Safety Department works closely with peers through a variety of workshops and activities. the Residence Life, Health & Wellness, and Student This experience is designed to familiarize students Activities staffs. with their new community and to educate them on the academic and social standards of Mitchell Col- Annual Campus Security/Fire Safety Report lege. The orientation process also includes informa- The Jeanne Clery Disclosure of Campus Security tive sessions tailored to parents and guardians, who Policy and Campus Crime Statistics Act of 1990 are encouraged to attend. (34CFR668.46), also known as the “Clery Act,” is a federal law that requires colleges and universities MVP Program to disclose information about crime on and around The Mitchell Valued Potential (MVP) program their campuses. The act is named in memory of annually awards merit scholarships to students based Jeanne Clery, a 19-year old Lehigh University fresh- on their potential to contribute to Mitchell College 23 and the greater New London community through the demonstration of leadership, volunteerism, and academic success. All MVP students are required to participate in a series of leadership meetings and to complete a designated number of campus involve- ment or community service hours. MVP awards for upper-class students are based on performance in and commitment to the program while maintaining the appropriate grade point average. Students must reapply for the MVP scholarship each year. Assess- ment for an MVP award is made during the on-cam- pus interview and through the ap­plication process to Mitchell College.

Commuter Students A significant portion of the Mitchell College student population is made up of commuting students. Com- muting students are a vital segment of the Mitchell community and are encouraged to utilize all services provided on campus.

To meet the needs of commuter students, Sodexo Dining Services has a variety of options available for campus meal plans. For more information, please visit Sodexo Dining Services, located on the first floor of the Clarke Center.

Commuters can keep up-to-date on campus activi- ties through the Mitchell Mariner facebook page. For more information about the services available to commuting students contact the Office of Student Activities at (860) 701-5052.

24 Athletics

The tradition of the scholar-athlete is not only Facilities alive, but thriving at Mitchell. Mitchell College is a Students have access to the College gymnasium, the member of NCAA Division III and currently com- 4,000 sq. ft. fitness center, and waterfront and rec- petes in the New England Collegiate Conference reational venues. Areas are provided for volleyball, (NECC) and the Eastern College Athletic Confer- basketball, soccer, flag football, softball, tennis, and ence (ECAC). If you enjoy being a part of a team, cardiovascular and weight training on campus. A crave exciting times and competitive play, then we fleet of ten Vanguard Flying Juniors sailing boats, invite you to explore Mitchell College’s athletic pro- six 420’s racing sailing boats, and a launch boat are gram. What makes our program truly special is that maintained and at the Mitchell dock for sailing and our student-athletes enjoy success — not just on the educational programs. playing field but also in the classroom. Our athlet- ics program seeks to help students develop a better understanding and appreciation of education and character through the life lessons offered within the sports experience including intercollegiate, intramu- ral and recreational offerings.

2015–2016 INTERCOLLEGIATE ATHLETICS TEAMS

Men Women Baseball Basketball Basketball Cross Country Cross Country Lacrosse Golf Sailing Lacrosse Soccer Sailing Softball Soccer Tennis Tennis Volleyball

Mitchell College Intramurals Intramurals are an important outlet for the students at Mitchell College. The goal of the intramural pro- gram is to operate a student driven program that meets the needs and interests of all Mitchell College students. Past programs have included flag football, beach volleyball, basketball, wiffleball, softball, fun runs, dodge ball, soccer, sailing, tennis and fitness programs.

25 General Information

DINING SERVICES Student Campus Center - Since its opening in March Campus dining at Mitchell College is more than great 2012, the Campus Center has become a popular lo- food. It is a community experience centered on culi- cation for all students. It offers late-night dining nary expertise, fresh ingredients, healthy options and options with a counter open for salads, appetizers, a shared sense of environmental and social responsi- burgers, pizza, subs and other grill and snack fare. bility. The College features three dining areas for the It is open 5 days a week, Sunday through Thursday College community, operated by Sodexo Campus Ser- 6:30pm–11:00pm; and closed on Friday and Saturday. vices: The Milner Dining Hall, The Market Cafe, and Student Campus Center Sodexo offers the “Mindful” dining innovation which is a wellness program that promotes healthier The Milner Dining Hall is an all-you-can-eat dining lifestyle choices. A key resource for students is the hall located in the Clarke Center for all students who website www.MitchellDining.com which is available have purchased a meal plan. It is open 7 days a week: as a link from the College’s website. Monday through Friday, 7:30am–6:30pm; Week- ends and Holidays, 11:00am–2:00pm/5:00–6:30pm. The Campus offers three meal plan options to resi- Commuters, faculty and staff are able to purchase a dent students: meal plan or simply pay at the door in this attrac- • 19 meal plan plus $50 flex tive facility overlooking the plaza, the campus and • 14 meal plan plus $100 flex the Thames River. Beyond the meal plans, students • 10 meal plan plus $235 flex have access to a variety of retail items throughout the day. The Milner Dining Hall features several areas of Each meal plan provides the appropriate number of service: dining accesses per week as listed above. All first- • Pizza Pasta station—pizza, pasta, calzone, casser- year resident students are required to participate in ettes; the 19 meal plan. • Global Fusion—induction wok stir fry cookery and theme menu concepts; Flex funds are an enhancement to the dining option • The Grill—traditional grill items with the addi- and are automatically loaded at the beginning of each tion of grilled chicken, quesadillas, steaks, chops, semester. Fund balances carry forward from semes- toasted sandwiches and theme meal menu styles; ter to semester and expire at the end of the Academic • Traditional Entrées—breakfast, lunch and dinner Year. fare including vegetarian, vegan, gluten free, low fat and low sodium selections. Also included is Commuters, faculty and staff are offered two block a deluxe self serve soup and salad bar area. meal plan options. • 100 meal block plus 5 guest meals and $25 flex The Market Café, also located in the Clarke Center, • 50 meal block provides a relaxed café environment with easy chairs Meal blocks are active in the period in which they and entertainment space. To follow ever-changing were purchased and are non-transferable food trends, The Market Café features a variety of menu concepts for both resident and commuter stu- A declining balance option is available for students dents. Check out our latest menu in The Market Café to make deposits directly onto their Campus ID by visiting www.MitchellDining.com. We also offer a Card. Declining balance funds carry over from the variety of grab and go and retail items such as snacks, fall to the spring semester and expire at the end of milk shakes, bottled beverages and Starbucks cof- the Academic Year. Funds can be reloaded at any fee. Flex dollars are accepted. Hours of operation are time throughout the year in any denomination sim- Monday through Thursday 11:30am-7:00pm, Fridays ply by calling the dining service office and charg- 11:00am-6:30pm and closed on Saturday and Sunday. ing by phone (860) 629-6200. For more information, 26 please contact Leigh Rainey, General Manager at The College community is committed to the active (860) 629-6200 or at [email protected]. promotion of racial and religious understanding and to honest, open and equitable dealings with racial, NONDISCRIMINATION STATEMENT sexual, ethnic and other differences. Mitchell College does not discriminate on the basis of sex, race, color, religion, national/ethnic origin, The President has designated the Director of Human sexual orientation or physical/educational challenge. Resources or the individual supervisor to hear com- Any behavior or action that excludes, harasses, or plaints of sexually or racially offensive behavior on embarrasses someone based on any of the above the part of faculty members and staff. Complaints characteristics is subject to disciplinary action. on behalf of students alleging harassment by other members of the student body are subject to review Harassment or other acts of hatred or violence, under College disciplinary procedures. The Presi- whether based on gender, race, ethnicity, religion, dent has designated the Director of Residence Life to sexual orientation, or other disability, are inconsis- hear such complaints. tent with the tenets of community behavior and will not be tolerated. The College community is commit- DRUG-FREE CAMPUS AND WORKPLACE ACTS ted to the promotion of fair and equitable dealings The College is in compliance with The Drug-Free Work- with racial, sexual, ethnic and other differences. place Act of 1988 and the Drug-Free Schools and Com- munities Act of 1989. The College makes an annual dis- STATEMENT CONDEMNING RACISM, INTOL- tribution in writing to each student and employee which ERANCE, OTHER ACTS OF HATRED OR VIO- includes: LENCE BASED ON DIFFERENCE. In recent years, there has been increasing social 1) Standards of conduct that prohibit the unlawful awareness of the problem commonly termed possession, use or distribution of illicit drugs by “harassment.” Mitchell College prohibits any form students and employees; of harassment based on race, color, religion, gender, 2) Disciplinary sanctions for violations of standards disability, age, veteran status, sexual orientation, of conduct that include dismissal from the Col- ancestry, national origin, gender identity, or any lege; other class protected by applicable law. 3) A description of applicable local, state and federal legal sanctions for unlawful possession, use or dis- Racism has a long history and despite increasing con- tribution of illicit drugs and alcohol; sciousness about the problem, incidents may occur 4) A description of health risks associated with the which must be addressed. For an academic institu- use of illicit drugs and the abuse of alcohol; and tion where the integrity of the education process and 5) A description of drug and alcohol counseling, the mutual respect of faculty, students and staff are of treatment, rehabilitation and retry programs. utmost importance, instances of racial insensitivity or harassment are serious problems. STUDENT RIGHT-TO-KNOW AND CAMPUS SECURITY ACT Sexual harassment is understood to encompass a wide The College distributes an annual security report range of behavior, including the coercion of a person to all students and employees and to all applicants into a sexual relationship, the subjection of the per- upon request, in accordance with the Student Right- son to inappropriate verbal or physical sexual atten- to-Know and Campus Security Act (Public Law 101- tion, retaliation for a refusal to comply with sexual 542) and Connecticut State Law (90-259). The report demands or the creation of a hostile environment. includes the following information: In an academic institution where the integrity of the academic process and the mutual respect of faculty, 1) Campus policies regarding the reporting of students, administrators and staff are of vital impor- crimes; policies regarding drugs, alcohol and tance, sexual harassment is of great concern and any weapons; policies regarding the identification and instances of inappropriate behavior are treated seri- admission of visitors to campus; description of ously. campus safety and their relationship to state and 27 local police; orientation programs for students and sports, weight and height of members of regarding campus safety. athletic teams, dates of attendance, degrees and 2) A uniform campus crime report concerning awards received and the most recent previous crimes committed in the two preceding calendar educational agency or institution attended. years. • A student may withhold disclosure of any 3) A crime report concerning arrests for liquor and category of information under the Fam- drug violations and for weapons possessions for ily Educational and Privacy Act of 1974. To the preceding calendar year. withhold disclosure, the student must file written notification with the Office of the THE FAMILY EDUCATIONAL RIGHTS AND Registrar by the end of the second week of PRIVACY ACT OF 1974 (THE BUCKLEY AMEND- classes of the academic year in which s/he enters. MENT) AND THE FAIR INFORMATION PRAC- TICES ACT LIABILITY Annually, Mitchell College informs students of the Mitchell College exercises all security measures and Family Educational Rights and Privacy Act of 1974 controls within its means to protect and safeguard (The Buckley Amendment) and the Fair Informa- the student and his or her possessions. However, the tion Practices Act of 1975. The College complies fully College does not, nor can it, assume any responsi- with these statutes, which were designed to protect bility, nor does it provide insurance coverage for the the privacy of educational records, to establish the loss of, or damage to, a student’s personal property or right of students to inspect and review their edu- effects when stolen, damaged or destroyed. Mitchell cational records, and to provide guidelines for the College also offers a separate insurance policy that correction of inaccurate or misleading data through can be purchased by the student to cover personal informal and formal hearings. property. The cost and policy materials are avail- able from the Bursar’s office. It is recommended that Students also have the right to file complaints with those students whose parents are covered by a home- the Family Educational Rights and Privacy Act owner’s policy investigate the possibility of obtain- Office concerning alleged failures by the institu- ing a rider to the policy to cover the above hazards, tion to comply with the Act. Copies of the Buckley where the policy does not originally cover such con- Amendment can be found in the Registrar’s Office. tingencies.

THE COLLEGE ADA STATEMENT ADVANCEMENT PROGRAM In accordance with the Americans with Disabilities Mitchell College has evolved over the years with con- Act of 1990/as amended in 2008, and Section 504 siderable help from concerned and generous donors. of the Rehabilitation Act of 1973, Mitchell College The need for philanthropy is greater today than at is committed to ensuring that no otherwise quali- any other time in our history. Tuition alone cannot fied student, on the basis of his/herdisability , will be support the improvements, additions and innova- excluded from participation in, denied the benefits tions demanded by the 21st century, nor can it main- of, or otherwise be subject to discrimination under tain our dedication to academic excellence. any College program or activity. The Advancement Office is responsible for rais- PUBLIC NOTICE DESIGNATING DIRECTORY ing funds for the College and for alumni relations. INFORMATION Advancement Office staff raise money in a variety The College includes, but does not limit itself in des- of ways: through alumni support and through spe- ignating, the following student information as public cial solicitations to parents, individuals, corpora- or “Directory Information.” Such information may tions and foundations. Some gifts are sought for sup- be disclosed by the institution for any purpose, at its port of general operations of the College; others are discretion: intended for specific purposes, including academic • The student’s name, address, telephone listing, scholarships, improvements to buildings and their date and place of birth, major field of study, contents, and for support of new and expanding aca- participation in officially recognized activities demic programs. The office keeps alumni, parents 28 and other friends informed about the College with tions held on campus. The 26 acre Mitchell Woods announcements about events and special opportuni- offers recreation opportunities for all to enjoy, free ties for support. of charge.

Students can help in fund raising efforts in a vari- COMMUNITY AND PROFESSIONAL PRO- ety of ways. To inquire about volunteering your time GRAMS and talents, call (860) 701-5092. Mitchell College’s picturesque 68 acre waterfront campus is the ideal setting for grand to intimate Alumni Association - Graduates of Mitchell College events. These programs were established to promote automatically become members of the Alumni Asso- the use of the College’s facilities and grounds. Fac- ciation. Alumni recruit potential new students and ulty, staff and visitors seeking to reserve campus offer internships to current students. We consider space will work with the Office of Student Affairs to students “alumni in residence,” and all students are identify the optimum location for their event. Stu- welcome to stop by the office to learn more about the dent club and organization reservations are submit- Alumni Association. ted to the Director of Student Activities who pro- cesses requests. The Advancement Office is located in the Umbrella House and is open during normal business hours.

OUR ROLE IN THE COMMUNITY Mitchell College has a long tradition of community service to Southeastern Connecticut. Our faculty and staff members and our students are active in the community. Members of the College’s Mitchell Val- ued Potential program perform community service in exchange for tuition scholarships. Government agencies, local schools and social service organiza- tions benefit from the many Mitchell students earn- ing credit through academic internships and prac- tica. Local residents are encouraged to attend the lectures, performances, films and other presenta-

29 Campus Information

Geographic Location Nathan Hale Hall contains classrooms on the first New London, known historically as “The Whaling and second floors and faculty offices on the third City,” is an interesting industrial, maritime, tour- level. The Campus Safety Office can also be found on ism and transportation hub located midway between Nathan Hale’s first floor. Boston and New York on Interstate 95 and Amtrak’s main Northeast Corridor line. Two other nationally- Chappel Cottage is a two story stone house located recognized institutions of higher education, Con- in Mitchell Woods and formerly served as a resi- necticut College and the United States Coast Guard dence for the Mitchell Woods caretaker. Academy, are also located in New London. The Mitchell College Library is housed in a two The Southeastern Connecticut region is one of New story building on the southeastern part of campus. England’s fastest growing and is developing as a national tourist destination. Nearby Mystic, Con- The Bond House, adjacent to the Library on the necticut is home to many historic and tourist attrac- southeastern part of the campus, has classrooms and tions including the Mystic Aquarium and Institute faculty offices. for Exploration, Mystic Seaport and a quaint down- town shopping village. The scenic shoreline towns Yarnall Athletic Center, located on the upper cam- of Stonington and Old Lyme attract many visitors as pus, contains a 1,200 seat gymnasium, a health/fit- well. Foxwoods Resort Casino and the Mohegan Sun ness center, locker rooms, equipment room, training Casino located in the heart of the region’s woodlands, room, athletic staff offices, the Center for Health and draws thousands of vacationers daily. Wellness, and the Book Store.

Mitchell’s 68-acre campus sits in a scenic, historic Mitchell Hall (once the Alfred Mitchell family’s residential section of the city and is divided into two summer home) serves as the main administration distinct parts. The lower campus, from the stretch building housing the offices of: the President, Vice of sandy beaches of the Thames River to Montauk President for Academic Affairs/Dean of the College, Avenue, contains most of the College’s academic and and the Vice President of Finance and Administra- public buildings and the waterfront residence halls tion as well as the Office of Institutional Research, on Pequot Avenue. The upper campus (to the west of Assessment and Compliance, Bursar/Student Montauk Avenue) contains the four large residence Accounts, Human Resources, and Facilities. The halls, the gymnasium and the athletic playing fields. University of New Haven has offices on the top levels The upper campus also includes Alfred E. Mitch- and offers evening and weekend courses to students ell Woods Park, given to Mitchell College in 1983 to on the Mitchell campus. maintain as a recreational preserve for the public as well as for its own students. The park includes a pond, Henry Hall, built in 1994 along the Thames River, hiking trails, two baseball fields, sand volleyball court houses the offices of Admissions and Financial Aid. and tennis courts. The Umbrella House was formerly used as the pri- Academic Buildings mary residence for Mitchell College presidents and is now used as the Alumni House and includes offices Bingham Hall houses science and computer labora- for the Advancement Staff. tories and classrooms. There are some faculty offices in Bingham Hall as well. Clarke Center contains The Milner Dining Hall and The Market Café on the ground floor. The Office of

30 the Vice President for Student Affairs/Dean of Stu- Saunders Hall houses first-year students in a co- dents and a 400 seat auditorium with complete stage educational setting on the upper campus. are located on the second floor. Many of the social and cultural events occur in the Clarke Auditorium Simpson Hall houses students in a co-educational throughout the year. setting on the upper campus and an advising office.

The Ric & Dawn Brill Duquès ’64 Academic Suc- Mariner Hall sits at the end of De Biasi drive cess Center is a state of the art 12,000 square foot between Matteson Hall and the Yarnall Center. With facility that is home to some of the College’s key stu- coveted amenities such as air conditioning, game dent support programs: Registrar, Academic Tech- room and private bathrooms, the building is the first nologies, Disability Student Services (DSS), Career choice for many students. The Director of Advising’s Services, Bentsen Learning Center, Tutoring Center, Office is in this residence hall. and the Veterans’ Study Lounge. The building has space dedicated to individual meetings with learning Fairhaven, Moorings and Harbor Houses are the and writing specialists, advising, classroom instruc- College’s waterfront residence halls. tion, group meetings and tutorial sessions, testing, study and relaxation. Michael’s Dairy Ice Cream Shop and The Student Center are located on Montauk Avenue near the Robert C. Weller Center was built in 1984 as an upper campus residence halls and athletic center. addition to the Clarke Center. The Weller Center Michael’s Dairy is an academic learning and intern- provides one large meeting room for awards ban- ship site for students in the Hospitality & Tourism quets, alumni reunions and other receptions. program at Mitchell College.

Matteson Hall houses first-year students in a co- educational setting on the upper campus and an advising office.

31 Directions to Mitchell College

From Springfield and Hartford From New York From Springfield, follow Interstate 91 South to Hart- Take Interstate 95 North to Exit 82 (Broad Street ford. Take Route 84 East to Route 2 East to Route - Route 85). Turn right at the end of the exit ramp 11 in Colchester. When the expressway ends, go left onto Broad Street, follow to the second traffic light for one mile. Turn right onto Route 85 for 13 miles and turn right onto Colman Street. Follow Colman into New London. Turn right onto Colman Street* Street to the end. Turn left onto Bank Street (Route and go to the end, then turn left onto Route 1 (Bank 1) and take your second right onto Montauk Ave- Street) and take the second right onto Montauk Ave- nue. Proceed 1.5 miles to the College entrance. The nue. Proceed 1.5 miles to the College entrance. The Admissions and Financial Aid Offices are located in Admissions and Financial Aid Offices are located in Henry Hall on Pequot Avenue by the water’s edge. Henry Hall on Pequot Avenue by the water’s edge. Public Transportation From Worcester New London is served by Greyhound Bus Lines and Take Route 395 in Auburn, South to Exit 77. Take left the Amtrak Train Station. Both are 3 miles from onto Route 85 to Colman Street as described above*. Mitchell Campus. The Groton-New London Airport is located 7 miles from campus in Groton, CT. From Boston and Providence Proceed South on Interstate 95. After crossing the Gold Star Memorial Bridge over the Thames River in Groton, take Exit 83 to Colman Street. Turn left onto Colman Street to the end. Turn left into Route 1 (Bank Street) and take second right into Montauk Avenue. Proceed 1.5 miles to the College entrance. The Admissions and Financial Aid Offices are located in Henry Hall on Pequot Avenue by the water’s edge.

32 Academic Information and Standards

Responsibility for Degree Requirements Normal Course Load Mitchell College fosters the independence of students. The normal credit load for a full-time student is For this reason, the responsibility for successful degree dependent on the Academic Program in which s/he completion lies with the student. is enrolled (normally 5 or 6 courses each semester). The academic advisor will work with the student to We provide students with a wealth of resources make sure the course load is consistent with the plan that should ensure that accurate information about for success. degree requirements is available. The College Course Catalog, faculty members, academic advisors, staff A student whose GPA is less than 2.5 will not be of the Academic Success Center and the Registrar’s allowed to enroll in more than 18 credits in any one Office are all sources of information about program semester. If a student has a compelling reason for an requirements. Students should seek these sources exemption from this policy, a petition should be made whenever they have questions. to the Dean of the College, through the academic advisor. It is assumed that: 1. Students must do the full work required in a Classification of academic levels given course. (effective with the Fall 2009 Term): 2. Students are at all times responsible for their academic progress and standing, including Credits Earned Classification course requirements, graduation requirements, 0 – 27 First-Year credit rules, quality point average regulations, 28 – 57 Sophomore waivers of requirements, withdrawals from 58 – 89 Junior courses, and withdrawal from the College. 90 + Senior

Attendance Graduation The Faculty of the College believes that in order In order to graduate, there are several conditions for a college student to derive the maximum ben- which must be satisfied: efits of a course, regular attendance is necessary as • Students must fulfill all course requirements in is the punctual and adequate preparation of assign- their chosen curriculum, earning at the mini- ments. Absence from class jeopardizes the student’s mum, passing grades in all required courses and academic standing. Absence also detracts from the a minimum of 30 credits at Mitchell. If enrolled value of the class for the instructor and for other stu- in a bachelor degree program, they must earn dents. Class absence, for whatever cause, is a handi- their final 30 credits at Mitchell College. cap both to the instructor and to the student. Class • They must achieve a final GPA of 2.0 or greater for absence is therefore strongly discouraged. The atten- course work at Mitchell, except for the Early Child- dance guidelines and regulations found in this cat- hood Education HDFS-Teacher Cert. bachelor alog have as their goal the academic welfare of the program which requires a final GPA of 2.7. student. There is no excused absence. A student is • They must file an Application for Degree form expected to complete all course work. by October 1st for December graduation and by February 1st for May graduation to notify the Unit of Credit Registrar’s Office of their expectation to fulfill Mitchell College operates on a semester basis. One requirements. credit is equivalent to 50 minutes of instructional • They must meet all General Education time per week for 15 weeks. requirements. 33 • Students use the check sheet from the year they Students who meet the following requirements are enter College. eligible: • Students who have not completed their credit 1. Must be a matriculated student. requirements by spring semester of their gradua- 2. Part-time students are eligible for commendable tion year may apply to walk at Commencement if scholar status for every 12 credits completed. they need to complete 6 credits at bachelor level 3. Must have a Grade Point Average between 3.0 and or 3 credits at associate level. 3.49 for the given semester. • If the requirements are completed by June 30th 4. May not have any Incomplete, Withdrawal or Fail- of the student’s senior year, the diploma will ing grades for the given semester. be ordered and mailed to the student. If the requirements are completed after the June 30th Notation of Commendable Scholar honors will be deadline, the date of degree completion will be recorded on the student’s transcript. on the official transcript, however the student will be considered to be part of the following Early Academic Reports - year’s class and not receive his/her diploma until Submitted to the Registrar by faculty after the 4th the following May. week for any student: - Whose average is below a C grade, Graduation Honors - Who has excessive absences, and/or Upon completion of all graduation requirements, - Whose skill level, in the faculty member’s judg- outstanding academic achievement will be recog- ment, puts the student at risk of failure. nized as follows: Mid-Term Grade Reports - Cum Laude - Honors: 3.0-3.49 GPA Submitted to the Registrar by the faculty after the Magna Cum Laude - High Honors: 3.5-3.94 GPA 7th week–grades/comments for all students. Summa Cum Laude - Highest Honors: 3.95-4.0 GPA Final Semester Grades - Graduation honors are listed in the commencement Submitted to the Registrar at the end of the semes- program and are included on the student’s tran- ter–grades/comments for all students. script. Grade System Dean’s List Mitchell College currently uses a 4.0 grade system The Dean’s List is announced at the end of the fall within a fifteen (15) week semester. The grades issued and spring semesters. Students who meet the follow- and their current values in associated grade points ing requirements are eligible: are as follows:

1. Must be a matriculated student. Grade Definition Grade Points 2. Part-time students are eligible for Dean’s List sta- A+ 4.00 tus for every 12 credits completed. A Excellent 4.00 3. Must have a Grade Point Average of 3.5 or higher A- 3.67 for the given semester. B+ 3.33 4. May not have any Incomplete, Withdrawal or Fail- B Good 3.00 ing grades for the given semester. B- 2.67 C+ 2.33 Notation of Dean’s List honors will be recorded on C Average 2.00 the student’s transcript. C- 1.67 D+ 1.33 Commendable Scholar D Unsatisfactory but Passing 1.00 Commendable Scholars are announced at the end of D- 0.67 the fall and spring semesters. F Failure 0.00

34 Other grades not included in semester or cumulative To calculate a grade point for a course, first take the Grade Point Average (GPA): number of grade points earned for a grade and mul- tiply that times the number of credits that the course W - Withdrawal: Assigned when a student officially earned. Example: a grade of B in a three (3) credit withdraws from a course before the withdrawal course = 3.00 grade points x 3 credits earned = 9.00 deadline. grade points; an A in a two (2) credit course = 4.00 grade points x 2 credits = 8.00 grade points. P - Pass: assigned in Pass/Fail courses or where stu- dent has taken an equivalency test to receive credit To calculate GPA, first determine the total credits for the course. Counts as credits earned but no grade attempted and the total grade points earned. Credits points are assigned. attempted include the total credit hours of all courses taken at Mitchell College where a grade other than AU - Audit: Student elected to attend course with- W, P, I or AU has been assigned, less the credit hours out having to meet the requirements. No credit is for any courses that have been repeated. A course is received and no grade points are assigned. included in the credits attempted only once, regard- less of the number of attempts made to complete the I - Incomplete: A temporary mark when a student course. To calculate the total grade points earned, has not completed all course requirements. Student add up the grade points earned for each course must complete all outstanding work, at the latest, by included in the credits attempted. Then divide the the last day of classes of the following semester oth- total grade points by the total credits attempted. For erwise, the mark will revert automatically to a Fail- example: if 60 credits have been completed and a ure (F). total of 195 grade points have been earned, then the GPA = 195/60 = 3.25. Calculation of Grade Point Average Each grade that a student receives at Mitchell College The grade point average includes only courses taken has a corresponding grade point value. See Grade at Mitchell College. Courses taken at other institu- System on previous page. tions are not calculated into the grade point average, and the grade attained may not be used to improve The following administrative grades do not carry the grade point average. grade point values: P (Passing), W (Withdrawal) and AU (Audit). An incomplete does not carry a grade point value.

35 Definition of Terms

The College uses various terms to describe courses Major and their relationship to a student’s curriculum. Within each degree program there is an area of There are a number of terms that students may hear focused study called the major. The major consists that describe their status at Mitchell College. Under- of a series of related courses which allow students to standing these terms will make life a little easier and develop both breadth and depth in a particular aca- the experience more rewarding. demic field. In the case of the Liberal Studies major, the program is designed to allow them to maximize Add/Drop the breadth of the program. Students undecided Once the semester starts, a student may discover that about their major participate in the FC110 course. for one reason or another the previously arranged schedule is no longer appropriate and a change is Major Change desirable. For that purpose, Mitchell College has set Students who are considering changing their major, aside the first six (6) days of classes as an Add/Drop need to discuss the programs and implications of a period when a student may make valid schedule change with their Academic Advisor. (See Major changes. (See Add/Drop under the policy section for Change under the policy section for more informa- more information.) tion.)

Auditing a Course Minor Students have the option to take a course for no Some academic departments offer minors for stu- credit. (See Auditing a Course under the policy sec- dents that qualify for such an option. Restrictions tion for more information.) and conditions apply to academic minors. Students may petition for the pursuit of a minor during their Co-Requisite sophomore or junior year and work with their aca- In certain situations two courses may be necessary demic advisor and department chairperson to meet complements to each other. The knowledge pre- the requirements of the designated minor. sented in each is absolutely necessary for success in its partner. In such cases, the courses are co-requisite Matriculated Student to each other and should be taken during the same A matriculated student has applied and been admit- semester. ted to a degree program at Mitchell College. All forms of financial aid require that the student be matricu- Hybrid Course lated. A course delivered and completed exclusively in electronic format. Non-Matriculated Student A non-matriculated student has not yet applied for Elective Courses admission to Mitchell College. A student may take All degree programs allow students some flexibility up to 15 credits as a non-matriculated student but in the choice of a certain number of courses. These must apply for admission before taking any addi- areas where a student has choices are called electives. tional credits. Students enrolled in Thames Academy An elective is any course offered at Mitchell College are not subject to the non-matriculated student lim- which carries credit. The purpose of electives is to its as mentioned above. broaden the scope of a student’s experience. There- fore, students should use electives to sample the Online Course offerings of disciplines away from their major. A course delivered and completed exclusively in electronic format.

36 Registered Sequential Courses This means that students have signed up to take There are a number of majors where completion classes. Registered does not mean the same as requires sequential courses. For example, in science matriculated. Students must file an application with a sequence requires students take both parts of a the Office of Admissions and be admitted to be two-part course. matriculated. Student Status Registration Full-time Student - Full-time status is defined as During the spring semester for the subsequent fall being registered for twelve semester hours or above and during fall semester for the following spring, at the end of the Add/Drop week during each of the Mitchell College provides students with the oppor- fall and spring semesters. tunity to select the courses they wish to take during the next semester. Part-time Student - Part-time status is defined a being registered for fewer than twelve credits as of Required Course the end of Add/Drop week. (See Determination of This is a course which must be completed before a Enrollment Status under the policy section for more student is allowed to graduate. Some courses such information.) as CW101 are College wide requirements, some are requirements with certain degree programs and oth- Transfer Student - Any student who prior to accep- ers are required only for certain concentrations. All tance at Mitchell College has accumulated college courses which are required need to be completed credits at another institution. (See Transfer under the before a student may graduate. policy section for more information.)

37 Adult and Returning Students

Mitchell College understands the adult learner who Career Change or Enrichment balances family, career, and community with educa- Research shows that lifelong learners are happier and tional responsibilities. That’s why we offer classes to more fulfilled. Even if you’ve enjoyed a prosperous meet your requirements for: career, a college course is the ideal way to prepare for • Individual study your next career move and broaden your perspective • Professional development and global understanding. • Certificate study or degree completion. Where it Starts: We offer classes and programs year round and in Prior Learning Assessment flexible formats, including: You may have already acquired knowledge and expe- • Evenings and/or weekends on campus rience for which you can be awarded college credit. • Accelerated sessions Mitchell has a generous acceptance policy of credits • Online earned through organizations and respected exams • Hybrid, a mix of online and classroom settings that can validate your prior learning, including: so you don’t have to compromise that balance. CAEL - Council on Adult & Experiential Learning You may be a working adult, a parent of young chil- dren, a veteran, or a career changer: whatever your CLEP - Mitchell College is a CLEP Test Center for stage in life or your rationale for taking college the College Board’s College-Level Examination courses, consider Mitchell College. Our stellar fac- Program and accepts over 24 exams that could be ulty and exceptional support services provide the applied towards Mitchell degrees. perfect balance of individual attention and practical experience you’re seeking in a learning environment. DANTES - Subject Standardized Tests (DSST) Exams for uniformed service members Career Advancement Today’s world of work is demanding, and having a ECE - Excelsior College Examinations competitive advantage may secure that promotion or help you advance in your field. Adding college cred- TECEP - Thomas Edison State College Examination its, a certificate, or a degree to your resume will serve Program Exams you well professionally and personally. Charter Oak College Assessment of College Course Equivalencies - accepted for the CT State Police, Municipal Police, and Fire and Judicial Marshal Academies.

For more information, contact the Office for Aca- demic Affairs.

38 Academic Policies and Procedures

ACADEMIC HONESTY Cheating involves looking at the work of another person and intentionally using that person’s answers Students at Mitchell College are expected to main- or information as one’s own. Cheating during quiz- tain the highest standards of academic conduct. zes, tests or exams, both in class and out of class, are Most students conduct themselves with integrity and a serious violation of the College standard of con- are disturbed when they observe others cheating or duct of academic honesty. plagiarizing. Any form of academic dishonesty is condemned at Mitchell College, whether it occurs Reports and Penalties for Academic Dishonesty through cheating within a testing session or in the After students have taken CW101 and the First- form of plagiarism in reports, term papers, themes Year Seminar, all offenses of academic dishonesty, or essays. The Dean of the College must be notified including the unintentional kind, must be reported by instructors of any grade or course penalty. The to the Office for Academic Affairs/Dean of the -Col Dean ensures that appropriate sanctions in place for lege (VPAA/DOC). Penalties during the student’s offenders who have committed multiple violations of enrollment at Mitchell College are as follows: the academic honesty standards are applied. 1. First offense involving: Plagiarism, Multiple Submissions, Cheating a. Academic dishonesty without evidence of pre- While plagiarism, whether from print or electronic meditation: F in this quiz, exam, project, etc. with sources, is often based on premeditated cheating in notation provided to the VPAA/DOC; written assignments, it may result from the uninten- b. Academic dishonesty with evidence of premedi- tional lifting of words, phrases, sentences, or para- tation: Zero (0) in this quiz, exam, project, etc. graphs from other writers. Unfortunately, students and notation provided to the VPAA/DOC. often have received insufficient instruction about 2. Second offense involving academic dishonesty of plagiarism during their secondary education. For any kind in any course: F in the course involved this reason, inadvertent plagiarism committed by with notation of academic dishonesty to the Reg- students who have not taken CW101 and the First- istrar for the student’s permanent record and a Year Seminar will not be subject to the same penal- notation to the VPAA/DOC. ties as those who have completed these courses. It is 3. Third offense involving academic dishonesty of recommended that professors require students who any kind: Immediate dismissal from the College have committed inadvertent plagiarism, but have not with notation of academic dishonesty to the Reg- taken these courses or comparable courses at other istrar for the student’s permanent record and a institutions, to revise the assignment with a writing notation to the VPAA/DOC. tutor from the Tutoring Center. At the same time, if there is a clear indication of deliberate plagiarism by In every case, the student will be advised by the students who have completed CW101 and the First- instructor in writing of the violation of the standard Year Seminar, they will be subjected to the more of academic honesty and the sanction imposed. Stu- severe penalties cited below. dents have the right to appeal a sanction.

Multiple submissions is the practice of submitting The Appeal Process a single paper for credit in two or more different 1. Upon notification of the charge by the Professor, classes (in the same or in different semesters). This is the student may appeal in writing to the Professor. prohibited and is a violation of the College standard 2. Within five (5) working days of receiving of conduct of academic honesty. the faculty member’s response, the student may

39 appeal in writing to the Department Chair in • All electronic devices, including cell phones, MP3 which the course is offered. players, iPods, or pagers, must be turned off dur- 3. Within ten (10) working days of receiving the stu- ing class time. dent’s appeal, the Department Chair will commu- • In the case of medical emergency or family need nicate his/her decision in writing to the student when contact with the student is required, a cell and a copy to the Office for Academic Affairs. phone may be left on during class time, with per- 4. If the student is not satisfied with the finding, the mission from the instructor. The cell phone must student may appeal in writing to the VPAA/DOC. be set to vibrate to minimize the level of distrac- This must be done within ten (10) working days of tion for other students. the date of the communication from the Depart- • Laptops are to be used only in the following cir- ment Chair. cumstances: 5. The VPAA/DOC will convene the Academic Stand- - As an approved reasonable accommodation for ing and Review Committee and notify the student a student with a disability certified by the Office in writing of the date of the hearing. The student of Disability Student Services. Laptops used for has the right to appear before the committee and the purpose of disability accommodation are provide evidence and supporting witnesses. restricted to this purpose only and may not be 6. The finding of the Academic Standing and used for other purposes. Review Committee is final. - There has been prior permission granted by the instructor to an individual student. Appeal - There is a classroom requirement for laptop use A student has the right to appeal an academic or initiated by the instructor. administrative decision. (See specific appeal proce- • A student’s use of electronic devices in the class- dures explained in this catalog.) room without prior permission, including cell phones, MP3 players, iPods, or pagers may result If resolution of an appeal cannot be reached, stu- in the student being requested to leave the class- dents may seek assistance from the Commission room, and an absence may be recorded for the on Institutions of Higher Education of the New student for that class. England Association of Schools and Colleges (cihe. neasc.org or at 3 Burlington Woods Drive, Suite 100 ACADEMIC PROGRESS AND PERFORMANCE Burlington, MA 01803; (855) 886-3272) or the Con- STANDARDS necticut Office of Higher Education (ctohe.org). CTOHE addresses student complaints that relate to Purpose Connecticut General Statutes and for which all insti- Mitchell College requires all students to perform tutional grievance procedures have been exhausted. at minimum levels regarding their academic pur- Please see the “Students and Families” section of the suits. This policy pertains to all students; however, CTOHE website or you may contact the CTOHE it is imperative that students receiving Financial Aid at 61 Woodland Street, Hartford, CT 06105-2326; pay particularly close attention to the standards as (800) 842-0229. they can negatively impact aid eligibility. This pol- icy complies with the Title IV regulations (34 CFR College Policy on Student Electronic Devices in the 668.34) that require an institution receiving Title Classroom (FCW approved 12/2/09) IV aid to establish a policy that outlines satisfactory It is the right of every college student to be educated progress as a set of qualitative and quantitative stan- in an environment that is free from distraction from dards on progress toward graduation requirements. the educational activities being conducted in the classroom. To support students’ right to a distrac- Definitions tion-free educational environment, the following Good Standing: All students are considered in good policy on use of electronic devices in the classroom academic standing upon entry and are reaffirmed as is recommended to all faculty and students at Mitch- good standing following each term in which they earn ell College: at least a 2.00 cumulative grade point average (GPA).

40 Academic Warning: The student’s performance likely be unable to meet the academic standards is such that continued performance at this level is required because of the withdrawal, the student will likely to diminish or eliminate the possibility of aca- be required to petition to the Academic Dean prior demic success and graduation. Performance must be to being given the opportunity to re-enroll in any improved or the student will be subject to Academic subsequent term at Mitchell. Probation or Dismissal based upon the chart below. SAP: Abbreviation used for the term Satisfactory Academic Probation: The student’s performance is Academic Progress. such that the student is in academic danger. Contin- ued performance at this level will require separation Pace: Cumulative number of hours successfully from the College. The student is required to create an completed divided by cumulative number of hours Academic Plan with the Academic Advising Office attempted (see next definition). within the first week of the term in which s/he is placed in a probationary status. Moreover, the stu- Hours Attempted: Includes all enrolled courses with dent in this category is expected to secure additional incomplete grades, course withdrawals, and course help, curtail nonacademic activities, and reassess repetitions in which the student was enrolled at the his/her participation in an academic program. The conclusion of the Add/Drop period for each term. Dean of the College or his designee may set specific All transfer credits that are accepted will be counted academic expectations to be met. Failure to meet both as credits attempted and credits earned in the defined expectations will result in dismissal from rate of completion calculation. the College. Financial Aid Warning: A status assigned when an Dismissal: The student’s performance is such that enrolled student fails to make SAP at the end of a the College believes the student cannot profit from payment period. Mitchell defines the payment peri- the Mitchell experience. The student’s presence may ods to be the fall, January, spring and summer terms. be deemed detrimental to the success of other stu- dents. Dismissal is generally irrevocable; however, Financial Aid Ineligibility: A status assigned when students do have the opportunity to appeal such a student whose status was Financial Aid Warning standing once. but fails to make SAP at the end of the next enrolled payment period as defined above. Academic Suspension: This status is only used as an alternative to dismissal after an appeal if the Aca- Financial Aid Probation: A status assigned when a demic Standing and Review Committee so deter- student fails to make SAP at the end of an evalua- mines that the student should be reconsidered for tion period (which results in Financial Aid Ineligi- enrollment at a later date. Suspension prevents a stu- bility) but has successfully appealed and has eligi- dent from enrolling at Mitchell College for a specific bility reinstated. Note: Mitchell students placed on time, not to exceed one calendar year. Demonstra- Financial Aid Probation are required to establish, tion of improved performance at another institution have approved and follow a detailed Academic Plan during the suspension period is expected for a stu- with the Academic Advising Office by an established dent to be reconsidered for re-enrollment while in deadline. A student on Financial Aid Probation that this status. Any student that is placed on suspension fails to meet the conditions of his/her Academic Plan and is given the opportunity to re-enroll at Mitchell will not be eligible for further Financial Aid until will return on Academic Probation status with con- satisfactory academic progress is regained. ditions outlined by the Academic Dean for the first semester s/he returns. The Policy Satisfactory Academic Performance Academic Dean’s Hold: A hold will be placed on Satisfactory academic performance and academic a student’s academic record if a student with an status is based on the Grade Point Average (GPA) academic standing of Probation withdraws from achieved at defined levels of credits enrolled. At the College during a semester. Since the student will the end of each of our four semesters (fall, January, 41 spring, summer), all students enrolled will be evalu- tion or extenuating circumstances that need to be ated for academic performance and will be placed in considered about the student holistically. Student one of five academic status categories: Good Stand- appeal hearings are held within one week of the ing, Warning, Probation or Dismissal. Also, Sus- defined appeal deadline by the ASRC. Students do pension may be used as a category if so determined not attend the appeal hearing; however, rare excep- by the Academic Standing and Review Committee tions have been made. The decision of the Commit- (ASRC) after hearing a student appeal. tee is final. A student may only appeal a dismissal one time, even if a prior appeal resulted in reinstate- Students are expected to earn a minimum of a 2.00 ment. Students are informed in writing of the ASRC GPA at all times. Students falling below the 2.00 decision. minimum standard will be placed on Academic Warning or Probation for one semester or academi- As noted above, the ASRC may suspend a student cally dismissed as warranted. The cumulative GPA for one semester or one year as an alternative to dis- of students placed on Warning or Probation must missal. A suspended student may not enroll for the be brought up to at least 2.00 by the end of the next designated period. Requests to re-enroll at the end of a suspension is made by petition for reinstatement to the Dean at least one month prior to the start of a term in which enrollment is planned.

Satisfactory Academic Progress immediate semester or the student may be academi- Mitchell College expects all matriculated students cally dismissed from the College. The following to make satisfactory progress each semester toward chart is used to determine student status regarding earning the declared degree. While the College rec- ognizes that some students will move more quickly Right to Appeal an Academic Dismissal toward a degree, other students will need more time Decisions regarding dismissal may be appealed to to accomplish degree requirements. Since many the Dean of the College. The appeal must be in writ- Mitchell College students receive financial aid, stu- ing and must be received by the Academic Affairs dents must be keenly aware of the federal and state Office no later than a date specified in the dismissal guidelines that restrict financial aid offerings to stu- letter. The appeal should contain any new informa- dents.

42 Academic Progress as it relates to satisfactory finan- an academic plan to be approved by the Academic cial aid eligibility will be measured in May at the end Advising Office by a specified deadline. Probationary of the spring semester. In accordance with national students must meet the approved academic plan con- standards and federal guidelines, Mitchell College ditions to continue to be eligible for any financial aid. expects each student to progress toward a degree as defined in the following chart. Student’s Right to Appeal Financial Aid Ineligibility because of failure to meet SAP It is crucial that all students receiving Federal Title Students have a right to appeal the College’s decision IV financial aid (or other aid directly administered on financial aid ineligibility. The appeal must be in or certified by Mitchell College) must maintain sat- writing and must be received by the Financial Aid isfactory academic progress toward completion of Office no later than a date specified in the ineligibil- their degree program of study. As noted above, the ity letter. The appeal should contain any new infor- FULL completion time frame is defined as 150% of mation or extenuating circumstances that need to be the published length of the program. considered about the student holistically. A student appeal hearing will be heard within one week of the Full-time students are expected to complete a desig- defined appeal deadline by the ASRC. Students do nated minimum percentage of the academic credits not attend the appeal hearing; however, rare excep- in which they enroll each term. Mitchell College tions have been made. The decision of the Commit- defines this rate of completion using the number tee is final. Students may only appeal a dismissal of credits in which a student has enrolled as of the one time, even if a prior appeal resulted in reinstate- conclusion of the Add/Drop period of each term. ment. Students are informed in writing of the ASRC All classes enrolled are calculated in this evaluation decision by the Registrar. which includes any class for which a student with- drew, repeated, failed or received an incomplete. As noted above, students placed on Financial Aid Probation who fail to comply with the conditions PROGRESS – FINANCIAL AID approved in the required Academic Plan will be inel- igible for future financial aid and will be notified of Credits Comple- Below If on such by the Financial Aid Office immediately upon Enrolled tion Rate Status Warning the violation of the plan. 0 - 27 50% Warning Ineligibility 28 - 57 60% Warning Ineligibility Add/Drop Once the semester starts, a student may discover that 58+ 67% Warning Ineligibility for one reason or another the previously arranged schedule is no longer appropriate and a change is Students who do not meet these minimum stan- desirable. For that purpose, Mitchell College has set dards will be placed on financial aid warning for aside the first six (6) days of classes as an Add/Drop one semester and make an academic plan approved period where a student may make valid schedule by the Academic Advising Office. Students who fail changes. to show satisfactory academic progress at the end of the warning semester will be placed on financial To effect a change a student must meet with an aca- aid ineligibility status. Financial aid ineligible stu- demic advisor who approves the change and enters dents are not entitled to federal and Mitchell College details into the computer. financial aid funds until they regain satisfactory aca- demic progress. If there are seats available in the class requested and the new schedule will produce no time conflicts for Financial aid ineligible students may appeal this sta- the student, a change will be allowed. Class availability tus. Students that successfully appeal will be placed during Add/Drop is severely limited. It is imperative on probationary status and reviewed at the end of the that a student develop an acceptable schedule during semester that follows being placed on probationary the registration period. Courses dropped during this status. Students who successfully appeal must create period are not reflected on the student’s transcript. 43 Athletic Eligibility lated. If the student is dissatisfied with the outcome, Eligibility to represent Mitchell College in intercol- the student has a right to appeal, in writing, to the legiate athletics competition requires than a student- Department Chair of the department in which the athlete shall maintain satisfactory progress toward course is taught. The Department Chair notifies the a baccalaureate degree at Mitchell as defined in the student and the Dean of the College of his or her rec- College Catalog: page 42. ommendation.

A student on unsatisfactory status who has not If the faculty member or Department Chair is achieved satisfactory progress, after summer and/ unavailable in the summer or during the win- or fall study is ineligible for athletic participation. ter break, the student must wait until the College Please refer to Student Athlete Handbook for further reopens to resolve the issue. information on athletic eligibility. No grade may be changed without the professor Auditing a Course completing the Grade Change form. Full-time students (12 credits or more) may audit any Mitchell College course with the permission of Incomplete the instructor. They must register as an auditor at Students are expected to complete all course require- the Registrar’s Office. No credit is earned. Part-time ments during the normal semester. The Incomplete students also may audit courses on a space-available mark is given only when, due to nonacademic cir- basis. Total credits for a part-time student may not cumstances beyond the student’s control, the stu- exceed 11 in any combination of courses taken for dent has not completed a relatively small portion of credit or audit. There is a fee for an audited course. course requirements. The work done to date of the petition must be of passing quality. The Incomplete Determination of Enrollment Status is given only to students who have been attending There are two different types of enrollment status. and have been making regular progress. Please read the following carefully and consult with an academic advisor if there are any questions. In exceptional circumstances when a student deter- mines s/he may be unable to meet all course require- I. Full-time status: Full-time status is defined as ments during the scheduled course period, the fol- being registered for twelve semester hours or lowing guidelines and process are in place: above at the end of the Add/Drop week during each of the fall and spring semesters. Full-time 1. A student who believes s/he has a legitimate rea- students are eligible for on-campus residency son for missing a final examination or failing to privileges and athletic participation. They pay the complete course work may petition for a makeup full College Fee. examination or an extension to course work dead- lines by completing a Petition for an Incomplete II. Part-time status (fewer than twelve credits): Grade in a Course form and giving the completed Students enrolled in fewer than twelve cred- form to the Office for Academic Affairs. its as of the end of Add/Drop week. Part- 2. The Incomplete is entered by the Registrar only time students are billed for tuition on the with prior approval. In all other circumstances, existing scale. The issue of their contribu- the instructor will assign a grade of F to course tion to the College Fee needs to be addressed. work or to examination requirements not met and then calculate the final grade for the course in the Grade Changes usual way. If a student believes an error has been made, the 3. If no grade is submitted by the instructor by the student has the right to appeal a grade received in a last day of classes of the semester, the Registrar course. Within ten (10) days of receiving the grade, will assign a grade of F for the course. the student should request, in writing, that the fac- 4. Any student who is granted an Incomplete must ulty member review the grade. The faculty member complete all outstanding work, at the latest, by the will explain, in writing, how the grade was calcu- last day of classes of the following semester. There- 44 fore, incomplete work for fall semesters must be The minimum GPA to be considered for an Inde- completed and submitted by the last day of classes pendent Study is 2.5. Once approved, the student in May and incomplete work for spring and sum- will meet with the instructor once each week for one mer semesters must be submitted by the last day hour, although in some circumstances the nature of of classes in December. Failure to meet these the subject matter may dictate less frequent meetings deadlines means that the Incomplete will revert to of longer duration. However, the minimum number the original grade submitted by the faculty mem- of instructional hours in any given semester must be ber or an F if no grade was submitted. 15. The course is graded and normally carries three 5. The final grade for the course will be calculated credits. by the instructor and submitted to the Registrar upon completion of course requirements by the Change of Major last day of classes of the semester. Once students have embarked on a particular aca- 6. Please note that because a GPA cannot be calcu- demic program, they may discover that the major lated for the semester in which the Incomplete is selected does not fit their skills, interests and abili- entered: (i) any student who has an Incomplete ties. If they decide to change majors, they must meet mark on the transcript is not eligible for inclu- with their academic advisor to discuss the proposed sion on the Dean’s List or Commendable Scholars change. A change of major may require a reexami- List for that semester; (ii) eligibility for financial nation of transfer credits, a change in the applica- aid may not be determined until the Incomplete bility of currently completed credits and possibly a is removed, thereby delaying essential decisions delay in graduation. Changing a major may affect which are made by the Financial Aid Office. their graduation date. It is important to real- ize this before the change is completed. A student Independent Study must obtain signatures from the Academic Advi- The opportunity to pursue an Independent Study is sor and the Department Chairs of the exiting and extended to a small number of sophomores, juniors entering departments. The Change of Major form is and seniors who wish to explore areas that are not then forwarded to the Registrar’s Office so the per- represented in the curriculum. It is defined as an manent record can be updated. Students wanting to individual library or laboratory research or creative move from an associate degree program to a bache- arts project under the direct sponsorship of a full- lor degree program must apply for the status change time faculty member. Independent Study requires through discussion with the respective Department traditional academic work involving reading, writ- Chair. ing and experimental or special projects. Registration (fall and spring) To arrange for an Independent Study, the student During the spring semester for the subsequent fall must define the project, find a faculty sponsor, and and during fall semester for the following spring, obtain approval from the department chair for the Mitchell College provides students with the oppor- course prior to the start of the semester in which the tunity to select the courses they wish to take dur- Independent Study will be taken. The faculty mem- ing the next semester. Prior to the actual dates of ber, the department chair and the Academic Dean registration, students are provided with copies of must approve the project in order for the student to the Semester Schedule and the necessary registra- register for the course. tion materials so that they may plan their schedules. The student is expected to meet with an academic Approval will be based on a written application form advisor to ensure that his/her selection of courses available from the faculty sponsor or the Registrar’s is academically and programmatically sound. The Office. It will require evidence of: academic advisor enters registration details into the • The academic merit of the study computer and spaces are reserved in classes pending • The availability of resource material payment of the tuition bill. • The student’s own capacity to undertake the work, including a copy of the student’s transcript.

45 Repeat Courses courses, semester tests are given at the discretion of Any student wishing to repeat a course at Mitchell the faculty member. However, the results of this test- College may do so. The higher grade will be used to ing provides valuable information to the Academic calculate the Grade Point Average. Both courses will Standing and Review Committee in determining be listed on the transcript. student status and it is urged in all courses irregard- less of level. Students also have the option of repeating the course at another accredited institution with prior approval Testing Requiring Accommodations from the Mitchell College Registrar. They must earn Any testing accommodation requested by a student a grade of C or better to transfer the credit back to and supported through documentation on file in the Mitchell College. If the transfer course is accepted, Disability Student Services Office (DSS) is the respon- it will fulfill their graduation requirement and both sibility of the faculty member. However, the DSS staff courses will be listed on their transcript; however, is available to assist with any testing accommodation neither grade will be used to calculate their Grade requests. If assistance is requested from the DSS, the Point Average. following procedure must be followed: • Testing Accommodation Request forms are to be Substitution of Courses completed by the student, the course instructor There may be times when the requirements of a and signed by the DSS. particular degree program do not exactly match • The student delivers the signed form to the fac- the student’s needs. Under special circumstances, it ulty member. may be possible for a student to arrange to substitute • The faculty member will stipulate on the form one particular class for another within the curricu- any special test conditions (i.e., use of a calcula- lum that the student is pursuing. Since the purpose tor, class notes, outlines, etc.) that may be permit- of a course substitution is to tailor the curriculum ted during the test/exam. to a particular student’s needs, permission for the • Students are instructed to return completed substitution must be obtained before the student Testing Accommodation Request forms to the registers for the course. To obtain permission for DSS at least two (2) days prior to the test date substitution within a curriculum, the student must and, in the case of Final Exams, one week prior first obtain a Course Substitution form from his/her to the last day of classes. academic advisor or the Registrar’s Office. The -stu • If the accommodation is to take place with DSS, dent must then make an appointment with his/her the faculty member is responsible for delivering academic advisor. The form requires the signature of the test to DSS prior to the scheduled time and the Department Chair. The form is forwarded to the must pick up the complete test. Office for Academic Affairs and then to the Regis- • Please note: Students are not to hand-carry tests trar’s Office where the curriculum notation will be to DSS or back to the faculty. made. Final Examinations and Assessment TESTING AND EXAMINATION • A final assessment of outcomes in terms of stu- dent ability is mandatory in all courses. All Tests and Examinations • Final assessments may take many forms, includ- Students notify faculty of testing accommodations ing traditional final examinations at the conclu- through a Faculty Accommodation Letter provided sion of each semester according to a schedule by the Disability Student Services Office (DSS). Stu- published by the Registrar. dents must notify a faculty member they would like • Missed final examinations and other assessments to access their accommodations prior to each test. cannot be made up unless there are exceptional circumstances. Because of the requirement to submit interim semes- • Assessment is the decision of the faculty member. ter grades, testing or some assessment procedure However, the method of assessment, percentage before four and seven weeks is necessary in first of grade and calculation of final grades must be and second year courses. In third and fourth year made clear to the student on the course syllabus. 46 • Faculty are also required to keep on file records be used to calculate the student’s Grade Point Aver- of assessments and final grades for one year. age at Mitchell. Some transfer credits may not apply in their chosen major. Final Examinations Requiring Accommodations Any final examination accommodation requested by a Transferring Courses from Another Institution as student and supported through documentation on file a Matriculated Mitchell Student in the DSS is the responsibility of the faculty member. There are circumstances, such as the need to make As noted, the DSS staff is available to assist with up a missed course, where it may benefit a student any testing accommodation requests. If assistance is to take a course away from Mitchell College. This requested from the DSS, the same procedure must be is especially common during the summer. How- followed: ever, bachelor degree candidates must earn their last • Testing Accommodation Request forms are to be thirty (30) credits at Mitchell College. completed by the student and signed by a DSS staff member. Should such circumstances arise, it is necessary that • The student delivers the signed form to the fac- the student secure permission from Mitchell Col- ulty member. The faculty member will stipulate lege to take the course, prior to registration for the on the form any special material (i.e., use of a course. In order to secure permission, the student calculator, class notes, outlines, etc.) that may must obtain a catalog description of the course and be permitted during the test/exam. submit a hard copy to the Registrar’s Office at Mitch- • Due to the large number of requests for final ell College. The Registrar will review the descrip- examination accommodations, students are tion and verify that it is an appropriate equivalent instructed to return completed Testing Accom- to the course at Mitchell College. If the replacement modation Request forms to DSS at least one week is valid, a notation will be made on the student’s prior to the last day of classes. file. The student is responsible for making sure that • If the accommodation is to take place with DSS, an official transcript is submitted to Mitchell. The the faculty member is responsible for delivering course must always satisfy the same requirements as the test to DSS prior to the scheduled time and any course reviewed for transfer credits. must pick up the completed test. Articulation Agreements Please note: Students are not to hand-carry tests to The College has in place a transfer policy which DSS or back to the faculty. allows for the transfer of credit from regionally accredited institutions for appropriate coursework TRANSFERRING COURSES completed. In addition, the College has articulation agreements with institutions from which there is a Transferring to Mitchell College from Another pattern of student transfer. These agreements are Institution: revised periodically as curricula changes occur. A student who has accumulated college credits at another institution must submit official transcripts Withdrawal from a Course of those credits prior to acceptance as a degree candi- After the Add/Drop period has ended, a student may date if the student wishes to have those credits apply discover that special circumstances warrant discon- to a Mitchell curriculum. In order to be accepted as tinuation of a particular course. Withdrawal from transfer credit, a course must have a grade of C- or any course without academic penalty may be per- better (except in the case of a repeat course, which mitted up until the date specified on the Academic must have a grade of C or better), fit into the Mitch- Calendar. To withdraw from a course, a student must ell curriculum, satisfy a requirement or elective, and obtain a Course Withdrawal form from the academic carry credit from an accredited institution. Credits advisor or at the Registrar’s Office, assure the form which are not applicable to the Mitchell curriculum, is completed and signed by all parties noted on the even though they may otherwise be perfectly accept- form, and deliver the form to the Registrar’s Office. A able for transfer, will not be accepted for credit. The notation of W is recorded for the course in question. grades earned for transfer credits cannot in any way A grade point value is not assigned to the W notation. 47 If a full-time student withdraws to below twelve (12) receipt of the letter to meet with the advisor and credits during the semester, s/he could lose eligibility instructors to resolve the situation. If the student to live in College housing and may lose financial aid. does not contact his or her advisor and instruc- The Dean of Students will make the decision about tors and the situation is not resolved, the student residence hall status. Students requesting a disability may be dismissed by the ASRC. related reduced course load must be registered with 2. Re-admittance to the College is not possible Disability Student Services. within the same semester. For subsequent semes- ters, re-admittance is by appeal to the Academic If a student withdraws to below twelve semester Standing and Review Committee. The appeal hours, s/he will lose eligibility to participate in the should be filed through the Office of the Dean of the athletic program. College. 3. Administrative Withdrawal for Non-Attendance Process for withdrawal to below twelve (12) semester or Non-Compliance with Course/Faculty Stan- hours: dards - Students who are absent one-half or more 1. In order to withdraw to below twelve (12) semes- of all class meetings in all courses by week four of a ter hours, the full-time student must meet with semester may be notified in writing by the instruc- the Academic Advisor who will sign a With- tor of the possibility of their being administra- drawal form and, if approved, provide a rationale tively withdrawn from the College. The student so for the approval. notified will be given until five (5) week days from 2. The student must meet with the instructor, who the date of the notice to meet with advisors and must sign the form. instructors to resolve the situation. If attendance 3. The student must then sign the Withdrawal form, has not improved by week seven, the student may indicating that s/he has read the above policy be withdrawn by the ASRC. The Academic Stand- and understands the implications on housing, ing and Review Committee may administratively athletic participation, and financial aid status. withdraw a student from all courses. 4. A resident student wanting to remain in campus 4. An individual instructor may request the ASRC housing must, at the same time as preparing the to process an administrative withdrawal from Withdrawal form, get written permission from his or her course if attendance is unsatisfactory. the Dean of Students. That letter will accompany Re-admittance to the College is by appeal to the the Withdrawal form when delivered to the Reg- Academic Standing and Review Committee. The istrar’s Office for recording. appeal should be filed through the Office of the 5. The decision will be copied to the Dean of Stu- Dean of the College. dents and as necessary, the Director of Financial 5. If a student does not attend class during the Aid, the Academic Advisor and the Bursar. first two (2) weeks of the semester, s/he may be removed from that class list by the Registrar. Policy on Withdrawals and Dismissals that Occur During a Semester Withdrawal from the College 1. Administrative Dismissal for Non-Compliance In the course of a student’s enrollment at Mitchell, it with Academic Requirements - A student who, may become necessary for him or her to discontinue after review by the Academic Standing and participation in all classes during a given semester Review Committee (ASRC), is deemed not to and leave the College for the remainder of that term. be meeting basic academic requirements in To ensure that a student does not receive grades of all course work, attendance, and attention to F on all courses in progress, it is important to with- responsibilities and who started the semester draw officially from the College. on probationary status may be dismissed from the College any time after the fourth week of A student may officially withdraw from the College the academic semester. The student will be noti- anytime during the semester up until Noon on the fied in writing of the possibility of dismissal and last full day of classes prior to the start of the Final will be given five (5) week days from the date of Examination Period. The Bursar’s Office maintains

48 a chart of refund amounts associated with the date and to ensure that the decision is in the student’s of withdrawal. It is the student’s responsibility to best interest. The student writes a letter to the Aca- understand, in advance of the request, the implica- demic Dean requesting the leave and explaining the tions (including financial) in withdrawing. circumstances and then delivers it to the Academic Affairs Office in Mitchell Hall. The Academic Dean To withdraw officially from the College, a student will review the request, consult with the Academic must meet with an academic advisor. The purpose of Advisor and Department Chairperson, and then this meeting is not to question the student’s decision notify the student of the decision regarding the but rather to make sure that all options have been request. explored and that the best possible resolution of the circumstances is achieved. While on a Leave of Absence, the student is expected to inform the College of any changes in the planned Once a determination has been made that a with- return date. Under no circumstances will a leave drawal is the best course for a student to follow, the of absence be extended beyond two (2) years. If a academic advisor will generate an electronic With- student does not comply with the leave of absence drawal form which is sent to necessary campus regulations, s/he must apply for readmission at the offices and the student’s faculty. This form officially Admissions Office. notifies specific administrative offices that the- stu dent will be ending his/her attendance at Mitchell Medical Leave of Absence for that semester. This notice will also allow the The purpose of a Medical Leave of Absence is to allow Registrar’s Office to convert the final grades for all of a student to separate from the institution for medical the student’s courses to W. reasons for a finite period of time and to reserve the right to return within two (2) years without requiring Leave of Absence from the College readmission to the College. A Medical Leave of Ab- The purpose of a Leave of Absence is to allow a sence must be requested in writing accompanied by student to separate from the institution for a finite a doctor’s note to the Vice President of Academic Af- period of time and to reserve the right to return fair/Dean of the College as soon as the student knows within two (2) years without requiring readmission s/he is unable to attend classes for an extended period to the College. A leave of absence must be requested of time. An expected return date should be stated, ac- prior to the start of a semester and include a defi- cruing to no more than two (2) full years after the nite return date at the start of a semester, accruing student leaves. to no more than two (2) full years after the student departs. While on a Medical Leave of Absence, the student is expected to inform the College of any changes in the A formal request for the leave needs to be made by planned return date. Under no circumstances will a the student. leave of absence be extended beyond two (2) years. If a student does not comply with the leave of absence To request a leave of absence, the student should regulations, s/he must apply for readmission at the review the option with his/her academic advisor Admissions Office.

49 Requirements for a Mitchell College Degree

The requirements for a Mitchell College degree are 1. Ethics and Values: At least one course designated designed to embody the College’s definition of an E (the particular course may be designated by the educated person and to reflect the goals of Mitchell major). College’s Mission Statement. Requirements afford students the opportunity to acquire the knowledge, 2. American Institutions: At least one course desig- values and competencies to become successful, nated AI. responsible and productive citizens in the diverse and global society of the 21st century and also pro- 3. Global/Intercultural Perspectives: At least one vide the skills necessary to meet the challenges of course designated G. students’ academic, professional and personal goals. 4. Understanding Diversity: At least one course Mitchell College is dedicated to providing a challeng- designated D. ing education to all students including those who may be under prepared academically, possess untapped 5. Social Responsibility: At least one course desig- potential and who may have learning differences. nated SR or participation in one semester (for Asso- ciate students) or two semesters (for Bachelor stu- The learning objectives are met through courses and dents) in a community or college service activity or activities that span our four-year and two-year degree College-sponsored club or organization. programs. By integrating the general education and major degree programs, students are provided with a For Students Enrolled Fall 2013 and After unique educational opportunity which is relevant not only to their interests and learning styles but to con- I. Ability Based Education (ABE) Requirements - temporary society. ABE partners the intellectual abilities cultivated by the liberal arts and sciences with the professional Degree Requirements skills and personal development required to compete For entering first-year students in Fall 2013 and in the global economy. The seven Abilities are intro- thereafter, the General Education requirements are duced in the First-Year Experience. Initial assess- met through: ments at new student orientation assist the student I. Ability-Based Education (ABE) Requirements in recognizing current strengths and identifying II. Content Area Requirements areas for further development. III. College Requirements IV. Major Requirements As students progress through their program of study, they will collect evidence (papers, videos, pre- Important Note for Students Enrolled at Mitchell sentations, projects, etc.) that document their level of Prior to Fall 2013: Returning upper class Mitchell mastery. There are three levels of mastery: students and new students transferring to Mitchell 1. Developing College from another accredited college or univer- 2. Competent sity, that is entering as other than a first-year, first 3. Distinguished time student, are obligated to complete coursework in the following secondary areas, as described in To meet graduation requirements, students must place of ABE: successfully reach the level of Competent in five (5) of the seven (7) Abilities. The seven Abilities The courses in these five categories may meet a Con- are embedded throughout the curriculum in such a tent Area Requirement (see II. below) or a Major way that through the General Education and major Requirement (see IV. below) but not both. requirements, students will be exposed to most, if not all, of them. 50 Though some courses address several Abilities, each pus; construct, synthesize and make decisions based course is associated with one of the Abilities to the on ethical and moral reasoning; and interpret the point that this Ability is called the Dominant Ability importance of citizenship. (DA) embedded in that course. It is only the Domi- nant Ability that is credited when the student satis- • Social Interaction DA: SI fies the requirements for it with the requirements of Identify and demonstrate social behaviors essential the course. The Dominant Ability is coded in the to effective human interaction; identify intra- and Course Description section of the catalog. The code interpersonal strengths critical to effective processes; for each ability appears here after its title: identify and improve interpersonal weaknesses; demonstrate behaviors critical to effective group • Critical & Creative Thinking DA: CCT interaction; and demonstrate positive social intra- Evaluate information and ideas; identify multiple personal/interpersonal skills essential to seeking, perspectives and assess different forms of argu- securing, and performing work within one’s chosen ments; hone decision-making skills; and distin- field. guish the practical skills and techniques of creative thinking. II. Content Area Requirements To develop an appreciation of the liberal arts and sci- • Communication DA: C ences and to ensure an adequate breadth of knowl- Convert thoughts and ideas through writing and edge as a foundation for continued learning, students speaking; construct alternative nonverbal ways of are required to take courses in each of the following communication; interpret the driving purpose, main five content areas (the goals of the general education point, sub-points, meaning and significance of a program are reflected in the general education objec- given piece; and employ active listening skills. tives of the specific content areas):

• Diversity & Global Perspectives DA: D • Humanities Interpret the world as a socio-culturally diverse For Associate and Bachelor Degrees: environment; understand how world cultures shape Literature: 3 credits opinions, perceptions and judgments; identify levels Fine Arts: 3 credits in Music, Art or Theater of interdependence among economic, political, cul- History: 3 credits tural and environmental models of human interac- In addition, for Bachelor Degrees: tion; and explain the roots of globalization. Humanities elective (Literature, Fine Arts, His- tory, Philosophy, World Language, Humanities): • Information & Communication Technology Literacy 3 credits DA: ICT At least one of the four courses must be at or Interpret the need for and how to locate informa- above 200 level. tion, including Internet and database sources; con- • Social and Behavior Sciences struct an organizational scheme that enables one to For Associate and Bachelor Degrees: assess the relevance and utility of information for a PY105, SO103 or HD108: 3 credits specific purpose; interpret conclusions from infor- In addition, for Bachelor Degrees: mation originating from multiple sources by criti- Psychology, Sociology, Human Development, cal adaptation and analysis; and explain informa- Economics, or Government as designated: tion persuasively and ethically to various audiences. 3 credits • Mathematics • Analysis & Problem Solving DA: APS For Associate Degrees: Determine the nature of problems, observe prob- Determined by placement test and at a level set lems, analyze situations at multiple levels, and seek by the major program: 3-4 credits (C- or better) solutions appropriate to the discipline. In addition, for Bachelor Degrees: Selected course must be at the level of MA104 or • Values, Ethics & Social Responsibility DA: V higher Engage in social service activities on and off-cam- 51 • Natural Sciences (Life and Physical Sciences) IV. Major Requirements For Associate Degrees: The Major Requirements provide the opportu- 4 credits nity to apply and integrate the abilities, skills and In addition for Bachelor Degrees: knowledge imparted by ABE, the content area 4-8 credits, courses may be both in the Physical requirements, and the College requirements. Each or Life Sciences or one course from each area major also requires a capstone, internship or other • Physical Education and Health course(s) that allows for the integration and assess- For Associate Degrees: ment of these abilities, skills and knowledge. One season intercollegiate sport OR one PE Skills course OR one PE three credit course. General Education Course Requirements for For Bachelor Degrees: Associate’s Degree: Two seasons intercollegiate sport OR two PE A minimum of thirty-three (33) credits, exclusive of Skills courses OR one PE three credit course. credits earned in PE skills courses.

III. College Requirements General Education Course Requirements for Regardless of major, students fulfill the College Bachelor’s Degree: Requirements by completing a core selection of A minimum of forty-two (42) credits, exclusive of foundation courses that help you reach a predeter- credits earned in PE skills courses. mined level of competency in the key areas of writ- ten, oral and electronic communications. Students in SPECIAL ACADEMIC PROGRAMS every major must take: • CW101 Introduction to College Writing Community Service • CW102 College Writing and Research Mitchell College strongly encourages students to • CO103 Effective Presentations participate in community service as a means to con- • FC101 First-Year Seminar tribute to society and broaden their learning experi- • FC120 Information Technology Literacy ence. Community service is an integral part of the These courses provide the foundation for a success- Mitchell Valued Potential program and is a required ful Mitchell experience. part of some courses.

The writing competency ensures that students will One of the elements of the General Education Pro- graduate from Mitchell with improved writing skills gram requirements is Social Responsibility. Stu- and be able to communicate in well planned, clear, dents will understand the importance of being a concise, and thoughtful writing. The effective speak- responsible member of society and participate in ing competency promotes confidence in the oral a community or College service activity. The Col- presentation of ideas, and as preparation for profes- lege maintains an active directory of area not-for- sional life. The information technology competency profit agencies and organizations to help students gives an understanding of how technology is used as find appropriate service opportunities. Students a tool across all disciplines and the impact of these are encouraged to volunteer for College-sponsored uses on individuals and society, as well as enhancing events and activities as a means to contribute to the practical skills. overall mission of Mitchell College.

52 Academic Support Services

The Mitchell College community is committed to the LIS also supports Information and Communication development of each student. To best serve students, Technology (ICT) literacy as one of the seven core the College provides the following academic support competencies in the College’s Ability Based Educa- services: tion model. Through a proactive and curriculum- • Full-Time Academic Advisors integrated approach to ICT literacy, LIS actively • Professionally Staffed Tutoring Operation promotes the development of lifelong learning skills • Comprehensive Career Services Program by empowering students with the abilities to find, • The Bentsen Learning Center evaluate, and use information efficiently, effectively, • A Disability Student Services Office critically, and ethically.

ACADEMIC ADVISING Facilities Each Mitchell College student is provided a full-time The Mitchell College library is a two-story building Academic Advisor to assist and guide in navigating attached to the Bond House on the southeastern cor- the path to success and graduation. The Advisor is ner of campus. The library houses circulating, ref- the primary contact point for the student regard- erence, and periodical literature collections in print ing all issues related to the college experience. Advi- and non-print formats. Both quiet study and collab- sors work with each student to determine appropri- orative learning are supported in a welcoming atmo- ate classes, find enrichment opportunities, and help sphere. manage any kind of challenge through the student’s entire college experience. Advisors work closely with The library provides spatial flexibility as a wire- all departments on campus as resources to students less network hotspot on both levels and through and communicate often with faculty to explore strat- the availability of circulating technology including egies that will lead to student success. laptops, iPads, e-readers, cameras, and camcorders. Class instruction and training needs may be accom- For returning junior and senior level students (dur- modated on the lower level. The library presents ing the 2015-16 year), some faculty also serve as exhibitions and hosts events throughout the course Academic Advisors. All contact information (office of the academic year. location, phone number, email address) regarding a student’s Academic Advisor can be found at the stu- Curriculum Support dent’s portal on the “Degree Audit” page. Curriculum support services provide research instruction, reference services, and collection devel- LIBRARY & INFORMATION SERVICES opment through the following initiatives: Mission and Purpose • Curriculum integrated ICT literacy for all first- Library and Information Services (LIS) supports year students. The Instruction Librarian works Mitchell’s teaching, learning, scholarship, and inno- closely with the Educational Technologist and vative efforts by: the First-Year Experience team to ensure a strong • Providing a learning/living environment that is foundation of understanding in first-year students respectful of ideas, individuals, varied learning via work in the First-Year Experience classes, spe- styles, and scholarly pursuits; cifically in the First-Year Seminar and College • Developing and maintaining proactive, student- Writing and Research courses. centered services; • Customized in-class instruction designed for all • Providing access to supportive technology and levels of users, addressing research, writing, and information resources accessible in a variety of plagiarism concerns. Class presentations may be forms; tailored for a particular assignment or to cover a • Developing and sustaining campus-wide partner- variety of topics, with emphasis placed on active ships. learning. Effective instruction is ensured through 53 close partnerships with faculty and continual • Supporting educational technology needs through assessment of student learning outcomes. the circulation and management of laptops, iPads, • A website that serves as a virtual extension of camcorders, digital cameras, and related presenta- library collections, programs, and support ser- tion equipment; vices, and that supports research and information • Providing interlibrary loan and transit hold ser- seeking pursuits. vices in partnership with Libraries Online, Inc. • Web-based research and course guides (known as (LION), a consortium of approximately 30 Con- LibGuides) that provide quick, easy access to the necticut libraries committed to direct sharing of best online subject-specific research resources. resources as well as state- and nation-wide coop- • Direct student support at any time during library erative lending services; hours, both within the library and via online ref- • Coordination with the Educational Technologist erence services. for the delivery of video-on-demand and stream- • One-on-one consultation with a librarian, ing services; by appointment, for students who would like • Support of students, faculty, and staff in the use of extended, focused guidance in developing a campus and library technology, including one-on- research strategy and exploring different informa- one assistance with wireless network connectiv- tion sources. ity, printing, Microsoft software applications, and • Collection development efforts to create a virtual Mariner Mail; collection of distinction, while supporting current • Providing technology purchasing discounts, and relevant in-house collections. Such resources including those with Dell, Apple, and Microsoft. include research databases, electronic books and journals, and audiobooks. Archival Collections LIS facilitates access to primary historical resources Educational Technology through: Educational Technology provides classroom tech- • Organization and management of the College nology support, media services, and technology Archive; integration into the students’ educational experience • Membership in the New London Historical Soci- through: ety in support of curriculum related research. • Individualized support for students using presen- tation tools and applications; Student Employment and Internships • Promotion and advocacy of accessible technology The LIS department offers a variety of opportunities to support the student learning needs; for Mitchell College students to earn professional • Providing guidance to faculty on current trends in experience in a work environment. As a work-study educational technologies and technology-enabled location, student library staff may assist with a wide learning spaces; range of services including library front desk opera- • Faculty consultation for the strategic selection and tions, collections processing, and archives manage- use of technology to enrich teaching and learning. ment, or in specific, targeted projects.

User Services Contact Us User Services provides front-line services essential LIS staff members offer one-on-one assistance with to connecting students with library collections and any of the above services. Answers to many ques- resources, including: tions and access to a variety of resources are also • Management of a wide range of items in the available on the LIS website via www.mitchell.edu. library’s physical collection including books, vid- eos, music, audio books, juvenile literature, and E-mail: [email protected] course reserves; Phone: (860) 701-5156 • Establishing library hours that are tailored to meet Text or chat via: www.mitchell.edu the needs of students, including extended hours during the weeks leading up to and during exam periods; 54 CAREER SERVICES health record and complete state mandated immuni- Career Services plays a vital role in realizing the Col- zation requirements will not be permitted to register. lege’s mission. Staff assist students to conduct realis- All student health information/records are kept con- tic self-assessment, explore a variety of academic and fidential. career paths and present themselves to employers confidently and professionally. Services available to Students must comply with Connecticut State Law students and alumni include: that requires all matriculating students to provide • Individualized career counseling the following: • Resume and Cover Letter writing instruction and • Measles/Mumps/Rubella: Students born after revision December 31, 1956 must present proof. • Assistance with job, internship and graduate • Varicella: Students born after 1980 must provide school search documentation of two (2) doses of varicella vac- • Interview skill development and online mock cine OR proof of having the disease. interviews • Meningococcal disease: All students residing in • Myers Briggs Type Inventory and Strong Interest campus housing must be immunized, no longer Inventory assessments then five (5) years before entering college. • Local job fairs and professional speakers. • Exceptions to vaccine requirements: Physician statement of medical contraindica- With an abilities-based focus, Career Services fosters tion growth in becoming productive, global citizens of the Student statement that such vaccines are con- 21st century. We link Mitchell’s constituencies in an trary to religious beliefs. effort to help students weave academic knowledge with Specific questions about health records or immuni- occupational realities, networks, and protocol, all vital zation documentation can be addressed by contact- elements in achieving lasting professional success. ing the Health and Wellness Department at (860) 701-5195. INDIVIDUALIZED SERVICES Health & Wellness Health Insurance As the provider of health care for all full-time stu- All registered full-time undergraduate students are dents on the Mitchell College campus, the Health automatically enrolled in and billed for the student and Wellness Department offers services and may health insurance plan. If you are currently insured arrange services with local medical professions by a plan that provides comparable coverage under with posted hours during the fall and spring semes- either a parent/guardian/spouse’s insurance, you can ters. While most services are covered by the student waive enrollment. Beginning on May 1, 2015, you health fees, services such as immunizations, physi- can go to www.gallagherstudent.com/Mitchell to cals, pharmaceuticals, and medical procedures are Enroll or Waive coverage under the student health not covered. Charges from such services are billed to insurance plan. If you have questions concern- student accounts, upon request a receipt will be pro- ing insurance coverage through Gallagher Student vided for the student to submit to his/her insurance Health, please call 8-877-300-3544 or email Mitch- provider for reimbursement. When necessary, refer- [email protected]. rals can be made to some of the area’s top medical specialists, located in close proximity to the campus. Counseling Therefore, it is recommended that students have an The Health and Wellness Counseling Center pro- insurance card on their person at all times. vides short term counseling services to students to ensure ongoing wellness. During college, students Health Records and Immunizations may require varying degrees of assistance, for per- All students are required to submit proof of immu- sonal, social, or academic purposes. Our profes- nizations and complete a health form prior to begin- sional counseling staff provides free and confidential ning their first semester at Mitchell College. Health services to meet these needs. This may include short- forms can be found online at www.mitchell.edu/ term weekly counseling sessions, participation in a studenthealthform. Students who do not submit a support group, or referral to community resources. 55 Students seeking these counseling supports should How to apply for services: contact the Department of Health and Wellness at • Student fills out and submits a Request for Ser- (860) 701-7787. vices form (see forms on www.mitchell.edu) • Student sends in documentation related to his/ Student Right to Privacy her disability. The primary concern of the Health and Wellness • Student sets an appointment to meet with DSS staff is the health and safety of all students. Mitch- to discuss accommodation needs (this can also ell College values and respects an individual’s right be accomplished through phone conversations/ to privacy. Therefore, health information will not Skype/questionnaire). be released without student consent. However, if in • Students will be provided a faculty Accommoda- the judgment of health care providers a serious con- tion letter to discuss with each faculty member dition exists that threatens the health and safety the contents of their letter. of the student or campus community, a parent or • DSS can provide guidance as necessary. guardian may be notified and appropriate College personnel may be consulted. In the event of a medi- Visit the DSS site on www.mitchell.edu for more cal emergency, emergency medical providers will be information on policies, procedures, and forms. contacted. Students under the age of eighteen are notified that in cases of serious illness, accidents, or Please call, email or visit the office with questions or behavioral issue, parents or guardians will be con- concerns. Phone: 860-701-5790. Fax: 860-701-5790. tacted and informed of medically necessary treat- ment plans. THE TUTORING CENTER The primary goals of the Tutoring Center are to offer Health Education and Prevention Programming free tutoring in most subjects and to assist in improv- The Health and Wellness Department assists the ing writing, research, and computer skills. The Tutor- Mitchell Community in creating a healthy and safe ing Center offers the following services: campus environment. To support healthy lifestyles, • Individual and group sessions by appointment or preventative and educational programs are offered to walk-in students throughout the year. To learn more about • Special help in developmental writing and basic Health and Wellness programs on campus contact composition the Director of Health and Wellness at (860) 701- • Assistance in library research and term paper 7787. writing • Assistance in writing across the curriculum DISABILITY STUDENT SERVICES • Test and exam preparation In accordance with the Americans with Disabili- • Sessions on improving study skills ties Amendments Act (2008) and Section 504 of the Rehabilitation Act of 1973, Disability Student Ser- All staff members are professionals and possess vices (DSS) is committed to ensuring that a qualified firsthand experience in the subjects they tutor. A student, on the basis of his/her disability, will not be member of the staff is available to assist in making excluded from participation in, denied the benefits appointments and for answering any questions about of, or otherwise be subject to discrimination under the Tutoring Center and its offerings. Appointments any College program or activity. can be made directly on STARFISH.

DSS determines eligibility, approves and coordinates BENTSEN LEARNING CENTER services, auxiliary aids, and academic accommoda- The Bentsen Learning Center (BLC), established in tions to qualified students with disabilities. 1981, is a fee based, comprehensive academic sup- port program designed for students with diagnosed DSS is committed to equal accessibility and supports learning disabilities and/or ADHD. The primary students with disabilities in advocating and engag- goal of the BLC is to promote the effective and inde- ing in the campus learning and living community to pendent use of strategies that will assist students maximize their ability to succeed. with learning in college and beyond. Students are 56 taught how to apply strategies using course content. skills required in the work force. This option can be Specifically, learning specialists work with students selected alone or concurrent with Levels 1, 2, or 3. individually to assist them in developing strategies in areas that include self advocacy, time manage- Application Process ment, organization, mnemonic techniques, compre- Students who are interested in participating in the hension, research, writing, and study skills. Bentsen Learning Center Program must first be accepted to Mitchell College. Admission to the BLC Mission Statement is separate and distinct from the Mitchell College The Bentsen Learning Center, a personalized aca- application process. To determine eligibility, stu- demic support program, partners with students with dents must submit the following documentation to learning disabilities and attention deficit disorders the BLC: to facilitate academic growth, independence, self • BLC Application awareness and career readiness. • Cognitive and Achievement testing conducted within the last three (3) years Bentsen Learning Center Program Description • IEP or 504 Plan (if available) The Bentsen Learning Center offers four levels of aca- • Unedited writing sample demic support that are designed to address the dif- ferent needs of students. Students work with learn- For more information, please contact Alice Murallo ing specialists and technologists to develop learning at [email protected] or 860-629-6214. strategies and career readiness skills in individual and small group sessions. ACADEMIC COACHING FOR EMPOWERMENT PROGRAM Support Levels Academic Coaching for Empowerment (ACE) is a Level 1 is the most comprehensive academic sup- student-driven program designed for students with port available to students enrolled in the BLC. At ADHD and/or executive functioning issues. It con- this level, students receive three weekly individual sists of a collaborative relationship between a student sessions of academic support with an assigned learn- and coach that is designed to develop the student’s ing specialist. The content, structure, and goals of ability to recognize and address issues that impede the sessions are determined cooperatively by the stu- academic progress. Through this coaching model, dent and the specialist. Regular feedback is provided students develop their own effective strategies to throughout the semester as students progress toward remediate procrastination, prioritize goals, and meeting their goals. manage time.

Level 2 provides students with the same support The ACE program is available to all Mitchell College available in Level 1; however, students receive two students. No documentation is necessary to partici- individual appointments a week with an assigned pate in ACE; students simply complete and submit learning specialist. the ACE application form. The frequency of coach- ing sessions is determined by the student and coach Level 3 provides students one appointment of aca- for a maximum of sixty (60) minutes per week. demic support per week with an assigned learning specialist. This level of support is appropriate for stu- For more information, please contact Alice Murallo dents who can apply a variety of learning strategies at [email protected] or (860) 629-6214. across the curriculum, but who may benefit from limited support.

Level 4 is available for juniors and seniors enrolled in the BLC. Students attend one weekly small group appointment with an assigned learning specialist. The focus of this level is to help students develop an awareness of and ability to apply interpersonal 57 First-Year Experience

The First-Year Experience (FYE) utilizes the talents College Writing and Research (CW102), courses in of our best faculty, staff and students in a wide range information technology literacy, and effective pre- of exciting academic and co-curricular initiatives sentations. These courses are linked through a col- designed to foster a sense of belonging and adventur- laborative format utilizing a team of instructors, ous exploration. The experience begins shortly after project based instruction and ability-based assess- the student is admitted to the College and extends ment. Learning objectives for this suite of courses through to their designation as a sophomore through include: building competencies and skills, increas- appropriate credits earned. Students are welcomed ing academic and civic engagement and providing in by a series of pre-enrollment opportunities to an introduction to Mitchell College’s Ability-Based engage in and be introduced to our unique campus Education. During the fall semester, students are also culture. Upon arrival on campus, FY students follow enrolled in the introductory course of their declared a two semester, five course sequence which forms the major. New students who are undeclared about their core of the experience. Intentional academic sup- academic direction are enrolled in the one-semester port, student life and co-curricular programming course entitled Discovering the Human Adventure create a holistic model for student development over (FC110) as their introduction to academic options. the course of the FYE journey. Students are given the opportunity to explore where they fit in through out- First-Year Seminar comes in and out of the classroom. These emphasize First-Year Seminar helps new students in their first identity development and demonstration of the stu- semester engage quickly in academic and student life dent as an engaged member of the class unit, partici- on campus. This course assists students with adjust- pating member of the Mitchell community, curious ing to the intellectual and personal challenges of the scholar and responsible citizen of the greater world. college environment. Through self-confrontation Curricular and programmatic planning is encour- and feedback, students taking this seminar learn to aged to incorporate the examination of Mitch- better understand themselves, their role in the aca- ell’s institutional values: INdividuality, INclusion, demic community, and ultimately, forge lasting ties INvolvement, INnovation and INtegrity. with their professors and classmates. FC101 will be waived automatically for a student who transfers in FIRST-YEAR ACADEMIC EXPERIENCE 24 or more credits from an accredited institution of higher education. First-Year Interest Group (FIG) First-year students are assigned to FIGS in their first Common Read semester in order to build academic community The Common Read provides the FYE community a around common proficiencies and interests. During shared compass point by which to navigate the aca- the second semester, students are grouped across dis- demic and co-curricular landscape. The objectives of ciplines as they work towards common learning out- the program include setting academic expectations, comes in the core curriculum. Students are encour- building connections across the curriculum and aged to communicate their unique perspective and creating a community of learners with a common make connections through writing, presenting and purpose and diversity of ideas. Chosen by a commit- technology. tee, the book is utilized in the first-year core courses including College Writing and First-Year Seminar. CORE CURRICULUM Co-curricular programming is offered throughout The first-year core courses create the foundation for the academic year connected to the book’s themes. academic inquiry and success. They are spread over the first two semesters and include: appropriate writ- Ability-Based Education ing and research based courses, First-Year Seminar The vision of Mitchell College emphasizes not only (FC101), Introduction to College Writing (CW101), mastery of content, but learning those abilities nec- 58 essary to apply knowledge in everyday practice. areas, as well as programs to help improve writing, Our approach to learning encourages and supports research, and study skills. Tutors are paid profession- students as they engage in a learning process that als holding Bachelor’s or Master’s degrees in content transforms them into effective members of our ever- subject areas. changing world. Students will begin in their first year to work towards developing their competencies First-year academic success and engagement is in the general education abilities: directly linked to the experiences students have out- side the classroom. Students who actively engage in 1) Critical and Creative Thinking campus life activities are more likely to be academi- 2) Communication cally successful. Student Life offers a wide spectrum 3) Diversity & Global Perspectives of opportunities to involve and connect students. 4) Information & Communication Technology Programs are designed to help first-year students Literacy achieve a deeper level of connection to the Col- 5) Analysis and Problem Solving lege through student activities, leadership develop- 6) Values, Ethics and Social Responsibility ment, service opportunities, residential options and 7) Social Interaction. healthy recreational experiences. Career Services partners with students to prepare them to chart their First-Year Experience Services And Support own path. Beginning in the first year, career initia- Academic support for first-year students is com- tives enable students to explore academic majors prehensive and developmental. Professional advi- and open career vistas across the curriculum. The sors play a critical role in our FYE. Advisors review Student Life staff is committed to support students incoming student academic preparation, develop as they discover relevant connections, make healthy class schedules, recommend early intervention strat- choices and find their unique place within the com- egies for students at risk, monitor academic prog- munity. ress and help students make a successful transition to college. Academic tutors provide, for no addi- tional cost, one-on-one sessions in academic subject

59 Programs and Degree Offerings

Mitchell College’s academic programs offer an Mitchell’s academic core requirements, which help exceptionally wide range of disciplines. Founded in build a foundation for learning, are an integral part the liberal arts tradition, our courses of study pro- of all academic major programs. In these classes, stu- vide a strong academic base and solid preparation dents will learn to reason logically and communicate for further study or career. Each semester, students clearly, become familiar with modern scientific con- create a schedule to best suit their academic goals, cepts and important historical developments. They combining required courses with a diverse selection will graduate with proficiency in computer skills, of electives. Courses in the major often begin in the writing, public speaking, and mathematics. first semester.

Bachelor Degree Programs

B.S. Business Administration B.S. Hospitality & Tourism • Graphic Design & Marketing • Hotel/Resort Management • Marketing • Event Management • Entrepreneurship • Food Service Management • Individualized B.S. Human Development and Family Studies B.S. Communication • Graphic Design B.S. HDFS with Teacher Certification in Early Child- • Interpersonal/Organizational hood Education • Production/Performance/Technology B.A. Liberal & Professional Studies B.A. Criminal Justice • Individualized • Justice Studies • Pre-Law B.S. Liberal & Professional Studies • Programs & Treatment • Behavioral Science

B.S. Early Childhood Education with a Concentra- B.S. Psychology tion in Business Administration • Generalized • Individualized B.A. Environmental Studies B.S. Sport & Fitness Management B.S. Health Science • Sport Management • Physical Education B.A. Homeland Security • Health/Fitness Management • Recreation Administration • Sport Communication

60 Associate Degree Programs

A.S. Early Childhood Education A.A. Liberal Studies • Pre-Allied Health Concentration: Pre-Nursing A.S. Graphic Design • Pre-Allied Health Concentration: Pre-Med • (Multiple Concentrations)

Certificate Programs Homeland Security Hospitality and Tourism Tribal Legal Studies Business Essentials (for non-matriculated students)

Minor Programs Mitchell College offers selected minors for students • Hotel/Resort Management that qualify for such an option. Current approved • Human Development & Family Studies programs exist in these 16 academic areas: • Marketing • Psychology • Business Entrepreneurship • Sport & Fitness Management • Communication • Theatre • Early Childhood Education • Event Management Many restrictions and conditions apply to academic • Film minors. Students may petition for the pursuit of a minor • Food Service Management during their sophomore or junior years and work with • Gender & Sexual Studies their academic advisors and department chairs to meet • Graphic Design the requirements of the designated minors. • History/Government

61 Business Administration

The Bachelor of Science in Business Administration Put Your Mitchell Degree to Work degree at Mitchell College is designed where open electives play a critical role in the educational expe- A degree in Business Administration from Mitchell rience. When you study business at Mitchell, you’ll College can prepare you for these exciting potential gain knowledge and skills valued by the business career paths: community and receive a well rounded education via • Retail Management a strong liberal arts program foundation. • Human Resource Specialist • Public Relations Representative The program provides a framework for building a • Product Brand Manager successful career in the private, public or nonprofit • Account Executive sector. Within this framework, each student has the • Sales Manager latitude to design an individual educational expe- • Graphic Designer rience. Our ideal business graduate will become • Marketing Management enriched by electives, broadening their exposure • Management to other fields and perspectives, opening doors • Selling & Sales Management through new teachers and colleagues while acquir- • Advertising Executive ing new analytical approaches and abilities. This • Financial Analyst/Researcher or Manager approach stems from our philosophy that students • Financial Manager will take greater ownership of their educational path • Project Manager if empowered to do so. • Business Owner • Non-profit Office or Program Manager While choosing electives that define what is unique • Preparation for Graduate Study in Management, about your academic experience, the core program Marketing, Accounting gives you the opportunity to develop proficiency in • MBA preparation a broad range of technical and professional skills sought by employers; learn how to excel in a global business environment, and study in an environment that values ethical and socially responsible business practice.

We offer four academic program concentrations: • Individualized program: 11 core business courses, 7 open business electives plus 8 open elective courses. • Entrepreneurship: 11 core business courses, 5 entrepreneurship concentration courses, 2 open business electives plus 8 open elective courses. • Graphic Design & Marketing: 11 core business courses, 8 design concentration courses, 1 open business elective plus 6 open electives. • Marketing: 11 core business courses, 5 marketing concentration courses, 2 open business electives plus 8 open electives.

62 Business Administration Bachelor Program - Individualized Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester BU123 Introduction to Business * 3 BU124 Principles of Marketing 3 CW101 Intro to College Writing 3 _____ Behavioral Science Elective 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 ______Open Elective 3 CO103 Effective Presentations 3 ______Open Elective 3 FC120 Info/Tech Literacy 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 BU110 Business Law 3 _____ Business Elective 3 EC131 Macroeconomics 3 BU250 Management of Organizations 3 _____ Life & Physical Science Elective 4 EC132 Microeconomics 3 _____ Business Elective 3 ______Open Elective 3 MA__ Math 104+ 3-4 Semester Credits 16 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester _____ Business Elective 3 BU427 Exploring Career Options 2 _____ Humanities Elective 3 _____ Business Elective 3 BU340 Business Ethics 3 _____ Literature Elective 3 BU322 International Business 3 _____ Open Elective 3 BU325 Financial Management 3 HI___ History Elective 3

Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective 3 _____ Business Elective 3 _____ Business Elective 3 _____ Open Elective 3 _____ Business Internship _____ Fine Arts Elective 3 (advisor approved or Bus Plan) 3 PE___ PE Requirement 3 _____ Open Elective 3 _____ Open Elective 3 _____ Business Elective 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

* Business majors must earn a minimum grade of C before advancing to other business requirements

63 Business Administration Bachelor Program - Entrepreneurship Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester BU123 Introduction to Business * 3 BU124 Intro to Marketing 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ Behavioral Science Elective* 3 _____ Open Elective 3 FC120 Info/Tech Literacy 3 _____ Open Elective 3 CO103 Effective Presentations 3

Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Principles of Financial Acct 4 BU110 Business Law 3 BU250 Management of Organizations 3 EC131 Macroeconomics 3 EC132 Microeconomics 3 _____ Open Elective 3 HI___ History Elective 3 _____ Fine Arts Elective * 3 MA___ Mathematics (MA104+) 3-4 _____ Life and Physical Science Elective 4

Semester Credits 16-17 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester BU311 Principles of Entrepreneurship 3 BU313 Strategic Product Development 3 BU310 Marketing Research 3 _____ Open Elective 3 BU340 Business Ethics 3 BU322 International Business 3 BU325 Financial Management 3 BU326 Entrepreneurial Creativity 3 BU427 Exploring Career Options 2 _____ Open Elective 3

Semester Credits 14 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Business Elective 3 _____ Business Elective 3 _____ Literature Elective (200+) 3 ____ Open Elective 3 _____ Business Internship 3 PE__ PE Requirement 3 (advisor approved or alternate) _____ Humanities Elective 3 _____ Open Elective 3 _____ Open Elective 3 BU428 Business Plan Development 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

* Business majors must earn a minimum grade of C before advancing to other business requirements Open Elective: Any course offered by the College may be used as an Open Elective.

64 Business Administration Bachelor Program - Marketing Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester BU123 Introduction to Business * 3 BU124 Intro to Marketing 3 CW101 Intro to College Writing 3 _____ Behavioral Science Elective 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 ______Open Elective 3 CO103 Effective Presentations 3 ______Open Elective 3 FC120 Info/Tech Literacy 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 BU110 Business Law 3 MK201 Consumer Behavior 3 EC131 Macroeconomics 3 BU250 Management of Organizations 3 _____ Life & Phys. Science Elective 4 EC132 Microeconomics 3 MK205 Fundamentals of Retailing 3 ______Open Elective 3 MA111 Statistics 4 Semester Credits 16 Semester Credits 17

Junior Year – Fall Semester Junior Year – Spring Semester BU325 Financial Management 3 _____ Open Elective 3 _____ Open Elective 3 MK301 Supply Chain Management 3 BU340 Business Ethics 3 _____ Literature Elective 3 BU322 International Business 3 _____ Humanities Elective 3 BU427 Exploring Career Options 2 HI___ History Elective 3 Semester Credits 14 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester MK401 Merchandise Management 3 _____ Open Elective 3 _____ Business Elective 3 MK405 Sales and Strategic Partnerships 3 _____ Business Internship 3 _____ Fine Arts Elective 3 (advisor approved or alternate) PE___ PE Requirement 3 _____ Open Elective 3 _____ Business Elective 3 _____ Open Elective 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

* Business majors must earn a minimum grade of C before advancing to other business requirements Open Elective: Any course offered by the College may be used as an Open Elective.

65 Business Administration Bachelor Program – Graphic Design & Marketing Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 BU123 Introduction to Business * 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 GD101 Color and Concept Design 3 GD110 Graphic Design I 3 GD105 Computer Graphics 3 FC120 Info/Tech Literary 3 AR103 Drawing & Composition 3 CO103 Effective Presentations 3

Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Prin. of Financial Accounting 4 BU110 Business Law 3 EC132 Microeconomics 3 BU124 Marketing 3 GD210 Graphic Design II 3 EC131 Macroeconomics 3 MA__ Mathematics(MA104+) 3 GD260 Graphic Design III 3 AR101 History & Appreciation of Art I 3 BU250 Management of Organizations 3

Semester Credits 16 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester _____ Literature Elective 3 BU322 International Business 3 _____ Open Elective 3 BU427 Exploring Career Options 2 BU340 Business Ethics 3 _____ Behavioral Science Course 3 _____ Open Elective 3 GD265 Materials and Techniques 3 BU325 Financial Management 3 _____ Life & Physical Science Elective 4

Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 BU___ Business Elective 3 _____ Internship 3 HI___ History Elective 3 (advisor approved or Bus Plan) GD410 Graphic Design IV 3 PE___ PE Elective 3 GD411 Graphic Design V 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

* Business majors must earn a minimum grade of C before advancing to other business requirements Open Elective: Any course offered by the College may be used as an Open Elective.

66 Communication

Communication study relates to all ways that we • Electronic Media Video/Radio/Television/ communicate both verbal and nonverbal messages. Broadcasting It focuses on how people use messages to generate • Journalism (Print or Electronic) Freshman Year – Fall Semester Freshman Year – Spring Semester meaning in various contexts, channels, culture and • Public Relations CW101 Introduction to College Writing 3 BU123 Introduction to Business * 3 media. Three quarters of your day is spent commu- • Theatre/Performing Arts FC101 First-Year Seminar 2 CW102 College Writing and Research 3 nicating in some way. • Government/Politics GD101 Color and Concept Design 3 GD110 Graphic Design I 3 • High Technology Industries GD105 Computer Graphics 3 FC120 Info/Tech Literary 3 The Communication program at Mitchell College • Communication and Health Care AR103 Drawing & Composition 3 CO103 Effective Presentations 3 is an interdisciplinary major that provides students • International Relations and Negotiations Semester Credits 14 Semester Credits 15 with entry-level skills in written, oral, interpersonal • Law and visual communication. Theoretical, histori- • Social and Human Services Sophomore Year – Fall Semester Sophomore Year – Spring Semester cal and societal perspectives of communication are AC103 Prin. of Financial Accounting 4 BU110 Business Law 3 explored in a very individualized, supportive and Core Communication Courses EC132 Microeconomics 3 BU124 Marketing 3 challenging learning environment. This provides (required of all communication majors): GD210 Graphic Design II 3 EC131 Macroeconomics 3 a solid foundation for further study and focuses in • Introduction to Mass Communication MA__ Mathematics(MA104+) 3 GD260 Graphic Design III 3 three primary areas of interest: interpersonal and • Communication & Technology AR101 History & Appreciation of Art I 3 BU250 Management of Organizations 3 organizational aspects of communication; a video, • Interpersonal Communication Skills production, performance, and technology focus; or a • Communication Internship or Senior Fieldwork Semester Credits 16 Semester Credits 15 concentration in graphic design. • Communication Capstone Experience • Communication & Society Junior Year – Fall Semester Junior Year – Spring Semester As a Communications major, students have the • Communication Research _____ Literature Elective 3 BU322 International Business 3 opportunity to complete both an internship and a _____ Open Elective 3 BU427 Exploring Career Options 2 Capstone project in areas that reflect their specific Communication Electives BU340 Business Ethics 3 _____ Behavioral Science Course 3 interest such as journalism, public relations, adver- • Information Technology & the Future _____ Open Elective 3 GD265 Materials and Techniques 3 tising, radio, television, graphic design, manage- • Introduction to Communication Research BU325 Financial Management 3 _____ Life & Physical Science Elective 4 ment, marketing, education, social services, theater • Persuasion and the arts. Radio Mitchell, the College’s radio • Communication & Conflict Semester Credits 15 Semester Credits 15 station, provides an opportunity to hone radio pro- • Interviewing duction and entertainment broadcast skills. These • Organizational Communication Senior Year – Fall Semester Senior Year – Spring Semester venues give students practical experience with pro- • Culture & Communication _____ Open Elective 3 _____ Open Elective 3 fessional expectation. • Journalism I & II _____ Open Elective 3 _____ Open Elective 3 • Film Study BU___ Business Elective 3 _____ Internship 3 Students in the Communication Arts department • Video Production I & II HI___ History Elective 3 (advisor approved or Bus Plan) can have possible future careers in a variety of areas. • Introduction to Radio/Broadcast I GD410 Graphic Design IV 3 PE___ PE Elective 3 Below are examples of careers that might be pur- • Audio & Radio Production II GD411 Graphic Design V 3 sued by a person who has earned a degree in Com- • Music & Entertainment on the Internet munication. This list represents some, but not all • Advanced Radio Production III Semester Credits 15 Semester Credits 15 of the careers that one may consider. Keep in mind • Advanced Video Production III that many of these careers require additional school- • Communication, Performance & Media Cumulative GPA Required for Graduation: 2.00 ing, but a Communication degree is a great place to • Video Post Production start. For an extensive list of jobs associated with a • Advanced Video Post Production Communication degree see: http://www.bls.gov/ooh/ * Business majors must earn a minimum grade of C before advancing to other business requirements media-and-communication/home.htm Open Elective: Any course offered by the College may be used as an Open Elective. • Business • Advertising • Communication Education 67 Communication Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 Writing/Research 3 FC101 First-Year Seminar 2 CO103 Effective Presentations 3 FC120 Info/Tech Literacy 3 HD110 Race/Ethnicity/Culture 3 CO105 Intro to Mass Communication 3 MA104+ College Math/Algebra 3 _____ Beh. Science Survey Course 3 CO107 Communication & Technology 3

Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester BI143 Lab Science 4 EL___ Literature Elective, 200+ 3 CO126 Interpersonal Communication 3 CO202 Communicating & Society 3 _____ Fine Arts Elective 3 HI105 US History 3 CO__ Comm Concentration Elective 3 CO___ Communication Elective 3 _____ Open Elective** 3 CO___ Communication Elective 3

Semester Credits 16 Semester Credits 15 Junior Year – Fall Semester Junior Year – Spring Semester CO___ Communication Elective, 300+ 3 CO___ Communication Elective, 300+ 3 CO___ Communication Elective, 300+ 3 CO___ Communication Elective, 300+ 3 PE___ Physical Education Elective 3 ______Humanities Elective 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3

Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester CO483 Communication Internship 3 CO450 Communication Capstone 3 CO233 Communication Research 3 CO___ Communication Elective, 300+ 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3 ______Open Elective** 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

NOTE: Must complete all 5 general education areas.

Open Electives: Any course offered by the College may be used as an Open Elective.

68 Communication Bachelor Program - Graphic Design Recommended Courses By Semester And Year Total Credits To Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 AR102 History & Appreciation of Art II 3 FC101 First-Year Seminar 2 AR103 Drawing & Composition 3 FC120 Info Tech Literacy 3 CO103 Effective Presentations 3 GD105 Computer Graphics I 3 CW102 College Writing & Research 3 GD101 Color Concept & Design 3 GD110 Intro to Graphic Design I 3

Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester BI143 Fund. Of Life Science 4 EL200+ Literature Elective 3 GD210 GD II Type/Image/Layout 3 CO107 Communication & Technology 3 HI___ History Elective 3 _____ Open Elective 3 CO105 Intro to Mass Comm. 3 GD260 Graphic Design III 3 ______Open Elective** 3 MA104 Mathematics for Liberal Arts 3

Semester Credits 16 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester CO126 Interpersonal Comm. 3 PE___ PE Elective 3 GD410 Package & Web Design 3 CO202 Communication & Society 3 ______Gen Psych or Intro to Soc 3 GD265 Materials & Techniques 3 GD305 Computer Graphics II 3 ______Behavioral Science Elective 3 ______Open Elective** 3 ______Open Elective** 3

Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester CO483/GD429 Sr. Internship 3 CO450/GD411 Capstone/Portfolio 3 CO233 Communication Research 3 _____ Open Elective** 3 _____ Open Elective** 3 _____ Open Elective** 3 _____ Open Elective** 3 _____ Open Elective** 3 _____ Open Elective** 3 _____ Open Elective** 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

Open Electives: Any course offered by the College may be used as an Open Elective.

69 Criminal Justice

Mitchell College offers degree programs in the fas- legal, philosophical, and technological implications cinating and rapidly-changing field of Criminal Jus- of American justice in the 21st century. Students can tice. choose among field experiences with local, state and federal law enforcement agencies. In this program, you’ll get the advantage of an excel- lent liberal arts foundation, while learning the ins The Programs and Treatment track will focus on and outs of the country’s criminal justice system. career preparation in the fields of correctional coun- seling, case management, program administration, Upon graduation you will be able to: victim advocacy, and substance abuse treatment. Spe- • Effectively communicate in written and oral cific field experiences with Probation, Parole, Cor- form; rections, and community based treatment programs • Critically evaluate sociological, psychological, offer a rich experience to complement the classroom and economic theories of crime causation; component. The Track also helps prepare the student • Analyze and explain the various legal and social for eventual certification as a substance abuse coun- responses to crime; selor. • Understand the moral, ethical and legal obliga- tions of a criminal justice professional; Learn Real World Skills in A Real World Setting • Understand that any effective response to crime will be the result of a cooperative effort between Criminal Justice students at Mitchell College partici- citizens and government. pate in our dynamic Field Experience program. They gain practical skills they’ll use in future positions by The Bachelor of Arts program allows you to special- working “out in the field” with police, parole, and ize in one of the following three concentrations: probation officers, in the local court system and in • Programs & Treatment other settings. If you’re a pre-law student, you’ll par- • Pre-Law ticipate in independent study and targeted intern- • Justice Studies ships. You’ll also take part in the Law and Society Association - a student-run organization that spon- The Pre-Law track provides students with the oppor- sors guest speakers and field trips, attends confer- tunity to participate in targeted legal oriented intern- ences, and helps prepare students for the LSAT exam. ships and concentrated pre-law coursework. You’ll also take part in the Law and Society Association – a Put Your Mitchell Degree to Work student run organization that sponsors guess speak- ers and field trips, attends conferences and helps pre- A degree in Criminal Justice from Mitchell College pare students for the LSAT exam. Field Experience can prepare you for these potential careers: opportunities include the state’s attorney’s office, the public defender’s office and the offices of private • Juvenile Probation Officer attorneys. • Correctional Officer • Police Officer The Justice Studies track offers an appreciation of • Adult Probation Officer the full complexity of the American criminal jus- • Parole Officer tice system. Students will fully explore the social,

70 Criminal Justice Bachelor Program - Programs & Treatment Track Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 CJ249 Intro. to Corrections 3 CW101 Intro. to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Effective Presentations 3 _____ Open Elective 3 PY105 General Psychology I 3 _____ Open Elective 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ251 Juvenile Delinquency & Juv. CJ245 Criminology 3 Justice System 3 CJ320 Constitutional Criminal Proced. 3 CJ261 Substantive Criminal Law 3 GV119 American Govt. & Politics 3 HI115 Dev. of Western Civilization I 3 MA__ Mathematics (MA104+) 3-4 _____ Humanities Elective 3 BI143 Lab Science Elective 4 PE__ Physical Education Elective 3 Semester Credits 15 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester CJ326 Legal Issues in Corrections 3 CJ314 Victimology 3 CJ313 CJ, Crime & Public Policy OR CJ306 Correctional Treatment Programs 3 CJ315 Foundations of Public Admin. 3 CJ322 Policing in a Free Society 3 CJ331 Research Methods in CJ I 4 _____ Open Elective 3 _____ Literature Elective 3 _____ Fine Arts Elective 3 _____ Open Elective 3 Semester Credits 16 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester CJ420 CJ Assessment and Case Mgmt. 3 CJ430 CJ Intervention Strategies 3 CJ441 Senior Seminar in CJ 3 CJ440 Independent Study in CJ OR CJ445 Ethical & Philosophical CJ442 Senior CJ Field Experience 6 Foundations in Criminal Justice 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

Open Electives: Any course offered by the College may be used as an Open Elective.

71 Criminal Justice Bachelor Program - Pre-Law Track Recommended Courses by Semester and Year Total Credits to Graduate: 124

Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 CJ249 Introduction to Corrections 3 CW101 Intro. to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 ______Open Elective 3 CO103 Effective Presentations 3 ______Open Elective 3 PY105 General Psychology I 3 SO103 Introduction to Sociology 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ251 Juvenile Delinquency & Juv. CJ245 Criminology 3 Justice System 3 _____ Pre-Law Track Elective 3 CJ261 Intro. to Criminal Law 3 GV119 American Govt. & Politics 3 HI115 Dev. of Western Civilization I 3 MA__ Mathematics (MA104+) 3-4 _____ Fine Arts Elective 3 _____ Life & Physical Science Elective 4 PE___ Physical Education Elective 3 Semester Credits 15 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester _____ Pre-Law Track Elective 3 CJ314 Victimology 3 CJ313 CJ, Crime & Pub Policy OR CJ320 Criminal Procedures 3 CJ315 Foundations of Public Admin. 3 CJ322 Policing in America 3 _____ Literature Elective 3 CJ305 Comparative Legal Systems 3 CJ331 Research Methods in CJ I 4 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 16 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Pre-Law Track Elective 3 CJ325 Law & Society 3 CJ441 Senior Seminar in CJ 3 CJ442 Senior CJ Field Experience 6 CJ445 Ethical & Philos. Foundations _____ Humanities Elective 3 in Criminal Justice 3 _____ Pre Law Track Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

Open Elective: Any course offered by the College may be used as an Open Elective.

72 Criminal Justice Bachelor Program - Justice Studies Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 CJ249 Introduction to Corrections 3 CJ247 Introduction to Criminal Justice 3 CJ249 Intro to Corrections 3 CW101 Intro. to College Writing 3 CW102 College Writing and Research 3 CW101 Intro. to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 ______Open Elective 3 CO103 Effective Presentations 3 SO103 Introduction to Sociology 3 CO103 Effective Presentations 3 ______Open Elective 3 PY105 General Psychology I 3 _____ Open Elective 3 PY105 General Psychology I 3 SO103 Introduction to Sociology 3 _____ Open Elective 3 Semester Credits 17 Semester Credits 15 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ251 Juvenile Delinquency & Juv. CJ245 Criminology 3 CJ251 Juvenile Delinquency & Juv. CJ245 Criminology 3 Justice System 3 _____ Pre-Law Track Elective 3 Justice System 3 CJ___ Criminal Justice Elective 3 CJ261 Intro. to Criminal Law 3 GV119 American Govt. & Politics 3 CJ261 Substantive Criminal Law 3 GV119 American Govt. & Politics 3 HI115 Dev. of Western Civilization I 3 MA__ Mathematics (MA104+) 3-4 CJ___ Criminal Justice Elective 3 MA___Mathematics (MA104+) 3-4 _____ Fine Arts Elective 3 _____ Life & Physical Science Elective 4 HI115 Dev. of Western Civilization I 3 BI143 Life & Physical Science Elective 4 PE___ Physical Education Elective 3 _____ Fine Arts Elective 3 Semester Credits 15 Semester Credits 16-17 Semester Credits 15 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester Junior Year – Fall Semester Junior Year – Spring Semester _____ Pre-Law Track Elective 3 CJ314 Victimology 3 CJ313 CJ Crime & Public Policy OR CJ314 Victimology 3 CJ313 CJ, Crime & Pub Policy OR CJ320 Criminal Procedures 3 CJ315 Founds of Public Administration 3 CJ320 Criminal Procedures 3 CJ315 Foundations of Public Admin. 3 CJ322 Policing in America 3 CJ___ Criminal Justice Elective 3 CJ322 Policing in a Free Society 3 _____ Literature Elective 3 CJ305 Comparative Legal Systems 3 _____ Literature Elective 3 _____ Humanities Elective 3 CJ331 Research Methods in CJ I 4 _____ Open Elective 3 CJ331 Research Methods in CJ I 4 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 16 Semester Credits 15 Semester Credits 16 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester Senior Year – Fall Semester Senior Year – Spring Semester _____ Pre-Law Track Elective 3 CJ325 Law & Society 3 PE___ Physical Education Elective 3 _____ Open Elective 3 CJ441 Senior Seminar in CJ 3 CJ442 Senior CJ Field Experience 6 CJ441 Senior Seminar in CJ 3 CJ440 Indep Study in Crim Justice OR CJ445 Ethical & Philos. Foundations _____ Humanities Elective 3 CJ445 Ethical & Philos. Foundations CJ442 Senior CJ Field Experience 6 in Criminal Justice 3 _____ Pre Law Track Elective 3 in Criminal Justice 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 15 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

Open Elective: Any course offered by the College may be used as an Open Elective.

73 Early Childhood Education

One of the most comprehensive and dynamic pro- regional and national conferences. grams at Mitchell College, the Early Childhood Education program offers both the Associate and To be accepted into the Human Development and Bachelor degrees. The Bachelor program has two Family Studies with Early Childhood Education specializations, the Human Development and Fam- Teacher Certification program, students must com- ily Studies with a concentration in Early Childhood plete a separate application with the Education Education Teacher Certification (Integrated Special Department. Typically, students apply to the pro- Needs, Pre K–K, 1st–3rd Grade), and Early Child- gram at the end of their first-year or beginning of hood Education with Business Administration. their sophomore year in college.

Mitchell’s teacher education program of study is Acceptance into Mitchell College does not guar- organized in a sequential program of coursework antee acceptance into the teacher preparation that includes field experience in partner schools in program. There are rigorous standards to enter a the region. The teacher preparation program has teacher preparation program. Any student that is earned full approval by the Connecticut State Board interested in applying to the certification program of Education. must make an appointment with the Chair of the Department to review the criteria that must be met Our Teacher Education courses are designed to meet to pursue the HDFS with Early Childhood Educa- state and national standards set by: tion Certification major. Additional information • The National Association for the Education of is available on the College website regarding appli- Young Children (NAEYC) cation requirements. • The National Council for Accreditation of Teacher Education (NCATE) Put Your Mitchell Degree to Work • The Council for Exceptional Children

Learn Real World Skills in a Real World Setting Some career opportunities for students enrolled in the Early Childhood Education program include: Whether you choose the teaching or early childhood • Certified Public School Teacher, Preschool with business concentration, what makes Mitch- through Grade 3 ell College’s Early Childhood Education program • School Readiness Teacher at a state funded pre- stand out from other colleges and universities is the school program amount of practical experience candidates gain in • Head Start Teacher or Coordinator the field. • Assistant/Director of a Child Care Program • Early Childhood Program Director and/or Ad- The Early Childhood Education Club and the Busi- ministrator ness Club are two of the most active student orga- • Infant/Toddler Educator nizations on campus. Club members participate in • Child Care Resource & Referral Personnel community outreach programs such as the Cat in • Family Child Care Provider the Hat Ball, National Week of the Young Child, Read Across America and various other public ser- vice projects. Members have also presented at state,

74 Early Childhood Education Bachelor Program - Human Development and Family Studies with ECE Certification Recommended Courses by Semester and Year Total Credits to Graduate: 127 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 PY105 General Psychology 3 HD108 Introduction to Human 3 CO103 Effective Presentations 3 Development ED222 Methods and Techniques 3 FC120 Info/Tech Literacy 3 BI143 Life Science Elective 4 ED110 Intro to Early Childhood Educ. 3 Semester Credits 14 Semester Credits 16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester PE120 Nutrition, Health & Safety 3 EL212 Children’s Literature 3 for Teachers of Young Children PY215 Educational Psychology 3 ED206 Mathematics, Science & Tech 3 ED261 Including Children with 3 in Early Childhood Education Exceptional Learning Needs _____ Science Elective 3 ED275 Music, Art, Aesthetics for the 3 ED274 Literacy Development in ECE 3 Young Child MA__ Mathematics (MA103+) 3 HD209 Child Development 3 HD110 Intro to Race, Ethnicity & Culture 3 MA104+ Math Requirement Elective 3 Semester Credits 18 Semester Credits 18

Junior Year – Fall Semester Junior Year – Spring Semester HI___ History (HI105/106) 3 HD446 Perspectives on Cross Cult. Dev. 3 BS330 Behavioral Statistics 3 HD451 Families in Crisis 3 ED302 Social Studies in Early ED325 Reading & Lang. Arts in ECE 3 Childhood Education 3 ED321 Comprehensive Reading Instr. 3 ED380 Practicum Teaching (N-K) 3 BS331 Research Methods I 3 ED381 Practicum Seminar 1 HD339 Systems and Theories of Family 3 Development Semester Credits 16 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Fine Arts Elective 3 ED432 Senior Seminar in Early 3 _____ Open Elective 3 Childhood Education ED415 Educational Eval. & Assessment 3 ED435 Observation and Student 9 HD305 Ethics, Character & Moral Dev. 3 Teaching (Grade 1-3) _____ Human Dev., Psych or Soc. Elect 3 HU___ Humanities Elective 3 Semester Credits 18 Semester Credits 12

3.0 Cumulative GPA Required for Acceptance into the Certification Program.

ALL undergraduate courses taken at any institution must be at the level of a C or better. NOTE: Taking 19 hours in one semester requires permission of the advisor and the Dean of Academic Affairs AND an additional fee. 75 Early Childhood Education Associate Program Recommended Courses by Semester and Year Total Credits to Graduate: 64

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 ED222 Methods & Techniques 3 ED110 Introduction to ECE 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ Lab Science 4 FC120 Info/Tech Literacy 3 HD108 Intro to Human Development 3 PY105 General Psychology I 3 CO103 Effective Presentations 3

Semester Credits 14 Semester Credits 16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester ED261 Including Children w/ ED280 Observation & Student Teach. 3 Exceptional Needs 3 PreK ED274 Literacy Development in ECE 3 ED281 Associate Seminar in Student MA__ Mathematics (MA102+) 3 Teaching 1 ______Open Elective 3 ED275 Music, Art, Aesthetics for ECE 3 PE120 Nutrition, Health and Safety for EL212 Literature for the Young Child 3 Teachers of Young Children 3 HD209 Child Development 3 HI___ History Elective (HI105/106) 3 _____ Fine Arts Elective 3

Semester Credits 18 Semester Credits 16

Cumulative GPA Required for Graduation: 2.0

* General Education Electives: These are courses that fulfill the following general education requirements: Literature Elective, Fine Arts Elective, Behavioral Science Foundation Course Elective, Physical Education Electives, or Open Electives used to meet the 33 credit General Education minimum requirement.

76 Early Childhood Education Bachelor of Science with Concentration in Business Administration Recommended Courses by Semester and Year Total Credits to Graduate: 122 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 ED222 Methods & Techniques 3 Freshman Year – Fall Semester Freshman Year – Spring Semester ED110 Introduction to ECE 3 CW102 College Writing and Research 3 CW101 Intro to College Writing 3 ED222 Methods and Techniques 3 FC101 First-Year Seminar 2 _____ Lab Science 4 ED110 Introduction to ECE 3 CW102 College Writing and Research 3 FC120 Info/Tech Literacy 3 HD108 Intro to Human Development 3 FC120 Info/Tech Literacy 3 PY105 General Psychology I 3 PY105 General Psychology I 3 CO103 Effective Presentations 3 FC101 First-Year Seminar 2 MA__ Math (MA104+) 3 BI143 Lab Science 4 CO103 Effective Presentation 3 Semester Credits 14 Semester Credits 16 Semester Credits 15 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester HD108 Intro to Human Development 3 ED311 Play in ECE 3 Sophomore Year – Fall Semester Sophomore Year – Spring Semester ED274 Literacy Development in ECE 3 ED275 Music, Art, Aesthetics for ECE 3 ED261 Including Children w/ ED280 Observation & Student Teach. 3 ED261 Including Children with EL212 Literature for the Young Child 3 Exceptional Needs 3 PreK Exceptional Learning Needs 3 HD209 Child Development 3 ED274 Literacy Development in ECE 3 ED281 Associate Seminar in Student PE120 Nutrition, Health and Safety for HI___ History Elective (105/106) 3 MA__ Mathematics (MA102+) 3 Teaching 1 Teachers of Young Children 3 ______Open Elective 3 ED275 Music, Art, Aesthetics for ECE 3 BU123 Intro to Business 3 PE120 Nutrition, Health and Safety for EL212 Literature for the Young Child 3 Teachers of Young Children 3 HD209 Child Development 3 Semester Credits 15 Semester Credits 15 HI___ History Elective (HI105/106) 3 _____ Fine Arts Elective 3 Junior Year – Fall Semester Junior Year – Spring Semester Semester Credits 18 Semester Credits 16 ____ Open Elective ** 3 ED313 Parent and Family Involvement 3 ____ Open Elective ** 3 ED280 Observation & Practicum Pre-K-1K 3 AC103 Principles of Accounting 4 ED281 Associate Seminar 1 BU340 Business Ethics 3 BU124 Introduction to Marketing 3 BU250 Management of Organizations 3 PY215 Educational Psychology 3 _____ Open Elective ** 3

Semester Credits 16 Semester Credits 16

Senior Year – Fall Semester Senior Year – Spring Semester ____ Open Elective ** 3 _____ Open Elective ** 3 BU311 Principles of Entrepreneurship 3 BU425 Small Business Internship I 3 BU325 Financial Management 3 _____ Business Elective 3 ____ Open Elective ** 3 _____ Humanities Elective 3 BU428 Business Plan 3 _____ Open Elective ** 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.0

**Open Elective: Any course offered by the College may be used as an Open Elective.

77 Environmental Studies

Mitchell College’s Bachelor of Arts Degree in Envi- Learn Real World Skills in a Real World Setting ronmental Studies major is an interdisciplinary program that prepares students to be stewards of Mitchell College is fortunate to have many environ- the earth’s natural resources in their roles as citi- mental partners. The following is a partial list of pro- zens, politicians and employees of industry or gov- grams that provide Environmental Studies students ernment. This interdisciplinary approach gives stu- with practical experiences outside of the classroom: dents the knowledge and the skills needed to fully • Mitchell Woods Advisory Board understand the complexities of major environmental • The New London Environmental Educators’ global issues. Coalition • The Connecticut Agricultural and Experimental Mitchell College’s campus provides a unique loca- Station tion for the study of the environment. The campus • The Mystic Aquarium includes a beach located on the Thames River and • The Science and Technology Magnet High Mitchell Woods (a 26 acre wooded area with a pond). School The college is within walking distance of beaches • The Conservation Commission of the City of along the Long Island Sound and other marine envi- New London ronments. Bates Woods, Bluff Point, Barn Island • Millstone Nuclear Power Plant/Dominion Power and various wetlands environments are within a few Company miles of the campus. Put Your Mitchell Degree to Work Select Courses in Environmental Studies: • General Biology I & II Students completing the Environmental Studies • College Chemistry I & II Program will be prepared to enter the workforce in • Environmental Studies a variety of environment associated careers in areas • Scientific Writing such areas as: • Environmental Analysis • Government • Fundamentals of Ecology • Non-Profit Environmental Organizations • Marine Ecology • Law • Societal Impact of Global Climate Change • Business • Environmental Economics • Education • Environmental Law • Health • Science & Public Policy • Human Health & the Environment • Microbiology • Genetics • Ecology of Long Island Sound • Literature of the Environment • Anatomy & Physiology I & II • Physics I & II • Career Seminar • Senior Capstone/Internship

78 Environmental Studies Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 BI105 General Biology I (W) 4 CO103 Effective Presentations 3 MA__ Mathematics (MA105+) 3-4 BI106 General Biology I 4 ES101 Environmental Studies 3 _____ Gen. Ed. Elective 3 ES150 Career Seminar 1 Semester Credits 16-17 Semester Credits 16 Sophomore Year – Fall Semester Sophomore Year – Spring Semester PY105,SO103 or HD108 Foundation Course 3 CH112 General College Chemistry II 4 CH111 General College Chemistry I 4 ES220 Scientific Writing 3 MA111 Statistics 4 BI145 Marine Ecology 4 BI201 Fundamentals of Ecology 4 ES210 Environmental Instrumentation OR EC132 Microeconomics 3 ____ Gen Ed Elective (Fine Arts/History)3 GV119 American Government 3 Semester Credits 17-18 Semester Credits 17

Junior Year – Fall Semester Junior Year – Spring Semester ES350 Soc. Impact of Global Climate Change OR ES360 Environmental Law OR ES330 Human Health & the Environ. 3 ES315 Environmental Economics 3 ES340 Science & Public Policy 3 ES210 Env Analysis & Instrumentation OR PE___ Physical Education Elective 2-3 _____ Gen. Ed Elective (Fine Arts/Hist) 3 _____ Concentration Course Elective 3 _____ Open Elective ** 3 _____ Humanities Elective 3 _____ Concentration Course Elective 3 _____ Open Elective ** 3 Semester Credits 14-15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester ES350 Soc Impact of Global Climate Change ES360 Environmental Law OR OR ES330 Human Health & the Environ. 3 ES315 Environmental Economics 3 _____ General Education Elective 3 _____ Concentration Course Elective 3 _____ Literature Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 ES490/491/492 Senior Capstone /Internship 6 _____ Open Elective ** 3 (AND open elective if taking ES490 or ES491) Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

* MA105+ is required for this major to meet the CH111 pre-requisite. ** Open Electives: Any course offered by the College may be used as an Open Elective. Students should consult their academic advisor for appropriate courses for specific areas of environmental studies (e.g. Law; Business; Communications/PR; Health; Science Education) 79 Health Science

Mitchell College’s Bachelor of Science Degree in Individualized Track - Health Science is a multidisciplinary curriculum Electives from specified choices on the check sheet. that exposes students to the underlying biology, chemistry and psychology of human health and the Graduates of the program will find employment in application of these sciences to applied fields like public health and health education, teaching, pro- sports medicine and behavioral medicine. gram planning, or administration in a wide variety of settings including: secondary schools, commu- Course content is drawn from biology, chemistry, nity colleges/universities, local and county health environmental science, psychology, and applica- departments and agencies, volunteer agencies such tional fields like exercise science and the behavioral as the American Cancer Society, American Heart sciences. Association, and Planned Parenthood. They will find employment as patient navigators and healthcare Select Courses in Health Science: advocates in hospitals and health clinics, and health Core - maintenance organizations. Additional possibili- Anatomy & Physiology I & II ties include roles in health and safety in industrial Chemistry corporations and community based organizations. Scientific Writing The program suitably prepares students for gradu- Statistics in the Behavioral Sciences ate work in such fields as sports medicine and other Nutrition allied health fields, behavioral counseling, as well as Health Issues psychology, medicine and law. Internship In addition to the Professional Track and the Behav- Professional Track – ioral Track, Mitchell College offers students an Indi- Microbiology vidualized Track in the Health Science major. Here Genetics a student may develop his/her own sequence of Biochemistry for Health Science courses which include the basic General Education Human Health & the Environment requirements, introductory courses in the program First Aid & Safety and an opportunity to select additional courses, with Kinesiology the assistance of an academic advisor. These will Prevention & Care of Athletic Injuries be courses within the STEM, Sport & Fitness, and Sports Nutrition Behavioral Sciences departments that support the Exercise Science student’s academic goals and career interests.

Behavioral Track – Race, Culture & Ethnicity First Aid & Safety Brain & Behavior Death & Dying Theories of Personality Counseling Theory Psychology of Drugs & Behavior Human Sexuality

80 Health Science Bachelor Program - Behavioral Track Recommended Courses By Semester And Year Total Credits To Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 CO103 Effective Presentation 3 BI105 General Biology I (W) 4 FC120 Info/Tech Literacy 3 MA___ Mathematics (MA105+) 3-4 PE222 Personal & Community Health 3 PE121 First Aid and Safety 3 ______Gen. Ed. Elective 3

Semester Credits 15-16 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester PY105 General Psychology I 3 PY106 General Psychology II 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 CH111 General College Chemistry I 4 ES220 Scientific Writing 3 HD110 Race, Ethnicity & Culture 3 _____ Gen. Ed. Elective 3 PE226 Nutrition 3

Semester Credits 14 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester BS330 Behavioral Statistics 3 PY313 Death & Dying 3 SO227 Human Sexuality 3 PY395 Psychology of Drugs & Behavior 3 ______Gen Ed. Elective 3 PY320 Theories of Personality 3 ______Open Elective ** 3 ______Open Elective ** 3 ______Open Elective ** 3 ______Gen. Ed. Elective 3

Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester PY300 Brain & Behavior 3 PY445 Health Issues in Behavioral Science 3 HE450 Internship 6 HE450 Internship 6 OR 2 Open Electives ** OR 2 Open Electives ** ______Open Elective ** 3 ______Open Elective ** 3 PY392 Counseling Theory 3 ______Open Elective ** 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

* MA 105+ is required for this major to meet the CH 111 pre-requisite. Open Electives: Students should consult their academic advisor for appropriate courses for specific areas of health sciences

** Students should consult their academic advisor about using open electives for completing appro- priate courses necessary for an independent research project. 81 Health Science Bachelor Program - Individualized Track Recommended Courses By Semester And Year Total Credits To Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 FC 120 Info/Tech Literacy 3 BI105 General Biology I (W) 4 CO103 Effective Presentation 3 MA___ Mathematics (MA105+) 3-4 BI106 Gen Bio II or Open Elective 3-4 ____ Open Elective 3 PE222 Personal & Community Health 3

Semester Credits 15-16 Semester Credits 15-16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester PY105 General Psychology I 3 PY106 General Psychology II 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 CH111 General College Chemistry I 4 ____ Open Elective 3 _____ Major Elective 3 ES220 Scientific Writing 3 PE226 Nutrition 3

Semester Credits 14 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester BS330 Behavioral Statistics 3 _____ Major Elective 3 _____ Major Elective 3 _____ Major Elective 3 _____ Major Elective 3 _____ Major Elective 3 _____ Open Elective ** 3 _____ Gen Ed Elective ** 3 _____ Gen Ed Elective ** 3 ______Open Elective 3

Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Major Elective 3 PY445 Health Issues in Behavioral Science 3 HE450 Internship 6 HE450 Internship 6 OR 2 Open Electives ** OR 2 Open Electives ** _____ Gen Ed Elective ** 3 ______Open Elective ** 3 _____ Major Elective 3 ______Major Elective 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

* MA 105+ is required for this major to meet the CH 111 pre-requisite. Open Electives: Students should consult their academic advisor for appropriate courses for specific areas of health sciences.

82 Health Science Bachelor Program - Professional Track Recommended Courses By Semester And Year Total Credits To Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW 101 Introduction to 3 CW102 College Writing and Research 3 College Writing FC120 Info/Tech Literacy 3 FC 101 First Year Seminar 2 CO103 Effective Presentation 3 BI 105 General Biology I (W) 4 _____ Open Elective (or BI106 Gen Bio II) 3-4 MA__ Mathematics (MA105+)* 3-4 PE222 Personal & Community Health 3 PE121 First Aid & Safety 3 Semester Credits 15-16 Semester Credits 15-16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester PY105 General Psychology I 3 PY106 General Psychology II 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 CH111 General College Chemistry I 4 _____ Open Elective ** OR 3-4 PE231 Prevent. & Care of Athl Injuries 3 CH112 Gen. Col. Chemistry _____ Gen. Ed. Elective 3 ES220 Scientific Writing 3 PE226 Nutrition 3 Semester Credits 17 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester PE300 Kinesiology. 3 _____ Gen. Ed. Elective 3 BS330 Behavioral Statistics 3 BI239 Microbiology 4 _____ Open Elective ** OR 3-4 CH301 Biochemistry 3 MA114 Calc. I _____ Open Elective OR BI 251 Genetics 3 MA 115 Calculus II 3-4 _____ Gen. Ed. Elective 3

Semester Credits 15-16 Semester Credits 13-14

Senior Year – Fall Semester Senior Year – Spring Semester ES330 Human Health & 3 PY445 Health Issues in Behavioral Science 3 the Environment HE450 Internship OR 6 HE450 Internship OR 6 2 Open Electives ** 2 Open Electives ** PE 399 Sports Nutrition 3 ______Gen. Ed. Elective 3 ______Open Elective 3 SF310 Intro. To Exercise Science 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00 * MA 105+ is required for this major to meet the CH 111 pre-requisite. Open Electives: Students should consult their academic advisor for appropriate courses for specific areas of health sciences . ** Students should consult their academic advisor about using open electives for completing appro- priate courses necessary for an independent research project. 83 Graphic Design

The graphic design program at Mitchell College Portfolio / Capstone offers students a comprehensive series of courses Materials & Techniques designed to teach the theory and creative processes Special Topics in Graphic Design that combine the use of art and technology to com- municate ideas. Students learn to create visual con- cepts, using image and typography, by hand or com- Put Your Mitchell Degree to Work! puter software, to communicate ideas. Students studying graphic design have possible Graphic design at Mitchell College is presented future careers in a variety of areas. Below are exam- in three unique degree programs. The Associates ples of careers that might be pursued by a person Degree in Graphic Design provides students a tech- who has earned a degree in graphic design. This nical and conceptual foundation for graphic design list represents some, but not all of the careers that as a mode of communication in a 2-year program. one may consider. Keep in mind that many of these Within the context of a 4-year degree, students may careers require additional schooling, but a graphic choose to pursue either a Bachelor of Communica- design background is a great place to start. tion with a focus in Graphic Design, or a Bachelor • Creative Director of Business Administration/Design and Market- • Art Director ing. The Communication degree with a focus in • Art Production (Traffic) Manager Graphic Design, provides students an opportunity • Brand Identity Developer to develop a core expertise in Communication and • Broadcast Designers focus their interest on the visual communication • Logo Designer aspect that is graphic design. The Business Admin- • Illustrator istration/Design and Marketing degree offers the • Information Graphic Designer study of graphic design paired with a core of busi- • Visual Image Developer ness, ideally suited to those with an entrepreneurial • Multimedia Developer spirit, a desire to work in a corporate environment, • Content Developer or the goal of eventually running their own design • Visual Journalist business. Graphic design is also offered as a Minor in • Layout Artist conjunction with other degree programs. • Interface Designer • Web Designer Classes offered in Graphic Design include • Package Designer Color, Concept and Design Computer Graphics I Photoshop/InDesign/Illustrator Computer Graphics II Dreamweaver/Flash Introduction to Graphic Design I Graphic Design II Type and Layout Graphic Design III Brand Identity Graphic Design IV Web and Packaging Design Graphic Design V

84 Graphic Design Associate Program Recommended Courses by Semester and Year Total Credits to Graduate: 61

Freshman Year – Fall Semester Freshman Year – Spring Semester FC120 Info/Tech Literacy 3 AR102 History & Apprec. of Art II 3 CW101 Introduction to College Writing 3 AR103 Drawing and Composition 3 FC101 First-Year Seminar 2 GD110 Graphic Design I 3 GD101 Color and Concept Design 3 CO103 Effective Presentations 3 GD105 Computer Graphics 3 CW102 College Writing and Research 3 PE___ Physical Education Elective 1

Semester Credits 15 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester GD210 Graphic Design II 3 MA___ Mathematics Elective 3-4 PY105 General Psychology I OR ______Open Elective * 3 SO103 Introduction to Sociology 3 ______Literature Elective * 3 HI___ History [HI115/116] 3 GD260 Graphic Design III 3 _____ Open Elective * 3 GD265 Materials and Techniques 3 _____ Life or Physical Science Elective 4

Semester Credits 16 Semester Credits 15-16

Cumulative GPA Required for Graduation: 2.00

* General Education Electives: These are courses that fulfill the following general education requirements: Literature Elective, Fine Arts Elective, Behavioral Science Foundation Course Elective, Physical Education Electives, or Open Electives used to meet the 33 credit General Education minimum requirement.

85 Homeland Security

Preparedness for natural and man-made disasters Homeland Security by having their academic stud- has long been an objective of governmental and non- ies applied to a professional work experience. Field governmental agencies at all levels – national, state Experience possibilities include: local, state and and local. The effective 21st Century defense of our federal law enforcement agencies; the Connecticut nation requires individuals with both a practical and Judicial Department; the Connecticut Department theoretical understanding of the issues presented by of Corrections; and The United States Coast Guard. terrorism, both foreign and domestic. Mitchell Col- Additionally, private security and corporate security lege’s Bachelor of Arts degree in Homeland Security possibilities exist at the Mohegan Sun and Foxwoods has been designed to assist in meeting that need. resort casinos and at Pfizer Pharmaceuticals.

The Bachelor of Arts program in Homeland Security Put Your Mitchell Degree to Work provides students with the intellectual tools neces- sary to: The diversity of careers available in Homeland Secu- • Understand the nature and extent terrorist threat rity makes it impossible to cover every job descrip- to the United States, including the motives and tion or opportunity. Marketplace forecasts for the methods of various foreign and domestic terror- global homeland security industry anticipate busi- ist organizations; ness will grow from approximately $40 billion to • Analyze, understand and potentially mitigate nearly $180 billion over the next decade. According terrorist efforts from the perspective of law to the 2006-2007 edition of the Occupational Out- enforcement, our legal system, our intelligence look Handbook, there will be significant increases in communities and the military; employment opportunities within local, state, and • Contrast U.S. historical, ideological and cultural federal law-enforcement; convention planning and traditions with those of various foreign and do- security; the social sciences; and with computer sys- mestic terrorist groups; tems design and maintenance related to homeland • Understand the legal, Constitutional and ethical security. challenges presented by our efforts to meet the In addition, successful completion of the degree terrorist threat through border control, surveil- positions graduates to take advantage of many career lance, detention, interrogation and punishment; opportunities including: and • critical infrastructure and information security • Appreciate the challenges presented to the vari- management ous domestic agencies charged with maintaining • threat and vulnerability assessment the security of the homeland, including organi- • emergency management operations zational design, management and inter-agency • investigation coordination and cooperation at the local, state • intelligence analysis and management and national level. The degree also serves as a foundation for graduate Learn Real World Skills in a Real World Setting and professional study in Homeland Security as well In addition to class work, acquiring hands-on expe- as such fields as criminal justice, law, government, rience through internships is a pivotal feature of the public administration, planning, political science, Homeland Security major. The senior Field Experi- and international affairs. ence is designed to enhance students’ knowledge of

86 Homeland Security Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 123

Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 HO101 Intro to Homeland Security 3 CW101 Introduction to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Effective Presentations 3 _____ Open Elective ** 3 PY105 General Psychology I 3 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ261 Introduction to Criminal Law 3 GV119 American Govt/Politics 3 HO___ Homeland Security Elective 3 CJ320 Constitution Crim Procedure 3 EL200+ Literature Elective 3 HI106 US History II 3 HI105 US History I 3 HI116 Western Civilization II 3 HI115 Develop of Western Civ I 3 MA___ Mathematics (MA104+) 3-4 Semester Credits 15 Semester Credits 15-16

Junior Year – Fall Semester Junior Year – Spring Semester CJ315 Foundations of Public Admin 3 CJ322 Policing in Free Society 3 CJ305 Comp. Legal Systems 3 HO305 Homeland Security Mgmt 3 HO301 Legal Issues in Homeland Secur 3 HO___ Homeland Security Elective 3 PH223 Comp. World Religions 3 ______Fine Arts Elective 3 ______Open Elective ** 3 ______Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester CJ445 Ethical & Philosophical 3 CJ325 Law in Society 3 Foundations of CJ HO442 Homeland Security Internship HO410 Terrorism 3 OR HO441 Senior Seminar in Homeland HO440 Independent Study in Security 3 Homeland Security 6 _____ Open Elective ** 3 BI143 Life and Physical Science 4 PE___ Physical Education Elective 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 16

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

87 Hospitality & Tourism

Mitchell College’s bachelor’s degree in Hospitality Put Your Mitchell Degree to Work & Tourism Management is designed to prepare stu- dents for a broad range of managerial roles across By the year 2015, hospitality is projected to be the the hospitality and tourism industry. The program largest industry in the world, employing 10.5 mil- focuses on management positions in hotels, restau- lion workers in the United States and more than 112 rants, tourism, gaming, trade shows, conventions, million people internationally. It is estimated that recreation, and food service. the hospitality and tourism industry generates more than $450 billion in annual revenues. Career possi- Students in the Hospitality & Tourism Management bilities include: program can select from three specialized concen- • Casino Management trations: • Catering Management • Hotel & Resort Management • Contract Food Services Management • Event Management • Convention Management • Food Service Management • Corporate Travel Coordinator • Event Planner Learn Real World Skills in a Real World Setting • Food and Beverage Management • Hospitality Accountant Mitchell’s Hospitality & Tourism Management • Hospitality Marketing/Sales Management program requires that students perform a mini- • Hotel/Resort Management mum of 200-300 hours of a hands-on experience • Hotel and Restaurant Equipment and Supplies through a hospitality or tourism internship experi- Sales ence based on their concentration. All students have • Hotel Services the opportunity to complete an additional 200-300 • International Hospitality Management hours or internship based on electives. In selecting • Private Club Management their internship opportunities, students enrolled • Restaurant Management in the Hospitality & Tourism Management major will benefit from Mitchell College’s unique location in Southeastern Connecticut, a prime New Eng- land vacation destination. Within minutes to the College are two of the largest and most successful resort casinos in the world, Foxwoods Resort and the Mohegan Sun. In addition are the Waterford Hotel Group headquarters, representing more than 25 properties, the Garde Arts Center, New London Main Street, historic Mystic Seaport, and the Mystic Aquarium & Institute for Exploration. The College’s acquisition of nearby Michael’s Dairy and affilia- tion with a number of regional hotels, including the critically acclaimed Mystic Marriott, Norwich Inn & Spa, Holiday Inn in New London and Water’s Edge Resort provide additional opportunities for valuable fieldwork experiences.

88 Hospitality & Tourism Bachelor Program - Hotel & Resort Management Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester HT101 Intro. to Hospitality & Tourism 3 CO126 Managing Interpersonal Skills 3 CW101 Introduction to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 HT110 Introduction to Food Service 3 FC120 Info/Tech Literacy 3 MA104 Mathematics (MA104+) 3 _____ Behavioral Sciences Elective 3 CO103 Effective Presentations 3

Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 HT201 Hospitality & Tourism Mktg. 3 HT220 Front Office Operations Mgmt. 3 _____ Literature Elective 3 EC132 Microeconomics 3 HT221 Housekeeping Operations Mgmt. 3 _____ History Elective 3 _____ Lab Science Elective 4 HT340 Quality Service Management 3 HT321 Resort Management 3

Semester Credits 16 Semester Credits 16 Junior Year – Fall Semester Junior Year – Spring Semester _____ Open Elective ** 3 HT322 H&T Revenue Management 3 _____ Open Elective ** 3 HT360 Hospitality Human Res. Mgmt. 3 _____ Fine Arts Elective 3 HT301 Hospitality Property Mgmt. 3 HT350 Hotel Internship 3 PE___ Physical Education Elective 3 HT303 Hospitality Financial Analysis 3 _____ Open Elective ** 3

Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester HT450 H&T Internship I (240 hours) 6 HT451 H&T Internship II (240 hours) 6 HT405 Business & Hospitality Law 3 OR 2 HT Open Electives ____ Open Elective ** 3 HT490 Hospitality & Tourism Seminar 3 _____ Humanities Elective 3 ____ Open Elective ** 3 _____ Open Elective ** 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective

89 Hospitality & Tourism Management Bachelor Program - Event Management Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester HT101 Intro. to Hospitality & Tourism 3 CO126 Managing Interpersonal Skills 3 CW101 Introduction to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 HT130 Introduction to Event Mgmt 3 FC120 Info/Tech Literacy 3 CO103 Effective Presentations 3 _____ Behavioral Sciences Elective 3 MA___ Mathematics (MA104+) 3

Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 HT201 Hospitality & Tourism Mktg. 3 _____ History Elective ** 3 _____ Literature Elective 3 HT340 Quality Service Mgmt. 3 _____ Open Elective 3 _____ Open Elective ** 3 _____ Lab Science Elective 4 EC132 Microeconomics 3 HT230 Convention & Trade Show Mgmt. 3

Semester Credits 16 Semester Credits 16 Junior Year – Fall Semester Junior Year – Spring Semester ____ Open Elective ** 3 HT360 Hospitality Human Res. Mgmt. 3 HT371 Private Club Management 3 HT303 Hospitality Financial Analysis 3 _____ Fine Arts Elective 3 PE___ Physical Education Elective 3 HT330 Event Planning 3 _____ Humanities Elective ** 3 HT376 Banquet & Catering 3 _____ Open Elective ** 3

Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester HT450 Internship I (240 hours) 6 HT451 Internship II (240 hours) 6 HT405 Business & Hospitality Law 3 OR 2 HT Open Electives HT430 Special Events Leadership 3 HT490 Hospitality & Tourism Seminar 3 _____ Open Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

**Open Elective: Any course offered by the College may be used as an Open Elective.

90 Hospitality & Tourism Management Bachelor Program - Food Service Management Recommended Courses by Semester and Year Total Credits to Graduate: 122

Freshman Year – Fall Semester Freshman Year – Spring Semester HT101 Intro. to Hospitality & Tourism 3 CO126 Managing Interpersonal Skills 3 CW101 Introduction to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 HT110 Introduction to Food Service 3 FC120 Info/Tech Literacy 3 MA__ Mathematices (MA104+) 3 ___ Behavioral Sciences Elective 3 CO103 Effective Presentations 3

Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 HT201 Hospitality & Tourism Mktg. 3 HT210 Food Service Sanitation 3 EL___ Literature Elective 3 EC132 Microeconomics 3 _____ Open Elective ** 3 HT340 Quality Service Management 3 HT352 Food Prep & Cost Control 4 ___ History Elective 3 ____ Life or Physical Science 4

Semester Credits 16 Semester Credits 17 Junior Year – Fall Semester Junior Year – Spring Semester HT311 Beverage Operations Mgmt. 3 _____ Open Elective 3 ____ Open Elective ** 3 HT360 Hospitality Hum. Res. Mgmt. 3 _____ Fine Arts Elective 3 HT310 Restaurant Mangement 3 HT330 Event Planning 3 _____ Pysical Education Elective 3 HT303 Hospitality Financial Analysis 3 _____ Open Elective ** 3

Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester HT450 Internship I (200 hours) 6 HT451 Internship II (200 hours) 6 HT405 Business & Hospitality Law 3 OR 2 HT Open Electives _____ Open Elective ** 3 HT490 Hospitality & Tourism Seminar 3 _____ Humanities Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

*Open Elective: Any course offered by the College may be used as an Open Elective.

91 Behavioral Sciences Human Development & Family Studies

The Human Development & Family Studies program Recent internships have included: at Mitchell focuses on how people grow, develop, and • Substance abuse residential treatment program change during the course of their lives. As a student for pregnant women and their children in this program, sometimes known as life span stud- • Domestic violence center for women ies, you’ll combine course work in subjects such as • Programs for people with intellectual, develop- psychology, sociology, education, and human ser- mental, or physical disabilities vices, with internship opportunities. Through this • Family support centers combination, you’ll learn more about the human • After-school centers for education and recreation experience and how to improve the quality of life of • Tutoring and mentoring students with special those around you. needs in classrooms • Human Resource Departments Bachelor of Science Degree: • Therapeutic Riding Center Students in this program take part in advanced life span coursework and training. You’ll take a variety Put Your Mitchell Degree to Work of elective classes while studying how counseling can affect human development, family development and A degree in Mitchell’s Human Development & relationships, multicultural issues, social policy, and Family Studies Program can lead to these potential other topics. You’ll also work in the field, developing careers: strategies to help you connect with people of all ages. • Child Welfare Specialist The Bachelor of Science degree program also fea- • Academic Counselor tures the Capstone Seminar in Behavioral Sciences. • Community Outreach Representative In this course, students develop an applied research • Corrections Caseworker project that shows how their views and perspectives • Youth Counselor have evolved during their time at Mitchell. The Cap- • Activity Director stone Seminar is an excellent opportunity for you to • Marriage and Family Counselor add to your portfolio and practice your research and • Special Needs Educator presentation skills. • Mental Health Counselor • Gerontology Aid Learn Real World Skills in A Real World Setting • Social Services Case Worker

Students in the Human Development & Family Studies Program at Mitchell, have the opportunity to take part in our largest selection of internships. Mitchell has an excellent relationship with commu- nity agencies and organizations that are more than willing to help you further your education outside the traditional classroom setting.

92 Behavioral Sciences Bachelor Program - Human Development and Family Studies

Recommended Courses by Semester and Year Total Credits to Graduate: 123 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ Fine Arts Elective 3 HD108 Intro to Human Development 3 CO103 Effective Presentations 3 PY105 General Psychology I 3 HD209 Child Development 3 SO103 Introduction to Sociology 3 HD110 Intro to Race, Ethn. & Culture 3 FC120 Info/Tech Literacy 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester HD210 Adolescent Development 3 MA__ Mathematics (MA104+) 3-4 _____ Cognate Area Course Elective 3 HD211 Adult Development 3 _____ History Elective 3 HD220 Career Concepts in Human 3 _____ Open Elective 3 Development & Family Studies _____ Life & Physical Science Elective 4 _____ Literature Elective 3 PE___ Physical Education Elective 3 Semester Credits 16 Semester Credits 15-16

Junior Year – Fall Semester Junior Year – Spring Semester BS330 Behavioral Statistics 3 HD305 Ethics, Character & Moral Dev. 3 BS335 Behavioral Sci.Career Seminar 3 BS331 Research Methods in HDFS I 3 HD339 Systems and Theories of 3 BS340 HDFS Internship I 3 Family Development PY313 Death & Dying 3 PY320 Theories of Personality 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester BS440 HDFS Internship II 3 HD451 Families in Crisis 3 HD441 Gender Issues in HDFS 3 BS490 Capstone Seminar in HDFS 3 BS443 Research Methods in HDFS II 3 PY332 Abnormal Psychology 3 _____ Open Elective (300 or 400 level) 3 _____ Humanities Elective 3 PY392 Counseling Theory 3 _____ Open Elective - 300 or 400 level 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

93 Liberal and Professional Studies Bachelor Program

Mitchell’s program in Liberal & Professional Studies program credits and elective requirements in one of is geared towards students who value independent the above concentrations you select, you can tailor thought, diversity and flexibility. If you like the idea your major to meet your individual education and of sampling courses in different interest areas, while career goals. expanding your knowledge of different subjects, this program is for you. Students can choose to concen- Put Your Mitchell Degree to Work trate in the following areas: A degree in Liberal & Professional Studies will pro- • Behavioral and Social Sciences vide you with a strong foundation for continued edu- You’ll take classes in sociology, psychology, cation, such as law school, or in any of these poten- world religions, politics & government and other tial careers: required and elective courses. • Editor • Individualized • Journalist Students in Mitchell’s unique individualized pro- • Publicist gram consult with faculty and academic advisors • Human Relations to design a specialized program suited to their • Government/Social Services interests, with approval from the Dean of the Col- • Entry Level Management lege. • Policy Analyst

As a student in the Liberal & Professional Studies program, you’ll be required to take classes within a variety of academic areas, including communica- tion skills, humanities, mathematics and natural sci- ences, history and social sciences. Combined with 30

94 Liberal and Professional Studies Bachelor Program Individualized Liberal Arts Program Recommended Courses by Semester and Year Total Credits to Graduate: 123 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 GV___ Government Elective 3 _____ Fine Arts Elective 3 HD110 Intro to Race, Ethn, & Culture 3 _____ Behavioral Science _____ Mathematics (MA104+) 3 Foundation Course 3 CO103 Effective Presentations 3 FC120 Info/Tech Literacy 3-4 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Concentration Course Elective 3 HU201 Survey of Human Adventure 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ History Elective 3 _____ Humanities Elective 3 _____ Open Elective ** 3 _____ Behavioral Science Elective 3 _____ Life & Physical Science Elective 4 PE___ Physical Education Elective 3 Semester Credits 16 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester LS350 Liberal Studies Career Seminar 3 HU310 Holocaust: Implics & Contexts 3 PH223 Comparative World Religions 3 PH304 Contemporary Issues in Ethics 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Literature Elective 3 _____ Concentration Course Elective 3 _____ Open Elective ** 3 _____ Concentration Course Elective 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester LS450 Liberal Studies Internship I 3 LS451 Liberal Studies Internship II 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Open Elective ** 3 _____ Concentration Course Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

95 Liberal and Professional Studies Bachelor Program Behavioral and Social Sciences Concentration Recommended Courses by Semester and Year Total Credits to Graduate: 123 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 GV___ Government Elective 3 HD108 Intro to Human Development 3 HD110 Intro to Race, Ethn &Culture 3 PY105 General Psychology I 3 _____ Fine Arts Elective 3 SO103 Introduction to Sociology 3 CO103 Effective Presentations 3 FC120 General Psychology I 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Behav & Social Science Elective 3 MA__ Mathematics (MA104+) 3-4 _____ History Elective 3 HU201 Survey of the Human Adventure 3 _____ Humanities Elective 3 _____ Behav & Social Science Elective 3 _____ Open Elective ** 3 _____ Literature Elective 3 _____ Life & Physical Science Elective 4 _____ Physical Education Elective 3 Semester Credits 16 Semester Credits 15-16

Junior Year – Fall Semester Junior Year – Spring Semester LS350 Liberal Studies Career Seminar 3 HU310 Holocaust: Implica & Contexts 3 PH223 Comparative World Religions 3 _____ Ethics Elective 3 _____ Behav & Soc Science Elective 3 _____ Behav & Soc Science Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester LS450 Liberal Studies Internship I 3 LS451 Liberal Studies Internship II 3 _____ Behav & Social Science Elective 3 _____ Behav & Social Science Elective 3 _____ Behav & Social Science Elective 3 _____ Behav& Social Science Elective 3 _____ Open Elective ** 3 _____ Behav & Social Science Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

96 Liberal Studies Associate Program

The Associate of Arts degree in Liberal Studies at Pre-Allied Health: Pre-Nursing/Pre-Med Mitchell College is our most flexible program. It This concentration supplies you with a background allows you to explore different interest areas while in both science and liberal arts, and prepares students you gain knowledge of a variety of subjects. The end for further study in nursing, dental hygiene, physical result is a well-rounded, diverse individual, with a therapy, radiation therapy, pre-med; Physician Assis- wide range of career choices. tants Programs and other areas. In this program, you’ll also gain hands-on experience through intern- You have the option of creating a concentration ships at area hospitals and long-term care facilities. within the liberal studies associate degree. Possible concentration areas include: Psychology Psychology revolves around understanding, predict- Fine Arts ing and controlling human behavior. The Psychology Students interested in the creative process will enjoy concentration gives students the general knowledge this concentration, which includes courses in the necessary for further study in counseling, social arts, design, humanities and music. This area of work and human services. Students who complete study may lead to further study or a career in the this program may be interested in continuing with cultural, performing or fine arts, business, graphic Mitchell’s Bachelor of Science degree in Psychology, design or education. Human Development & Family Studies, or Social & Behavioral Sciences. History/Government Understanding historical perspectives prepares you Science to enter careers such as business, education, govern- A science concentration is ideal for students looking ment, law, international relations and journalism. at furthering their education in areas such as medi- Studying government – whether national, regional cine, engineering, marine science and environmen- or local – will give you a better understanding of our tal studies. political system. Internships in the State Legislature allow students to actively experience and participate Sociology in the political process. In this concentration, you’ll study how families, communities and entire societies interact and behave Humanities with each other. Sociology course work can lead to Through courses in literature, writing, languages, art, careers in research, social work, human resources history, music and philosophy, you’ll gain a broad and other fields. Students may also choose to con- perspective of human behavior, thought, values and tinue in the Bachelor of Science in Liberal & Profes- artistic expression. You’ll also develop writing and sional Studies – Social & Behavioral Sciences pro- effective speaking skills. The Humanities concentra- gram at Mitchell. tion provides a strong foundation for students who want to move on to our four year Liberal & Profes- Put Your Mitchell Degree to Work for You sional Studies Program in Humanities. Students in the Liberal Studies program will get an accurate feel for different academic areas and possible Mathematics future career options, in areas such as: The mathematics concentration prepares students • Law • Human Services for future study in areas such as engineering, com- • Journalism • Arts puter science and the natural sciences. You’ll explore • Education • Medical and Technical Fields a wide spectrum of ideas and the art of logical rea- • Business • Further Academic Study soning. • Government 97 Liberal Studies Associate Program Recommended Courses by Semester and Year Total Credits to Graduate: 64

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ Concentration Elective 3 FC120 Info/Tech Literacy 3 CO103 Effective Presentations 3 PY105 General Psychology I OR _____ History Elective 3 SO103 Introduction to Sociology 3 _____ Open Elective ** 3 MA___ Mathematics 3-4 _____ Open Elective ** 3

Semester Credits 17-18 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Life or Physical Science Elective 4 _____ Lib Studies Interdisciplinary Course 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Fine Arts Elective 3 _____ Literature Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 PE__ Physical Education Elective 1

Semester Credits 16 Semester Credits 16

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

98 Liberal Studies Associate Program Pre-Allied Health Concentration: Pre-Nursing Program #1 Recommended Courses by Semester and Year Total Credits to Graduate: 62 Freshman Year – Fall Semester Freshman Year – Spring Semester BI105 Biology I 4 CW102 College Writing and Research 3 CW101 Intro to College Writing 3 _____ History Elective 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 PY105 General Psychology I OR CO103 Effective Presentations 3 SO103 Introduction to Sociology 3 PY105 General Psychology I OR MA___ Math (MA105+) 3-4 SO103 Introduction to Sociology 3 HD108 Intro to Human Development 3

Semester Credits 15-16 Semester Credits 18

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Open Elective ** 3 BI222 Anatomy and Physiology II 4 BI221 Anatomy and Physiology I 4 BI239 Microbiology 4 CH111 General College Chemistry I 4 _____ Literature Elective * 3 _____ Fine Arts Elective * 3 BI251 Genetics OR PE___ Physical Education Elective 1 BI290 Hospital Field Experience 3

Semester Credits 15 Semester Credits 14

Cumulative GPA Required for Graduation: 2.00

**Open Electives: Any course offered by the College may be used as an Open Elective.

This program is designed for the student intending to apply to a four year program to complete a degree in an Allied Health field, e.g. Nursing, Physical Therapy, Occupational Therapy, Dental Hygiene.

99 Liberal Studies Associate Program Pre-Allied Health Concentration: Pre-Med Program #2 Recommended Courses by Semester and Year Total Credits to Graduate: 64 Freshman Year – Fall Semester Freshman Year – Spring Semester BI105 Biology I 4 BI106 Biology II 4 CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ History Elective * 3 PY105 General Psychology I OR FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Effective Presentations 3 MA___ Mathematics (MA105+) 3-4

Semester Credits 15-16 Semester Credits 16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Open Elective ** 3-4 BI222 Anatomy and Physiology II 4 BI221 Anatomy and Physiology I 4 BI239 Microbiology 4 CH111 General College Chemistry I 4 CH112 General College Chemistry II 4 _____ Fine Arts Elective * 3 _____ Literature Elective * 3 PE___ Physical Education Elective 1

Semester Credits 15-16 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

**Open Electives: Any course offered by the College may be used as an Open Elective. Students are encouraged to take an upper level mathematics course or BI251- Genetics - for one of these electives.

This program is designed for the student intending to transfer to a four year program and then go beyond to complete a degree in the Medical Field, e.g. Medical School, Dental School, or Veterinary School.

100 Behavioral Sciences Psychology

Mitchell’s Psychology program gives students an Internships are available in these settings: overall understanding of human behavior and pre- • Elementary school social work pares them to help solve scientific, social and busi- • School psychology ness problems. The program gives you a strong • Middle and high school guidance counseling foundation to build a career on, or prepares you for • Employment services for people with mental advanced study. illnesses • Group work with people in an alternative to Psychology students have two track options: incarceration program • General Psychology • Alternative school education and recreation This program is designed for students who want a programs broad overview of the discipline. • Youth service bureaus • Individualized Psychology • Social services with minority populations This degree program is for students who want • Residential treatment center for youth to concentrate on a particular area (i.e., clinical, • Safe homes for children removed from their social, cognitive/experimental, biological) and/or families integrate other behavioral science courses (e.g. BS, • Human Resource Departments HD, SO designations) into their program. • Community centers and organizations No matter what track you choose, all Mitchell Psy- • Substance abuse programs chology students end the program by taking the • Specialized rehabilitation services, such as Capstone Seminar. In this sequence of courses, you’ll Therapeutic Riding Program choose a topic, complete a written research paper, Because Mitchell knows that students will need an and make an oral presentation on that topic to the advanced degree to work as a professional psychol- academic community. ogist, or in a related field such as social work, we’ll prepare you for further study with our four-course Learn Real World Skills in a Real World Setting research component. Through this part of the pro- As a Psychology student, you’ll get practical experi- gram, you’ll learn how to gather, analyze, and use ence through a two-semester assignment in the field, important research data with techniques practiced under the direction of psychology faculty and an on- by professionals already in the field. site supervisor. This exciting opportunity allows you to practice what you learn in the classroom in a sup- Put Your Mitchell Degree to Work portive, stimulating environment. Graduates of Mitchell’s Psychology program have many career options. Some choose to do graduate work in psychology, others move on to medical or law school. A psychology degree is an excellent back- ground for students interested in: • Personal Counseling • Social Work • Health Psychology • Industrial/Organizational Psychology

101 Behavioral Sciences Psychology Bachelor Program - General Track

Recommended Courses by Semester and Year Total Credits to Graduate: 123 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ History Elective 3 PY105 General Psychology I 3 _____ Open Elective 3 SO103 Introduction to Sociology 3 CO103 Effective Presentations 3 FC120 Info/Tech Literacy 3 PY106 General Psychology II 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester HD110 Intro to Race, Ethn. &Culture 3 MA__ Mathematics (MA104+) 3-4 _____ Fine Arts Elective 3 _____ Literature Elective 3 _____ Humanities Elective 3 _____ Life & Physical Science Elective 4 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 PE___ Physical Education Elective 3 Semester Credits 18 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester HD305 Ethics, Character & Moral Dev. 3 BS331 Research Methods I 3 BS335 Behav. Sci. Career Seminar 3 BS340 Behav. Sci. Internship I 3 BS330 Behavioral Statistics 3 PY375 History & Systems of Psych. 3 _____ Psychology Track Elective 3 SO310 Leadership & Group Processes 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester BS440 Psychology Internship II 3 BS490 Capstone Seminar in Psychology 3 BS443 Research Methods II 3 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

102 Behavioral Sciences Psychology Bachelor Program - Individualized Track

Recommended Courses by Semester and Year Total Credits to Graduate: 123

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ History Elective 3 PY105 General Psychology I 3 _____ Open Elective 3 SO103 Introduction to Sociology 3 CO103 Effective Presentations 3 FC120 Info/Tech Literacy 3 PY106 General Psychology II 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester HD110 Intro to Race, Ethn. &Culture 3 MA__ Mathematics (MA104+) 3-4 _____ Fine Arts Elective 3 _____ Literature Elective 3 _____ Humanities Elective 3 _____ Life & Physical Science Elective 4 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 PE___ Physical Education Elective 3 Semester Credits 18 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester HD305 Ethics, Character & Moral Dev. 3 BS331 Research Methods I 3 BS335 Behav. Sci. Career Seminar 3 BS340 Psychology Internship I 3 BS330 Behavioral Statistics 3 PY375 History & Systems of Psych. 3 _____ Psychology Track Elective 3 SO310 Leadership & Group Processes 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester BS440 Psychology Internship II 3 BS490 Capstone Seminar in Psychology 3 BS443 Research Methods II 3 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

103 Sport and Fitness Management

The bachelor degree in the Sport & Fitness Manage- to positively impacting the lives of youths. Health ment Department offers academic preparation in the and Fitness prepares those students concentrating specialized areas of: on careers in personal training, strength and condi- • Sport Management tioning, and sport rehabilitation delivered by fitness • Physical Education centers, corporate wellness programs, or sport medi- • Recreation Administration cine facilities. For those interested in pursuing sport • Health & Fitness Management media careers in television, radio, or print industries, • Sport Communication the concentration in Sport Communications pro- vides preparation in both sport and communication The concentration in Sport Management emphasizes media techniques. the practical and academic experiences necessary to be successful in the sport industry. Sport manag- As a student in one of these programs, you would ers must have a fundamental understanding of the participate in Mitchell’s outstanding internship pro- applications of business and in-depth knowledge of gram. A student will complete a sophomore and the complexities of the sport world. senior level internship. You can elect to do your internship in a wide variety of settings ranging from The Physical Education concentration is designed to professional sports teams, school athletic programs, prepare students for a career in the classroom teach- parks and recreation programs, sporting goods com- ing physical education. The Physical Education con- panies, fitness facilities and more. centration provides the student an opportunity to earn a State of Connecticut Coaching Certification; A full range of opportunities exist in the Sport and however, the degree program does not lead to CT Fitness area including executive-level positions Teaching Certification. Students interested in non- requiring strong management and problem-solving school programs such as those offered at the YMCA, capabilities. Mitchell’s Sport & Fitness Management Boys and Girls Clubs, YWCA and Municipal Recre- Department will prepare you to meet the contempo- ation Departments are prepared by studying Recre- rary and future needs of the sport, physical educa- ation Administration. This concentration prepares tion, fitness and recreation fields. well-rounded and enthusiastic graduates dedicated

104 Sport and Fitness Management Bachelor Program - Sport Management Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 BU123 Introduction to Business 3 FC120 Info/Tech Literacy 3 MA__ Mathematics (MA104+) 3-4 ______Behavioral Science 3 CO103 Effective Presentations 3 Foundation Course ______Open Elective ** 3 Semester Credits 17 Semester Credits 15-16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Prin of Financial Accounting 4 PE222 Personal & Community Health 3 _____ Life & Physical Science Elective 4 _____ History Elective 3 _____ Open Elective ** 3 BU124 Marketing 3 SM207 Sport Marketing 3 _____ Concentration Elective 3 _____ Humanities Elective 3 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester BU250 Management of Organizations 3 SF324 Adaptive Sport & PE 3 _____ Behavioral Science Elective 3 SF405 Org/Mgmt. of PE/Rec. 3 SM303 Legal Issues in Sport 3 SM403 Sport Business and Finance 3 SM302 Sport Facilities 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester BU321 Human Resource Management 3 SM450 Sport Management Internship 6 _____ Open Elective ** 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt 3 OR _____ Literature Elective 3 SM451 Sport Mgmt Profess Internship 12 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

105 Sport and Fitness Management Bachelor Program - Physical Education Recommended Courses by Semester and Year Total Credits to Graduate: 122

Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First Year Seminar 2 MA__ Mathematics (MA104+) 3-4 FC120 Info/Tech Literacy 3 CO103 Effective Presentation 3 PY105 General Psychology I 3 BI105 General Biology I 4 ______Open Elective 3 Semester Credits 17 Semester Credits 16-17

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Open Elective ** 3 HD209 Child Development 3 PE231 Preventive Care of Athl Injuries 3 PE222 Personal & Community Health 3 PE121 First Aid and Safety 3 _____ History Elective 3 SM207 Sport Marketing 3 PE226 Nutrition 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 Semester Credits 16 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester _____ Humanities Elective 3 _____ Behavioral Sciences Elective 3 _____ Open Elective ** 3 SF324 Adaptive Sport & PE 3 SM303 Legal Issues in Sport 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 SF310 Intro to Exercise Science 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective ** 3 SF405 Organizational Management 3 _____ Concentration Elective 3 of PE & Recreation Programs SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt 3 _____ Open Elective ** 3 _____ Literature Elective 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

106 Sport and Fitness Management Bachelor Program - Recreation Administration Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt 3 SM201 Sport in Society 3 SM110 Introduction to Sport Mgmt 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First Year Seminar 2 MA__ Mathematics (MA104+) 3-4 FC101 First Year Seminar 2 MA__ Mathematics (MA104+) 3-4 FC120 Info/Tech Literacy 3 CO103 Effective Presentation 3 FC120 Info/Tech Literacy 3 CO103 Effective Presentation 3 PY105 General Psychology I 3 BI105 General Biology I 4 _____ Behavioral Science 3 _____ Open Elective ** 3 ______Open Elective 3 Foundation Course Semester Credits 17 Semester Credits 16-17 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15-16 Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Open Elective ** 3 HD209 Child Development 3 Sophomore Year – Fall Semester Sophomore Year – Spring Semester PE231 Preventive Care of Athl Injuries 3 PE222 Personal & Community Health 3 AC103 Prin of Financial Accounting 4 PE222 Personal & Community Health 3 PE121 First Aid and Safety 3 _____ History Elective 3 _____ Life & Physical Science Elective 4 PE121 First Aid and Safety 3 SM207 Sport Marketing 3 PE226 Nutrition 3 _____ Concentration Elective 3 _____ History Elective 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 _____ Humanities Elective 3 _____ Concentration Elective 3 Semester Credits 16 Semester Credits 16 SM207 Sport Marketing 3 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15 Junior Year – Fall Semester Junior Year – Spring Semester _____ Humanities Elective 3 _____ Behavioral Sciences Elective 3 Junior Year – Fall Semester Junior Year – Spring Semester _____ Open Elective ** 3 SF324 Adaptive Sport & PE 3 SM233 Outdoor Recreation 3 SF324 Adaptive Sport & PE 3 SM303 Legal Issues in Sport 3 _____ Concentration Elective 3 _____ Behavioral Science Elective 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Fine Arts Elective 3 SM303 Legal Issues in Sport 3 SM405 Org./Mgmt. PE & Rec. 3 _____ Open Elective ** 3 SF310 Intro to Exercise Science 3 SM302 Sport Facilities 3 _____ Fine Arts Elective 3 Semester Credits 15 Semester Credits 15 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective ** 3 SF405 Organizational Management 3 Senior Year – Fall Semester Senior Year – Spring Semester _____ Concentration Elective 3 of PE & Recreation Programs _____ Open Elective ** 3 SM450 Sport Management Internship 6 SM401 Ethics in Sport 3 _____ Open Elective ** 3 _____ Concentration Elective 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 _____ Literature Elective 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt 3 OR Semester Credits 15 Semester Credits 12 _____ Literature Elective 3 SM451 Sport Mgmt Profess Internship 12 Semester Credits 15 Semester Credits 12 Cumulative GPA Required for Graduation: 2.00 Cumulative GPA Required for Graduation: 2.00 ** Open Electives: Any course offered by the College may be used as an Open Elective. ** Open Electives: Any course offered by the College may be used as an Open Elective.

107 Sport and Fitness Management Bachelor Program - Health/Fitness Management Recommended Courses by Semester and Year Total Credits to Graduate: 122

Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt 3 BI105 General Biology I 4 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First Year Seminar 2 SM201 Sport in Society 3 FC120 Info/Tech Literacy 3 MA___ Mathematics (MA104+) 3-4 _____ Behavioral Science 3 CO103 Effective Presentation 3 Foundation Course _____ Open Elective ** 3 Semester Credits 17 Semester Credits 16-17

Sophomore Year – Fall Semester Sophomore Year – Spring Semester SM207 Sport Marketing 3 PE226 Nutrition 3 PE231 Preventive Care of Athl Injuries 3 PE222 Personal & Community Health 3 _____ Concentration Elective 3 _____ History Elective 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 Semester Credits 16 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester _____ Humanities Elective 3 _____ Open Elective ** 3 _____ Behavioral Science Elective 3 SF324 Adaptive Sport & PE 3 SM303 Legal Issues in Sport 3 SF405 Org/Mgmt. of PE/Rec. 3 _____ Concentration Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Concentration Elective 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Concentration Elective 3 SM450 Sport Management Internship 6 _____ Open Elective ** 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt 3 OR _____ Literature Elective 3 SM451 Sport Mgmt Profess Internship 12 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

108 Sport and Fitness Management Bachelor Program - Sport Communication Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt 3 BI105 General Biology I 4 SM110 Introduction to Sport Mgmt 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 CW101 Introduction to College Writing 3 CO107 Communication Technology 3 FC101 First Year Seminar 2 SM201 Sport in Society 3 FC101 First Year Seminar 2 MA__ Mathematics (MA104+) 3-4 FC120 Info/Tech Literacy 3 MA___ Mathematics (MA104+) 3-4 _____ Open Elective ** 3 CO103 Effective Presentation 3 _____ Behavioral Science 3 CO103 Effective Presentation 3 FC120 Info/Tech Literacy 3 CW102 College Writing and Research 3 Foundation Course _____ Behavioral Science 3 _____ Open Elective ** 3 Foundation Course Semester Credits 17 Semester Credits 16-17 Semester Credits 17 Semester Credits 15-16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester Sophomore Year – Fall Semester Sophomore Year – Spring Semester SM207 Sport Marketing 3 PE226 Nutrition 3 _____ Open Elective ** 3 PE222 Personal & Community Health 3 PE231 Preventive Care of Athl Injuries 3 PE222 Personal & Community Health 3 _____ Life & Physical Science Elective 4 CO140 Video Production I 3 _____ Concentration Elective 3 _____ History Elective 3 CO204 Introduction to Radio/Audio 3 _____ History Elective 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 Production _____ Concentration Elective 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 SM207 Sport Marketing 3 _____ Open Elective** 3 Semester Credits 16 Semester Credits 16 _____ Humanities Elective 3 Semester Credits 16 Semester Credits 15 Junior Year – Fall Semester Junior Year – Spring Semester _____ Humanities Elective 3 _____ Open Elective ** 3 Junior Year – Fall Semester Junior Year – Spring Semester _____ Behavioral Science Elective 3 SF324 Adaptive Sport & PE 3 CO210 Advanced Audio & Radio 3 SM303 Legal Issues in Sport 3 SF405 Org/Mgmt. of PE/Rec. 3 Production SF324 Adaptive Sport & PE 3 _____ Concentration Elective 3 _____ Open Elective ** 3 _____ Behavioral Science Elective 3 _____ Concentration Elective 3 _____ Open Elective ** 3 _____ Concentration Elective 3 SM303 Legal Issues in Sport 3 SF405 Org/Mgmt. of PE/Rec. 3 Semester Credits 15 Semester Credits 15 CO240 Video Production II 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Fine Arts Elective 3 Senior Year – Fall Semester Senior Year – Spring Semester Semester Credits 15 Semester Credits 15 _____ Concentration Elective 3 SM450 Sport Management Internship 6 _____ Open Elective ** 3 _____ Open Elective ** 3 Senior Year – Fall Semester Senior Year – Spring Semester SM401 Ethics in Sport 3 _____ Open Elective ** 3 CO304 Advanced Radio Production 3 SM450 Sport Management Internship 6 SM430 Senior Seminar in Sport Mgmt 3 OR _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Literature Elective 3 SM451 Sport Mgmt Profess Internship 12 SM401 Ethics in Sport 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 12 SM430 Senior Seminar in Sport Mgmt 3 OR _____ Literature Elective 3 SM451 Sport Management Internship 12 Cumulative GPA Required for Graduation: 2.00 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

109 Course Descriptions

The following list includes all of the courses that the IN Interdisciplinary Course institution offers on a regular basis. From time to Ability Based Education (ABE) time, the institution may offer courses not included Levels: L1, L2, L3 in this listing and not all courses in this listing are Abilities: offered in every two-year cycle. Course descriptions CCT Critical & Creative Thinking are listed in a straight alphabetic-numeric sequence, C Communication using the following prefixes to identify courses D Diversity & Global Perspectives within the College. ICT Information & Communication AC Accounting Technology Literacy AR Art APS Analysis & Problem Solving BI Biology V Values, Ethics & Social Responsibility BS Behavioral Sciences SI Social Interaction BU Business CH Chemistry CJ Criminal Justice Undergraduate courses are numbered from 100-499. CO Communication Courses numbered 100-199 may be taken by first- CW College Writing year students. Some courses may have prerequisites. EC Economics Courses numbered from 200-299 usually have prereq- ED Education uisite introductory level courses and may be restricted EL English ES Environmental Studies to second year students. Courses numbered 300-399 FC First-Year College usually have prerequisite requirements and may only GD Graphic Design be open to juniors and seniors. Courses numbered GV Government 400-499 usually have advanced prerequisites and may HD Human Development only be open to seniors. HE Health Science HI History HO Homeland Security INTERNSHIP STATEMENT HS Human Services HT Hospitality & Tourism Mitchell College acknowledges the need for practi- HU Humanities cal experience as part of the education of all students. LS Liberal Studies One way to gain this experience is through an intern- MA Mathematics ship. Students participating in an internship represent MK Marketing Mitchell College and the major program in which MU Music PE Physical Education they are enrolled. As such, interns are expected to PH Philosophy have excellent personal habits and a responsible atti- PY Psychology tude toward their work and to exhibit exemplary ver- SF Sport & Fitness bal and non-verbal behavior at all times. SM Sport Management SO Sociology All students choosing to participate in an internship TH Theater must fulfill the following criteria: WL World Language • complete all prerequisite courses with a grade of C Course with a W designation: requires considerable or better; writing assignments. • have an overall GPA of 2.0 (2.5 is required in Course with a WI designation: writing intensive. some majors); General Education Program • be on track for graduation; Requirements – Course Designations: • complete all incomplete (I) grades prior to the AI American Institutions start of the semester or by the end of the semester; D Understanding Diversity E Ethics and Values • internship must be in place at the end of add/drop G Global/Intercultural Perspective week of the semester. SR Social Responsibility 110 AC103 Principles of Financial Accounting AR104 Introduction to Painting 4 credits (fall and spring) DA: L2 ICT 3 credits (fall and spring) DA: L1 CCT Covers the introductory aspects of accounting, Explores the materials and techniques to compose, including the basic accounting cycle and the post- tone, and paint both representational and nonrep- ing process, the balance sheet and income state- resentational subjects. Offers first-hand experience ment, revenue, costs, expenses, journal entries, bad controlling and manipulating watercolors, and debts, inventories, depreciation and payroll. Offers teaches a basic knowledge of color-field theory. students a broad understanding of accounting as a background for a business career and for use in AR199 Special Topics in Art other pursuits. Explores practical problem solving Credit hours by arrangement and computer applications during lab time. (offered as needed) DA: N/A Prerequisites: Open only with consent of the instruc- AC104 Principles of Managerial Accounting tor. 4 credits (offered as needed) DA: L2 APS Allows the department to design a course outside the Prerequisites: AC103 normal offerings. In any given semester, the course Furthers a basic understanding accounting princi- content and format is developed for students with ples and includes the study of accounting practices special interests and demonstrated abilities. Course for partnerships, corporations and manufacturing may be repeated for credit with a change of topic. operations, how to analyze financial statements, NOTE: W designation as appropriate. budgeting, and cost accounting. Explores practical problem solving and computer applications during AR205 Advanced Drawing lab time. 3 credits (spring) DA: L2 C Prerequisites: AR103 or permission of the instructor. AR101 History and Appreciation of Art I Teaches the fundamentals of drawing the human (G) (W) (D) figure using pencil, vine charcoal, and pastel medi- 3 credits (fall) DA: L1 CCT ums. Stresses proportion, gesture, and form through Surveys art from the great early civilizations of the line and tonal application. Emphasizes anatomy, ancient near east to the middle ages with an empha- with drawing from the skeletal structure and learn- sis on the Western tradition. The course will also ing musculature serving as the foundation for draw- acquaint students with art from other traditions. The ing from the live model. course will balance contextual and aesthetic per- spectives. AR206 Advanced Painting 3 credits (spring) DA: L2 CCT AR102 History and Appreciation of Art II Prerequisites: AR103, AR104, or permission of the (G) (W) (D) instructor. 3 credits (spring) DA: L1 CCT Explores the fundamentals of oil painting, with Surveys art from the late 14th century to the pres- emphasis on color theory, medium application, and ent day, with an emphasis on the Western tradition. composition. Stresses personal artistic expression The course will also acquaint students with art from within a flexible format designed to accommodate other traditions. The course will balance contextual each student’s artistic interests. and aesthetic perspectives. AR280 Digital Photography AR103 Drawing and Composition 3 credits (spring) DA: L1 ICT 3 credits (fall and spring) DA: L1 CCT This course will provide students with an under- Explores both representational and nonrepresenta- standing of techniques and trends in contemporary tional subjects in pencil and pencil charcoal. Partici- digital photography, as both a medium for self- pants study and practice basic drawing techniques expression and a tool for use in capturing image. while investigating the spatial relationships of art The basic concepts and terminology of traditional elements: shape and volume, value, spatial illusion photography, composition, color theory, lighting and perspective, and thematic development. methods, and equipment are covered in the context 111 of planning and capturing images. Students learn to principles of taxonomy, the nature of plant tissues, plan, compose, and optimize image captures des- and the structure and function of representative tined for digital media, and print. The student must plant and animal organ systems. Lab experience possess a digital camera, preferably with through- examines embryonic development and explores pho- the-lens viewing. tosynthesis and the life cycles and diversity of plant and animal species. Integrates principles of organis- AR380 Advanced Digital Photography mal biology, ecology and evolution. 3 credits (spring) DA: L2 C NOTE: Three hours lecture and two hours labora- Prerequisites: AR280 or permission of the instructor. tory per week. The two biology courses (BI105 and Students must obtain a digital camera for use. BI106) are designed for students majoring or concen- Advanced digital photography offers students an trating in the life sciences, or planning careers in the opportunity to delve deeper into the exploration of medical field. photography as a digital medium for artistic and journalistic expression of an idea. Students create BI143 Fundamentals of Life Science (SR) work for projects designed to challenge their creative 4 credits (fall and spring) 3 hr. lecture and 1 hr. lab ability and increase their comprehension of the tech- DA: L1 V nology. Fundamentals of Life Science is an introductory course designed for non-science majors. Using sci- AR399 Special Topics in Art History entific analytic techniques and problem solving Credit hours by arrangement. skills, students will demonstrate and communicate (offered as needed) DA: N/A how evolutionary theory connects and unifies the Prerequisites: junior or senior status and permission following principles: living organisms are highly of the instructor. organized, living organisms must take in and use Allows the department to design a course outside the energy (metabolism), living organisms must grow normal offerings. In any given semester, the course and reproduce, and humans are living organisms. content and format is developed for students with Emphasis is placed on the nature of life at the cellular special interests and demonstrated abilities. Course and molecular level and includes an understanding may be repeated for credit with a change in topic. of the functional and structural hierarchy from cells to ecosystems. The laboratory exercises will intro- BI105 Biology I (W) duce students to the proper use of a microscope and 4 credits (fall and spring) DA: L1 APS will involve experiments and demonstrations illus- Provides a broad overview of the molecular biol- trating the topics covered. Students will be required ogy and chief energy sources of cells, genetics, the to use critical thinking skills to analyze and evaluate regulation of gene action, the nature of animal tis- data. This course meets the SR (Social Responsibil- sues and the structure and function of representative ity) requirement of the General Education Program organ systems. Lab work includes the microscopy of and the Lab Science Requirement for Life and Physi- cells and tissues, experiments in osmosis and res- cal Sciences. NOTE: Three (3) hours lecture and one piration, cellular reproduction and genetics, as well (1) hour laboratory per week. as organ system dissection. Integrates fundamental relationships of cellular and organismal biology. BI145 Fundamentals of Marine Ecology (SR) NOTE: Three hours lecture and two hours labora- 4 credits (fall and spring) DA: L1 V tory per week. Marine Ecology is an introductory course. This This course serves as a prerequisite for Anatomy and course is designed to provide students with infor- Physiology I, BI221. mation on the fundamentals of marine ecology and to help students develop an appreciation for the BI106 Biology II diversity of life in the oceans and in coastal areas. 4 credits (spring) DA: L2 APS Fundamentals include discussion of properties of Prerequisites: BI105 or permission of the instructor. water, basic oceanography and ecological principles, Continues the study introduced in BI105, including comparison of terrestrial and marine ecosystems, reproduction and hormonal control, embryology, plankton communities, deep sea biology, intertidal 112 ecology, estuaries and salt marshes, symbiotic rela- We will pay particular attention to individuals and tionships, and human impact on the sea. The labo- the impact these advancements had on the field of ratory exercises will introduce students to ecological science and social implications. methodology including the surveying and sampling of populations and designing and conducting exper- BI221 Anatomy and Physiology I iments. Many of the labs will be held outside and will 4 credits (fall) DA: L2 APS make use of local resources. NOTE: Three (3) hours Prerequisites: BI105 or permission of the instructor. lecture and two (2) hours laboratory per week. Details the anatomical body plan, kinds of cells, tis- sues and membranes. Emphasizes the structure and BI199 Special Topics in Biology functions of the skin, skeleton and joints, muscula- Credit hours by arrangement. ture and central nervous system. Includes compre- (offered as needed) DA: N/A hensive laboratory examination of human skeletal Prerequisites: Open only with consent of the instruc- materials, the dissection of preserved animal speci- tor. mens as well as the use of laboratory equipment. Allows the department to design a course outside the Computer technology enhances lab and classroom normal offerings. In any given semester, the course activities. content and format is developed for students with NOTE: Three hours lecture and two hours labora- special interests and demonstrated abilities. Course tory per week. BI221 and BI222 are designed for stu- may be repeated for credit with a change of topic. dents intending to enter a degree program in medi- cal technology, physical therapy, nursing, physical BI201 Fundamentals of Ecology (SR) education and medicine. These courses are suitable 4 credits DA: L2 V for the Life Science major. BI221 is the first half of Prerequisites: BI105, BI106, MA111, FC120 a two-semester sequence. BI222 is the second half This course will focus on generalized ecological prin- of a two-semester sequence. Students are expected ciples that are applicable to marine and terrestrial to enroll in both BI221 and BI222 for full transfer systems. Fundamentals include climate patterns, credit. energy flow through ecosystems, nutrient cycling, population dynamics, plant ecology, species interac- BI222 Anatomy and Physiology II tions, characteristics of different biomes and animal 4 credits (spring) DA: L2 APS behavior. Current issues to be discussed include bio- Prerequisites: BI105 and BI221 or permission of the diversity crisis, global warming, habitat fragmenta- instructor. tion, human population growth, invasive species Continues the organ approach introduced in BI221. and pollution. The laboratory exercises will intro- Includes the study of sensory organs and the auto- duce students to ecological methodology including, nomic nervous system, the endocrine system, the surveying and sampling populations and design- cardiovascular and lymphatic systems, blood and ing and conducting experiments. Many of the labs tissue fluid, the respiratory, digestive and uro-genital will be held outside and will make use of Mitchell systems. Lab work includes microscopy, the dissec- Woods. Students will complete a project requiring tion of preserved specimens and the use of labora- knowledge of statistics and database management. tory equipment including computer integrated phys- Students in this course will participate in organizing iological activities. Computer technology enhances the annual Mitchell College Earth Day Event. NOTE: lab and classroom activities. Three (3) hours lecture and two (2) hours laboratory NOTE: Three hours lecture and two hours laboratory per week. per week. BI221 and BI222 are designed for students intending to enter a degree program in medical tech- BI210 History of Science nology, physical therapy, nursing, physical education 3 credits DA: L2 C and medicine. These courses are suitable for the Life This is a survey course of the History of Science Science major. BI221 is the first half of a two-semester beginning with the Scientific Revolution of the sequence. BI222 is the second half of a two-semester sixteenth century and ending with scientific sequence. Students are expected to enroll in both advances made during the late twentieth century. BI221 and BI222 for full transfer credit. 113 BI239 Microbiology identify a sampling protocol, and then collect and 4 credits (spring) DA: L2 APS analyze their data over a season. Students will be Prerequisites: BI105 and CH111 or permission of the expected to analyze and present their data in a for- instructor. mal presentation to the Mitchell community. Surveys microbial life forms, their occurrence, classi- fication, morphology, physiology, growth and repro- BI399 Special Topics in Biology ductive mechanisms, their particular significance Credit hours by arrangement. in natural and controlled environments (soil, water, (offered as needed) DA: N/A food) and in the production of disease. Emphasizes Prerequisites: Open only with consent of the instruc- bacteria, with laboratory studies that include their tor. culture and isolation, standard staining and micros- Allows the department to design a course outside the copy techniques, physiological characteristics and normal offerings. In any given semester, the course the identification of unknown species. content and format is developed for students with NOTE: Three hours lecture and two hours labora- special interests and demonstrated abilities. Course tory per week. may be repeated for credit with a change of topic.

BI251 Genetics (E) BS199 Special Topics in Behavioral Sciences 3 credits (spring) DA: L2 V Credit hours by arrangement. Prerequisites: BI105 or BI143 with permission of (offered as needed) DA: N/A instructor. Prerequisites: Open only with consent of the instruc- This course covers the nature of genes, their function tor. and regulation, as well as transmission of inherited Allows the department to design a course outside the traits in individuals and in populations. The mate- normal offerings. In any given semester, the course rial covered will include both classical genetics and content and format is developed for students with modern applications, including molecular biologi- special interests and demonstrated abilities. Course cal techniques used in research laboratories and in may be repeated for credit with a change of topic. current medical practice. Extensive use will also be made of such genetics databases as Online Mende- BS330 Behavioral Statistics lian Inheritance in Man (OMIM), updated daily 3 credits (fall) DA: L2 APS and sponsored by the National Institutes of Health Prerequisites: PY105 or HD108 and junior status. (NIH), and other sites, including those related to the This course will focus on quantitative descriptive and Human Genome Project. referential statistics, including graphic measures, fre- quency distributions, measures of central tendency BI290 Hospital Shadowing Field Experience and variability, correlation, probability estimations, 3 credits (spring) DA: L2 V linear regressions, analysis of variance, non para- This course introduces students to the various health metric statistics and confidence intervals. The course professional career opportunities available at a hos- will provide a basic understanding of statistical anal- pital setting, and the skills and education required to ysis within the context of applied behavioral science pursue these career paths through hospital visits and examples with exposure to current technology. weekly seminar sessions. The students will work on their résumé writing and interview skills, and will BS331 Research Methods I develop an understanding of the professional behav- 3 credits (spring) DA: L2 APS iors required in the health field. Prerequisites: BS330 (C- or better in BS330) The course provides an introduction to the method- BI301 The Ecology of Long Island Sound ologies utilized in the behavioral sciences. Guide- 3 credits (fall - alternate years) DA: L3 APS lines for the assessment, interpretation, and utiliza- Prerequisites: BI201 or BI145 and junior standing or tion of research studies are presented. Emphasis is permission of instructor. placed on data collection techniques, fundamental This course will focus exclusively on the ecology quantitative and qualitative research techniques, sta- of the Long Island Sound. Teams of students will tistical methodology, methods of scientific inquiry, 114 computer programming, and the design and execu- topics. This is to be an active, intensive, participa- tion of research investigations. Research theory is tion-oriented seminar. combined with practical and applied exercises in research methods. BS399 Special Topics in Behavioral Sciences Credit hours by arrangement. (offered as needed) BS335 Behavioral Sciences Career Seminar DA: N/A 3 credits (fall) DA: L2 V Prerequisites: Open only with consent of the instruc- Prerequisites: HD108 or PY105 and junior status. tor. An overview of community organizations in human Allows the department to design a course outside the services to offer insight into potential intern- normal offerings. In any given semester, the course ship placements and career planning. Students are content and format is developed for students with exposed to a variety of community services pro- special interests and demonstrated abilities. Course gramming settings related to individual and family may be repeated for credit with a change of topic. services. Professional protocol, legal issues, and the rigors of this vocation are discussed. Preparation for BS440 Behavioral Sciences Internship II the internship includes assessments, resume writing, 3 credits (fall and spring) DA: L2 SI and interviewing. Lecture material, guest speakers Prerequisites: BS340 and senior status or permission and reading assignments are integrated to expose the of the instructor. student to a holistic approach to wellness services. Internship I or II in the Department of Behavioral Sciences is a practical and extensive internship expe- BS340 Behavioral Sciences Internship I rience related to the behavioral sciences, such as in 3 credits (fall and spring) DA: L2 SI a human service agency or institution or in an edu- Prerequisites: BS335 and junior status or permission cational setting. The internship experience is under of the instructor. the direction of a faculty member of the Department Internship I or II in the Department of Behavioral of Behavioral Sciences in conjunction with an on- Sciences is a practical and extensive internship expe- site internship supervisor. Students must be avail- rience related to the behavioral sciences, such as in able 8-10 hours per week, including regular meetings a human service agency or institution or in an edu- with a designated faculty supervisor. The internship cational setting. The internship experience is under is supported by discussion with the faculty supervi- the direction of a faculty member of the Department sor and other participating internship students to of Behavioral Sciences in conjunction with an on- integrate behavioral science theory with practical site internship supervisor. Students must be avail- applications. A detailed journal and final report must able 8-10 hours per week, including regular meetings be submitted for evaluation in addition to a separate with a designated faculty supervisor. The internship evaluation submitted by the internship supervisor. is supported by discussion with the faculty supervi- sor and other participating internship students to BS443 Research Methods II integrate behavioral science theory with practical 3 credits (fall) DA: L3 APS applications. A detailed journal and final report must Prerequisites: BS331; C- or better in BS331. be submitted for evaluation in addition to a separate This course is designed to help students further their evaluation submitted by the internship supervisor. exploration and investigation of the specialized the- ories and issues that began in research methods I. As BS351 Grad School and Beyond: such, the course affords the senior student with the Professional Seminar opportunity for more extensive research and study 3 credits (fall ) DA: L3 C in a selected area of behavioral sciences after receiv- Prerequisite: junior or senior status ing written approval of their capstone topic. The This course is intended for upper division students focus of this semester is twofold: students continue considering graduate school as a next step following the development of a detailed and in-depth research baccalaureate completion, and will examine the grad paper and then prepare to present their findings to school selection process, required entrance exams the academic community. (such as GRE, MAT), résumé/CV creation, and other 115 BS490 Capstone Seminar (WI) thy of future research. The capstone research paper 3 credits (fall and spring) DA: L3 APS describing the entire project is submitted at the end Prerequisites: BS443 (C- or better) and senior status. of the semester and must reflect strict adherence to This course provides senior students with a practi- APA guidelines. Each student is also required to pre- cal application of their knowledge base in behavioral pare a public presentation of their work, and partici- science. Students are required to develop a research pate in a behavioral science poster session. project that integrates previous coursework and demonstrates how one’s competencies have been BU110 Business Law (E) shaped by the human development or psychology 3 credits (fall and spring) DA: L1 V major. In addition to designing and implementing a Prerequisites: BU123 suitable research project, students have the opportu- Considers the application of fundamental legal nity to systematically observe themselves, test their principles to typical business situations. Illustrates developing skills, and critically evaluate results and selected cases dealing with contracts, agency, nego- outcomes. tiable instruments, real and personal property, secu- Success in the Capstone Seminar requires a suc- rity transactions, sales, partnerships and corpora- cessful convergence of virtually all behavioral sci- tions. ence coursework: selection of an area of research, conducting a thorough search of the literature, BU123 Introduction to Business establishing a theoretical foundation to guide and 3 credits (fall and spring) DA: L1 D organize the project, applying appropriate research Explores the nature of the American free enterprise methodology, analyzing collected data, drawing system and its business organization. Gives students conclusions, and suggesting areas worthy of future a broad overview of the functions, institutions, prin- research. The capstone research paper describing the ciples, practices and a working vocabulary of busi- entire project is submitted at the end of the semester ness. and must reflect strict adherence to APA guidelines. NOTE: BU123 is recommended for all students for Each student is also required to prepare a public pre- personal or business use. It is recommended that sentation of their work, and participate in a behav- students take BU123 before studying other business ioral science poster session. subjects. A minimum grade of C is required for busi- ness majors to meet graduation requirements and to BS491 Honors Capstone Seminar (WI) enroll in additional business courses. 3 credits (fall and spring) DA: L3 APS Prerequisites: BS443 (C- or better) and senior status. BU124 Marketing This course provides senior students with a practi- 3 credits (fall and spring) DA: L1 CCT cal application of their knowledge base in behavioral Overviews all marketing activities, with specific science. Students are required to develop a research study of market research, demographics, product project that integrates previous coursework and development, pricing, retailing and wholesaling of demonstrates how one’s competencies have been goods, promotional activities, advertising, sales and shaped by the human development or psychology selling steps. Uses marketing problems and cases as major. In addition to the requirements for the tra- class activities. ditional capstone seminar, students will be required to construct a scientific poster of their research and BU199 Special Topics in Business submit a proposal for a presentation to a conference Credit hours by arrangement. of their choosing. Success in the Capstone Seminar (offered as needed) DA: N/A requires a successful convergence of virtually all Prerequisites: Open only with consent of the instruc- behavioral science coursework: selection of an area tor. of research, conducting a thorough search of the Allows the department to design a course outside the literature, establishing a theoretical foundation to normal offerings. In any given semester, the course guide and organize the project, applying appropri- content and format is developed for students with spe- ate research methodology, analyzing collected data, cial interests and demonstrated abilities. Course may drawing conclusions, and suggesting areas wor- be repeated for credit with a change of topic. 116 BU214 Business Internship (soph.) is to provide the knowledge and the ability to iden- 3 credits (offered as needed) DA: L2 SI tify business opportunities, evaluate potential and to Prerequisites: Permission of the instructor. determine venture requirements. This sophomore/junior level internship affords the business student the opportunity to become BU313 Strategic Product Development and acquainted with various work settings. Students Management work off campus in a business related to their voca- 3 credits (spring) DA: L2 CCT tional interests. Prerequisites: BU310 The course will provide the students with the oppor- BU225 Personal Investing tunity to use and enhance their marketing skills 3 credits (spring) DA: L2 APS as they go through the process and review of the An exciting introduction into the world of introduc- demands inherent in the launch of a new product or tory investments, stocks and bonds and alternative service. The course will take the student from initial investments. creative concepts through market introduction cul- minating with market and brand assessment. The BU250 Management and Organizations course will give students the knowledge and under- 3 credits (fall and spring) DA: L2 SI standing of all the rigorous effort and research that Prerequisites: BU123 are behind the scenes when creating a successful This course introduces and emphasizes the systems brand identity. approach to investigating organizational struc- tures, processes, functions, and dynamics. It applies BU321 Human Resource Management (D) selected theories and principles to such organiza- 3 credits (fall) DA: L2 D tional phenomena as power, authority, conflict, moti- Prerequisites: BU123 vation, communication, and managerial/leadership Human Resource Management encompasses those style to explore individual, interpersonal, and group activities designed to provide and coordinate the behavior in the organization. The course builds an human resources of an organization. This course understanding of key managerial skills and the inter- will focus on the relationship between people and the personal, informational, and decision-making roles organization from the management point of view. of managers that support effective performance. The Topics will include: planning, recruiting, selecting, course examines the planning, organizing, staffing, training and counseling employees. leading, communicating, and controlling functions. BU322 International Business (G) BU310 Marketing Research (E) 3 credits (fall and spring) DA: L3 D 3 credits (fall) DA: L2 ICT Prerequisites: BU123 Prerequisites: BU124 This course provides an opportunity to analyze and This course is a study of the quantitative and quali- to evaluate linkages between domestic and interna- tative techniques of marketing research. The course tional business environments. The process involves covers topics such as: the role of marketing research, comparisons of economic systems, central govern- design and research studies, measurement, sam- ments and monetary systems with emphasis on pling, analysis and reporting of data. developing techniques for dealing with multicultural differences, culture gaps and world events, which BU311 Principles of Entrepreneurship likely will impact U.S. multinational enterprises well 3 credits (fall) DA: L2 C into the future. Prerequisites: BU123 This course concentrates on the personal and busi- BU324 Financial Management in Early ness fundamentals required to start and operate a Childhood Education successful new business venture. Topics include case 3 credits (fall) DA: L2 APS analysis of successful entrepreneurs from inspira- Prerequisites: AC103 tional beginnings to personal and business struggles This course will serve as an introduction to the gen- to completion of new venture. The course objective eral principles of business finance. Topics include 117 financial statement analysis, forecasting, budgeting, BU340 Business Ethics (E) working capital management, time value of money, 3 credits (fall and spring) DA: L2 V discounted cash flow analysis, capital budgeting, Prerequisites: BU123 cost of capital and cash flow analysis. Emphasis will This course provides an overview of ethical behav- be placed upon the development of financial analysis ior as it relates to the organization’s values and tradi- and problem-solving skills within the framework of tions, not just to the individuals who make the deci- running a child care program. sions and carry them out. Specifically, instruction will provide students with a framework that they can BU325 Financial Management use to identify, analyze, and resolve ethical issues in 3 credits (fall and spring) DA: L2 APS business decision-making. By studying business eth- Prerequisites: AC103 ics, students begin to understand how to cope with This course will serve as an introduction to the gen- conflicts between their personal values and those of eral principles of business finance. Topics include the organization. financial statement analysis, forecasting, budgeting, working capital management, time value of money, BU399 Special Topics in Business discounted cash flow analysis, capital budgeting, 3 credits (offered as needed) DA: N/A cost of capital and cash flow analysis. Emphasis will This course is designated as special topics, which be placed upon the development of financial analysis allows the department to design a course to meet and problem solving skills. specific current business topic or a specific selection of business industry topics that are of interest to the BU326 Entrepreneurial Creativity students. 3 credits (spring) DA: L2 CCT This course will provide in-depth study and analy- BU411 Accounting and Funding for Small sis of a variety of approaches to unlock and develop Business creative and innovative thought. Review of case 3 credits (offered as needed) DA: L3 APS studies of successful entrepreneurs and explore how Prerequisites: BU325 they were able to articulate their creative ideas and This course will teach the student accounting for transform those ideas into viable business ventures. small business by using the Quick Books program. The course will enable the students to explore and The course will center around the transactions and study their own personal creative ability and study statement interpretations for small businesses. Top- how that ability can enhance their entrepreneurial ics such as funding, managing funding and taxes success and improve their ability in understanding will be presented with related journal entries. The business risk. Quick Books program will be the vehicle in which material will be presented and practiced. BU332 Advertising 3 credits (offered as needed) DA: L2 C BU412 Small Business Capstone Project Prerequisites: BU124 3 credits (fall and spring) DA: L3 SI This course examines the functions and roles of pro- Prerequisites: junior standing. motional strategies in the context of the marketing This course serves as a capstone project for the Small concept. Emphasis is placed on the role of advertis- Business Studies student. The project culminates in ing as a part of the marketing plan. Case studies and the completion of a new venture that has been cre- projects provide experience in developing creative ated, developed and implemented by the student advertising and promotional strategies with the use from initial innovative concept to the fledgling new of such media as television, radio, print, social net- venture. The student will experience the energy and works and the internet. enthusiasm provided by the new venture but will also be exposed to the effort and drive that it takes to keep the venture prospering and the day to day management skills and strategies that are critical to entrepreneurial success.

118 BU413 Small Business Marketing BU426 Small Business Internship II and Communication 3 credits (fall and spring) DA: L3 SI 3 credits (fall) DA: L3 C Prerequisites: senior status or permission of instruc- Prerequisite: BU124 tor. This course presents an integrated approach to the An applied extension of the Small Business program creation, implementation and measurement of the with particular emphasis on the student’s career means in which an organization communicates both interests, goals, and options. This senior internship internally and externally from a small business per- recognizes Mitchell College’s need for practical, spective. The critical marketing and sales tools of career skills training as part of the education of all newsletters, sales brochures, point of sale and pro- students. Working with the classroom professor, stu- motional programs are developed. dents will choose a fieldwork experience in a com- pany or corporation. The internship is supported by BU420 Small Business Internship for discussions with the classroom professor and stu- Early Childhood Education dents, as well as input from one’s on-site internship 6 credits (fall and spring) DA: L3 SI supervisor. A detailed journal and final report are Prerequisites: senior status or permission of instruc- required. tor. An applied extension of the Small Business program BU427 Exploring Career Options with particular emphasis on the student’s career 2 credits (fall and spring) DA: L2 C interests, goals, and options. This senior internship Prerequisites: junior/senior status or permission of recognizes Mitchell College’s need for practical, instructor. career skills training as part of the education of all An abilities-based course designed to illuminate students. Working with the classroom professor, stu- career paths available to Business Administration dents will choose a fieldwork experience in a com- majors in preparation for meeting their internship pany or corporation. The internship is supported by and career goals. Particular emphasis is placed on the discussions with the classroom professor and stu- self-assessment of skills and aspirations, researching dents, as well as input from one’s on-site internship careers, networking, resume writing, interviewing, supervisor. A detailed journal and final report are and graduate options. Lecture material and assign- required. ments are integrated with conducting an informa- tional interview, career-building activities, and indi- BU425 Small Business Internship I vidual video-taped mock interviews, culminating in 3 credits (fall and spring) DA: L3 SI a portfolio project. Prerequisites: senior status or permission of instruc- tor. BU428 Business Plan Development (W) An applied extension of the Small Business program 3 credits (fall and spring) DA: L3 SI with particular emphasis on the student’s career Prerequisites: BU310 or permission of instructor. interests, goals, and options. This senior internship This course will provide each student the opportu- recognizes Mitchell College’s need for practical, nity to create and develop their own business ven- career skills training as part of the education of all ture. This course will build upon their business students. Working with the classroom professor, stu- research skills developed in BU 310 and will culmi- dents will choose a fieldwork experience in a com- nate with a completed business plan and the launch pany or corporation. The internship is supported by of an actual venture to be managed through the discussions with the classroom professor and stu- student’s senior year via the Small Business Stud- dents, as well as input from one’s on-site internship ies Practicum. College faculty will provide in-depth supervisor. A detailed journal and final report are review and analysis of each business plan and serve required. as business advisors.

119 BU495 Business Major Internship General Chemistry I. Also covers thermochemistry 12 credits (offered as needed) DA: L3 SI and rates of reaction. Approximately one quarter of Prerequisites: Permission of instructor. the laboratory sessions are devoted to a scheme of An applied extension of the Business program with qualitative analysis involving a limited group of ions particular emphasis on the student’s career inter- including a water analysis of a local pond. Computer ests, goals, and options. This major internship rec- applications are included in laboratory experiments ognizes Mitchell College’s need for practical, career when appropriate. skills training as part of the education of all students. NOTE: Three hours lecture and two hours labora- Working with a supervising professor, students tory per week. will complete practical experience in a company or corporation such as the Walt Disney Corporation CH301 Biochemistry for Health Science (Internship Program). A detailed journal and final 3 credits (spring) DA: L3 APS report are required. Prerequisite: CH111 This course is designed to be an introductory bio- CH199 Special Topics in Chemistry chemistry course suited for students requiring an Credit hours by arrangement (offered as needed) understanding of the chemistry of the human body. Prerequisite: Open only with consent of the instruc- The course begins with a study of the structures, tor. properties, and reactions of organic compounds, fol- Allows the department to design a course outside the lowed by a study of the structures, properties, and normal offerings. In any given semester, the course functions of carbohydrates, lipids, proteins, and content and format is developed for students with nucleic acids. Topics also include enzyme kinetics special interests and demonstrated abilities. Course and mechanisms, metabolic pathways, and mecha- may be repeated with a change of topic. nisms regulating metabolism and gene expression.

CH111 General College Chemistry I CH399 Special Topics in Chemistry 4 credits (fall) DA: L2 APS Credit hours by arrangement (offered as needed) Prerequisites: MA105 or permission of the instructor. Prerequisites: Open only with consent of the instruc- Covers basic calculations in chemistry by deal- tor. ing broadly with the elements, their properties, the Allows the department to design a course outside the empirical laws and principles which describe their normal offerings. In any given semester, the course modes of interaction, and the theories and concepts content and format is developed for students with that have been devised to account for and correlate special interests and demonstrated abilities. Course these laws, properties, and reaction patterns. Where may be repeated with a change of topic. feasible, the treatment is quantitative both in lecture and laboratory work. Lab experiments apply modern CJ170 Introduction to Tribal Legal Studies analytical techniques using pH meters, spectropho- 3 credits (fall or as necessary) DA: L1 CCT tometers, analytical balances, and centrifuges. Com- A general overview of Federal Indian policy and law puter applications are included in laboratory experi- from 1700 to the present. This course provides basic ments when appropriate. knowledge of Tribal, State and Federal jurisdiction NOTE: Three hours lecture and two hours labora- in Indian Country and a brief introduction to tribal tory per week. governance and judiciary.

CH112 General College Chemistry II CJ199 Special Topics in Criminal Justice 4 credits (spring) DA: L2 SI Credit hours by arrangement. DA: N/A Prerequisites: CH111 (offered as needed) Emphasizes certain kinds or chemical reactions, Prerequisites: junior or senior status and permission including those involving gases, reduction oxida- of the instructor. tion reactions, precipitation reactions and acid base Allows the department to design a course outside the reactions as an expansion of knowledge gained in normal offerings. In any given semester, the course

120 content and format is developed for students with CJ262 Criminal Justice Sophomore special interests and demonstrated abilities. Course Field Experience may be repeated for credit with a change in topic. 3 credits (spring) DA: L2 SI Prerequisites: Students must be fourth semester CJ245 Criminology Criminal Justice or Homeland Security majors and 3 credits (spring) DA: L2 CCT receive permission of the instructor. Enrollment is Prerequisites: CJ247 or permission of instructor. limited. This is a monitored field experience with Introduces the scientific approach to the study of a selected criminal justice or homeland security criminal behavior. Theories of criminal behavior agency. will be explored. CJ264 Forensic Psychology CJ247 Introduction to Criminal Justice 3 credits (spring) DA: L2 APS 3 credits (fall and spring) DA: L1 C Prerequisites: PY105 and PY106 or CJ247 Provides an overview of the contemporary criminal This course will explore the association of crime and justice system, with special focus on law enforce- the crime scene to the adaptation, history, and struc- ment, the judicial process, and corrections. ture of human behavior. Particular emphasis will be placed on the relationship of personality and social CJ249 Corrections in Society learning to criminal behavior. Historical case stud- 3 Credits DA: L1 C ies will support all the principles (modus operandi, A multidisciplinary approach to contemporary staging, victimology, etc.) presented in the course. issues in American Corrections. Emphasis is placed upon the historical development, organization and CJ265 Probation and Parole practices and the societal context of the American 3 credits (spring) DA: L1 C correctional system. Prerequisites: CJ247 Probation and Parole will review the application of CJ251 Juvenile Delinquency and the probation and parole methods in the criminal justice Juvenile Justice System system. Organization and operation of these systems 3 credits (fall) DA: L1 C will be explored. Prerequisites: CJ247 or permission of instructor. Investigates the legal and social definitions of delin- CJ270 Tribal Legal Process quency, while covering changing patterns in types 3 credits (spring or as necessary) DA: L1 CCT of offenses and standard and innovative treatments, An in-depth look at contemporary criminal and with a view toward long-term improvements of civil jurisdiction in Indian Country. The course will existing methods. employ the case-study approach with an emphasis on the practical application and assessment of crimi- CJ257 Drugs, Law and Society nal justice issues. 3 credits (spring) DA: L 1 APS Explores family dynamics, cultural issues, causes, CJ305 Comparative Legal Systems (W) (G) medical aspects, and treatment of drug abuse. 3 credits DA: L2 APS This course introduces students to the complex CJ261 Substantive Criminal Law (W) issues involved in comparing the various legal sys- 3 credits (fall) DA: L2 APS tems around the world today. Particular attention Prerequisites: CJ247 will be focused on the main legal families in terms Examines the history and development of the U.S. of the structure and sources of their various laws system of criminal law, and includes the definition of and against the historical background in which these substantive law, and liability under the law. laws were formed.

121 CJ306 Correctional Treatment Programs CJ315 Foundations of Public Administration(D) 3 credits DA: L2 SI 3 credits (fall) DA: L2 D A comprehensive review of specific correctional pro- Prerequisites: CJ247 or HS115 or GV119; or permis- grams and services geared towards client risk reduc- sion of the instructor. tion and enhanced public safety. Special emphasis This course will involve the study of administrative shall be given to the CT and NY DOC models, espe- theory, the context of bureaucracy, the environment cially with regard to the Management of Security of public service and the role of administrators in Risk Groups (SRGs) and Substance abuse program- government. The students will examine theoretical ming. approaches to understanding the administration of criminal justice and human services agencies. This CJ310 Criminal Justice in Film course will provide a selective survey of theoretical 3 credits (spring, winter and summer optional) formations and empirical studies in public adminis- DA: L2 CCT tration. Prerequisites: CJ247, CJ245 or recommendation of the instructor. CJ320 Constitutional Criminal Procedure (W) This course affords the student an opportunity to 3 credits DA: L2 CCT explore the theoretical underpinnings and institu- Formerly Criminal Procedures (CJ320). This course tions of the criminal justice system through film. will provide the student with an understanding of The Crime Film will be examined as a cinematic American constitutional history, the structure of genre with particular emphasis on lighting, cam- American state and federal court systems and the era angles and sound. Further, the course uses film ongoing development of the Constitutional prin- to explore such issues as the nature of art, meaning, ciples that guide the application of the American truth and justice and the relationship between popu- criminal justice system to law violators. Particular lar culture and the institutions of the criminal jus- emphasis will be given to the 4th, 5th, 6th, 8th, 10th and tice system. Emphasis will be placed throughout on 14th Amendments to the Constitution. the influence of ethnicity, culture and gender in the films presented. CJ322 Policing in a Free Society (W) 3 credits DA: L2 C CJ313 Criminal Justice, Crime & Public Policy Formerly Policing in America (CJ322). This course 3 credits (fall) DA: L2 C examines the role of law enforcement from a vari- Prerequisites: CJ247 or permission of the instructor. ety of disciplinary perspectives. Topics include the This course will examine the nature of the public history of law enforcement, theories of policing and policy process from policy formation through policy the organization of police agencies. Special attention termination. Specific areas covered will be public will be given to the concepts of community policing policy and crime, public policy and criminal justice and police-community relations, the relationship of trends in public policies. The objective of this course the police to other components of the criminal jus- will be to give students an opportunity to analyze tice system and the contemporary policing issues of and apply a particular policy to current problems stress, danger, corruption and misuse of force. or issues in criminal justice. Hands-on experience in analysis and implementation will be afforded the CJ325 Law in Society (W) student. 3 credits DA: L2 C An examination of the relationship between law and CJ314 Victimology society, or the interaction of legal and social vari- 3 credits (spring) DA: L2 C ables. The course will focus on identifying the role of Prerequisites: CJ247 or permission of the instructor. law in contemporary society, and problems of defin- The role of victims in criminal activity, the impact ing and studying law; functions and forms of law, on the victims by the criminal justice system, and the critique of law, and the different legal systems; victim assistance programs will be studied. Domes- law in relation to justice and morality; the nature of tic violence and victims involved with homicides legal reasoning and discretion; and jurisprudential will have a special focus. and sociological theories of law. Anthropological, 122 historical and contextual perspectives on law will be naires, interviews, experiments, observation, and considered. The nature of the legal profession, and research ethics. selective aspects of legal behavior, will also be exam- ined. The course will conclude with some attention CJ362 Criminal Justice Junior Field Experience to law and social change. 3 credits (spring) DA: L2 SI Prerequisites: Student must be Criminal Justice or CJ326 Legal Issues in Corrections (W) Homeland Security major and receive permission 3 credits DA: L2 C from the instructor. Enrollment is limited. This is A review of the legal and statutory requirements a monitored field experience with a select criminal involved in contemporary correctional program- justice or homeland security agency. ming and administration. Areas covered shall include Civil Rights (42 USC 1983) Cases, HIPPA CJ370 Tribal Law and Governance and Confidentiality, Labor Management, and Inmate 3 credits (fall or as necessary) DA: L2 CCT Programs. The student shall develop critical think- A practical and applied overview of the structure ing skills relating to best practices in a variety of and the laws that govern Indian tribal governments facility and community settings. and their unique relationship with the Federal gov- ernment. CJ327 Crisis Intervention 3 credits (spring) DA: L2 APS CJ399 Special Topics in Criminal Justice Prerequisites: Permission of the instructor. 3 credits DA: N/A This course offers the opportunity to examine prin- Designed as an upper-level elective course specifi- ciples of crisis intervention across a wide variety of cally for junior and senior students, when offered, situations. Areas and topics covered include: panic the academic department introduces a unique and states, suicide, homicide, physical assault, sexual exciting topical course which isn’t part of the tradi- assault, hostage/barricaded situations, drug/alcohol tional curriculum. Special Topic courses are offered related crises and others. Contemporary theory of as needed and as interest arises. crisis causation will be presented as well as interven- tion strategies that have proven to be efficient and CJ420 CJ Assessment and Case Management productive. Role playing and structured improvisa- 3 credits DA: L2 C tion will be utilized. Application of Case Management theory and meth- ods. Includes Objective Classification Systems, The CJ331 Research Methods I 12 Core Functions, and Security Awareness: Collab- 4 credits (fall jr. year) DA: L2 APS orative Approaches with Custody Staff. Prerequisites Recommended: MA104/105 Course will provide students with a general review CJ430 CJ Intervention Strategies of quantitative methods in criminal justice appli- 3 credits DA: L2 APS cations. Topics covered will include the graphical An in depth review of criminal justice interven- displays of data, units of analysis, levels of measure- tion strategies which focus on the management ment, measures of central tendency and dispersion, of the resistant client. Areas covered shall include probability and hypothesis testing. Statistical tech- Chronic Disciplinary Units, Administrative Segre- niques, including comparison of means and pro- gation Units, Protective Custody and Mental Health portions, correlation and linear regression, will be in corrections. A review of risk factor analysis as a employed to analyze data drawn from the discipline. baseline for measuring ongoing behaviors.

CJ332 Research Methods II CJ440 Senior Research Project in 3 credits (spring) DA: L2 APS Criminal Justice Prerequisites: CJ247 and MA111 or CJ331 6 credits (spring) DA: L2 C An examination of the methodological foundations Prerequisites: Senior Criminal Justice Major and per- of criminal justice and construction of concepts and mission of instructor. hypothesis; research designs including question- Independent research or special project under the 123 supervision of a criminal justice faculty member. CO105 Introduction to Mass Communication Topics must be chosen with the approval of the (W) (E) instructor. 3 credits DA: L1 V A broad analysis of the theories, forms, purposes CJ441 Senior Seminar in Criminal Justice and major criticisms of mass communication. The 3 credits (fall) DA: L2 APS course focuses on the organizational structure, man- Prerequisites: Senior Criminal Justice Major. agement and unique characteristics of broadcast and This capstone course will provide a critical analysis print media. Current practices, responsibilities, con- of the major issues in criminal justice. The topics will sumer rights, ethics and legal issues are addressed. range from corruption, overcrowding in correctional institutions, women in the criminal justice system, CO107 Communication and Technology (W) to current public issues. 3 credits DA: L1 ICT An exploration of the interaction of communication CJ442 Senior Criminal Justice Field Experience technologies and society, with an emphasis on poli- 6 credits (spring) DA: L2 SI tics, advertising and entertainment. Students will Prerequisites: Senior Criminal Justice or Homeland have hands-on experiences utilizing a variety of dig- Security Major and permission of instructor. Enroll- ital technologies, their uses, application and impact ment is limited. in the field of communication. A primary outcome is The Senior Internship is a 6-credit field experience to have students conversant with the language of the course affiliated with police, courts, corrections or a media and to develop competencies in the use of the related criminal justice agency. technologies.

CJ445 Ethical and Philosophical CO109 Journalism I (WI) Foundations in Criminal Justice (E) 3 credits (fall) DA: L1 C 3 credits (fall) DA: L2 V Prerequisites: Enrollment in CW101 and permission Prerequisites: Senior Criminal Justice Major or per- of the instructor. mission of instructor. Explores the fundamentals of journalism and news The thrust of this course is an inquiry into the rela- writing and reporting: how to compile a fair, bal- tionship between morality and the law. A wide range anced and comprehensive news story; news writing of issues, including moral dilemmas within the field style; the art of the news interview; obituary writing; of criminal justice are examined. Topics developed fire and police reporting; the news beat system; and by students and faculty will include sentencing, feature story writing. police ethics and the issue of governmental control. CO110 Journalism II (WI) CJ470 Crime and Victims in Indian Country 3 credits (spring) DA: L2 C 3 credits (spring or as necessary) DA: L2 CCT Prerequisites: CO109 A practical and applied overview of the structures Continues the study of journalism through in-depth and the laws that govern Indian tribal governments reporting, municipal news reporting, court report- and their unique relationship with the Federal gov- ing, investigative reporting, and journalism for elec- ernment. tronic media. Includes examination of alternative media and changing trends in the news industry. CO103 Effective Presentations 3 credits DA: L 1 C CO115 Introduction to Film Study (W) (D) This course is designed to increase your effectiveness 3 credits (spring and fall) DA: L1 C Introduction to as a communicator and presenter by emphasizing Film Study and Appreciation will give students an critical thinking, careful research, organization, and historical understanding of American film produc- delivery strategies. tion and a critical perspective from which to view contemporary film. Beginning with the dawn of silent film and continuing through the developments of the new independent cinema, this course will 124 examine Hollywood cinema as an institution: its his- CO202 Communication and Society (W) (D) (E) tory, genres, and work as both a cultural form and as (G) an industry. 3 credits DA: L1 D A broad introduction to the role communication plays CO126 Interpersonal Communication (D) in society. Focus is placed on the theories, concepts, 3 credits (spring) DA: L1 SI issues, and research models used to explore the inter- Communication skills and behaviors essential to play between communication and society. The nature, effective interpersonal relationships; theories rela- scope and function of the print, film, sound and elec- tive to developing, maintaining, and ending rela- tronic media will be examined against social forces. tionships; and exploration of productive and non- productive communication patterns for casual CO204 Introduction to Radio/Audio Production relationships, friendships, families, and intimate and 3 credits DA: L1 C professional relationships. An introduction to primary radio/audio production, including understanding the basic equipment used CO140 Video Production I in proper audio capture, and software used in ele- 3 credits DA: L1 C mental editing and programming. In addition, this A hands-on approach to video production that offers course will examine the introductory theory behind students an understanding of the principles and operating and programming a radio station, as well practices of video production, including introduc- as discussing the history and future outlook of the tion to basic technical skills and theories relative to radio industry and career options in the broadcast- camera operation, shot/framing techniques, editing, ing field. vocabulary, procedure, uses, and career opportuni- ties. CO210 Advanced Audio and Radio Production 3 credits DA: L2 C CO180 Communication for Leaders Overview of the essential building blocks/techniques 3 credits DA: L1 SI of audio production and their application in various This course builds on the foundational leadership multimedia formats including, video, film and radio skills students need to be leaders on and off cam- (broadcast and internet). This is a hands-on, project- pus. This course examines the social change model based course. of leadership and is designed to prepare students for positions of leadership, enhancing their skill build- CO211 Creative Writing (WI) ing in the areas of conflict resolution, communica- 3 credits (spring) DA: L1 CCT tion, problem solving, decision making, and much Prerequisites: CW102 (C- grade or better), the equiv- more. This course is highly interactive and uses alent or permission of the instructor. experiential activities as the context for learning. For students who have demonstrated a desire and This course is recommended for applicants to the ability to write proficiently and creatively. This Resident Assistant, Orientation Leader, and Peer course promotes writers capable of crafting works of Mentor positions. Participation in the MILES pro- literary merit and of giving and accepting construc- gram or a club or organization’s executive board is tive criticism. recommended but not a prerequisite to this course. Emphasizes fiction, although a variety of literary types is considered. Works in progress as well as fin- CO199 Special Topics in Communication ished products are shared and discussed in class. 3 credits DA: N/A Allows the department to design a course outside the CO216 The Horror Film (W) normal offerings. In any given semester, the course 3 credits DA: L2 CCT content and format is developed for students with Issues of gender, sexuality, psychological dysfunc- special interests and demonstrated abilities. Course tion, and sociological fears have always been central may be repeated for credit with a change in topic. to the horror film. These fears create and shape such monstrous images as Dracula, Norman Bates, Rose- mary’s baby, and “the shape.” But what makes these 125 images horrific? In this course we will watch a vari- its history, important movements, genres, and work ety of classic and contemporary horror films with the as both a cultural form and entertainment. In addi- goal of understanding how what is considered scary tion to gaining a broad historical understanding of or monstrous in such films often relates to anxieties film, we will also analyze individual films. Our study surrounding sexuality, difference, and social change. will emphasize film as an evolving art, while bearing In addition to weekly screenings, students will read in mind the influence of technology, economic insti- and discuss a variety of reviews, critical essays, and tutions, and the socio-political contexts in which the theoretical texts. films were produced and received. Screenings will include celebrated works from Hollywood, interna- CO217 The Science Fiction Film tional cinema, documentary, and the avant-garde. 3 credits DA: L2 CCT (3 semester sequence: CO217, 218, 219) CO220 Communicating in Groups (D) Science Fiction is one of cinema’s most enduring 3 credits DA: L2 SI and popular genres. It may also be its most curious. Analysis of small group communication and group From its inception, to its golden ages of the 1950’s interaction; special attention is given to related com- and 1980’s, the science fiction film has explored the munication theories involving group dynamics, con- subjects of scientific discovery, social unrest, politi- flict management, group development, and decision cal strife, and gender roles. Along with these subjects making processes. we will consider our fascination with the future. In this course, we will study a variety of classic and CO233 Communication Research (W) contemporary science fiction films with the goal of 3 credits DA: L2 ICT understanding our anxieties surrounding technol- Prerequisites: CO105, CO126 and CO220 ogy, the future, and social change. Students will read Introduction to methods for the development, inter- and discuss a variety of reviews, critical essays, and pretation, analysis, and implementation of research theoretical texts. in a variety of communication careers. Includes interpretation and evaluation of existing research, as CO218 The Comedy Film well as the creation of an original research project in 3 credits DA: L2 CCT the student’s area of interest. (3 semester sequence: CO217, 218, 219) The comedy is one of the most popular and mis- CO240 Video Production II understood film genres. From Charlie Chaplin 3 credits DA: L2 C and Buster Keaton to Johnny Knoxville and Steve- Prerequisites: CO140 O comedians (and comedy films) have challenged A continuation of the principles of video production social mores (norms), attacked authority, and criti- in the areas of camera operation, shot design, edit- cized politics, all while making us laugh. In this ing, integration of visual and audio elements, and course, we will study a variety of classic and contem- story/message development. Theories relative to the porary comedy films with the goal of understanding development of technique and style will be intro- how the complex genre of film comedy provokes a duced. response in the viewer. We will also profile some of the comic geniuses throughout film history and view CO245 Persuasion (E) their important works. 3 credits DA: L2 V Utilizing a project approach, students will investi- CO219 International Film gate theories, principles, and strategies of persua- 3 credits DA: L1 D sion. Emphasis on forms of argument and audience (3 semester sequence: CO217, 218, 219) appeals, compliance-gaining strategies, methods of International Film will survey the development of persuasion, deception dynamics, and ethics of social the cinema from 1895 to present. Beginning with influence. the dawn of silent film and continuing through the developments of the new independent cinema, this course will examine world cinema in the context of 126 CO283 Communication Internship CO307 Conflict and Communication (Sophomore) 3 credits DA: L2 SI 3 credits DA: L1 SI Prerequisites: CO126, CO220 or permission of the Prerequisites: Permission of Department Chairper- instructor. son. Theoretical and practical examination of interper- Sophomore level internship to provide the student sonal conflict and negative relational dynamics. with practical skills and career training. Working Emphasis on theories and skills aimed at conflict with a supervising professor, students will complete analysis, problem-solving, conflict management, res- work experience in a company, corporation or pro- olution, negotiation, and third-party mediation. fessional setting. A detailed journal and final report are required. CO314 Interviewing 3 credits DA: L1 SI CO300 Music and Entertainment on the Prerequisites: CO126 Internet (W) (D) (G) Investigation and application of communication the- 3 credits DA: L2 V ories, concepts, and skills throughout the interview Prerequisites: CO107 or permission of the instructor. process, including goals, effective and ineffective An analysis of the convergence of music and enter- question phasing, and research procedures. Hands- tainment on the Internet. Attention is placed on how on experience in designing, preparing, and conduct- the Internet is changing the way music, movies, tele- ing a variety of interviews. vision and books are made, marketed, and delivered. Students will learn about key technologies, including CO315 Advanced Public Speaking digital television, streaming media, and virtual real- 3 credits (fall and spring) DA: L1 C ity, and will discover how the Web is used in enter- Prerequisites: CO103 and CW101 & CW102 tainment marketing and electronic commerce. Advanced Public Speaking prepares students for competent public speaking presentations in their CO304 Advanced Radio Production field of study as well as effective small group par- 3 credits DA: L2 C ticipation. Students study and practice listening, Prerequisites: CO210 non-verbal language, communication ethics, fitting An overview of the general operation and function of the message to the audience, timing, interpersonal a radio station and the technical development/pro- and group interaction, using technology, research duction of programming. Specific areas discussed and presentational aids, and speaking in public with include: organizational structure; various depart- integrity, knowledge, confidence, and skill. mental and personnel responsibilities; function and application of the program log and rate card; and in- CO320 Organizational Communication (D) depth discussions on current trends, station formats, 3 credits DA: L2 CCT news and career opportunities in the radio industry. Prerequisites: CO220 Readings provide students with an understanding CO305 Advanced Video Production of an organization’s internal and external audiences 3 credits DA: L2 D and specific communication theories that impact the Prerequisites: CO240 design and flow of information. Specific information This is a project-based course that requires students processes such as message construction, channels of to apply the knowledge and skills learned in earlier delivery, training and development, and information production courses to produce a finished video from technology adoption will be covered. concept and storyboard to shooting and editing. Ini- tial emphasis will be placed on video script writing CO333 Communication, Performance and and preproduction elements. the Media 3 credits DA: L2 D An introduction to concepts related to performance and the development of skills attached to language, voice, and movement. Emphasis is placed on the 127 understanding and application of techniques nec- subcultures in the U.S. and intercultural situations essary to facilitate successful radio, television, and worldwide. Methods of barrier reduction will be video/film performances. identified and reviewed.

CO340 Communication Career Seminar CO443 Senior Fieldwork 3 credits DA: L2 CCT 3 credits DA: L2 APS Prerequisites: CO105 This senior level fieldwork experience will provide A practically based course designed to expose the the student with practical skills and career training. career paths available to communication majors. Working with a supervising professor, students will Particular emphasis is placed on the self-assessment complete a course of service to the college or com- of skills and aspirations, researching careers, net- munity. Students will design and implement an on- working, resume building, interviewing, and gradu- campus or community project that addresses their ate school options. particular communication interest. Each project will require a detailed journal, report or portfolio. CO345 Video Post Production 3 credits DA: L2 V CO450 Communication Capstone Course (W) Prerequisites: CO305 3 credits DA: L2 APS Focuses entirely on the techniques and skills Prerequisites: Senior Communication Major involved in post production, ranging from capturing This capstone course is designed to be an interdis- and saving video sequences to laying down visual ciplinary project that will involve Communication and audio tracks for editing. Students will be cre- majors from different concentrations. Students will ating and integrating credits, slates, audio files and choose a project with approval of the instructor. learning how to prepare/format projects for distribu- tion and/or uploading to the web. CO483 Senior Internship 3 credits DA: L2 SI CO383 Communication Internship (Junior) Prerequisites: Senior Communication Major & 3 credits DA: L1 SI Department Chairperson approval. Prerequisite: Permission of Department Chairper- Senior level internship to provide the student with son. practical skills and career training. Working with a Junior level internship to provide the student with supervising professor, students will complete work practical skills and career training. Working with a experience in a company, corporation or profes- supervising professor, students will complete work sional setting. Students also have the alternate option experience in a company, corporation or profes- of designing and implementing an on-campus proj- sional setting. A detailed journal and final report are ect or program that addresses their particular com- required. munication interests. In either approach, a detailed journal and final report/portfolio are required. CO399 Special Topics in Communication 3 credits DA: N/A CW100 Foundations of College Writing Prerequisites: junior or senior status. 3 credits (fall and spring) Allows the department to design a course outside the CW100 is designed for students who should develop normal offerings. In any given semester, the course better language habits before enrolling in other writ- content and format is developed for students with ing classes. The course emphasizes the fundamentals special interests and demonstrated abilities. Course of sentence and paragraph construction. Attention may be repeated for credit with a change in topic. is also given to vocabulary development and reading comprehension. Students may be required to spend CO425 Culture and Communication (D) (G) time outside of normal class hours. 3 credits DA: L2 SI NOTE: Enrollment by placement Pre-level 1 of Prerequisites: CO126 Mitchell General Education Communication Ability. Investigation and analysis of the relationship and (C- or better grade required to advance to Commu- impact of communication and culture between nication Ability, Level 1 [CW101]) 128 CW101 Introduction to College Writing (WI) CW399 Special Topics in Writing 3 credits (fall and spring) DA: L1 C Credit hours by arrangement. (offered as needed) This course introduces students to the writing, read- DA: N/A ing, and thinking skills necessary for success in col- Prerequisites: CW102, junior or senior status, or per- lege as well as in the workplace. Assignments will mission of the instructor. emphasize composition processes, writing for dif- Allows the department to design a course outside the ferent purposes, reading and responding critically, normal offerings. In any given semester, the course and conventions of formal written English. This is a content and format is developed for students with writing intensive (WI) course, requiring students to special interests and demonstrated abilities. Course submit a minimum of 15 pages of revised and edited may be repeated for credit with a change in topic. text in finished form. NOTE: Designation as a W or WI course as appro- NOTE: A minimum grade of C- is required to meet priate. graduation requirements and to enroll in CW102. EC131 Macroeconomics CW102 College Writing and Research (WI) 3 credits (fall and spring) DA: L2 CCT 3 credits (fall and spring) DA: L1 C The course includes discussion of the foundation of Prerequisites: CW101 (C- grade or better), the equiv- macroeconomic analysis including the problems of alent, or permission of the instructor. unemployment, inflation, and economic growth in This course reinforces the skills taught in CW101 the United States; the impact of taxation, govern- while introducing students to the procedures of aca- ment expenditures, and the regulation of interest demic and professional research. Assignments will rates and money; the balance of international pay- emphasize writing to analyze and synthesize ideas, ments and the role of the dollar; and the relation- information literacy skills for finding and evaluat- ships between the United States and the developing ing appropriate sources, and proper documentation world. of sources. This is a writing intensive (WI) course, requiring students to submit a minimum of 15 pages EC132 Microeconomics of revised and edited text in finished form including 3 credits (fall and spring) DA: L1 APS a fully documented research paper. Emphasizes microeconomics and includes discus- NOTE: A minimum grade of C- is required to meet sion of the theory of the business firm, marginal cost graduation requirements and to enroll in 200-level and revenue analysis; agriculture; pure competition, or above English courses. monopolistic competition, oligopoly, monopoly; income distribution; taxation; unions and collective CW199 Special Topics in Writing bargaining; international trade and the balance of Credit hours by arrangement. (offered as needed) payments problem. DA: N/A Prerequisites: CW102, junior or senior status, or per- EC199 Special Topics in Economics mission of the instructor. Credit hours by arrangement (offered as needed) Allows the department to design a course outside the DA: N/A normal offerings. In any given semester, the course Prerequisites: Open only with consent of the instruc- content and format is developed for students with tor. special interests and demonstrated abilities. Course Allows the department to design a course outside the may be repeated for credit with a change in topic. normal offerings. In any given semester, the course NOTE: Designation as a W or WI course as appro- content and format is developed for students with priate. special interests and demonstrated abilities. Course may be repeated with a change of topic.

129 EC399 Special Topics in Economics ence Education Standards and the National Teach- Credit hours by arrangement (offered as needed) ers of Mathematics Standards. Students will also DA: N/A be given opportunities to observe and work with Prerequisites: Open only with consent of the instruc- typically and atypically developing young children tor. including the development of a final unit project and Allows the department to design a course outside the the Common Core State Standards. normal offerings. In any given semester, the course content and format is developed for students with ED222 Methods & Techniques in Early special interests and demonstrated abilities. Course Childhood Education may be repeated with a change of topic. 3 credits (fall and spring) DA: L1 CCT Prerequisites: ED110 ED110 Introduction to Early Childhood Co-requisites: ED110 Education (D) (W) The course is designed for those students who have 3 credits (fall and spring) DA: L1 CCT a basic understanding and knowledge of early child- This course introduces the history and philosophy hood education. The course will review the philo- of early childhood education as it is viewed in the sophical, sociological and pedagogical foundations context of the home and family, society, and culture. of education and their applications in early child- Students will consider educational procedures used hood education settings. This course will expose stu- in facilitating the development of the young child, dents to the fundamentals of classroom strategies, explore the role of the teacher, the ECE environment effective teaching tools, and techniques for children and appropriate instructional strategies used with ages 0-8. Students will further their understand- young children. This course is required of all Early ing of lesson planning and standards, differentiated Childhood Candidates and may be taken in the first instruction, and classroom management skills. semester at Mitchell. Note: Praxis I must be taken and passed prior to tak- ing a third education course for students seeking ED199 Special Topics in Education teacher certification. Credit hours by arrangement. DA: N/A (offered as needed) ED261 Including Children with Exceptional Allows the department to design a course outside the Learning Needs (D)(W) normal offerings. In any given semester, the course DA: L2 C content and format is developed for students with This course examines the growth, development, and special interests and demonstrated abilities. Course characteristics of typical and atypical learners with may be repeated for credit with a change in topic. emphasis on newborns through age eight includ- ing children with disabilities, English language ED206 Mathematics, Science & Technology in learners, and struggling learners. Among the topics Early Childhood Education (W) included are: developmentally appropriate practice; 3 credits (spring) DA: L1 APS evidence-based classroom and behavior manage- Pre-Practicum Component: 20-25 hours ment; use of scientifically-based instruction; adapta- Prerequisites: ED110, ED222 tion of programs for diverse learning needs; strate- This is a course for the early childhood education gies for inclusion; and implementation of social skills major in the basic methods used to teach mathemat- instruction and self-regulation strategies. Students ics, science and technology: observing, inferring, will become familiar with Individualized Educa- predicting, experimenting, and communicating. tional Plans, Individual Family Service Plans, The Methods of sparking interest in mathematics, sci- Americans with Disabilities Act (ADA), Public Laws ence at an early age by connecting mathematics and 94-142, 99-457 and others. Standards from Council science to a child’s everyday experiences and by uti- for Exceptional Children and National Association lizing teaching methods which address individual for Young. student strengths will be discussed. Mathematic and scientific concepts associated with early childhood education will be reviewed using the National Sci- 130 ED262 Storytelling for Teachers particular emphasis is placed on the nurturance of 3 credits DA: L1 D the child’s aesthetic capacities, including the teach- This Course is designed to provide early childhood er’s role in stimulating the appreciation of all forms educators with the basic skills necessary for effective of creativity and artistic expression through play and storytelling to promote early literacy development. artistic expression (creativity, art, music, movement/ The students will explore such topics as: the origins dance, puppetry, theatre and dramatic arts). and traditions of storytelling, types of stories, find- ing, adapting, and learning age-appropriate stories; ED280 Observation and Practicum (Pre-K /K) telling stories and using storytelling and its related 3 credits (fall and spring) DA: L2 APS activities to enrich the schema development and Prerequisites: ED110, ED222, ED261, ED274 prior knowledge as they relate to emergent literacy; Co-requisite: ED281 how to integrate the curriculum using the storytell- A directed observation and practicum experience ing model; and how to connect with “whole-brain” in a setting for preschool or kindergarten. Teach- learning fostering the multiple intelligences through ing assignments within the immediate geographical the use of storytelling in the early childhood curric- area are matched to the interests and capabilities of ulum. This course will include both the study of and each student. The placement represents a half--day, the practical hands-on experience of telling stories three-day-a-week applied teaching experience in in early childhood programs, Kindergarten, family, which the student demonstrates mastery of the con- school, and community settings. cepts, principles, attitudes, and methodologies nec- essary for successful teaching of young children. In ED274 Literacy Development in Early Child- addition to teaching placements, weekly seminars hood Education (W) provide an opportunity for students to examine and 3 credits (fall) DA: L2 C Pre-Practicum Component: discuss relevant topics and classroom experiences. 20-25 hours in PreK–K Students taking this course will be in the ECE with Prerequisites: ED110, ED222 Business Concentration or completing their Associ- This course provides a greater understanding of the ates Degree in Early Childhood. importance of early childhood education and its relationship to early literacy development. The stu- ED281 Associate’s Seminar in Early Childhood dents will explore such topics as symbol systems, Education(W) abstractions, comprehension, schema development 1 credit (fall and spring) DA: L3 APS and prior knowledge as they relate to the emerg- Prerequisites: ED110, ED222, ED261, ED274 ing sense of literacy. Stories, songs, rhymes, riddles, This represents a “partner” course attached to the poetry, short stories, picture books, and the world of associate degree course ED280 Observation and children’s literature are also included in connection Practicum (Pre-K/K). Students explore various top- to early childhood education programs and kinder- ics and aspects of the practicum experience at the garten settings, family, school and the community. Associate’s degree level, including such topics as Standards of National Association of Young Chil- supervision, lesson planning, unit or learning center dren and Common Core State Standards are used. teaching, and cooperative teacher and support staff collaborative relationships, etc. Students are required ED275 Music, Art and Aesthetics for the Young to enroll in this course in conjunction with ED280. Child (G) 3 credits (spring) DA: L2 CCT ED302 Social Studies in Early Childhood Pre-Practicum Component: 20-25 hours in PreK–K Education (W) Prerequisites: ED110, ED222 or permission from the 3 credits (fall) DA: L2 D department chair Pre-Practicum Component: 20-25 hours This course explores the range of creativity to Non-teacher certification students Pre-K-Kdg place- enhance learning through the arts and play. Students ment; Teacher Certification track Gr. 1-3 explore how songs, musical games, rhythm activities, Prerequisites: ED110, ED222, ED261, ED274 and involvement with art materials affect the whole This course explores the curriculum area of social child and promote learning across the curriculum. A studies in early childhood education. Emphasis is 131 placed on the development and demonstration of and students of early childhood education who are instructional techniques in these areas. The students interested in exploring the relationships that exist will be investigating and developing appropriate cur- between parents and early childhood programs. This riculum activities designed for heterogeneous groups course recognizes that parent and family involve- of young children, such topics as: social studies for ment is a key element in any high quality early child- young children, home and family, neighborhoods hood program, such as infant/toddler programming, and communities, cities, states and regions, coun- preschool education programming, daycare, Head tries and cultural diversity, multiculturalism, inter- Start, elementary school or family childcare pro- national education, history, economics, government, gramming. This course explores what parent and current events, local, state, regional and national family involvement embraces, what can be done to events, ecology and the social sciences as they relate foster high quality interaction between the home to social studies. Students will be required to submit and school settings. lesson plans as part of the assignment. ED321 Comprehensive Reading Instruction ED311 Play in Early Childhood: Theory, 3 credits (fall) DA: L3 APS Research and Practice Pre-Practicum Component: 20-25 hrs. in Grades 1–3 3 credits DA: L2 CCT Pre-requisites: ED380, ED381 This course is designed for Early Childhood Educa- Current theory and research to inform planning, tors and students of Early Childhood Education who instruction, and assessment of literacy processes are interested in investigating the most important in K-3 classrooms will be part of the seminar and means that young children have in growing (cogni- learning lab. Topics include handwriting, vocabu- tively, socially, emotionally, physically, linguistically lary development, spelling, reading and writing con- and motorically) that is through play. Theories of nections, comprehension strategies, ELL instruction play, research on various aspects of play and young and reading assessment. Standards of International children’s development, methods to enhance devel- Reading Association, National Association Young opment through play, effectively approaches to sup- Children, Common Core Standards are used. port young children’s play, play as seen in the ele- mentary school setting, political perspectives of play, ED325 Reading and Language Arts in Early as well as resources and materials will be explored. Childhood (W) 3 credits (spring) DA: L3 APS ED312 Infant and Toddler Curriculum Pre-practicum component: 20 -25 hrs. in a 1st -3rd 3 credits DA: L3 C grade This course provides the student in Early Childhood Prerequisites: Successful completion of ED380 and Education with opportunities to learn more about ED381. the growth, development and approaches to work- The reading process and factors influencing the ing with very young children. The developmental development of reading are examined in this course. domains (social, emotional, cognitive, language and Pre reading and reading skills are identified, and motor) of the very young child will be highlighted techniques for assessment of skills are presented. as they relate to the teacher’s approaches and meth- Methods and materials for teaching primary reading odologies in working effectively with the infant and are discussed and illustrated. This course also pres- toddler. Students will explore environments, materi- ents a timely and concise summary of many impor- als, resources, teaching approaches and methodolo- tant issues confronting the teacher and learner in the gies that are found in infant and toddler programs. development of mastery in the language arts in the NOTE: Education Professional Elective, offered as early childhood setting. The focus of the course will needed. be on methodology for kindergarten and primary grades relating to the teaching of listening, speaking, ED313 Parent and Family Involvement in Early reading and writing using the standards of the Inter- Childhood Programs (D)(W) national Reading Association, the National Associa- 3 credits (fall) DA: L3 ICT tion for the Education of Young Children, and Com- This course is designed for early childhood educators mon Core State Standards. 132 ED380 Observation, Assessment, and Practicum ED414 Administration of Early Childhood 3 credits (fall or spring) DA: L3 APS Programs Pre-requisite: Teacher Certification Officer approval. 3 credits DA: L3 C This practicum placement takes place during the Pre-practicum component: 20-25 hrs. in center-based candidate’s junior year in an integrated pre-k or kin- NAEYC center dergarten classroom. The placement takes place over This course is designed for the student of Early the course of the semester, three mornings a week. Childhood Education and for early childhood edu- The focus is on assessing, planning and making pro- cators who are currently involved in the operations grammatic changes to curriculum in response to the and administration of early childhood programs diverse group of children in the classroom. A literacy (infant/toddler programs, nursery school /preschool unit is implemented during the candidate’s placement. programs, child care programs, family child care programs, school age child care, etc.) Topic areas ED381 Practicum Seminar in ECE include community needs, licensing, program phi- 1 credit DA: L3 APS losophies, staff development, food/nutrition pro- Co-requisite: ED 380 gramming, curriculum, children and their families, Effective instructional strategies, including program evaluation, and director development. The differentiated instruction, and evidence based assess- course is presented through lectures, guest presenta- ments are a focus of the seminar to prepare candi- tions, program visitations, small group and individ- dates to support student learning in the classroom. ual work. Students in this course should have at least some background in the foundations of Early Child- ED399 Special Topics in Early Childhood hood Education. This course supports students who Education are interested in the administrative aspects of Early 3 credits DA: N/A Childhood Education programs. This course is an advanced level course which pro- vides opportunities for students to explore the diver- ED415 Educational Evaluation and sity of topics in Early Childhood Education (for Assessment (W) example National Accreditation; Leadership in Early 3 credits (fall) DA: L3 APS Childhood: Quality, Compensation and Affordabil- Pre-practicum component: 20-25 hrs. in a 1st -3rd ity in Child Care). Students meet with a selected a grade. Early Childhood Advisor and together create and Prerequisites: Successful completion of ED380 and develop the topic for study. ED381. NOTE: Education Professional Elective, offered as This course offers an appraisal of the various evalu- needed. ation and assessment methods available within the early childhood and elementary education curricula. ED400 Integrated Curriculum in Early Research on evaluation and assessment is reviewed, Childhood Programs(W) with a particular emphasis placed on the analysis 3 credits (fall) DA: L3 CCT of performance measures and their proper use and Pre-practicum component: 20 -25 hrs. in a 1st -3rd interpretation. Among the topics included are cur- grade rent assessment issues and controversies, construc- Prerequisites: Successful completion of ED380 and tion of classroom tests, grading strategies, portfolios, ED381 or an associate in Early Childhood Educa- diagnostic and standardized tests, and the evalua- tion. tion of age appropriate and culturally relevant units An exploration of the early childhood education of instruction. curriculum components designed to optimize the child’s learning from PreK through third grade. A ED432 Senior Seminar in Early Childhood particular emphasis is placed on the selection and Education (W) implementation of a developmentally appropriate 3 credits (spring) DA: L3 APS curriculum. Students will be exposed to current cur- Prerequisites: Completion of all courses in the riculum materials and the manner in which they planned program for ECE Teacher Certification. match the developmental needs of young children. Co-requisites: ED435 133 This final course in Early Childhood Education is Examines in historical, philosophical, literary, and taken in conjunction with ED435 Student Teach- social context important works from around the ing Grades 1-3. Students explore various topics and world, beginning with the ancient world and con- aspects of the student teaching experience in prepa- tinuing through the 16th century. ration for certification in the State of Connecticut. NOTE: Either EL205 or EL206 may be taken first. Effective instructional strategies, including differen- tiated instruction, and evidence based assessments EL206 World Literature II (G) (W) are a focus of the seminar to prepare candidates to 3 credits (spring even year) DA: L2 CCT support student learning in the classroom. Students Prerequisites: CW102 (C- grade or better), the equiv- examine current issues and programs in Early Child- alent, or permission of the instructor. hood Education in support of defining and articulat- Examines in historical, philosophical, literary, and ing an effective philosophy of education. Required of social context important works from around the all seniors in Early Childhood Education. world, beginning with the 17th century and continu- ing through contemporary times. ED435 Observation and Student Teaching NOTE: Either EL205 or EL206 may be taken first. (Grades 1, 2, or 3) 9 credits (spring) DA: L3 APS EL212 Literature for the Young Child Prerequisites: Completion of all courses in the 3 credits (spring) DA: L2 CCT planned program for ECE Teacher Certification. Introduces students to historical, global, and con- Co-requisite: ED432 temporary issues presented in literature that is writ- A directed observation and student teaching experi- ten for children. Literature appropriate for pre-k ence in grades 1, 2 or 3. The focus is on assessing, children through sixth grade, with a focus on the planning and making programmatic changes to characteristics of children’s literature, particularly curriculum in response to the diverse group of chil- multicultural literature. The course will not specifi- dren in the classroom. The placement represents a cally address how to teach this literature to young full-day, applied teaching experience in which the children, but it will focus on gaining an understand- student demonstrates mastery of the concepts, prin- ing as well as an appreciation for literature created ciples, dispositions, and methodologies necessary for for children. This course meets the literature require- successful teaching. In addition to teaching place- ment for all. ments, weekly Senior Seminars provide an oppor- tunity for students to examine and discuss relevant EL215 American Literature I (D) (W) topics and classroom experiences. This full-time stu- 3 credits (fall even year) DA: L2 CCT dent teaching experience is also taken in conjunction Prerequisites: CW102 (C- grade or better), the equiv- with ED432 Senior Seminar in Early Childhood. alent, or permission of the instructor. This course provides an introduction to United EL199 Special Topics in Literature States poetry, oral narrative, prose, and drama Credit hours by arrangement. (offered as needed) from pre-colonial times to the Civil War. Emphasis Prerequisites: CW102 is placed on situating texts in their cultural, social, Allows the department to design a course outside the and historical contexts. Course material will include normal offerings. In any given semester, the course texts by well known writers, such as Emily Dickin- content and format is developed for students with son and Herman Melville, as well as works by lesser special interests and demonstrated abilities. Course known writers. may be repeated for credit with a change in topic. NOTE: Designation as a W or WI course as appro- EL216 American Literature II (D) (W) priate. 3 credits (spring odd year) DA: L2 CCT Prerequisites: CW102 (C- grade or better), the equiv- EL205 World Literature I (G) (W) alent or permission of the instructor. 3 credits (fall odd year) DA: L2 CCT This course provides an introduction to United Prerequisites: CW102 (C- grade or better), the equiv- States poetry, prose, and drama from the Civil War alent, or permission of the instructor. to the present. Emphasis is placed on situating texts 134 in their cultural, social, and historical contexts. ture of the drama - specifically tragedy and com- Course materials will include texts by well known edy. Attendance at theatrical production is strongly writers, such as Mark Twain and Langston Hughes, encouraged, and students will be required to attend as well as works by lesser known writers. and review two off campus theatre productions of their choice. EL217 The Short Story (G) (W) 3 credits (fall) DA: L2 C EL222 Literature and the Environment (G) (W) Prerequisites: CW102 (C- grade or better), the equiv- 3 credits DA: L2 CCT alent, or permission of the instructor. Prerequisites: CW102 This course provides an opportunity for students to Influenced by the science of ecology as well as by analyze, interpret, and evaluate short stories in order insights from critical theory and cultural studies, to gain a better understanding of this literary genre. ecocritics explore diverse literary representations Specific elements of fiction - such as plot, point of of the natural world. Using an ecocritical approach view, and symbolism - are emphasized. The course in “Literature and the Environment,” we will study is designed to enhance students’ critical reading texts that consider issues such as the distinction abilities while heightening awareness of the integral between nature and culture, the destruction of the role that stories play in our society and in individual environment over the past two centuries, and the lives. Readings reflect the global perspective of the human psychological response to nature. course, with selections chosen to represent both the classic canon as well as lesser-known authors from EL301 Difference and Disability in American throughout the world. Culture (W)(IN) 3 credits (fall even year) DA: L3 CCT EL218 Popular Literature (W) Prerequisites: CW102 3 credits (spring even year) DA: L2 CCT From the middle of the nineteenth century, Ameri- Prerequisites: C- or above in CW102 or permission of cans have displayed a fascination with bodies and the instructor. minds that deviate from established notions of nor- Investigates the conventions, themes, and cultural mality. While freak shows lasted approximately assumptions of one type of popular literature, such between 1840-1940, the American interest in freaks as detective fiction, horror, or science fiction. The has not waned, as deviant bodies (and minds) are specific topic of each section of the course will be now frequently exhibited on talk shows and other selected by the instructor. forms of media. As we examine the social phenom- enon of the freak, we will try to determine why spec- EL219 Botany and the Bard tacles of difference and disability continue to fasci- 3 credits (spring even year) DA: L2 CCT nate American audiences. Besides reading twentieth Prerequisites: CW102 century novels and short stories on this topic, we will From the gardens of Shakespeare to the gardens of also read critical and theoretical commentaries from today, the course features a study of the properties the fields of cultural studies, sociology, psychology, and uses of flowers, herbs and plants as presented and biology. in selected sonnets and plays of The Bard, Wil- liam Shakespeare. In-class labs reflect science of the EL302 Italian American Literature Renaissance Period. 3 credits DA: L3 CCT Prerequisites: CW 102 EL221 Introduction to Drama and Theatre (W) Italian-American writers from the 1930’s to the pres- 3 credits (fall) DA: L2 CCT ent have represented the challenges of integration Prerequisites: CW102 (C- grade or better), the equiv- and assimilation as they explore what it means to alent, or permission of the instructor. become an American. Through a close reading of Involves the study of representative playwrights and memoirs and fictional narratives about immigrants their works from the period of the Greeks to the from Italy and their more assimilated descendents, 21st century. Emphasis is placed on the changes in we will examine the cultural construction of Italian- the theatre and in production as well as in the struc- American identity over the past century. Of special 135 interest are critical responses to stereotypes regard- EL325 Studies in Literature and Society (W) ing social class, gender roles, political orientation, (IN) and family relationships in Italian-American cul- 3 credits (fall odd year) DA: L3 CCT ture. Prerequisites: C- or above in CW102 and junior or senior standing or permission of instructor. EL303 The Literature of American Immigrants Examines literary works within the context of the 3 credits DA: L3 CCT social issues of their times. The specific topic of each Prerequisites: CW102 section of the course will be selected by the instruc- This course will examine literary responses to the tor but may include themes such as “Literature and American immigrant experience from diverse cul- Medicine” or “The Immigrant Experience in Ameri- tural perspectives that include works by writers of can Literature” or “Shakespeare and His Times.” Chinese, West Indian, Mexican, Indian, Jewish, Pol- ish, and Italian origin. Of special interest are chal- EL399 Special Topics in Literature lenges that arise when immigrants feel an economic 3 credits DA: N/A need to assimilate into the American mainstream, Designed as an upper-level elective course specifi- but a strong desire to maintain their traditional cally for junior and senior students, when offered, cultural values. Besides reading literary works, stu- the academic department introduces a unique and dents in this course will also consider critical theo- exciting topical course which isn’t part of the tradi- ries that explore the cultural construction of white tional curriculum. Special Topic courses are offered and minority cultures, and the psychosocial effects as needed and as interest arises. of assimilation. ES101 Introduction to Environmental Studies EL309 African-American Literature (D) (W) (E) 3 credits (fall odd year) DA: L3 CCT 3 credits (fall) DA: L1 D Prerequisites: CW102 and junior or senior status or This course will introduce students to environmen- permission of the instructor. tal issues on local, regional, and global levels. Stu- African-American Literature is an upper-level course dents will explore environmental problems and their that examines literary works by African-American solutions with reference to the connectivity among writers within historical and social contexts. Course social, political, technological, and personal arenas. material will include autobiographical narratives, Topics covered in the course include: biogeochemical essays, fiction, poetry, and drama. The course pro- cycles; biodiversity of terrestrial and aquatic systems; vides an opportunity to critically analyze and exam- natural resource use and sustainability; human pop- ine these works as an integral part of American lit- ulation growth and associated problems with food erature and as creative works of art that reflect the production, pollution, climate change, waste man- African-American experience and cultural heritage. agement, energy efficiency and renewable energy, environmental hazards and toxicology, and sustain- EL320 Eugene O’Neill (W) able societies. A primary focus of this course is on 3 credits DA: L3 CCT the unique challenges posed by urban environments, Prerequisites: CW102 including solid waste disposal, air pollution, sew- Primarily through film, this course will cover the age discharge, noise pollution, human health, land life of Eugene O’Neill, the historical era of New Lon- conversion, social disruption, and smart growth. don in the late 1800’s and early 1900’s — the whal- The role that new technologies play in the context of ing years--and the literary genius of O’Neill as seen developing solutions to such challenges on personal, through works such as Long Day’s Journey into Night, local, regional, and global levels is incorporated into Ah Wilderness (both set in the Monte Cristo Cot- each course unit. tage), Moon for the Misbegotten (set in Waterford), and The Iceman Cometh. Plays will be viewed and/or ES150 Environmental Studies Career Seminar read, discussed and analyzed. Visits to Monte Cristo 1 credit (spring) DA: L1 CCT Cottage on Pequot Avenue (the O’Neill home) and a Prerequisites: Must be Environmental Studies Major. tour of O’Neill’s New London will also be included. Various environmental professionals from around 136 the area will discuss their careers and the academic The course will take place at selected field sites, and preparation required to pursue their careers. Some will consist of 4 preparatory class meetings to review speakers will present at Mitchell College; others will the ecology of the selected region, 1 week at the field introduce students to their workplaces. Students will site and follow-up work on campus. While immers- be expected to complete their own research papers ing themselves in the ecology of selected regions and and presentations on careers that interest them. working in teams and in pairs, students will partici- pate in field work in the selected habitat through a ES199 Special Topics in Environmental Studies combination of lectures, labs and discovery-oriented Credit hours by arrangement (offered as needed) investigative experiences. Topics to be explored DA: N/A include principles of sampling, analytical tools, and Prerequisites: Open only with consent of the instruc- applied research techniques. A service learning com- tor. ponent emphasizing human impact on the selected Allows the department to design a course outside the region will be a central portion of the course. The sub- normal offerings. In any given semester, the course jects of biodiversity, conservation, and development content and format is developed for students with will be discussed in relation to the broad social con- special interests and demonstrated abilities. Course text surrounding natural resources, including socio- may be repeated with a change of topic. economic, psychological, and cultural issues in the management and conservation of biological diversity. ES210 Environmental Analysis & Experimental Design ES315 Environmental Economics 3 credits (spring - alternate years) DA: L2 CCT 3 credits (spring - alternate years) DA: L3 D Prerequisites: ES101 Prerequisites: Any of BI105, BI143 or ES101 and This course will introduce students to the methods EC132 and junior standing or permission of the and instruments used to measure air, soil and water instructor. quality by performing projects associated with local This interdisciplinary course explores the applica- habitat. Environmental Protection Agency proce- tion of basic economic principles to help under- dures will be used. stand environmental problems and evaluate alterna- tive solutions. Economic principles will be used to S220 Scientific Writing (WI) analyze fundamental environmental issues such as 3 credits (spring) DA: L2 ICT property rights, conservation, public good, environ- Prerequisites: CW102 mental protection, natural resource damage assess- This is a three credit course designed to prepare stu- ment, pollution control. Connections between eco- dents for further written and presentation work in nomic understanding and improved public policy STEM majors, Environmental Science and Health are emphasized. The impacts of population growth Science. Students will demonstrate proficiency in and economic growth on natural resource depletion interpreting and presenting large data sets, will learn and various types of environmental pollution will be to critique scientific papers, and to ethically obtain explored and alternative environmental policies will and use appropriate information to analyze scien- be compared. tific issues. Students will prepare a laboratory report, a scientific poster, a research paper and a classroom ES330 Human Health and the Environment presentation. 3 credits (fall) DA: L3 D Prerequisites: any one of BI105, BI143, or ES101 and ES260 Field Studies in Ecology (SR) junior standing. 3 credits (spring alternate years) DA: L2 V This course will involve the study of human interac- Prerequisites: BI105 or BI143 or BI145 or permission tion with the environment and potential impacts of of instructor. environmental agents on human health and safety. Field Studies Ecology is designed for students desir- Hazards from natural sources and human activities ing an immersion experience in ecological research. that contaminate our air, land, water, food, homes, Emphasis on examination of living material in natural neighborhoods, and workplaces will be examined- habitats and the impact of humans on those habitats. Topics to be covered include: emerging viruses, the 137 effect of global warming on species distribution, and This interdisciplinary course will explore basic issues how weather patterns affect water currents and thus of law and policy involved in the consumption, con- outbreaks of various diseases. Problems in assessing servation, and regulation of natural resources. Stu- and controlling these impacts, protective legislation, dents will examine of the purposes, methodology, media coverage and various approaches to resolve and impacts of the environmental regulatory pro- environmental health problems will also be addressed. cess at the local state and national level, including such national statutes as the National Environmen- ES340 Science and Public Policy tal Policy Act, the Clean Air Act, the Clean Water 3 credits (fall) DA: L3 D Act, the Endangered Species Act, OSHA regulations, Prerequisites: any one of BI143, BI105 or ES101 and the Toxic Substances Control Act and the Wilder- GV119 and junior standing or permission of the ness Act. Students will analyze the relative costs and instructor. benefits of various forms of environmental regula- In this interdisciplinary course, students will exam- tion within the context of the American political, ine the role of scientific knowledge on the formation administrative, and legal systems. While the course of policy at the local, state, national and interna- focuses on U.S. environmental law, students will also tional levels. Students will analyze health and envi- consider the increasingly important field of interna- ronmental issues and resulting problems facing the tional environmental law and agreements. world today, as well as the policy issues involved in solving these problems. Topics may include: land ES391 Junior Internship use practices and reform, farmland and open space 3 credits DA: L2 SI preservation; soil and water conservation; wetlands Prerequisites: Junior Major in Environmental Stud- protection and rehabilitation; waste management ies. This course will require student to complete and reduction, recycling and composting; air pollu- an internship that will demonstrate the skills and tion, global warming and sea level rise; and marine knowledge they have acquired through the Environ- wilderness areas. Topics pertaining to health and mental Studies program. medicine will also be covered. Behavioral factors influencing decisions will be considered. The course ES399 Special Topics in Environmental Studies will enhance student abilities to critically evaluate Credit hours by arrangement (offered as needed) health and environmental management, policy and DA: N/A modeling tools. The influential role that scientists Prerequisites: Open only with consent of the instruc- exert on local, regional, and national policies will be tor. examined through case studies. Attendance at meet- Allows the department to design a course outside the ings of local conservation committees or meetings of normal offerings. In any given semester, the course other government agencies discussing environmen- content and format is developed for students with tal issues may be required in this course. special interests and demonstrated abilities. Course may be repeated with a change of topic. ES350 Societal Impact of Global Climate Change (G) ES490 Senior Capstone 3 credits (fall alternate years) DA: L3 D 3 credits DA: L3 C Prerequisites: BI143 or BI105 Prerequisites: Senior Major in Environmental Stud- This will be an interdisciplinary online course inves- ies. tigating the science behind global climate change; This course will require students to complete a and the geographical, political and societal impacts senior research project, including an internship, that of this issue. will demonstrate the skills and knowledge they have acquired through the Environmental Studies pro- ES360 Environmental Law gram. Attendance at meetings of local conservation 3 credits (spring alternate years) DA: L3 D or government agencies dealing with environmental Prerequisites: GV119 and any one of BI143, BI105 issues may be required. A presentation of completed or ES101 and junior standing or permission of the projects to the STEM department is required. instructor. 138 ES491 Senior Internship ship skills they can continue to develop at Mitchell. 3 credits DA: L3 SI The semester will begin with the students taking the Prerequisite: Senior Major in Environmental Studies. Clifton Strengths Finder talent assessment to dis- This course will require students to complete an cover their own natural talents. We will then dedi- internship that will demonstrate the skills and cate the semester to learning what those strengths knowledge they have acquired through the Envi- mean, how we use them to be successful, and how ronmental Studies program. 100 hours of work is they relate to service learning. Students will make expected. A presentation of completed projects to the connection between self-awareness, strengths, the STEM department is required. teamwork, leadership, and service. This course will build upon the service learning project students par- ES492 Senior Internship ticipated in during FC101; students will participate 6 credits DA: L3 SI in monthly volunteer activities with the United Way Prerequisites: Senior Major in Environmental Stud- of Southeastern CT, as well as develop their own ser- ies. vice learning project(s). This course will require students to complete an internship that will demonstrate the skills and FC103 Recalibrating Your Academic Compass knowledge they have acquired through the Envi- 1 credit (spring) DA: L1 SI ronmental Studies program. 200 hours of work is As an integral part of the FYE Second Opportu- expected. A presentation of completed projects to nity Semester academic core, this special interac- the STEM department is required. tive course is designed to empower students to find their academic “true north” following a stormy first FC101 First-Year Seminar semester. Students will be challenged to examine 2 credits (fall and spring) DA: L1 SI their lessons learned and chart a new course towards A special interactive class that helps new students academic recovery and collegiate success. Enroll- engage quickly in the academic life of the college ment is determined by instructor recommendation. community. By encouraging students to understand what is expected of them at Mitchell and to develop a FC110 Discovering The Human Adventure clear and positive sense of themselves and their role (W) (IN) as learners, First Year Seminar assists students in 3 credits (fall) DA: L1 CCT adjusting to the intellectual and personal challenges This introductory course offers an interdisciplin- of the college environment. Students taking this ary study that explores the search for knowledge seminar in their first year can forge lasting ties with and meaning as related to various academic dis- their professors and classmates, develop their cul- ciplines and applied to everyday life. The course tural identity, and form habits of inquiry and expres- explores individual, societal and cultural values in sion that serve them well throughout their academic the modern, global and information age. The con- careers and beyond. tent is designed to assist first-year students who are NOTE: FC101 must be taken in a student’s first undecided about their major to navigate the existing semester at Mitchell and is a requirement for gradu- choices of study available at the College. ation. FC101 is waived automatically for a student who transfers in 24 or more credits from an accred- FC120 Information Technology Literacy ited institution of higher education. 3 credits (fall and spring) DA: L1 ICT This course is designed to introduce students to 21st FC102 Personal Strengths & Service Learning Century technology literacy skills. By leveraging the 1 credit (spring) DA: L1 E and SR knowledge and skills students have in using tech- Prerequisites: FC101 nology, this course, through a collaborative project This is a service learning and community activism based approach, will focus on developing an aware- course designed to not only give new students the ness and knowledge of how to critically analyze and opportunity to become more civically-minded, but determine the meaningfulness, relevance and appli- to also help them understand their strengths, their cability of acquired information. In addition, this ability to work effectively in teams, and their leader- course will help students enhance their technology 139 literacy skills through the use of resources including everyday life. Any visual communication that you Microsoft Office Suite, Presentation Software and use or see, from the logos on your clothing, to the Cloud Technologies/Services, and Advanced Tech- book or website you are reading, is a work of graphic nologies and Applications. design. It is a creative process that uses art and tech- nology to communicate ideas and information for FC199 Special Topics in First-Year Experience either personal expression or commercial applica- Credit hours by arrangement. (offered as needed) tion. This course introduces the student to the prin- DA: N/A ciples and conventions of graphic design, the design Prerequisites: Only open with consent of the depart- process, and technology that can be used to produce ment. it. Through its practical applications in project-based This class allows the department to design a course learning, students explore the use of image and type outside the normal offerings. In any given semester, to create communication. Note: a minimum of grade the course content and format is developed for stu- C- is requisite to enroll in GD210. dents with special interests and demonstrated abili- ties. Course may be repeated for credit with a change GD199 Special Topics in Graphic Design of topic. Credit hours by arrangement. (offered as needed) NOTE: Designation as a W or WI course as appro- DA: N/A priate. Prerequisites: Only open with consent of the depart- ment. GD101 Color Concept and Design (W) (D) (G) This class allows the department to design a course 3 credits (fall) DA: L1 CCT outside the normal offerings. In any given semester, This course provides a comprehensive foundation the course content and format is developed for stu- and tools for individual expression through art. dents with special interests and demonstrated abili- Visual perception and artistic vocabulary are devel- ties. Course may be repeated for credit with a change oped, while discovering and analyzing the artist’s of topic. role in making art, history and culture. Visual ele- NOTE: Designation as a W or WI course as appro- ments, design principles and color theory are dis- priate. cussed and utilized in a variety of guided exercises that result in creating representational and abstract GD210 Graphic Design II: Typography, Image work. and Layout 3 credits (fall) DA: L2 V GD105 Computer Graphics I Prerequisites: GD105, GD110 or permission of the (Illustrator, InDesign, Photoshop) instructor. 3 credits (fall) DA: L1 CCT Through the investigation of the basic elements of Exploring the basic tools of Adobe InDesign, Adobe design (line, shape, value, texture, space) and their Photoshop, and Adobe Illustrator, students develop organization through the principles of design (bal- the skills necessary to use the computer as a tool for ance, unity, repetition, rhythm, etc.) students learn the creation of digital art and design. Skills for using to develop concepts that communicate persuasively the software are acquired in project-based practical and integrate type and image into effective state- application, providing students the opportunity to ments. Particular focus is given to fundamentals create digital art for either personal expression, or of typography, its theory, practice, and technology. to use as a tool for communication in print and web Note: a minimum of grade C- is requisite to enroll design. This class provides a sold foundation and in GD260. direction for further study. NOTE: A minimum of C- is requisite to enroll in GD260 Graphic Design III GD305. 3 credits (spring) DA: L2 APS Prerequisites: GD105 or permission of the instructor. GD110 Graphic Design I: An Introduction This course focuses on the pragmatic aspects of 3 credits (spring) DA: L1 CCT graphic design with an emphasis on critical think- Examples of graphic design are all around us in our ing, concept development as a process, and utiliz- 140 ing acquired knowledge and skills. Students create files, importing elements, creating layouts and edit- design solutions that are implemented in a variety ing and linking pages in a variety of ways In addi- of formats. Working in the context of a professional tion to exploring methods for incorporating interac- studio environment, students experience the project tivity, animation and sound. from pencil sketch to finished product. Note: a mini- mum of grade C- is requisite to enroll in GD410. GD399 Special Topics in Graphic Design 3 credits DA: N/A GD265 Materials and Techniques Designed as an upper-level elective course specifi- 3 credits (spring) DA: L2 SI cally for junior and senior students, when offered, Prerequisites: GD210 or permission of the instructor. the academic department introduces a unique and An introduction to the basics involved in print pro- exciting topical course which isn’t part of the tradi- duction for graphic design. Both technical and cre- tional curriculum. Special Topic courses are offered ative projects juxtapose new technology with age- as needed and as interest arises. old methods and provide and understanding for the visual interpretation of ideas. The importance GD410 Advanced Projects: Package and of precision in final mechanical art preparation will Web Design be stressed, as well as technical facility in the use of 3 credits (fall) DA: L2 CCT electronic production, materials, tools and equip- Prerequisites: GD260 or permission of the instructor. ment. This course explores the application of graphic design theory to 2 specific formats. Package design GD283 Graphic Design Internship embraces the challenge of translating design con- 3 credits DA: L2 APS cepts across 3-D surfaces. Web design translates Prerequisites: GD105, GD210 or permission of concepts and consideration for graphic design to instructor. websites. Working in a studio environment, students The Graphic Design Internship offers students the will respond to a variety of 3-dimensional and web opportunity to participate in the practical appli- design challenges while employing their knowledge cation of skills fundamental to careers in graphic and understanding of typography, brand identity, design. Supervised by an instructor, students work color theory, and conceptually-driven design solu- on in-house project(s) chosen from a variety of tions. Students will be expected to meet design dead- media, determined by the students particular aca- lines and to prepare professional, client-oriented pre- demic needs, goals or interests. This internship pro- sentations. Note: a minimum of grade C- is requisite vides the student with practical career skills experi- to enroll in GD411. ence and training. GD411 Portfolio GD305 Computer Graphics II (Photoshop, 3 credits (spring) DA: L3 CCT Dreamweaver, Flash) Prerequisites: GD260 or permission of the instructor. 3 credits (spring) DA: L2 ICT Graphic Design Portfolio is geared specifically to Prerequisites: GD105 or permission of instructor. students studying graphic design, and serves as the Dreamweaver and Flash are programs used the capstone for this area. The portfolio is the culmina- creation of web pages. Dreamweaver facilitates the tion of the students’ ability to market their skills and assembly of graphic, text and other media in a visu- showcase their work. The project focus of this class is ally friendly environment, while retaining the ability to develop an individual professional portfolio and to work directly with the HTML code. Flash incor- resume in both a digital and hard copy formats. Stu- porates interactivity and sound into web pages. Its dents utilize knowledge and skills developed in pre- animation capabilities, features for minimizing and vious courses, and apply marketing and promotional monitoring file size, and use of streaming technol- criteria to their work. Topics of discussion include ogy have changed the face of web design. the differences in roles and positions within compa- Participants in this course learn to develop an ani- nies; self-employment; accepted business practices mated, interactive website with Photoshop, Dream- and other professional issues. weaver and Flash, using objects and text, organizing 141 GD429 Marketing and Design Internship normal offerings. In any given semester, the course 3 credits DA: L2 SI content and format is developed for students with Prerequisites: Senior status and/or permission of special interests and demonstrated abilities. Course department chair. may be repeated for credit with a change in topic. The Marketing and Design Internship is an applied NOTE: Designation as a W or WI course as appro- extension of the Marketing and Design program, priate. with particular emphasis on the student’s goals, interests, and options. This senior internship will GV301 The American Presidency (W)(AI)(E) provide the student with practical career skills expe- (Sr) rience and training. Working with the classroom 3 credits (fall) DA: L3 ICT professor, students choose an appropriate fieldwork Taking a historical perspective on the development experience, ideally within a company or corporation. of the whole office of the presidency, this course This is supported by discussion with the classroom focuses on both the man and the office. We will look professor as well as input from the on-site internship at the evolution and growth of the presidency and supervisor. A detailed journal and final report are the evolution of that office to date. The American required. Presidency is a rather unique office, one of the few unique creations of the Constitutional Convention GV119 American Government and Politics of 1787, and the men who have held that office have (AI)(E)(W) (SR-some semesters) exercised powers wielded by few executives in demo- 3 credits (fall and spring) DA: L1 V cratic societies. Prerequisites: CW101 or permission of the instructor. GV119 is a survey course covering the organization GV350 Political Science Internship (AI) of national, state, and local governments. Students 6-15 credits (spring) DA: L3 ICT will explore the three branches of government (leg- This internship provides students from all majors islative, executive, and judicial). Students will also an opportunity to be involved in the law making evaluate themes in Federalism, Civil Liberties, Polit- process as well as gain a behind-the-scenes look at ical Parties, and selected public policy issues. Essen- public service. Students research current bills/write tial questions concerning the role of an informed cit- reports and attend the legislative sessions. This is a izenry in a representative democracy will be stressed. competitive statewide internship program and stu- Active participation in the government processes dents must be accepted by the Legislative Internship will be encouraged through special projects. A his- Committee in Hartford. Students have the option to torical perspective will be taken. attend extra part- or full-time

GV120 State and Local Government* (AI) (E) GV399 Special Topics in Government (Jr - some Senior) (some semesters) Credit hours by arrangement. (offered as needed) 3 credits DA: L1 V DA: N/A This course is concerned with the structures, func- Allows the department to design a course outside the tions, and politics of state governments. It highlights normal offerings. In any given semester, the course the similarities and differences that characterize the content and format is developed for students with 50 states. It examines the historical and constitu- special interests and demonstrated abilities. Course tional roles of the states; the role of the states in the may be repeated for credit with a change in topic. federal system; and variations among the states in NOTE: Designation as a W or WI course as appro- regard to economic characteristics, citizen attitudes, priate. voter participation, political parties, and public pol- icy. HD108 Introduction to Human Development 3 credits (fall and spring) DA: L1 C GV199 Special Topics in Government Introduction to Human Development explores the Credit hours by arrangement. (offered as needed) nature of human growth and development from the DA: N/A very beginnings of life to its culmination. Atten- Allows the department to design a course outside the tion is focused on lifespan developmental issues and 142 themes, research methods, genetics, prenatal devel- HD210 Adolescent Development opment, infancy and childhood, adolescence, adult- 3 credits (fall) DA: L2 C hood, and dying and death. The inter-relatedness of Prerequisites: PY105 and HD108 physical, cognitive, personality, and social develop- This course offers students basic theories and princi- ments within each life stage is emphasized, as well ples about adolescent development from psychologi- as how major theories of human development guide cal, sociological, and biological perspectives. It offers researchers in the field today. an integrated exploration of such topics as theoreti- cal viewpoints, research methodologies, physical and HD110 Introduction to Race, Ethnicity, cognitive development, personality dynamics, social and Culture (D)(W) interactions, family influences, sexual attitudes and 3 credits (fall and spring) DA: L1 CCT behaviors, achievement and careers, and problems A critical analysis of the relationship between major- and disturbances unique to the adolescent years. A ity and minority groups in the United States, includ- particular emphasis is placed on the establishment ing race, ethnic, class, age, and gender variations. of a conceptual framework so that adolescence is The course places a particular emphasis on the role understood in relation to the entire life cycle. that cultural variation exerts on personal and social relationships. Among the topics include theoretical HD211 Adult Development perspectives, historical and social interpretations of 3 credits (spring) DA: L2 C cultural diversity, consequences of social inequality, Prerequisites: PY105 and HD108 prejudice, discrimination, political, and economic This course explores the early, middle, and later dynamics and their relationship to power. Special years of adulthood in contemporary society. Particu- attention is focused on the recognition and apprecia- lar emphasis is placed on the biological, personality, tion of multiculturalism, particularly the nurturance social, and vocational changes that characterize the of sensitivity and tolerance toward individual differ- adult years. While exploring the biosocial, cogni- ences. tive, and psychosocial realms overall, the course will consider such specific phenomena as adulthood’s HD199 Special Topics in Human Development developmental tasks, gender roles, marriage and par- Credit hours by arrangement (offered as needed) enthood, the career cycle, issues in gerontology, and DA: N/A death as the final stage of the life cycle. Prerequisites: Open only with consent of the instruc- tor. HD220 Career Concepts in Human Allows the department to design a course outside the Development and Family Studies normal offerings. In any given semester, the course 3 credits (spring) DA: L2 SI content and format is developed for students with Prerequisites: Must be a Human Development major special interests and demonstrated abilities. Course and have earned a minimum of 45 credits or have may be repeated with a change of topic. permission of the Department Chair and/or Instruc- tor HD209 Child Development HD220 is an overview of career fields related to 3 credits (spring) DA: L1 CCT Human Development and Family Studies. Career Prerequisites: PY105 and HD108 inventories and research generate individual career Child Development is a broad survey of the develop- paths. Professionals in the fields of counseling, ele- ing child from conception through age twelve. Major mentary education, school psychology, and social topics include: physical, cognitive, linguistic, person- work offer students a realistic assessment of the ality, emotional and social development. The course personal characteristics and education required for lectures and readings are concerned with the major their respective fields. Throughout the course, stu- experimental, observational, and theoretical contri- dents develop tools for success, including a resume butions in the field. and interviewing techniques.

143 HD305 Ethics, Character & Moral Development addresses this research void and examines the ways (E) in which siblings influence individual behavior and 3 credits (fall) DA: L2 V family dynamics from a lifespan perspective. Prerequisites: HD108, PY105 and junior status. This course offers the student an opportunity to HD399 Special Topics in Human Development study the extent to which thinking and action can be and Family Studies applied to ethical and moral situations. The course 3 credits (offered as needed) DA: N/A will provide an in-depth examination of ethics and Prerequisites: junior or senior status and permission morality, including historical, philosophical, reli- of the instructor. gious, legal, sociological, multicultural, psychologi- Allows the department to design a course outside the cal and human developmental perspectives. A par- normal offerings. In any given semester, the course ticular emphasis is placed on the identification and content and format is developed for students with application of moral thinking skills designed to bet- special interests and demonstrated abilities. Course ter understand and perhaps resolve ethical issues at may be repeated for credit with a change of topic. the personal, interpersonal and professional levels. Note: W designation as appropriate.

HD339 Systems and Theories of Family HD435 Family Studies Through Film and Development Literature (W) 3 credits (fall) DA: L3 CCT 3 credits DA: L3 C Prerequisites: HD108 and junior or senior status. Prerequisites: SO207, HD339 and junior or senior An in-depth examination of the family as a social status or by permission of the instructor. institution and how it shapes the course of human This course offers an in-depth study of family development. The student is exposed to models and dynamics and processes through literature and films. systems of family development, the multifaceted You will be exposed to models, systems, and meta- dynamics of intrafamily relationships, and inter- phoric conceptualization of family development; the actions of the family with various elements of the multifaceted dynamics of intrafamilial relationships; sociocultural environment. Attention is also focused family crises; and interactions with various elements on family interaction processes, including commu- of the sociocultural environment. Emphasis will be nication processes, power relationships, open and placed on group discussion and the preparation of closed family systems, parent-child relationships, written assignments geared toward critical and cre- and conflict resolution processes. ative thinking. Particular attention is to be placed on the development of sensitive and persuasive inter- HD345 Sibling Relations Across the Lifespan pretations of literature and film. HD435 is a writing 3 credits (spring) DA: L3 C course offering. Course requirements include the Prerequisites: HD108, HD339 and junior or senior successful completion of one novel, scholarly articles, status. and the viewing of 10-12 films. This course embraces Sibling relations are the longest familial affiliations a cross-disciplinary approach (e.g., Human Develop- that individuals experience. Children spend more ment and Family Studies; Behavioral Sciences; Liter- time with their siblings than with any other person ature and Fine Arts; Communication) to the subject or relationship. In some cultures, brothers and sisters matter, and is also designed to fulfill such General have rigidly defined responsibilities within the fam- Education Requirements as the Humanities, Social ily network, while in others there are no such obliga- and Behavioral Sciences, and Communication. This tions. Contemporary demographics indicate that the course also supports the College’s concept of writing average American today has two or three siblings. across the curriculum. Many middle-aged baby boomers have at least two full brothers and sisters, while young adults are more HD441 Gender Issues in Human Development & likely to have a mixture of full, half-, and stepsib- Family Studies (D)(W) lings. Despite the largely widespread prevalence of 3 credits (fall) DA: L3 D siblings, their role in human development and fam- Prerequisites: SO103, HD108, junior or senior status, ily relations has been largely overlooked. This course or permission of the instructor. 144 An examination of how gender similarities and dif- HE450 Internship in Health Sciences ferences characterize the lifespan. Topics include 6 credits (fall and spring) DA: L2 SI gender theories; historical contexts of gender roles; Prerequisites: Major elective for new program in gender roles in the family, social and vocational rela- Health Sciences. tions; gender stereotypes and inequalities; interper- This course is an introduction to health sciences sonal and intimate relations, and cross-cultural gen- enabling the student to begin the development of der comparisons. Additionally, the course examines practical professional skills. The student will be the research and controversies in such developmen- supervised by both an individual health sector pro- tal areas as intelligence, personality, communication, fessional and a faculty member. Instructor/Supervi- and ability. A particular emphasis is placed on the sor evaluations, a daily journal, a written report, and relation of gender to power and influence in contem- a PowerPoint presentation will complete the course porary society. requirements.

HD446 Perspectives on Cross-Cultural HI105 History of the United States I (AI) (D) Development (D) (G) (W) 3 credits (spring) DA: L3 D 3 credits (fall and spring) DA: L1 D Prerequisites: HD108, HD110, SO103 and junior or History of the United States to 1865 is an introduc- senior status. tory survey course which covers the colonial period This course studies human development throughout followed by a study of the confederation, constitu- the lifespan, with particular emphasis on cross-cul- tional and early national periods. Such topics as gov- tural differences and similarities. Major theories and ernmental development, territorial expansion, aboli- research examine cross-cultural continuities and tionism, women’s rights and the growth of political discontinuities as they relate to variations in race, parties will be discussed. The final section of the ethnicity, class, gender, age, and other human differ- course will cover the Civil War and the impact the ences. Among the topics are: international and his- Civil War had upon American Society. torical perspectives, family structures, child rearing strategies, intergenerational relations, educational HI106 History of the United States II (AI) (D) experiences, patterns of employment and aging (W) experiences. Students are encouraged to explore 3 credits (fall and spring) DA: L1 D their personal heritage and the impact culture bears HI106 is an introductory survey course which exam- on their own lives. ines the period of reconstruction, the impact of industrialism, and the late nineteenth and twenti- HD451 Families in Crisis eth century reform movements such as prohibition, 3 credits (spring) DA: L3 V civil rights, the modern woman’s movement. Special Prerequisites: HD339 emphasis will be placed on the major cultural and An in-depth examination of theories, research, and societal changes of the twentieth century. The course issues focusing on those families encountering stress also examines American Imperialism, World War and crises. Attention is focused on conceptual and I and II, The Depressions, and the development of theoretical models of family stress and crisis. Top- America’s role in the present world power structure. ics include, but are not limited to, domestic violence, sexual assault, alcoholism and/or chemical abuse, HI115 Development of Western Civilization I mental illness, physical and other challenging dis- (G) abilities, chronic illness, divorce, desertion, infidel- 3 credits (fall and spring) DA: L1 D ity, and suicide. An integral feature of this course is HI115 addresses the extent to which ancient Egyp- placed on intervention strategies, including the pre- tian, Asian, Semitic, and Greco-Roman culture vention, control, rehabilitation, and promotion of shaped the foundation and early development of the individual and family health. Western Heritage. The course considers the develop- ment of the West through an examination of such historical movements as the Volkerwanderung, the Lindisfarne Missions, the Rise of the univer- 145 sal church, the Crusades, revival of trade, learning, Eisenhower, Kennedy, Johnson, and Nixon. Concen- technological development, and urban life, the Ital- trates especially in the areas of the 1960’s and pro- ian and north European Renaissance movements test movements. Discusses more recent presidential and the Reformation. However, the course does not administrations in their relationship to current pol- treat the rise of the West as an isolated phenomenon; icy. HI115 studies the intercultural connection between the Islamic world, the Byzantine Civilization, and, HI246 The World in the 20th/21st Centuries (G) where and when appropriate, it makes historical 3 credits (fall) DA: L2 D comparisons to developments taking place in Asia, Prerequisites: CW101 or permission of the instructor. Africa, and the (Pre-Columbian) Americas. The student is expected to attain an understanding of the causes and consequences of World Wars One HI116 Development of Western and Two, the character and historical importance Civilization II (G) of radical political movements: Communism, Fas- 3 credits (fall and spring) DA: L1 D cism, Nazism, Japanese Imperialism, Islamic Jihad- HI116 begins by addressing the bearing of Chinese ism. Students will also assess and evaluate the forces and Islamic civilizations upon the West’s politi- contributing to the development of the following cal, cultural, economic, and technological growth. historical movements: the Cold War and its impact It assures the extent to which the following histori- on global politics, the decolonization of Africa, cal movements (which owed much to this growth): Asia, and the Middle East, the collapse of the Soviet dynastic centralism, the scientific revolution, the rise Union, the rise of the European Economic Union, of a market based economy, the enlightenment, the the rise of a Global Economy. revolutions of the late 18th and early 19th centuries, the industrial revolution, nationalism, led to spec- HI295 History Through Film (G) (W) (IN) tacular social upheaval in the west, and paved the 3 credits (spring) DA: L2 CCT way for the creation of the modern European power Prerequisites: CW101 or permission of the instructor. state. How and why did the West achieve dominion The History Through Film course is designed to offer over the Americas, the East and West Indies, Asia, the student an opportunity to study history through Africa? And to what extent did the West’s global a variety of visual media, primarily documenta- ambitions make inevitable two world wars? ries and cinematic portrayals of selected histori- cal events, issues, and personalities. Each semester, HI199 Special Topics in History the class studies historical topics that have a global Credit hours by arrangement. (offered as needed) dimension: war, revolution, important historical fig- DA: N/A ures who have brought about social change (Martin Courses examine certain issues and questions in Luther, Galileo, Louis XIV of France, Gandhi, Mao selected areas of historical study are offered periodi- Tse-Tung), i.e., historical movements and movers. cally. The course may be repeated with a change in The class will be studying the origins and charac- topic. Prerequisites appropriate to each course will teristics of twentieth century revolutionary move- be determined by the instructor and announced ments and totalitarian governments, worldwide, in when course descriptions are available. an effort to understand the forces that brought them into being and the impact they have had upon the HI245 Recent United States History (AI) (G) world. (W) 3 credits (spring) DA: L2 ICT HI297 Women in United States History Prerequisites: CW101 and one history course or per- (AI)(D) (W)(IN) mission of the instructor. 3 credits (spring) DA: L2 CCT Covers U.S. history from 1945 to the present through Prerequisites: CW101 and one history course or per- intensive study of the origins and outcomes of the mission of the instructor. Cold War, the Civil Rights movement, the origins This course explores, in the United States context, and impact of Vietnam on American domestic and major themes in women’s history. Women’s familial, foreign policy, and the administrations of Truman, social, economic and political roles will be examined 146 with attention to class, race and ethnic variations. special interests and demonstrated abilities. Course Special attention will be paid to the distinctive rela- may be repeated with a change of topic. tionship of women to social reform in American cul- ture and the modern woman’s movement. HO301 Legal Issues in Homeland Security (W) 3 credits DA: L2 C HI345 History, Society and Culture in Latin Using both the casebook and lecture approach, this America course will provide an understanding of the statu- 3 credits DA: L3 D tory and constitutional framework of Homeland This course provides an interdisciplinary introduc- Security in the United States. Topics will include: tion to the societies of Latin America, including the a) criminal law, civil liberties and national security, Southern Cone, Brazil, the Andean Region, Central b) military law, tribunals, international courts, and America, the Caribbean, Mexico, and the Border- c) the role and legal limits of domestic and foreign lands. Among the topics considered are the geogra- intelligence in Homeland Security. phy, ecology, history, politics, economics, religion, values, institutions, and culture of this region. Key HO305 Homeland Security Management themes include major prehistoric cultural tradi- 3 credits DA: L2 CCT tions and major issues in Latin America during the The course will cover interdisciplinary principles of twenty-first century. security management including planning, budget- ing, organizing, staffing, directing, and controlling. HI399 Special Topics in History This course will also cover marketing security ser- Credit hours by arrangement. (offered as needed) vices to management, risk management, civil and DA: N/A criminal liability, and labor relations. Prerequisites: junior or senior status and permission of the instructor. HO399 Special Topics in Homeland Security Allows the department to design a course outside the Credit hours by arrangement (offered as needed) normal offerings. In any given semester, the course DA: N/A content and format is developed for students with Prerequisites: Open only with consent of the instruc- special interests and demonstrated abilities. Course tor. may be repeated for credit with a change in topic. Allows the department to design a course outside the normal offerings. In any given semester, the course HO101 Introduction to Homeland Security content and format is developed for students with 3 Credits DA: L1 C special interests and demonstrated abilities. Course This introductory course provides students with a may be repeated with a change of topic. comprehensive account of past and current Home- land Security practices, policies and programs in HO410 Terrorism (W)(D) relation to the government restructuring. It also 3 credits DA: L2 V examines the relationship of state, local governments A review of late 20th and early 21st century domestic and the private sector in Homeland Security. Partic- and foreign terrorism impacting the United States, ular emphasis will be placed on the current crises in including an examination of the history, philoso- Homeland Security including their origins and his- phies and tactics of selected groups. torical development. HO440 Independent Study in Homeland Security HO199 Special Topics in Homeland Security 6 credits (fall/spring/summer) DA: L2 C Credit hours by arrangement (offered as needed) Prerequisites: Homeland Security Major or permis- DA: N/A sion of instructor. Prerequisites: Open only with consent of the instruc- Six-credit independent research or special project tor. carried out under the supervision of a faculty mem- Allows the department to design a course outside the ber. Topics must be approved by the student. normal offerings. In any given semester, the course content and format is developed for students with 147 HO441 Senior Seminar in Homeland Security structures, management and human resource needs 3 credits (fall) DA: L2 APS within the industry, as well as basic food service Prerequisites: Senior Homeland Security Major or practices. Industry segments will also be examined permission of instructor. in commercial, industrial and institutional areas of This course will constitute a “capstone” for the food service. Homeland Security Major. Topics covered in the course will include, but not be limited to, the legal HT130 Introduction to Event Management framework of the discipline, constitutional and 3 credits (spring) DA: L1 ICT ethical limitations on the exercise of governmental This course introduces the student to the meetings, power, cooperation among local, state and federal expositions, events, and conventions (MEEC) indus- authorities and the socio-political environment of try and provides details regarding history of the global terrorism. industry, career opportunities, organizational struc- tures, operational management and human resource HO442 Homeland Security Internship needs within the industry. This course also exam- 6 credits (fall/spring/summer) DA: L2 SI ines the relationship event management has with Prerequisites: Homeland Security Major or permis- Destination Marketing Organizations (DMO). The sion of instructor. student will learn about the vendor relationships, Six-credit field experience affiliated with police, technological needs and the use of contracted man- homeland security and related agencies, public and agement companies. private. HT150 Hospitality Freshman Internship HS115 Introduction to Human Services and Experience Social Welfare 3 credits (120 hours) 3 credits (fall and spring) DA: L1 CCT The student has the opportunity to gain practical Offers the opportunity to examine public and pri- industry experience through an internship. The stu- vate agencies and institutions in the areas of geron- dent will be supervised by both an industry profes- tology, mental health services, correctional facilities sional and a faculty member. Industry research and (institutional/community), abuse programs and pro- a written report will complete the course require- grams for the poor. Emphasizes agency philosophies, ments. NOTE: This course is used in rare excep- practices, accomplishments and problems. Seminars tion for under-class students deemed ready by the with guest speakers and visits to community agen- Department Chairperson for practical experience in cies are a major part of the course. the HT industry.

HT101 Introduction to Hospitality & Tourism HT199 Special Topics in Hospitality & Tourism (G) Credit hours by arrangement (offered as needed) 3 credits (fall) DA: L1 CCT DA: N/A An overview to the hospitality industry which pro- Prerequisites: Open only with consent of the instruc- vides details regarding history of the industry, career tor. opportunities, organizational structures, manage- Allows the department to design a course outside the ment and human resource needs within the indus- normal offerings. In any given semester, the course try. Industry segments will be examined in event content and format is developed for students with planning, food service, lodging, and tourism. This special interests and demonstrated abilities. Course course will also expose the student to sound man- may be repeated with a change of topic. agement practices within the industry. HT201 Hospitality & Tourism Marketing HT110 Introduction to Foodservice 3 credits (spring) DA: L2 D 3 credits (spring) DA: L1 ICT This course explores the current marketing prin- This course introduces the student to the food ser- ciples utilized in the hospitality industry. The orga- vice industry and provides details regarding career nization of marketing functions will be examined opportunities, history of the industry, organizational within industry segments and the role of specific 148 marketing programs and their impact upon success- marketed. Students will examine the variety of meet- ful hospitality organizations. Students will work with ings and convention purposes and host organiza- the Career Services director to establish a resume tions. Students will analyze property facility feasibil- used to market themselves to industry professionals. ity, negotiations, and contract decisions. The proper execution of both conventions and trade shows will HT210 Food Service Sanitation & Safety be investigated including flow, vendor management, 3 credits (fall) DA: L2 ICT set-up/design, and convention billing. This course introduces students to the important role that sanitation and safety have in the food ser- HT250 Hospitality Sophomore Internship vice industry. The seven HACCP principles and Experience other food industry regulations are examined along 3 credits (120 hours) DA: L2 C with the origins of food-borne illness. Emphasis is The student will have the opportunity to gain practi- placed on proper food storage, rotation, preparation, cal industry experience. The student will be super- holding and serving, and environmental conditions. vised by both an industry professional and a faculty The relationship between risk reduction and profit is member. Industry readings and a written report will stressed. complete the course requirements. *Students taking this course as a food service con- centration have the opportunity to pass the servsafe HT301 Hospitality Property Management sanitation exam recognized by the Conference for 3 credits (fall or spring) DA: L2 APS Food Protection. This course examines the role of the operation man- ager within the hospitality industry. Critical ele- HT220 Front Office Management ments of facility design and engineering are exam- 3 credits (fall) DA: L2 ICT ined along with overall housekeeping, maintenance This course familiarizes students with the lodg- programs and security procedures. ing industry and specifically front office operations. This course provides details regarding the history of HT303 Hospitality Financial Accounting the lodging industry, organizational structures and 3 credits (spring) DA: L2 APS management needs within lodging operations, and The purpose of this course is to examine the key hospitality technology usage. Additional emphasis is components and financial analysis requirements for placed on managing guest services, the four stages of a successful hospitality operation. Course content the guest cycle, guest security, guest room account- includes budgeting, forecasting, revenue manage- ing, guest room availability, revenue and inventory ment, cost analysis, lease versus purchase, pricing management, reservation processing, guest registra- strategies and working capital finance. Current case tion, night audit, and checkout procedures. studies will be discussed and analyzed.

HT221 Managing Housekeeping Operations HT310 Restaurant Management 3 credits (spring) DA: L2 V 3 credits (spring) DA: L2 CCT This course familiarizes students with the require- A detailed exploration of the dining service opera- ments of ensuring cleanliness in guest rooms and tion within the hospitality industry from the back all public areas within a hotel. It entails a guest’s of the house to the front of the house. Emphasis will requirement for a spotless, tidy, and comfortably be placed upon staffing requirements, facility design, arranged room. Additional emphasis is placed on menu management and financial analysis, including supervising housekeeping, as well as covering the portion and cost control procedures. day-to-day operations including planning, organiz- ing, purchasing and budgeting. HT 311 Beverage Operations Management 3 credits (fall) DA: L2 APS HT230 Convention & Trade Show Management This course is designed to introduce students to 3 credits (spring) DA: L2 CCT both non-alcoholic and alcoholic beverages. Special This course provides students an in-depth review of concentration will be placed on understanding the how conventions and trade shows are managed and relationship beverages play with food. Students will 149 also be introduced to the importance of purchasing, HT350 Hotel Internship inventory control, and portion control. Purveyors 3 credits (120 hours) DA: L2 C will provide information and tasting of products as All students in the Hotel/Resort Management track related to the course outline. Marketing concepts spe- are required to complete the internship at one of cific to the beverage industry will also be examined. the college’s corporate hotel partners The internship provides students a structured hands-on experience HT321 Resort Management (D) with the major functional areas of a hotel. Rotations 3 credits (fall or spring) DA: L3 D will include front desk, banquets, housekeeping, res- This course provides a detailed overview of the his- taurants, night audit, etc. Students not in the Hotel/ tory of resorts and management trends affecting the Resort track are able to sign up for this course as an industry today. Resort development is introduced elective. and environmental and sociological impacts are analyzed. Resort types are analyzed based on their HT352 Food Preparation & Cost Control marketing and operational management as well as 4 credits (lab) (fall or spring) DA: L2 APS their impact on the local culture and ecology. In This course familiarizes students with the back of addition, the activities resorts choose are examined the house operation. Students are introduced to the based on their fit and desire amongst guests. basics of culinary arts and proper cooking tech- niques. Principles and procedures utilized in an effi- HT322 Hospitality & Tourism Revenue cient food and beverage control system are exam- Management ined. Students validate their competency through 3 credits (fall or spring) DA: L2 APS demonstration of various operations including, This course provides a detailed look into the role of preparation, production, service, and management. revenue management in today’s hospitality industry and its sub-segments. Students will explore the his- HT360 Hospitality Human Resources tory of revenue management’s and its evolution. In Management (D) addition, the evolution and impact of the channels 3 credits (fall or spring) DA: L2 V of distribution like e-commerce, agencies, and prop- This course prepares students to make sound deci- erty management systems are analyzed. The effect sions regarding human resource issues in the hos- of supply and demand is explored and strategies for pitality & tourism industry. Students will analyze forecasting are analyzed. and compare human resource laws domestically and internationally to draw conclusions about the over- HT330 Event Planning all effect on hospitality & tourism. Students will also 3 credits (fall) DA: L1 V examine employee recruitment & selection, train- This course offers a thorough review and critique of ing & development, performance management & successful event planning strategies, including the appraisal, compensation & benefits, and employee use of current case analysis. Students will also be health & safety. required to review a plan and assess a local on/off campus event. Emphasis is placed upon objectives, HT370 Casino & Gaming Industry goal setting and assessment. 3 credits (fall or spring) DA: L2 V This course familiarizes students with the gaming HT340 Quality Service (W) industry at large and examines the management of 3 credits (fall) DA: L1 V all operations within the casino. The course intro- An in-depth analysis of the critical relationship duces students to career paths, the history of the that exists between the customer and the organiza- gaming and casinos, common forms of gambling, tion and how that relationship can be cultivated and global gaming destinations, specialized market- converted to a long term organizational asset. Spe- ing programs, player markets and behavior, inter- cific customer relations programs are explored and net gaming, gaming regulation and licensing, and case studies utilized to impress upon the student the organizational structure. The course will explore the critical need for outstanding quality service manage- gaming industries unique relationship with lodging, ment within the hospitality industry. food and beverage, sporting, and other services. 150 HT371 Private Club Management (W) ined including the styles, management, and owner- 3 credits (fall or spring) DA: L2 ICT ship operations. Students will work hands-on with a This course examines the private club industry. caterer to develop, plan, and present a complicated Emphasis is placed on the relationship amongst club social function (eg. wedding). Students will analyze members, the Board of Directors, and management. individual banquet menus as well as complete cater- Students are exposed to types of ownership as well as ing menus. a variety of types of clubs including athletic, beach, city, country, golf, and yacht clubs. The concept of HT378 Ecotourism (G) dues is explored as well as the relationship of activi- 3 credits (fall or spring) DA: L3 D ties and food and beverage. This course provides a detailed overview of eco- tourism in the world today. The course introduces HT374 Spa Management the concepts of socio-cultural and environmental 3 credits (fall or spring) DA: L3 D impact though design as well as sustainability. Pro- This course provides a detailed overview of the spa tected areas throughout the world are discussed in industry both from a design/development and oper- relationship to the governments and world organi- ational standpoint. Various treatments and retail- zations that protect them. Ecotourism marketing ing are discussed as part of the total product offer- and trends are analyzed and discussed. The course ing. Students are introduced to the complexities of then relates all content to a variety of case stud- operations including technologies, utilities usage, ies throughout the world of both proper and poor and human resources. The concept of sustainability ecotourism development and management such as is discussed in relationship specifically to the history Costa Rica, Nepal, Africa, Caribbean Islands, Papua and development of spas throughout the world. Stu- New Guinea, Indonesia, and more. dents will be required to visit at least one local spa to understand the industry and their products. In addi- HT399 Special Topics in Hospitality tion, students will compare and contrast the services, & Tourism technologies, and environmental issues between two Credit hours by arrangement (offered as needed) or more properties. DA: N/A Prerequisites: Open only with consent of the instruc- HT375 Cruise Line Industry Operations tor. 3 credits (fall or spring) DA: L3 D Allows the department to design a course outside the This course provides a detailed overview of the normal offerings. In any given semester, the course cruise line industry both from an international and content and format is developed for students with national perspective. The course looks to identify and special interests and demonstrated abilities. Course describe the cruise line market through geographic, may be repeated with a change of topic. psycholographics, and demographics. This course also engages students in the total cruise experience HT405 Business & Hospitality Law (E) (AI) from operations to pre- and post-cruising experi- 3 credits (fall) DA: L3 ICT ences. Students will learn who the major players in An exploration of the nature of personal and prop- the cruise line industry are and their unique cruise erty liability issues that the professional hospitality lines, specifically as it pertains to national advertis- manager may encounter within the industry. Histor- ing, pricing, product development, group marketing ical and current cases will be explored requiring the and incentive marketing. student to perform case research and prepare case analyses. HT376 Banquet and Catering 3 credits (fall or spring) DA: L3 CCT HT430 Special Events Leadership (W) This course provides a detailed overview of the ban- 3 credits (spring) DA: L3 APS quet and catering business from both an on-premise The concept event leadership is at the core of this and off-premise basis. Students explore the history course. Students will synthesize all knowledge of catering within the food service and events indus- gained in prior event management courses and lead- try. The landscape of the catering industry is exam- ership strategies found in this course to develop 151 personal management techniques. Special events HU199 Special Topics in Humanities including cultural, social-life cycle, governmental & 3 credits (summer) DA: N/A political, and hallmark events are examined specifi- This course examines selected topics or questions cally regarding ceremonial and protocol issues. related to the Humanities. In any given semester, the course content and format is developed for students HT450 Hospitality & Tourism Internship I with special interests and demonstrated abilities. 6 credits (240 hours) DA: L2 SI This course may be repeated for credit with a change An introduction to the hospitality industry enabling in topic. Prerequisites appropriate to each course the student to begin the development of practical will be determined by the instructor and announced professional and industry skills. The student will be when course descriptions are available. supervised by both an industry professional and a faculty member. A written report will complete the HU201 Survey of The Human Adventure (IN) course requirements. 3 credits (spring) DA: L2 C Prerequisites: CW101 (C- or better), the equivalent, HT451 Hospitality & Tourism Internship II or permission of the instructor. 6 credits (240 hours) DA: L3 C Explores the human quest for self-discovery, expres- This course is designed to serve as the final piece of sion and growth in such diverse areas as music, the Hotel and Restaurant Management curriculum. painting, literature, theatre, philosophy and religion. As such, the internship will emphasize supervisory Offers a thematic, interdisciplinary treatment of experience, career opportunities and the develop- these and other disciplines common to the humani- ment of a professional portfolio to provide the stu- ties. Gives special attention to the relationships dent with the tools required to begin the job search among societal expectations, cultural values and process. As with Internship I, each student will have individual belief systems. an industry professional and a faculty member guid- ing them through the course. A final report com- HU210 Creating in the Café: pletes the course requirements. Artists of Romanticism (IN) 3 credits (spring) DA: L2 ICT HT490 Hospitality & Tourism Seminar (E) Prerequisites: CW101 and CW102 3 credits (fall) DA: L3 V The 19th Century Romantic Period brought together This senior seminar utilizes all prior knowledge and artists of all genres to capture the spirit of the time. skills developed through the four year program to They respected individuality and dared to be differ- strategically evaluate a variety of ethical issues in ent. Rising out of the revolutions, they came together the hospitality and tourism industry. Students will in cause, these daring men and women, to produce be exposed to case studies, industry-based partner- a century of art, music and writing as had never ships, and current management issues and trends. been seen before. From the thunderous sounds of The student is to exercise independent research skills Beethoven and Berlioz to the canvas of Delacroix to develop a comprehensive project and presentation. and Daumier and into the pages of Hugo and Shaw, Students will work with Career Services to prepare Romanticism was born, nurtured and engraved for interview /job seeking skills. all time in the hearts of mankind. Class attendance at live performances is part of the course require- HU102 Profiles in Human Excellence (IN) ment. 3 credits (spring even year) DA: L2 C Studies the cultural back grounds, leadership styles, HU250 Life Writing and Social Change value systems and lasting influences of the great (W)(D)(IN) leaders, teachers, innovators, and prophets who con- 3 credits (fall) DA: L2 ICT tinue to shape the world. Gives special attention to Prerequisites: CW101, CW102 or permission of those individuals whose lives exemplify the excel- instructor. lence of the human spirit and the importance of per- Examines the relationship between life writing (auto- sonal commitment to society. biographies, biographies, memoirs, diaries, letters) and social change. The course is designed to give 152 students an interdisciplinary perspective on social cut. The stories of the past set the stage for the city of and historical events, movements, and problems. It today. Students will step where history was made, to is also intended to address the relationship between connect the past to the present, and to define their the experiences of the individual and broader social own beliefs. Students will need to arrange their own issues. The course may focus on one kind of life writ- transportation to class meetings at the off campus ing, such as “African American Slave Narratives,” or sites. There will be a course fee or admission fees that it may have a thematic focus, such as “Life Writing are off set by the course not requiring a textbook. and War.” HU399 Special Topics in Humanities HU305 African Experience Across the World 3 credits (offered as needed) DA: N/A (African Diaspora) Allows the department to design a course outside the 3 credits DA: L3 D normal offerings. In any given semester, the course Course level: 300 (D) (E)(IN)(W) content and format is developed for students with Prerequisites: CW102 special interests and demonstrated abilities. Course Issues throughout the African Diaspora vary from may be repeated for credit with a change in topic. country to country and from culture to culture. Diverse cultures, family structures, immigration LS350 Liberal Studies Career Seminar and assimilation are reflected in the literature that 3 credits (fall) DA: L2 SI can provide a window to understanding the people Prerequisites: junior or senior status or permission of of the African Diaspora. This course will focus upon the instructor. the way in which discrimination and oppression A practically-based course designed to expose the are experienced as well as seen through the eyes of career paths available to liberal studies majors. people of African descent. Biases reflected upon race, Attention is focused on how to maximize opportu- ethnicity, culture, religion, sex, social and economic nities to explore a diverse set of vocational possibili- status, and political ideology will be the focus of the ties. Particular emphasis is placed on the self-assess- readings, lectures, videos, and discussions within ment of skills and aspirations, researching careers, this course. networking, resume building, interviewing, and graduate school options. Lecture material and read- HU310 Holocaust: Its Implications ing assignments are integrated with classroom guest and Contexts (D)(E)(IN) speakers, and workshops. 3 credits (spring) DA: L3 V Prerequisites: CW102 (C- or better), the equivalent, LS450 Liberal Studies Internship I or permission of the instructor. 3 credits (fall and spring) DA: L2 SI An introductory study that confronts the Holo- Prerequisites: LS350, senior status and permission of caust through the work of scholars and the voices instructor. of Holocaust perpetrators, victims, bystanders and An applied extension of the Liberal Studies program witnesses. Students explore literature, documents, with particular emphasis on the student’s career scholarly essays, films and other materials that raise interests, goals, and options. The internship offers questions, explore issues and otherwise bring the practical career related skills training and is consid- dimensions of the Holocaust to life and ultimately ered valuable as part of the education of all Mitch- shed light on the lessons and implications for our ell students. The field work experience can be done contemporary world. at a company, human service organization, institu- tion, or educational setting. A required weekly semi- HU315 The Shaping of New London (W) nar supports on site activities with discussions and 3 credits (fall-even years) DA: L3 V issues in the professional field. Written assignments Prerequisites: CW102, CO103 such as a journal are also required. The course is designed as an exploration of the humanities-history, art and architecture, literature, music, etc.-presented through a look at the charac- ters and events that shaped New London, Connecti- 153 LS451 Liberal Studies Internship II degree at Mitchell College. Credit for this course 3 credits (fall and spring) DA: L2 SI does count toward the Mathematics requirement for Prerequisites: LS450, senior status and permission of the Associate’s degree at Mitchell College. instructor. Liberal Studies Internship II is an applied extension of MA104 Mathematics for Liberal Arts the Liberal Studies program with particular empha- 3 credits (fall and spring) DA: L1 APS sis on the student’s interests, goals, and options. This Prerequisites: MA102, MA103 or placement by the senior internship recognizes Mitchell College’s need STEM Department. for practical career skills training as part of the edu- MA104 is designed for students who will not pursue cation of all students. Working with the classroom science or business careers. It covers logic, set theory, professor, students may choose a fieldwork experi- sets of numbers, summations, summation notation, ence, such as in a company, corporation, institution, functional notation, permutations, combinations, or educational setting or they may choose to design and, time allowing, other topics such as the math- and implement a project or program that captures ematics of finance and mathematics and art. their liberal studies concentration(s). The internship or project is supported by discussions with the class- MA105 College Algebra room professor and students, as well as input from 3 credits (fall and spring) DA: L1 APS one’s Faculty Mentor and on-site practicum supervi- Prerequisites: MA103 or placement by the STEM sor. A detailed journal and final report are required. Department. College Algebra covers the theory of functions, MA102 Fundamentals of Algebra inverse functions, exponential functions, logarithms, 3 credits (fall and spring) DA: L1 APS and logarithmic functions, complex numbers, sys- Prerequisites: Placement by the STEM Department. tems of equations, and inequalities, quadratic equa- Includes a review of arithmetic and geometric con- tions, series, the binomial theorem, matrices and cepts: operations on signed numbers, fractions, deci- applications. mals, percents, exponents, perimeter, area, volume, surface area, use of formulas, variable expressions, MA109 Pre-Calculus linear equations in one variable, graphs of lines, 4 credits (fall and spring) DA: L2 APS word problems and time permitting, linear systems Prerequisites: MA103 or placement by the STEM of two equal equations and two unknowns. This Department. course is intended for students who have little or no Presents the topic in mathematics necessary for a background in algebra. later study of calculus. Stresses graphing of func- NOTE: Credit for this course does not count towards tions, and covers exponential, logarithmic and trig- the Mathematics requirements for the Bachelor’s onometric functions, complex numbers, theory of degree at Mitchell College. Credit for this course equations, binomial theorem, matrices, sequences, does count towards the Mathematics requirements series, inverse functions, and topics in analytic for the Associate’s degree at Mitchell College. geometry including conics and vector algebra.

MA103 Intermediate College Algebra MA111 Introduction to Statistical Analysis 3 credits (fall and spring) DA: L1 APS 4 credits (fall and spring) DA: L2 APS Prerequisites: MA102 or placement by the STEM Prerequisites: MA105 or higher Department. Provides students with a general overview of statis- Intermediate Algebra is designed for the student tical applications. Discusses measures of location; who may need review or reinforcement in algebra measures of variation; symmetry; probability and concepts and problem solving. The course will cover expectation; theoretical distributions; estimates and solving and graphing linear equations, using and confidence intervals; tests of hypotheses; and related applying formulas, polynomials, exponents, radicals, subjects. factoring and quadratic equations. NOTE: Experience in statistical analysis on the com- NOTE: Credit for this course does not count towards puter is an integral part of MA111. A knowledge of the Mathematics requirements for the Bachelor’s algebra is strongly recommended. 154 MA114 Calculus I content and format is developed for students with 4 credits (fall) DA: L3 APS special interests and demonstrated abilities. Course Prerequisites: MA109 or placement by the STEM may be repeated with a change of topic. Department. Includes the theory of limits, the rate of change of a MK201 Consumer Behavior function, derivatives of algebraic and trigonometric 3 credits (fall) DA: L1 C functions and their application to related rates and Prerequisites: BU124 maxima-minima problems, integration and applica- An application of the behavioral sciences to market- tions of the definite integral. ing and consumer decision-making models. Motiva- tion, learning theory, perception, attitude theory and MA115 Calculus II social referents are examined in terms of how they 4 credits (spring) DA: L3 APS affect consumer behavior. Consumer measurement Prerequisites: MA114 or placement by the STEM and strategy assessment are also examined. Department. Covers formal methods of integration, plane analytic MK205 Fundamentals of Retailing geometry, transcendental functions, polar coordi- 3 credits (spring) DA: L2 C nates, sequences and infinite series. Prerequisites: BU124 Emphasis is placed on the retail mix: site selection MA199 Special Topics in Mathematics and location, layout, organization, merchandise Credit hours by arrangement. (offered as needed) selection, pricing, customer services, sales promo- DA: N/A tion and consumer trends. Retail research will be Allows the department to design a course outside the introduced through the examination of target mar- normal offerings. In any given semester, the course ket and demographic analysis. content and format is developed for students with special interests and demonstrated abilities. Course MK301 Supply Chain Management may be repeated for credit with a change in topic. 3 credits (spring) DA: L2 ICT Prerequisites: BU124 MA 217 Calculus III Focuses on managing distribution system design, 4 credits DA: L3 APS channel management, procurement, and logis- Prerequisites: MA115 tics. We explore order fulfillment strategies and the Calculus III covers vector functions and their deriv- impact of the Internet on distribution and back-end atives, partial differentiation, multiple integration, supply chain processes. We also examine strategies and elementary differential equations. for enterprise integration. The impact of recent tech- nology changes on traditional supply chains will also MA399 Special Topics in Mathematics be examined. Credit hours by arrangement. (offered as needed) DA: N/A MK399 Special Topics in Marketing Allows the department to design a course outside the Credit hours by arrangement .(offered as needed) normal offerings. In any given semester, the course DA: N/A content and format is developed for students with Prerequisite: Open only with consent of the instruc- special interests and demonstrated abilities. Course tor. may be repeated for credit with a change in topic. Allows the department to design a course outside the normal offerings. In any given semester, the course MK199 Special Topics in Marketing content and format is developed for students with Credit hours by arrangement. (offered as needed) special interests and demonstrated abilities. Course DA: N/A may be repeated with a change of topic. Prerequisites: Open only with consent of the instruc- tor. Allows the department to design a course outside the normal offerings. In any given semester, the course 155 MK401 Merchandise Management MK430 Marketing Internship 3 credits (fall) DA: L3 CCT 3 credits (offered as needed) DA: L3 SI Prerequisites: BU124 Prerequisites: junior standing or permission of the The course “introduces students to the product man- instructor. agement process and gives insight into the opera- An applied extension of the Business Administra- tions and practices used by retailers to achieve their tion—Marketing concentration program with par- product strategy objectives. Blending theoretical ticular emphasis on the student’s career interests, approaches from a number of management perspec- goals, and options. This internship recognizes Mitch- tives, including marketing, purchasing and logistics, ell College’s need for practical, career skills training the course illustrates the breadth of knowledge that as part of the education of all students. Working with retail product managers need to undertake this com- the course professor, students will develop an experi- plex managerial task.” Routledge (2008). In addi- ence in a company or corporation. The internship is tion, introduction of the fundamental strategies and supported by discussions with the course professor, mathematical calculations used in the retail indus- students, as well as input from one’s on-site intern- try including financial strategy, buying strategy and ship supervisor. A detailed journal and final report pricing strategy. Application of retail planning and are required. control procedures will be explored with emphasis on development and evaluation of retail practices MU110 Contemporary Music: including non-store retailing using lectures, experi- Blues, Jazz and Rock ential exercises and the case method. 3 credits (spring) (D)(W) DA: L1 D Analyzes the popular world of blues, jazz and rock MK405 Sales & Strategic Partnerships music. Examines the blues/jazz/rock idioms as 3 credits (spring only) DA: L3 D unique American creations, closely looking at the Prerequisites: BU124 differences among these art forms but emphasizing Examines the elements of an effective sales force as a the similarities and continuities among the apparent key component to the organization’s total marketing diversity of people, influences and styles. effort. Topics will include: understanding the sales NOTE: MU110 is designed for both the practicing process, the relationship between sales and mar- musician and the student with no formal training in keting, sales force structure, customer relationship music. management (CRM), use of technology to improve sales force effectiveness, and issues in recruiting, MU199 Special Topics in Music selecting, training, motivating, compensating and Credit hours by arrangement (offered as needed) retaining salespeople. DA: N/A Prerequisites: Open only with consent of the instruc- MK410 Strategic Marketing Management tor. 3 credits (offered as needed) DA: L3 ICT Allows the department to design a course outside the Prerequisites: BU124 normal offerings. In any given semester, the course An integrative course in marketing policy and strat- content and format is developed for students with egy, employing comprehensive case problems in the special interests and demonstrated abilities. Course formulation of marketing action programs and busi- may be repeated with a change of topic. ness policy. This course will cover the development, organization, implementation, and control of strate- MU150 Introduction to Voice & Singing gies in the context of the marketing mix of product, 3 credits (fall) DA: L1 SI price, promotion and distribution. Case studies are In this course students will study the fundamen- used to apply the concepts. tals of vocal production, through both listening and singing. Some beginning concepts in musical nota- tion and theory, as well as musical terms will be cov- ered in order to begin or enhance music literacy.

156 MU201 History and Appreciation of Music I (W) tory and development of each sport. Emphasizes 3 credits (fall) DA: L2 D analysis and teaching techniques. Provides opportu- Prerequisites: CW101 and CW102 or permission of nity to achieve a high degree of proficiency in each instructor. activity, so that the student may demonstrate the History and Appreciation of Music I studies the activity in a teaching situation. Appropriate attire, development of Western music through the ages. The as determined by the instructor, is required for these course begins with the Gregorian Chant of the Mid- courses. Courses meet each week for half a semester. dle Ages (500) and ends with the early 18th century Classical music of Haydn, Mozart and Beethoven. PE108 Golf Emphasis is on the characteristics of the style of each 1 credit (fall) DA: L1 SI period, including the forms of music and the com- Includes the fundamentals of golf: grip, stance, posers prominent in each. swing, rules, and etiquette. Teaches how to use woods and irons. Golf clubs are supplied. MU202 History and Appreciation of Music II (W) PE110 Tennis 3 credits (spring) DA: L2 D 1 credit (spring) DA: L1 SI Prerequisites: CW101 and CW102 or permission of Teaches game strategy and rules for singles and dou- the instructor. bles through match play. History and Appreciation of Music II studies the development of Western music through the ages. The PE118 Basketball course begins with the late 18th century music of 1 credit (spring) DA: L1 SI Beethoven and continues through the 20th century Includes the development of individual fundamental music of Debussy, Schoenberg, Copland, Gershwin, skills and concepts of team play. Covers analysis of Ives and others, and touches upon the new trends of offensive and defensive strategies. the 20th century. Emphasis is on the characteristics of the style of each period, including the forms of PE120 Nutrition, Health and Safety for music and the composers prominent in each. Teachers of Young Children 3 credits (fall) DA: L1 C MU250 Advanced Voice & Singing This course is designed to explore the role of posi- 3 credits (spring) DA: L2 SI tive nutrition, health and safety practices for teach- Prerequisites: MU105 preferred ers of young children. The student will participate in In this course students will study the fundamen- the development of age appropriate curriculum and tals of vocal production, through both listening and activities to encourage healthy habits and nutritional singing. Some beginning concepts in musical nota- practices in pre-school through grade three. The tion and theory, as well as musical terms will be students will have the opportunity to gain practical covered in order to begin or enhance music literacy. experiences working with children in various educa- Special attention is paid to expressing emotions in tional settings including early childhood programs performance through the texts and musical line. and elementary schools. Topics will include but not limited to such areas as; growth and development, MU399 Special Topics in Music importance of exercise and diet as it relates to child Credit hours by arrangement (offered as needed) obesity, recognizing signs of behaviors of abuse, DA: N/A safety for the young child and the American Red Prerequisites: Open only with consent of the instruc- Cross certification training in infant and child CPR. tor. Allows the department to design a course outside the normal offerings. In any given semester, the course content and format is developed for students with special interests and demonstrated abilities. Course may be repeated with a change of topic. NOTE: PE108, 110, 118: Each course covers the his- 157 PE121 First Aid and Safety cise physiology, cardiovascular disease and cancer 3 credits (fall and spring) DA: L1 C risk management, exercise and fitness. Prerequisites: Open to students whose academic pro- grams require this course. Other students must have PE199 Special Topics in Physical Education permission of the instructor to enroll. Credit hours by arrangement. (offered as needed) Provides the skill and knowledge needed for the DA: N/A immediate care of injured persons and seeks to cre- Prerequisite: Open only with consent of the instruc- ate a safety consciousness for accident prevention. tor. Upon completion of the course, the student will be Allows the department to design a course outside the certified in Community CPR and Responding to normal offerings. In any given semester, the course Emergencies through the American Red Cross. content and format is developed for students with NOTE: A $26.00 fee is charged to process the certi- special interests and demonstrated abilities. Course fications. may be repeated with a change of topic.

PE125 Conditioning and Fitness PE222 Personal and Community Health 1 credit (fall and spring) DA: L1 SI 3 credits (spring) DA: L2 C Explores the theories of physical conditioning as Prerequisites: Open to students whose academic pro- related to physical education and health fitness. grams require this course. Other students must have Offers a combination of lectures and laboratory permission of the instructor to enroll. experience in physical fitness. Includes such topics as Offers instruction in both the art and science of current techniques of fitness evaluation and assess- health behavior. Emphasizes a modern point of view ment, exercise prescription, weight training, aerobic toward health education. Focuses on several major exercises, nutrition, and fitness. topics: personal health, nutrition, education for fam- ily living, mental health, health hazards, and com- PE127 Yoga munity health. 1 credit DA: L1 SI This course is designed to stretch your mind and PE226 Nutrition body. Yoga focuses on understanding and control- 3 credits (spring) DA: L2 ICT ling the body, the breath, and the mind through exer- Provides the basic principles and knowledge of diet cises (asanas), breathing (prayanamas) techniques and nutrition. Emphasizes the important relation- and basic meditation training. The techniques are ship of nutrition and the field of physical education designed to increase strength, flexibility, endurance, which includes coaching, athletic training, physical balance, coordination, and the ability to relax. They fitness, and recreation. are also designed to release stress and muscle tension and to enhance the ability to concentrate. The course PE228 Principles and Practices of is meant to be both interactive and solitary. The pace Coaching (D)(E) is gentle and the approach is relaxed but there is an 3 credits (fall and spring) DA: L1 V expectation that the content will be taken seriously. Provides an in-depth look at care and prevention of Honoring the ideas and physical presence of one’s athletic injuries, coaching philosophy, and athletic self and fellow students in essential. liability. Upon completion of this course, the stu- dent will be able to apply for their Connecticut State PE135 Health, Fitness and Wellness Coaching Certification through the State Depart- 3 credits DA: L1 APS ment of Education. The coaching certification is This course provides an introduction to the concepts required to coach at public schools in the State of of wellness and the importance of an individual’s Connecticut. responsibility for his/her own health and physical fitness. Topics covered include health related subjects of nutrition, stress management, a personal fitness assessment, weight control and diet, basics of exer-

158 PE231 Prevention and Care of Athletic Injuries defining historical eras. We will also examine how 3 credits (fall) DA: L2 APS popular culture has currently taken on global pro- Provides an in-depth inquiry into the procedures portions, discussing current trends and speculating used in the evaluation, immediate care, rehabilita- on possible future influences. tion and prevention of athletic injuries. Emphasizes the management of specific injuries, the prevention PH199 Special Topics in Philosophy of injuries, sports liability, and nutrition. Lab experi- 3 credits (offered as needed) DA: N/A ence includes introduction to specific wrapping and Allows the department to design a course outside the taping techniques, and modalities. normal offerings. In any given semester, the course content and format is developed for students with PE300 Kinesiology special interests and demonstrated abilities. Course 3 credits (every other year) DA: L2 CCT may be repeated for credit with a change in topic. Prerequisites: BI222 or permission of instructor. Kinesiology offers an introduction to the study of PH223 Comparative World Religions (E) (G) movement patterns caused by complex actions of the (W) musculoskeletal system. In this course, patterns of 3 credits (fall and spring) DA: L2 D movement in sport and in activities of daily living Surveys the heritage and theological structure of the are identified and then examined in terms of mus- principal religions of Western and Oriental civiliza- culoskeletal forces and actions needed to produce tions, including Judaism, the varieties of Christian- them. Variations in these patterns that could alter ity, Islam, Hinduism, Jainism, Buddhism, Confu- performance, contribute to or result from injury are cianism, and Taoism. Through readings and class also investigated. This type of critical analysis is the discussion the course examines representative theo- foundation for study in movement-related fields such logians and philosophers of religion on this question as education, health and fitness, exercise sciences, of the role religion plays in shaping and defining cul- allied health, or similar disciplines. ture.

PE399 Special Topics in Physical Education PH225 Buddhism (W) Credit hours by arrangement (offered as needed) 3 credits DA: L2 D DA: N/A Buddhism is not a religion as much as it is an exami- Prerequisites: Open only with consent of the instruc- nation of our human condition. Academics now con- tor. sider it a vital force in understanding contemporary Allows the department to design a course outside the ethics. This course will deal with some of the most normal offerings. In any given semester, the course complex contemporary issues (death, abortion, capi- content and format is developed for students with tal punishment, war, genocide, right to life, etc.) and special interests and demonstrated abilities. Course will approach them from an eastern perspective. No may be repeated with a change of topic. prior knowledge or experience in eastern philosophy is required for this course. PH 120 Philosophy of Pop Culture (E) (D) 3 credits (fall) DA: L1 V PH304 Issues in Ethics (E) (W) Just as the ancient Greeks analyzed the popular 3 credits (spring) DA: L3 V culture of their times, our modern culture offers Prerequisites: EL101 or permission of the instructor. numerous opportunities for philosophical analy- This course offers the student an opportunity sis and speculation. We will look at examples from to study the philosophical foundations of ethi- television, movies, music and dance to understand cal thought and action through an examination of some of the underlying philosophical themes that ancient, modern, and post-modern ethical theories have interested and motivated their creators, and and the extent to which they may be applicable to how those themes have been expressed in different contemporary problems. media by characters, words, movements, and styles of dress. We will see how these themes themselves fit into the continuum of a long history of ideas and 159 PH399 Special Topics in Philosophy PY217 Psychology of Women (SR) 3 credits (offered as needed) DA: N/A 3 credits (spring) DA: L2 SI Allows the department to design a course outside the Prerequisites: PY105 normal offerings. In any given semester, the course Examines a variety of topics related to feminine content and format is developed for students with psychology and the psychology of women. Stu- special interests and demonstrated abilities. Course dents will explore gender as a social system as they may be repeated for credit with a change in topic. consider gender in the social context, gender and development, gendered life paths, and gender and PY105 General Psychology I well-being. Specific topics include gender, status 3 credits (fall and spring) DA: L1 ICT and power, images of women, gendered identitites, Explores the scientific methods and principles of mothering, and work and achievement. Readings, behavior. Includes areas of physiological psychology, lectures, class discussion, writing assignments and sensation and perception, conditioning and learn- facilitation of a self-esteem workshop for young girls ing, memory, and states of consciousness, motiva- and their adult female mentors will enable students tion and emotion as major topics for lectures and to master these topics. discussions. NOTE: One section will be designated for majors in PY270 Psychology of Learning and Memory the Department of Behavioral Sciences. 3 credits (fall) DA: L2 C Prerequisites: PY105 PY106 General Psychology II Studies the processes and principles of learning the- 3 credits (fall and spring) DA: L1 V ory and examines the memory processes, including Prerequisites: PY105 cognitive, human information processing, and phys- Explores the nature of language, intelligence, per- iological models based on recent research. sonality theory, abnormal behavior and therapeutic psychology. Focuses on social psychology, including PY300 Brain and Behavior the development of attitudes and other social pro- 3 credits (fall) DA: L2 CCT cesses. Prerequisites: PY105, BI105 and junior or senior sta- tus or permission of the instructor. PY199 Special Topics in Psychology This course examines the relationship between 3 credits (offered as needed) DA: N/A behavior and the structure and function of the ner- Prerequisites: junior or senior status and permission vous system. Emphasis is placed on the physiological of the instructor. basis of such areas as motor activity, sensation and Allows the department to design a course outside the perception, motivation and emotion, and learning. normal offerings. In any given semester, the course Consideration is also given to physiological explana- content and format is developed for students with tions of various psychological abnormalities. special interests and demonstrated abilities. Course may be repeated for credit with a change of topic. PY303 Social Psychology Note: W designation as appropriate. 3 credits (spring) DA: L2 APS Prerequisites: PY105 and junior status PY215 Educational Psychology Offers an examination of theory and research in 3 credits (spring) DA: L2 CCT social psychology as it relates to the broader context Prerequisites: PY105 of psychology. The impact of group membership on Emphasizes the application of principles and theo- individual behavior receives particular attention. ries of learning to various educational situations, Among the topics explored are affiliation, values, covering topics that include motivation, learning, attitudes, interpersonal attraction, stereotyping and maturation, discipline, measurement, intelligence, prejudice, leadership, conformity, aggression, coop- and counseling. eration and competition. Attention is given to the analysis of research methodologies used in social settings.

160 PY313 Death and Dying the discipline. This course is required of all psychol- 3 credits (spring) DA: L2 V ogy majors. Prerequisites: PY105 or HD108 and junior or senior status. PY392 Counseling Theory Death and dying offers a multidisciplinary approach 3 credits (fall) DA: L2 APS to the study of thanatology. Topics include psycho- Prerequisites: PY320 logical states of the dying process, attitudes toward Aims to help beginning counselors gain a realization death, the physiology of death, counseling the termi- of their capabilities and limitations in the helping nally ill, the Hospice concept, widowhood, bereave- relationship. Emphasizes the fundamental theories ment and mourning, suicide, funerals, family sup- of counseling and the role of therapeutic psychology port, and the treatment of the deceased from a in contemporary society. historical standpoint. PY395 Psychology of Drugs and Behavior PY320 Theories of Personality 3 credits (spring) DA: L2 APS 3 credits (fall) DA: L2 APS Prerequisites: PY105 and junior or senior status. Prerequisites: PY105 and junior status. An overview of the use and abuse of drugs in the Critically surveys the major theories of personality, United States today. Theoretical perspectives on drug the organization of personality and its development, use and abuse are explored as well as current classifi- measurement, and assessment. Emphasizes normal cations of major drugs. Other topics include history personality development. of drugs, drug research, physiological mechanisms of drug action, models of addiction, therapeutic effects PY332 Abnormal Psychology of drugs, recreational drugs, development and evalu- 3 credits (spring) DA: L3 V ation of drug treatment and prevention programs. Prerequisites: PY105, PY320 Systematically studies the development and assess- PY399 Special Topics in Psychology ment of behavior pathology. Covers etiology, treat- Credit hours by arrangement (offered as needed) ment, prognosis, and preventive intervention of DA: N/A major psychological disorders. Allows the department to design a course outside the normal offerings. In any given semester, the course PY355 Psychology of Creativity content and format is developed for students with 3 credits (fall) DA: L2 CCT special interests and demonstrated abilities. Course Prerequisites: PY106 and junior or senior status. may be repeated for credit with a change of topic. The creative process will be critically examined from NOTE: W designation as appropriate. numerous perspectives, including the roles of imag- ery, playfulness, affect, divergent thinking, intel- PY445 Health Issues in Behavioral Science ligence, and other paradigms. There will be a focus 3 credits (spring) alternate years) DA: L3 C on factors that supposedly influence the creative Prerequisites: HD108 or PY015 and junior status process. Students will participate in activities that Health issues in behavioral science is an exciting, encourage creativity. interdisciplinary field that examines the contribu- tion of biological, psychological, and sociological fac- PY375 History and Systems of Psychology tors in maintaining health and avoiding illness. This 3 credits (spring) DA: L2 ICT course aims to introduce you to the wide variety of Prerequisites: PY105 and junior status. topics that are the focus of research within the field This course focuses on the historical development of of health psychology. Additionally, the course aims psychology with a major emphasis on the emergence to demonstrate the relevance of health psychology of systematic thought in American Psychology. The concepts to everyday life in order for you to access psychological concepts and theories of leaders in these concepts and, consequently, enhance your per- the field are examined along with the philosophical, sonal health. social and scientific forces shaping the evolution of

161 SF199 Special Topics in Sport & Fitness SF310 Introduction to Exercise Science Credit hours by arrangement (offered as needed) 3 credits (fall) DA: L2 CCT DA: N/A Prerequisites: BI221 and BI222 Prerequisites: Open only with consent of the instruc- This course will examine the biological factors that tor. affect human performance in health, fitness and ath- Allows the department to design a course outside the letic activities. Major body systems, cardiovascular, normal offerings. In any given semester, the course respiratory and muscular, will be addressed as they content and format is developed for students with pertain to physical exertion and performance. There special interests and demonstrated abilities. Course will be a lab fee associated with this course. may be repeated with a change of topic. SF320 Teaching Team Activities SF230 Activity Leadership 3 credits (spring) DA: L2 SI 3 credits (as needed) DA: L2 SI This course focuses on teaching team activities and Prerequisites: SM110 sports that would be involved in educational and This course will introduce students to leadership recreational settings. Team sport activities would styles and their role in sport and fitness program- include major team sports, team building activities, ming. Emphasis is on experiential learning of effec- leadership and skill development. Areas of concen- tive personal leadership techniques facilitating a tration will include pedagogy of teaching individual positive participant experience. Direct leadership skills, ethics and fair play, group dynamics, organi- opportunities will be provided for all students. zation and management of team play, and safety/risk management of physical activities. SF232 Recreation for Seniors 3 credits (as needed) DA: N/A SF321 Teaching Individual Activities Prerequisites: SM110 3 credits (fall) DA: L2 SI This course will introduce students to recreation This course focuses on teaching individual activi- activity programming for Senior Citizens. Histori- ties and sport that would be involved in educational cal and current research on topics related to activ- and recreational settings. Individual sport activities ity planning for individuals over age 60 will be would include competitive sports (i.e. golf, tennis, presented. Activity choice and adaptations/modifica- etc…), movement and fitness activities (i.e. dance, tions will be a primary focus. aerobics, etc…) and stress reduction (i.e. yoga). Areas of concentration will include skill development, ped- SF233 Outdoor Recreation agogy of teaching individual skills, spatial and body 3 credits (as needed) DA: L2 CCT awareness, fitness components and safety/risk man- Prerequisites: SM110 agement concerns. Students develop skills in selected outdoor activities and are exposed to a range of outdoor recreational SF322 Aerobic & Sport Fitness pursuits. Included are Outward Bound/Adventure- 3 credits (as needed) DA: L2 APS type activities. This course will introduce students a variety of fit- ness techniques designed to improve aerobic and SF301 Motor Learning overall fitness. Emphasis will be place on the devel- 3 credits (spring) DA: L2 APS opment of appropriate fitness programs to improve Prerequisites: BI221 and BI222 cardiovascular health while recognizing the impact This course is designed to acquaint students with the of age, skill levels, prior experience, and socio-cul- theoretical foundations of motor learning and cor- tural expectations on performance. May include, but responding practical applications to the teaching of limited to, step, spinning, circuit training, and car- movement skills. Emphasis will be placed on changes dio-kickboxing. in motor learning and development across the lifes- pan and other factors influencing those changes.

162 SF324 Adaptive Sport & Physical Education SM201 Sport in Society (W) 3 credits (fall) DA: L2 D 3 credits (fall and spring) DA: L1 D Prerequisites: junior or senior status. This course begins with a history of sports and fit- This course will examine skills and knowledge ness from classical to modern times. Topics include necessary to work with and assist individuals with the relationship between sports and society, social physical, emotional, or mental challenges. Students demographics of sports and athletics, psychological will learn appropriate design, implementation, and factors of competition, motivation, aggression, and evaluation of Physical Education, Sport and Fitness stress, and contemporary sports trends and issues. programs. Legal liabilities, risk management and Federal-mandates will be addressed in this lecture SM207 Sport Marketing and experientially-based course. 3 credits (fall and spring) DA: L2 C Prerequisites: SM110 or permission of the instructor. SF399 Special Topics in Sport & Fitness This course provides a detailed examination of mar- Credit hours by arrangement (offered as needed) keting techniques in the sport consumer and sport DA: N/A product businesses. Topics will include consumer Prerequisites: Open only with consent of the instructor. behavior, measuring media effectiveness, market Allows the department to design a course outside the segmentation, marketing strategies and trends, and normal offerings. In any given semester, the course the differences between sport product and sport content and format is developed for students with service marketing. Students will develop both their special interests and demonstrated abilities. Course interpersonal and small group communication skills may be repeated with a change of topic. thru class projects.

SF405 Organization & Management of Physical SM209 Athletic Administration Education & Recreation Programs 3 credits (fall) DA: L2 APS 3 credits (spring) DA: L2 APS This course is designed to introduce the student to Theoretical considerations and practical applications the management issues faced by administrators of organization, administration, policies, budget, within collegiate and high school athletics depart- finance, legal aspects, staff, physical plant, publicity, ments. Students will develop an understanding of public relations, scheduling for Physical Education issues such as governance, scheduling, NCAA and and recreation programs. The role of management in conference compliance, gender equity and Title IX, planning, development, evaluation and leadership of conference membership issues, departmental struc- activity based programs will be emphasized. ture, and organizational goals in athletics, legal NOTE: 2009-2011 some Sport Management courses issues, and operating procedures. will be offered in the Spring and Fall. SM210 Sport Management Practicum SM110 Introduction to Sport Management 3 credits (fall and spring) DA: L1 SI 3 credits (fall and spring) DA: L1 CCT Prerequisites: SM110 Explores the field of sport management and its role Offers opportunity to gain practical experience in our society. Covers the management of a variety under supervision in sport settings. Emphasizes of sport organizations. involvement with the operations of teams and facili- ties. SM199 Special Topics in Sport Management Credit hours by arrangement. (offered as needed) SM302 Sport Facilities DA: N/A 3 credits (fall) DA: L2 CCT Allows the department to design a course outside the Prerequisites: junior or senior status or permission of normal offerings. In any given semester, the course the instructor. content and format is developed for students with This course investigates the functions of manage- special interests and demonstrated abilities. Course ment in terms of planning, building, operating, and may be repeated for credit with a change of topic. financing public assembly facilities and special sport NOTE: W designation as appropriate. event venue management, including public and pri- 163 vate arenas, stadiums, and multi-purpose campus course is designed to introduce you to the field of sport facilities. sport and exercise psychology by providing a broad overview of the major topics in the area. The class SM303 Legal Issues in Sport is designed to be interactive, with a special emphasis 3 credits (fall and spring) DA: L2 V placed on group work and application of techniques Prerequisites: junior or senior status or permission of to not only in sports settings, but in corporate, recre- the instructor. ational, and school settings as well. This course examines the legal issues that affect sport businesses, organizations, and facilities on SM399 Special Topics in Sports Management the professional, collegiate and community levels. It 3 credits DA: N/A includes a review of the judicial opinions governing Designed as an upper-level elective course specifi- professional and organized amateur athletics. The cally for junior and senior students, when offered, course uses detailed case studies to examine consti- the academic department introduces a unique and tutional law; collective bargaining; arbitration; anti- exciting topical course which isn’t part of the tradi- trust laws; civil liability, including safety issues; and tional curriculum. Special Topic courses are offered criminal law in the sport field. as needed and as interest arises.

SM309 Sport Promotion and Media SM401 Ethics in Sport (E) 3 credits (spring) DA: L2 ICT 3 credits (fall) DA: L3 V Prerequisites: SM207 Prerequisites: junior or senior status or permission of This course provides a detailed examination of the the instructor. 5th “P” in the sport marketing mix – promotion. This course provides a detailed examination of the This course will explore sport promotion and all the field of ethics in sport. The course will analyze how products offered as tools to promote the sport prod- morals and ethics influence decisions thru the world uct. Areas covered include promotional merchandis- of sports. Students will begin the course by exploring ing products, promotional events, the media, spon- the basic principles and theories of ethics followed sorship and endorsement. A detailed examination of by an examination of personal and professional eth- the relationship between media and sport - includ- ics. Finally, the nature of ethics is examined in the ing print media and electronic media mediums. area of sport management. Students will learn the basic tools so they can enter into ethical dilemmas SM310 Athletic Event Management (SR) intelligently. Case studies and moral dilemmas will 3 credits (every other semester) DA: L2 SI be utilized to apply theories and form conclusions. This course offers a theoretical and practicum based approach that focuses on Athletic Event planning SM403 Sport Business and Finance and implementation. Students will work in conjunc- 3 credits (spring) DA: L3 APS tion with the Mitchell College Athletic Department Prerequisites: AC103 or permission of the instructor. to organize and supervise home Athletic Events. This course will examine the business of sport and Areas of focus will include but are not limited to how the industry of sport influences the national scheduling of matches, site supervision, security and world economies. Students will explore the concerns, athletic training, and opposing teams’ economic growth of the sport industry in the 20th accommodations. One third of the course meeting century and gain an understanding of the economic times will be done in the classroom setting and two principles. In addition students will understand why thirds of the meeting times will be in a lab setting. budget and finance is unique and critical aspect of the sports industry. Students will gain knowledge SM325 Sports Psychology in basic accounting principles, financial statements, 3 credits (fall) DA: L2 SI sources of revenue, principles of budgeting and bud- Prerequisites: PY105 get development. This course examines psychological theories and research related to sport and exercise behavior. The

164 SM430 Senior Seminar in Sport Management SM452 Sport Management Senior Research 3 credits (fall) DA: L3 C Project Prerequisites: Senior standing in Sport Management. 6 credits (fall and spring) DA: L3 CCT This senior seminar is designed to represent the final Students complete a significant independent research course in the Bachelor of Science degree in Sport or specialized project under the supervision of the Management. The focus of this course is the senior Sport/Fitness Department Chairperson. Topics must project. Over the past four years students’ have be pre- approved with Department Chair before the acquired a wealth of skills and knowledge and this first day of classes for the term in which the student project serves to demonstrate that knowledge. The enrolls. goal of the senior project is the transition of a stu- dent to independent learners and producers. With SO103 Introduction to Sociology the aid of a faculty adviser, seniors identify a signifi- 3 credits (fall and spring) DA: L1 D cant area of investigation with in the field of sport Emphasizes the study of United States society within management; research its parameters; clarify their the context of the global spectrum. Deals with social relationship to that area; and create a final product in institutions such as marriage, gender roles, urban- the form of a paper, lecture, proposal, plan, etc. ism, variations in family life, theoretical paradigms stratification, population, and ecology. SM450 Sport Management Internship 6 credits (spring and fall) DA: L3 SI SO104 Social Issues Prerequisites: Sport Management majors only. Stu- 3 credits (spring) DA: L1 V dents must meet with Sport Management Internship Prerequisites: SO103 or permission of the instructor Coordinator to apply for internship and meet mini- Studies social problems on a global level in relation mum Sport Management requirements. to the society of the United States and the Western Traditional Internship (6 credits): The traditional world. Concentrates on the problem areas of popu- internship is a part-time work experience in the lation growth, consumerism, environmental issues, sport industry and is often performed in proxim- racial and ethnic groups, and other selected current ity to the college. Students will observe and assist a topics from a sociological perspective. professional within the field of sport management. Students are evaluated by an on-site supervisor and SO110 Introduction to Cultural Anthropology a qualified faculty member. A detailed journal and 3 credits (spring) DA: L1 D final report must be submitted for evaluation in Introduces major concepts of social and cultural addition to a separate evaluation submitted by the anthropology including prehistory, ethnology, field supervisor. Hours required: 200 hours. human ecology, language and culture, the evolution of human culture, behavior and beliefs, technology, SM451 Sport Management Internship religion, art, and literature. 12 credits DA: L3 SI Prerequisites: Sport Management majors only. Stu- SO199 Selected Topics in Sociology dents must meet with Sport Management Internship Credit hours by arrangement. (offered as needed) Coordinator to apply for internship and meet mini- DA: N/A mum Sport Management requirements. Courses are offered periodically within the disci- The internship is a part-time work experience in the pline that examine issues and problems in selected sport industry and is often performed in proxim- areas. Course may be repeated with a change in sub- ity to the college. Students will observe and assist a ject mater. Prerequisites appropriate to each course professional within the field of sport management. will be announced when the course descriptions are Students are evaluated by an on-site supervisor and distributed. a qualified faculty member. A detailed journal and final report must be submitted for evaluation in addition to a separate evaluation submitted by the field supervisor. Hours required: 400 hours.

165 SO207 Marriage and Family those skills and capabilities necessary for effective 3 credits (fall, even years) DA: L2 C group management. Prerequisites: SO103 or PY106 Provides a broad survey of marriage as a social insti- SO399 Special Topics in Sociology tution. Emphasizes topics such as theoretical per- 3 credits DA: N/A spectives and research methodologies, historical Designed as an upper-level elective course specifi- trends, relationship dynamics, gender roles, sexual- cally for junior and senior students, when offered, ity, legal considerations, marital adjustments and the academic department introduces a unique and transitions, parenthood, family stress, and crises. exciting topical course which isn’t part of the tradi- tional curriculum. Special Topic courses are offered SO227 Human Sexuality as needed and as interest arises. 3 credits (fall, odd years) DA: L2 V Prerequisites: SO103 or PY106 TH110 Stagecraft and Play Production I (SR) Offers an in-depth analysis of human sexuality from 3 credits (fall) DA: L1 C sociological, psychological, cultural, and biological This hands-on course provides the student with perspectives. Focuses on such topics as sexual mat- practical knowledge of processes involved in putting uration and reproduction, sexual identities, sexual on a theatrical production. Areas covered include drives and response cycles, relationship dynam- acting, directing, lighting, sound, costume, makeup, ics, sexual lifestyles, sexual health and disease, and scenery construction/painting, and backstage crew sexual dysfunctions. Emphasizes the nurturance of assignments that allow students to experience the- more knowledgeable, tolerant, sensitive, and respon- ater firsthand. sible sexual attitudes and behaviors. TH130 Introduction to Acting I SO230 Selected Social Issues Through the Lens 3 credits (fall) DA: L1 C of Media Satire This is a practical course, dealing with the basic 3 credits (offered as needed) DA: L1 CCT skills of the actor. Exercises and discussion of the Prerequisites: SO103 techniques of emotion, memory, imagination, exten- Contemporary social issues will be explored and sion, concentration, scene analysis, and the use of analyzed through the lens of Media Satire. Selected the voice and body are employed. Various theories of social issues will include: stratification, inequality acting are discussed, and frequent performances and within society, politics, environmentalism, terror- critiques are a part of the content. ism, technology as an agent of socialization, gender roles, race relations, health and disease, and ageism. TH140 Theater History I (D) (G) These and other social issues will be critically exam- 3 credits (fall) DA: L1 D ined through various forms of media satire applied This course examines theater practices from the within contemporary popular culture. Greek through the Elizabethan periods, using the exploration of scripts, physical structures, and theat- SO310 Leadership and Group Processes (SR) rical conventions. The relationship between the the- 3 credits (fall and spring) DA: L2 SI ater and the society of the time will be addressed. Prerequisites: SO103, SO104 and junior or senior sta- tus or permission of the instructor. TH150 Stage Makeup An analysis of leadership against the backdrop of 3 credits (spring) DA: N/A group dynamics and processes. Content of the course Prerequisites: TH140 includes history, theory, and experiential oppor- A hands-on course devoted to understanding, tunities to explore the meaning of the leader’s role, developing and applying the skills and principles of qualities of effective leadership, the development of makeup and adapting designs to fit different facial leadership skills, types of group interactions, inter- structures. personal communication skills, and group conflict and cooperation. Students are encouraged to explore their own leadership potential while cultivating 166 TH199 Special Topics in Theater TH399 Special Topics in Theater Credit hours by arrangement (offered as needed) Credit hours by arrangement (offered as needed) DA: N/A DA: N/A Prerequisites: Open only with consent of the instructor. Prerequisites: Open only with consent of the instruc- Allows the department to design a course outside the tor. normal offerings. In any given semester, the course Allows the department to design a course outside the content and format is developed for students with normal offerings. In any given semester, the course special interests and demonstrated abilities. Course content and format is developed for students with may be repeated with a change of topic. special interests and demonstrated abilities. Course may be repeated with a change of topic. TH210 Stagecraft and Play Production II (SR) 3 credits (spring) DA: N/A WL110 Beginning Spanish I (G) Prerequisites: TH110 3 credits (fall) DA: L1 C This course explores methods, techniques and the- Prerequisites: This course is open only to students ories based on the principles and practical conven- with no prior ability in the Spanish language. Stu- tions of set construction, drafting interpretation for dents may be required to interview or take a place- prop and scenery design and scenic painting. ment test. Acquaints students with fundamentals of elementary TH230 Introduction to Acting II Spanish, using only the present, future, and preterit 3 credits (spring) DA: N/A tense. Emphasizes essential grammar instruction Prerequisites: TH130 and practice in basic writing, reading, and conversa- A continuation of the emphases of Acting I. Addi- tion. tionally, Acting II focuses on dramatic processes as they formalize into theatrical performances. Scene WL111 Beginning Spanish II (G) study, improvisation and one-act play presentation 3 credits (spring) DA: L1 C will constitute the majority of class work. Prerequisites: Successful completion of SP121 or the equivalent. Students may be required to interview or TH240 Theater History II (D) (G) take a placement test. 3 credits (spring) DA: N/A Gives students who are familiar with the basics an Prerequisites: TH140 opportunity to improve further their ability to use This course examines theater practices from the the Spanish language. Emphasizes reading, writ- Elizabethan through the modern periods, through ing, and conversation. Studies Spanish grammar in the exploration of scripts, physical structures, and detail. Students monitor current events in the Span- theatrical conventions. The relationship between the ish speaking world as they familiarize themselves theater and the society of the time will be addressed. with Hispanic culture.

TH250 The Musical WL120 Beginning French I (G) 3 credits (fall or spring every other year) DA: N/A 3 credits (fall) DA: L1 C Prerequisites: CW101 and CW102 Prerequisites: This course is open to students with no The course looks at the development of the musical prior ability in the French language. Students may be from its origins in ancient times to Vaudeville and required to interview or take a placement test. on to Broadway and continues to the present day. Introduces students to a basic foundation in French Emphasis will be on the elements of the musical and grammar through a structured, active oral approach. its reflection of man and society. Aims to provide basic proficiency incorporating per- sonal expression, cultural insights, and a specialized TH270 Advanced Acting vocabulary for practical application in professional 3 credits (fall) DA: N/A and job-related situations. Stresses understanding This course will build upon TH130 for those stu- modern conversational French, reading and writing dents wishing to pursue a greater understanding of skills, and speaking ability, while emphasizing the the craft. extent of the francophone world. 167 WL121 Beginning French II (G) WL140 Beginning Arabic I 3 credits (spring) DA: L1 C 3 credits DA: L1 C Prerequisites: Successful completion of WL120 or the This course prepares students for a cross-cultural equivalent. Students may be required to interview or communication exercise through the study of the take a placement test. Arabic language. It includes reading, writing, listen- Continues the introduction to French, with empha- ing, speaking and culture. It provides connections sis on listening and speaking skills. Increases to other disciplines through the study of Arabic and vocabulary through textual presentation and use in develops awareness of Arabic culture and art. conversations, reading, and writing. Reviews basic grammatical structures, introduces intermediate WL140A The Language and Culture of the grammar, highlights cultural topics, and current Arabic World I events in the French-speaking world. Designed to 3 credits DA: L1 C lead to a conscious control of the language. An introduction to Arabic speaking countries and their peoples including customs, geopolitics, and WL130 Beginning Italian I religious influences on their culture and arts. The 3 credits DA: L1 C course seeks to demystify a classic language and WL130 will be an introductory course to the lan- script–also seen as an artistic expression, through guage, art and culture of the Italian people. This will basic language construction of Arabic, the sacred be a cross-cultural communication course that will language of the Koran, and its impact beyond the focus on reading, writing, listening, and speaking Arabic world. Italian. It will also assist the student in understand- ing Italian culture and art. WL141 Beginning Arabic II 3 credits DA: L1 C WL130A Italian Language and Culture I This course is based upon proficiency in WL130. Stu- 3 credits DA: L1 C dents will continue their cross-cultural communica- In this course, the Italian language is taught through tion exercises through the study of language through a comprehensive approach, enabling the student to conversation. This course will also provide a more read, write, and speak while gaining knowledge of advanced connection to other disciplines through Italy, its culture and history. Emphasis will be placed the study of Arabic culture and art. on developing the ability to function linguistically in real-life situations and building a broad conversa- WL199 Special Topics in World Language tional vocabulary using role play methodology. The Credit hours by arrangement (offered as needed) curriculum will also include selected viewing and DA: N/A discussion of Italian movies with attention paid to Prerequisite: Open only with consent of the instruc- how films relate to the social, political, and cultural tor. environment of their times. Allows the department to design a course outside the normal offerings. In any given semester, the course WL131 Beginning Italian II content and format is developed for students with 3 credits DA: L1 C special interests and demonstrated abilities. Course Using the proficiency of Italian I, the student will may be repeated with a change of topic. engage in conversations using the language to express opinions, emotions and share information with the instructor and with other students. This course will also provide students with the ability to develop oral presentation skills on a culture-related subject using multimedia technology in Italian.

168 WL210 Intermediate Spanish I (G) WL221 Intermediate French II (G) 3 credits (fall) DA: L1 C 3 credits (spring) DA: L1 C Prerequisites: Successful completion of SP122, more Prerequisites: Successful completion of WL220 or than two years of high school study, or the equiva- the equivalent. Students may be required to inter- lent. Students may be required to interview or take a view or take a placement test. placement test. Continues the through and accelerated study of Focuses on conversation and reviews of grammar. French grammar and vocabulary, and insists upon Also the reading of short stories, poems and articles participation and self-expression by students. Pre- gives students who are in command of the essentials pares students for the literary and practical applica- of Spanish a chance to further improve their fluency tions of the language in subsequent courses and life in the language. Gives an opportunity to learn more applications. Class work and assignments focus on about Hispanic culture by reading and discussing increasing conversational ability and listening com- current events. prehension through discussion of practical situa- tions and contemporary French culture and business WL211 Intermediate Spanish II (G) practice. Materials taken from a variety of sources 3 credits (spring) DA: L1 C including French periodicals, videos, cartoons, Prerequisites: Successful completion of SP223 or the tapes, and an introductory business text. equivalent. Students may be required to interview or NOTE: WL202 is especially useful for students plan- take a placement test. ning future study or work in a French-speaking Stresses improved fluency through conversation country. and reading with special attention given to writing papers and discussing novels. Specific content may WL399 Special Topics in World Language vary, however, depending on the needs and interests Credit hours by arrangement (offered as needed) of individual students. DA: N/A Prerequisite: Open only with consent of the instruc- WL220 Intermediate French I (G) tor. 3 credits (fall) DA: L1 C Allows the department to design a course outside the Prerequisites: Successful completion of WL121 or the normal offerings. In any given semester, the course equivalent. Students may be required to interview or content and format is developed for students with take a placement test. special interests and demonstrated abilities. Course Synthesizes the essential elements of the language may be repeated with a change of topic. through study of advanced grammatical structures with particular emphasis on improving written and conversational proficiency. Students are expected to manipulate language structures in order to gain skills in surviving situations using French. Readings focus on French culture and current events. Assign- ments and class work focus upon creative conversa- tion skills, specially selected films, and basic read- ings exploring French culture and civilization. NOTE: WL220 is useful for those who wish to develop their French as a marketable skill.

169 Board of Trustees 2015-2016

OFFICERS Elizabeth S. Ivey, PhD. Daniel S. Spring Board Chair Vice Chair Provost Emerita First Vice President, Investments University of Hartford Stifel Nicolaus & Company, Inc.

Kevin R. Hennessy, J.D. D. Scott Gibson Secretary Treasurer Director, Federal, State & Local Affairs - New Eng- Director land Oppenheimer & Company Dominion Resources, Inc.

MEMBERS OF THE BOARD Gayle Bentsen, P’11 Robert K. Musil, Ph.D., M.P.H., H’09 Philanthropist Senior Fellow, Adjunct Professor The Center for Congressional and Mark Burke Presidential Studies, School of Public Entrepreneur Affairs, American University Former President Johnson & Wales (Denver) Rear Admiral Robert C. Olsen Jr. ’65 (USCG, Retired) Richard Carlson Former President CEO and President Webb Institute Prospect Products, Inc. David G. Sandberg Erin Duques, J.D. Founder and President Director, Advocacy Services Cornerstone Capital Advisors, Inc. Vista Vocational and Life Skills Center, Inc. Janet Steinmayer, J.D. Lucy Leske, P’12 President Senior Vice President Mitchell College Witt/Kieffer John Tymitz CEO Emeritus Semester at Sea Institute for Shipboard Education (ISE)

170 Faculty and Staff Directory

ACADEMIC AFFAIRS Victoria E. Brennan, Ph.D. Catherine E. Wright, Ph.D. Professor Vice President for Academic Affairs Department of Science, Technology, Environmental Dean of the College Studies, & Mathematics B.S., SUNY at Binghamton Sara J. Oakes M.S., SUNY at Buffalo Executive Assistant to the Vice President for Ph.D., SUNY at Buffalo Academic Affairs/Dean of the College Paul L. Brindamour, M.B.A. Assistant Professor and Chair Faculty Department of Business Administration B.A., University of Rhode Island Donald L. Benoit, M.B.A. M.B.A., Boston University Assistant Professor Department of Business Administration Tara L. Broccoli, Ph.D. B.S., Quinnipiac University Associate Professor M.B.A., Rensselaer Polytechnic Institute Department of Behavioral Sciences B.A., Connecticut College Kimberly J. Blake, Ph.D. M.S., Rutgers University Professor and Chair Ph.D., Rutgers University Department of Science, Technology, Environmental Studies, & Mathematics Robert O. Forcier, M.B.A. B.A., Mount Holyoke College Associate Professor and Chair M.A., Fairfield University Department of Hospitality & Tourism Ph.D., University of Connecticut B.S., University of Massachusetts M.B.A., Johnson and Wales University Nancy M. Bombaci, Ph.D. Associate Professor Marc H. Goldsmith, M.A. Department of Humanities Associate Professor B.A., Trinity College Department of Communication Arts M.A., Trinity College B.A., Bucknell University Ph.D., Fordham University M.A., Bucknell University

Denise A. Braley, Ed.D. Scott L. Horton, Ed.D. Associate Professor Professor Department of Hospitality & Tourism Department of Behavioral Sciences B.S., Albertus Magnus College B.A., Antioch College M.S., Rensselaer Polytechnic Institute Ed.M., Harvard University Ed.D., NOVA Southeastern University C.A.S., Harvard University Ed.D., Boston University David J. Brailey, Ed.D. Director, Department of Education B.S.. Southern Connecticut State University M.S., Southern Connecticut State University Ed.D., St. John’s University 171 Daniel Kresge, Ph.D. Jeffrey R. Van Kirk, J.D. Associate Professor Assistant Professor and Chair Department of Sport & Fitness Management Department of Law & Justice Policy Studies B.S., Hobart College B.A., Lock Haven State University M.S., University of New Haven M.S., American University Ph.D., University of Rhode Island J.D., Catholic University of America

Mary K. Loose, M.A. Karen Ward, M.A.L.S. Associate Professor Associate Professor and Chair Department of Humanities Department of Communication Arts B.S., University of Missouri B.S., Southern Connecticut State University M.Ed., University of Missouri M.L.S., Wesleyan University M.A., Tulane University George K. Wezner, M.S. Herb Nieburg, Ph.D. Assistant Professor Associate Professor Department of Law & Justice Policy Studies Department of Law & Justice Policy Studies B.S., University of New Haven B.A., Ricker College M.S., Rensselaer Polytechnic Institute M.S., Long Island University Ph.D., Florida Institute of Technology Adjunct Faculty Jennifer M. O’Donnell, M.A. Associate Professor and Chair Adrienne Barclay, M.P.A. Department of Humanities Department of Law & Justice Policy Studies B.A., College Misericordia M.A., University of Connecticut Travis Beausoleil, M.A. Department of Sport & Fitness Management Linda M. Perry, Ph.D. Assistant Professor Tory Bell, M.B.A., M.S. Department of Behavioral Sciences First-Year Experience B.S., University of Rhode Island M.A., University of Connecticut Karla Bendor, M.A. Ph.D., University of Connecticut Department of STEM

Patricia Phillips, Ph.D. Shannon Brenek, B.F.A. Assistant Professor/Teacher Certification Officer Department of Business Administration Department of Education Department of Communication Arts B.A., Fairleigh Dickinson University M.S., Southern Connecticut State University Amy Cabaniss, M.B.A. Ph.D., University of Connecticut Department of STEM

Dean A. Roberts, M.S. Majorie Collins, M.A. Assistant Professor and Chair Department of Education Department of Sport & Fitness Management B.S., Trenton State College Ellen Cummins, M.Ed. M.S., Springfield College Department of Education

Joseph Cypriano, M.A. Department of Communication Arts

172 Jamia Danzy, M.Ed. Miriam Hostetter, M.A. Department of Communication Arts Department of Humanities

Rena DeBortoli, B.F.A. Kevin Kelly, M.S. Department of Communication Arts Department of Communication Arts

Jennifer Dees, M.A. Lee Howard Department of Education Department of Communication Arts

Jerry Desmond, M.S. Ann Lain, J.D. Department of Law & Justice Policy Studies Department of Business Administration

Karen Dobley, Ph.D. John Lehet, M.A. Department of STEM Department of STEM

George Dowker, M.F.A. Maureen Masson, M.A. Department of Humanities Department of Education

Akram Erik-Soussi, Dott.Arch. Jennifer Mauro, M.S. Department of Humanities Department of Behavioral Sciences and Program Coordinator Liberal & Professional Studies Brian Flaherty, M.S. Department of Sport & Fitness Management Katherine McDonald, M.A. Department of Communication Arts Lynne Floyd, M.S. Department of Humanities Margaret Morgenstern, M.S. Department of STEM Dana Fulmer-Garfield, M.Ed. Department of Sport & Fitness Management Kimberly Myers, M.S. Department of Law & Justice Policy Studies Guido Garaycochea, M.A. Department of Humanities Nikole Nousiopoulos, M.F.A. Department of Communication Arts Joanne Giegerich, M.S. Department of Education Alex Nunes, M.S. Department of Communication Arts Armand Giroux, M.B.A. Department of Business Administration Donna Ogle Department of Humanities Katherine Hemenway, M.S. Department of STEM Jeffrey O’Leary, M.A. Department of Humanities Cheri Henault ’07 First-Year Experience Walter Patrick, M.S. Department of Business Administration Christina Hodge, M.A. Department of Communication Arts John Payne, J.D. Department of Business Administration

173 Todd Peretz Jennifer Welsh, M.A. Department of Sport & Fitness Management Director, First-Year Experience

Tom Peterson Eric Yale, M.S. Department of Communication Arts Department of Behavioral Sciences

Theodore Phillips, Ed.D. Julie Yale, M.S. Department of Humanities Department of Behavioral Sciences

Lisa Pike-Dolan, M.S. Advising Department of Behavioral Sciences Kevin P. Kelly, M.S. Mary Pinkham, M.A. Assistant Dean of Academic Support Department of Communication Arts Director of Advsing

Laura Provo-Parker, M.S. Cheri Henault ’07 Department of Humanities Academic Advisor

Roger Riley M. Francis Plaza, M.S. Department of Humanities Academic Advisor

Nestor Salaczynskyj, M.Ed. First-Year Experience Individualized Services

Ronald Samul, M.F.A. Jacqueline Jewett, M.S. Department of Communication Arts Director

Ruth Saunders, M.A.T., M.B.A. Kristina Smith Department of Business Administration Office Manager

Melissa Shafner, J.D., M.S. Department of Communication Arts Bentsen Learning Center

Scott Shoemaker, M.S. Janice Arscott, M.S. First-Year Experience Learning Specialist Technologist

James Stephenson, M.S. Kathryn Collomore, M.A.T. Department of Behavioral Sciences Learning Specialist Department of Humanities Mary Gardiner, M.S. Jennifer Sullivan, M.S. Learning Specialist Technologist Department of Behavioral Sciences Sharon Jackson, M.A.T. Randy Tarasevich, M.A.T. Learning Specialist Department of Business Administration

Judith Treadway, Ph.D. Department of STEM

174 Lynn Kelly, M.A. Gill Castagna, M.A. Learning Specialist Tutor

Alice Murallo, M.S. Theodor Frostad BLC Admissions Liaison Math Tutor

Lisa Pike-Dolan, M.S. Douglas Henderson, M.A. Learning Specialist Tutor

Janet Schermerhorn, M.S. Zeya Horst-Liu Learning Specialist Tutor

Mary-Beth Smith, M.S. Garry Miller, M.B.A. Learning Specialist Business Tutor

Louise Steinberg George Parent, M.A. Learning Specialist Math Tutor

Nancy Parent Career Services Tutor

Amanda Ljubicic, M.S., N.C.C., C.P.R.W. James Stephenson, M.S. Director of Career Services Tutor

Judith Treadway, Ph.D. Disability Student Services Tutor

Crystal Hill John Troland DSS Access Coordinator Accounting Tutor

Gail Turgeon, M.A. Health & Wellness Tutor

Stacey Torpey, M.S., L.P.C. Director of Health & Wellness Institutional Research

Charlene Montavon David Hemenway, M.L.A. Health Services Coordinator Director of Institutional Research, Assessment & Compliance Julie Yale, M.S. Personal Counselor Instructional Technologies

Tutoring Center Richard Wall, M.Ed. Director, Academic Technologies Meredith Aider, M.S. Tutor

Tory Bell, M.B.A. Tutor 175 Library and Information Services (LIS) Lauren LePage Enrollment Visit Coordinator Elizabeth Davidson, M.L.I.S. Director of Library & Information Services Marissa Mills Senior Administrative Assistant Lauren Consolatore, M.A. Instruction Librarian Christine Riemann Associate Director of Admissions Regina Ewing, M.A.T. Educational Technologist Margo Weber ’14 Enrollment Support Stephanie Johnson Collection Management Coordinator Financial Aid Katherine Nazarian User Services Librarian Jacklyn Stoltz Director of Financial Aid

Registrar Fawn DeMello, M.B.A. Assistant Director of Financial Aid Amy Van Oot, B.F.A. College Registrar Vivian Hahn Assistant Director of Financial Aid Judy Gunther Assistant to the Registrar Elise Kaufmann Associate Director of Financial Aid

Yudelka Nunez-Gonzalez ENROLLMENT Assistant Director of Financial Aid

Admissions COLLEGE ENGAGEMENT Robert Martin, M.B.A. Director of Admissions Vice President for College Engagement - TBD

Susan Button, M.P.A. Donna M. Lloret Assistant Director of Admissions Development Coordinator

Tammy Byron, M.Ed Stephanie Shunda Associate Director of Admissions Assistant Director of Advancement Services & Stewardship Michele Dionne Admissions Counselor

Jimmy Donnelly Admissions Counselor

Edgar Fields ’13 Admissions Counselor

176 FINANCE AND ADMINISTRATION HUMAN RESOURCES Jonathan Howell, PHR. B.S. Dyann Baker, M.B.A. Director of Human Resources Vice President of Finance and Administration Kendra Kabeary Leah Brennan HR Administrator Bursar Beryl Rattley Susan Dobbin Mailroom Clerk Staff Accountant Deborah Silvers Ann Lain, J.D. Bookstore Manager Contract & Insurance Administrator MARKETING AND COMMUNICATIONS Patricia Mauro Administrative Assistant Kathryn M. Gaffney, M.S. Director of Marketing and Communications Cynthia Thompson Accounts Payable PRESIDENT’S OFFICE Comptroller - TBD Janet L. Steinmayer, J.D. Facilities Management President

Joe Pardee Karen Bourque Facility Director Executive Assistant to the President

Rebecca Heller Colleen Gresh Facility Manager Communications Specialist

Robbie Maneri Custodial Manager STUDENT AFFAIRS

Terry Taulbee Jason Ebbeling, J.D. Administrative Assistant Vice President for Student Affairs/Dean of Students

Auxillary Services Diane Miller Executive Assistant to the Derval Prince Vice President for Student Affairs/Dean of Students Director, Technology

Jan Lichtenwalter Assistant to the General Manager, Sodexo Food Services

Leigh Reiney General Manager, Sodexo Food Services

177 Athletic Department Issac Newsome, M.A. Campus Life Coordinator Dana Fulmer, M.Ed. Interim Director of Athletics Scott Towers Campus Life Coordinator Travis Beausoleil, M.S. Head Baseball Coach Campus Safety

Kathy Frankowski George Marshall Head Women’s Volleyball Coach Director of Campus Safety

Damian Houlden, M.S. Antonio Blackman Head Women’s Soccer Coach, Head Men’s Tennis Coach, Campus Safety Officer Head Men’s Soccer Coach Mike Bowe John Keysor Campus Safety Officer Head Lacrosse Coach Wayne Ford Aimee Krenicki Campus Safety Officer Head Athletic Trainer Gerard Marquis David Longolucco Campus Safety Officer Sports Information Director Jessica Mercado Christine Middleton Campus Safety Officer Assistant Athletic Trainer Bruce Miller Todd Peretz Campus Safety Officer Head Men’s Basketball Coach/Head Golf Coach Richard Miller Mary Lynn Skarzenski Campus Safety Officer Head Women’s Basketball Coach/XC Coach John Saucier Allison Wigand Campus Safety Officer Head Softball Coach/Head Women’s Tennis Coach Howard Tinney Campus Life Campus Safety Officer

Jamia Danzy, Ed.M. Paul Worobey Director of Campus Life Campus Safety Officer

Tanesha Fowler ’13 Campus Life Coordinator

178 Index

Ability Based Education, 50, 53, 110 Athletics, 25 Academic Attendance, 33 Advising, 53 Auditing a Course, 36, 44 Appeal of Dismissal/Suspension, 42, 43, 48 Awards and Prizes, 12-15 Calendar, 3 Board of Trustees, 170 Dismissal, 41 Bookstore, 18 Honesty, 39 Books and Incidentals, 18 Probation, 41, 43 Bentsen Learning Center Admissions, 56-57 Financial Aid Eligibility, 41 Buildings, 30-31 Programs, 60 CAEL, 38 Progress & Performance Standards, 40-43 Calendar, College, 3 Support Services, 53-57 Campus Information, 30-31 Suspension, 41 Geographic Location, 30 Tutoring, 56 Facilities & Buildings, 30-31 Warning, 41 Campus Safety, 23 Academic Information & Standards, 33-35 Campus Security Act, 27 Academic Policies & Procedure 39-49 Career Services 55 Accreditation Statement, 181 Change of Major, 45 ADA Statement, 28 Charter Oak College Assessment of College Add-Drop, 36, 43 Course Equivalencies, 38 Adult Students, 38 CLEP, 38 Admissions Clery Act, 23 Admission to the College, 6-8 Commendable Scholar, 34 Advanced Placement Credit, 7 Community Involvement, 29 Appealing an Admissions Decision, 8 Community & Professional Programs, 29 Credit Commuter Students, 24 By examination, 8 Competencies & Core Requirements, 50-52 For Military Training, 8 Course Descriptions, 110-169 Non-Traditional Learning, 8 Courses Early Action, 6 Add-Drop, 43 Enrollment Status, 44 Auditing, 17, 36, 44 International Admissions, 6 Incomplete, 44 Part-Time Study, 7 Load, 33 Prior Learning, 38 Repeat, 45 Procedures, 7 Substitution, 46 Advancement Program, 28 Transfer, 47 Advising, 53 Withdrawal, 47-48 Alumni Association, 29 Credit Appeal By Examination, 8 Academic or Administrative Decision, 40 For Military Training, 8 Admissions Decision, 8 Transfer, 41, 45, 47 Charge of Academic Dishonesty, 39-40 Unit of, 33 Dismissal/Suspension, 43, 45 DANTES, 38 Application Guidelines, 9 Dean’s List, 34 Articulation Agreements, 47 Definition of Terms, 36-37 Athletic Eligibility, 43 Degree Offerings, 60-109 179 Degree Requirements, 50-52 Matriculated Students, 36 Deposit Nondiscrimination Statement, 27 Admissions Decision, 6 Orientation, 23 Early Action, 6 Part-time, Defined, 37 Security, 18 Pell Grants, 11, 19-20 Tuition, 18 Perkins Loan Program, 10, 19-20 Dining Services, 26 Plagiarism, 39 Directions to Campus, 32 President’s Message, 4 Directory Information, 28 Programs and Degree Offerings, 60-109 Disability Student Services, 56 Public Notice Designating Directory Information, 28 Drug-Free Campus and Workplace Acts, 27 Refund Policies, 19-20 Early Action, 6 Registration, 45 ECE, 38 Requirements for a Degree, 50-52 Enrollment Status, 44 Residence Halls, 22 Faculty & Staff Directory, 171-178 Residential Life, 22 Family Educational Rights & Privacy Act, 28 Returning Students, 38 Financial Aid, 9-12 Scholarships, 11-15 Deadlines, 9 Security Deposit, 18 Grants, 11 Statement Condemning Racism, How to Apply, 9 Intolerance, Other Acts of Hatred or Loans, 10 Violence Based on Difference, 27 Scholarships, 11-12 Student Activities, 23 Workstudy, 11 Student Affairs, 22-24 First-Year Experience, 58-59 Student Right-to-Know & Campus Security Act, 27 Full-time, defined, 37 Support Services, 53-57 General Information, 26-29 Suspension, 41-42 Grades TECEP, 38 Changes, 44 Testing & Examination, 46-47 Grade Point Average, Calculation of, 35 Textbooks, 18 Incomplete, 44 Transfer Information, 47 Reports, 34 Tuition & Fees, 17-21 Grading System, 34 Deposit, 18 Graduation Requirements, 33 Fees, 17, 19 Graduation Honors, 34 Loan Plans, 17 Grants and Scholarships, 11-12 Refund Policy, 19 Harassment, 27 Student Status, 17, 20 Health Insurance, 18, 55 Tutoring Center, 56 Health & Wellness Services, 55 Veterans, 21 History of Mitchell College, 5 Warning, Academic, 43 Honor Societies, 15-16 Warning, Financial Aid, 43 Independent Study, 45 Withdrawal Individualized Services, 55 From a Course, 47-48 Internships, 29, 31, 52, 55 From the College, 48-49 Leave of Absence, 49 Workstudy, 11 Leave of Absence, Medical, 49 Liability, 28 Library & Information Services, 53-54 Life Experience, 7, 38 Loans, 10 Major, 36, 45 180 Accreditation Statement

Mitchell College is accredited by the New England Accreditation by the New England Association is Association of Schools and Colleges, Inc., a non- not partial but applies to the institution as a whole. governmental, nationally recognized organization As such, it is not a guarantee of the quality of every whose affiliated institutions include elementary course or program offered or the competence of schools through collegiate institutions offering post- individual graduates. Rather, it provides reasonable graduate instruction. assurance about the quality of opportunities avail- able to students who attend the institution. Accreditation of an institution by the New England Association indicates that it meets or exceeds criteria Inquiries regarding the status of an institution’s for the assessment of institutional quality periodi- accreditation by the New England Association cally applied through a peer group review process. should be directed to the administrative staff of the An accredited school or college is one which has school or college. Individuals may also contact the available the necessary resources to achieve its stated Association: purposes through appropriate educational pro- grams, is substantially doing so, and gives reasonable New England Association of Schools and Colleges evidence that it will continue to do so in the foresee- 3 Burlington Woods Drive, Suite 100 able future. Institutional integrity is also addressed Burlington, MA 01803-4514 through accreditation. 1-855-886-3272 781-425-7785

181 (800) 443-2811 www.mitchell.edu 437 Pequot Avenue New London, CT 06320