COURSE CATALOG 2019–2020 Table of Contents

3 Academic Calendar 4 Mission Statement 4 History of Mitchell College 5 Directions to Mitchell College 6 Admission to Mitchell College 9 Financial Aid at Mitchell College 17 Tuition and Fees 22 Student Affairs 24 Athletics 25 Adult and Returning Students 26 General Information 28 Campus Information 30 Academic Information and Standards 33 Definition of Terms 35 Academic Policies and Procedures 44 Requirements for a Mitchell College Degree 47 Academic Support Services 51 First Year Experience 53 Programs and Degree Offerings 53 Bachelor Degrees 54 Associate Degrees 55 The Mitchell Ability Model 70 Course Descriptions 132 Board of Trustees 133 Full Time Faculty Directory 135 Accreditation Statement 136 Index

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. Academic Calendar 2019-2020

Fall 2019 Semester Winter 2020 MiniMester AUGUST JANUARY 29 New Students Move-In/Check-In 2-15 Winter Session - MiniMester New Student Welcome SEPTEMBER Spring 2020 Semester 3 Returning Students Move-In/Check-In JANUARY 4 Session I, First Day of Classes 15 All Students Move In/Check In Add/Drop Begins 16 Session !, First Day of Classes 11 Add/Drop Ends at 5pm Add/Drop Begins 13 Student Attendance Census 20 Martin Luther King, Jr. Day - No Classes, 17 Constitution Day College Offices Closed 23 Early Academic Reports Due to Registrar 24 Add/Drop Ends at 5pm by 9am 28 Student Attendance Census OCTOBER FEBRUARY 5 Fall Weekend 3 Early Academic Reports Due to Registrar 14 Mid-term Grades Due to Registrar by 9am 17 Presidents’ Day - No Classes, 14 Columbus Day - No Classes College Offices Closed 14 Admissions Fall Open House 24 Mid Term Grades Due to Registrar by 9am MARCH NOVEMBER 2-6 Spring Break Week - No Classes 1 Last Day to Withdraw from a Class 27 Last Day to Withdraw from a Class 11 S’20 Registration Begins 30 F’20 Registration Begins 11 Veterans Day Observed APRIL 15 Academic Day 6 Academic Day 18 Students’ Reading Day - No Classes 7-10 Session I Final Exam Period 19-22 Session I Final Exam Period 10 F’20 Registration Ends 22 S’20 Registration Ends 13 Grades Due to Registrar by 9am 25 Grades Due to Registrar by 9am 15 Academic and Student Affairs 25-29 Thanksgiving Break for Students Awards Ceremony, 1:00pm DECEMBER 16 Session II, 1st Day of Classes 2 Session II, 1st Day of Classes 17 Schedule Adjustments end 5pm 3 Schedule Adjustments end 5pm 21 Student Attendance Census 5 Student Attendance Census 21 Last Day to Withdraw from a Class 5 Last Day to Withdraw from a Class MAY 17 Reading Day 1 Session II Final ExamDay 18 Session II Final Exam Day 4 Grades Due to Registrar by 9am 20 Grades Due to Registrar by 9am 9 Commencement, 10:00am

3 Mitchell College Mission Statement

Mitchell College celebrates and develops the power of unique minds.

History of Mitchell College

the Bentsen Learning Center, in 1981.

In 1998, the College offered its first baccalaureate program in the area of human development and currently offers four-year degrees in four Cores with twelve concentrations as well as three associate’s degrees. In 2006, Thames Academy (now Thames at Mitchell College) launched its distinctive post-grad- uate program on campus, providing college-bound students with learning differences a structured year on a college campus to gain skills for a successful transition to a traditional college. In 2007 Mitchell On September 14, 1938, a group of New London College officially joined the Division III National citizens founded New London Junior College as a Collegiate Athletic Association and was a founding private, nonprofit, coeducational, two-year college in member of the New England Collegiate Conference, their community. In 1950, the name Mitchell College where they have earned championship titles across was officially adopted by the trustees to honor the multiple years in many sports. descendants of the Alfred Mitchell family, principal benefactors of the College since its founding. The Mitchell College celebrates a long and proud tra- high quality of Mitchell’s academic program was dition of educating students to discover and build recognized in 1956 when the College was awarded on their strengths while gaining an appreciation for membership in the New England Association of diversity in thought and the richness of a full life. Schools and Colleges (now New England Commis- sion of Higher Education). Taking a leading role in educating students with learning differences, Mitch- ell established it’s specialized learning center, named

4 Directions to Mitchell College DIRECTIONS TO MITCHELL COLLEGE From Springfield and Hartford From Boston and Providence From Springfield, follow Interstate 91 South to Proceed South on Interstate 95. Hartford. Take Route 84 East to Route 2 East to Route 11 in Colchester. After crossing the Gold Star Memorial Bridge over 'SPN
4QSJOHGJFME
BOE
)BSUGPSE the Thames River in Groton, take Exit 83 to Colman When'SPN
the4QS JexpresswayOHGJFME
GPMMPX ends,
*O UFSTUBUFgo left

4Pfor oneVUI
Umile.P
) BSUTurnGPSE
5BStreet.LF
3PVUF

&BTU
UP
3PVUF

&BTU
UP
3PVUF

rightJO
$PMDIFTUFS onto route
8IFO 85 for
UIF13
milesFYQSFTTXBZ into New
FOET London.
HP
MFft GPS
POF
NJMF
5VSO
SJHIU
POUP
3PVUF

GPS

NJMFT
JOUP
/FX
-POEPO
5VSO
SJHIU
POUP
$PMNBO
4USFFU
BOE
HP

UPTurn
UIF
F leftOE
U IFontoO
U VColmanSO
MFGU
POUP
3PVUF

#BOL
4USStreet to the end. FFU
TurnBOE
U rightBLF
UIF
TFDPOE
SJHIU
POUP
.POUBVL onto Colman Street* and go to
"theWFO end,VF
1 SPDFFE

NJMFT
UP
UIF
$PMMFHF
FOUSBODF
5IF
then"ENJTTJPOT
turn leftBOE
'JOBODJBM
"JE
onto Rout 1 (Bank0GGJDFT
BSF Street) and
MPDBUFE take the
JO
)FOSZ
)BMM
PO
1FRVPUTurn left onto Route
"WFOVF
CZ
UIF
XBUFS 1 (Bank Street andT
FEHF take the second right onto Montauk Avenue. second right onto MontaukAvenue. 'SPN
8PSDFTUFS Proceed5BLF
3PVUF

JO
"VCVSO
4PVUI
UP
&YJU
 1.5 miles to the College entrance. The
5BL F
MFGU

POUP
3PVUF

UP
$PMNBO
4USFFU
BT
EFTDSJCFE
BCPWFProceed 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'SPN
#HallPTUPO on
BOE
1SPWJEFODFPequot Avenue by the water’s edge. Henry Hall on Pequot Avenue by the water’s edge. 1SPDFFE
4PVUI
PO
*OUFSTUBUF

"GUFS
DSPTTJOH
UIF
(PME
4UBS
.FNPSJBM
#SJEHF
PWFS
UIF
5IBNFT
3JWFS
JO
(SPUPO
UBLF
&YJU

UP
$PMNBO
4USFFU
5VSO
MFGU
POUP
$PMNBO
4USFFU
UP
UIF
FOE
5VSO
MFGU
FromPOUP
3PWorcesterVUF

#BOL
4USFFU
BOE
UBLF
TFDPOE
SJHIU
JOUP
.POUBVL
"WFOVF
1SPDFFE

NJMFT
UP
UIF
Take$PMMFHF
Route FOUSBODF
5I 395 in Auburn,F

"ENJTTJPOT
BOE
'JOBODJBM
"JE South to Exit 77. Take left
0GGJDFT
BSF
MPDBUFE
JO
)FOSZ
)BMM
PO
1FRVPU
"WFOVF
ontoCZ
UIF
RouteXBUFS 85T
FEHF to Colman Street as describe above*.

5 5 Admission to Mitchell College

Admission Policy Secondary school graduates and students who have Our admissions requirements are designed to help attended post-secondary institutions in other coun- the College select those students best able to benefit tries and are applying for an F-1 Visa are subject to from the educational experiences at Mitchell College. the following procedures: Submission of SAT and/or ACT scores is optional. International students whose native language is not 1. International applicants should submit the Com- English are required to submit the results of the Test mon Application. of English as a Foreign Language (TOEFL) or pro- 2. Forward an official record of work completed at vide proof of English proficiency. the secondary school attended (and all post-sec- ondary institutions attended) to the Mitchell Col- The Admission Committee reviews all applications lege Admissions Office. They must include a cer- holistically. We admit students without regard to tified translation for all documents in languages race, color, gender, disability, age, sexual orientation, other than English. and national and ethnic origin. The Admissions Re- view Committee is comprised of Admissions staff as 3. Submit evidence that English proficiency is ad- well as members of the College Faculty and Admin- equate to undertake a full academic program at istration. the College. 4. If a student’s native language is not English, they Admission to the College must: Students may apply to Mitchell College as either a first-year or transfer student. However, certain pre- a. Submit the official score report from the Test requisite courses are necessary to satisfy degree re- of English as a Foreign Language (TOEFL). quirements. Students may begin classes twice a year, Students must obtain a score of at least 500 fall or spring term. on the written test or a score of 71 IBT on the computer test to be considered for admission. Admission Decision OR If students apply for admission, they will be notified b. As an alternative to taking the TOEFL, in- of their status by a letter. The letter will define the ternational students residing in the United nature of their acceptance and indicate when they States may show evidence of having success- must reply in the form of an advance deposit. De- fully completed an official English Language posits are accepted on-line via our website. A reply School (ELS) Language Center program. The signifying an intention to enroll as a full-time stu- ELS Language Center must forward an official dent takes the form of an advance deposit of $500 for score report to the Mitchell College Admis- resident students and $300 for commuter students. sions Office. The deposit is non-refundable until May 1 for the fall OR semester. The deposit is not refundable for the spring c. They may substitute the Scholastic Aptitude semester. Test (SAT) as an alternative to the TOEFL exam. The official score report must be -for Admission of International Students on F-1 VISA warded from the College Board directly to the The College welcomes applications from interna- Mitchell College Admissions Office. tional students and strongly urges them to com- OR plete the application process well in advance of the d. Another alternative to taking the TOEFL is projected date of enrollment. Early application is the Advanced Placement International En- necessary because of the substantial amount of time glish Language Exam (APIEL). An official required to file for nonimmigrant (F-1) student sta- APIEL score report must be sent from the tus and to make appropriate travel arrangements. College Board directly to the Admissions Office. Students must receive a score of 3 or

6 higher to be considered for admission. Life Experience 5. Submit to Mitchell College at least one letter of See section on Adult and Returning Students. recommendation from a school official at the Advanced Placement (AP) Credit institution last attended. Mitchell College participates in the Advanced Place- 6. In addition to the above requirements, the ment Program (AP) administered by the College Admissions Office must be provided with a Board. If students have taken college-level courses Declaration of Finance or bank statement prov- while in high school, they may participate. With ing financial responsibility. A copy of financial official notification, the College will grant credit for documentation provided to the U.S. Immigration AP exam grades of three or higher in any academic Service will suffice. discipline offered by the 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 few- the student meets all of the above admission require- er 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 students holding visas other than an F-1 should consult di- Students may register for courses as a part-time stu- rectly with our Financial Aid Office concerning the dent through the College Registrar at appropriate 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 as a To apply to Mitchell College as a degree candidate, Mitchell College degree candidate before they com- students must follow these steps: plete 15 credits or if they wish to apply for veteran’s benefits. If they wish to apply credits earned at other 1. Students may apply for admission by completing colleges toward a Mitchell degree, they should make the Common Application or Mitchell College ap- an appointment with the Admissions Office and apply plication. There is no fee to apply for admission. as a degree candidate before enrolling at Mitchell. 2. Ask the high school guidance office to forward the official high school record and letter(s) of rec- Financial aid may be available to part-time students ommendation. If students have attended college for the fall and spring semesters if they have made or other post-secondary programs, they must application through the Admissions Office and have submit an official transcript from those institu- registered for six or more credits per semester. tions or programs. No financial aid is awarded for the winter and sum- mer semesters. 3. Submission of SAT and ACT scores is optional. 4. If applying for financial aid, students must com- Appealing an Admissions Decision plete the Free Application for Federal Student Appeals of admission decisions are reviewed on a Aid (FAFSA). The FAFSA may be completed case-by-case basis. Students seeking an appeal should on-line at www.fafsa.ed.gov. The Mitchell College submit their request, in writing, to the Director of school code is 001393. Financial aid is available Admissions. The Admissions Committee will review for the fall and spring semesters; there is no fi- the appeal. nancial aid for the winter and summer semesters.

7 Credit by Examination the Bentsen Learning Center is separate and distinct Credit by Examination allows students who have from the application process to Mitchell College. already studied the subject matter of a course offered Once a student has been accepted to Mitchell Col- by Mitchell to earn credit by passing an examina- lege, the staff at the Bentsen Learning Center will tion which covers the course material. The College review application materials and determine a stu- accepts credit by examination following the guide- dent’s eligibility for the program. Students will be lines of the American Council on Education College contacted by the Bentsen Learning Center to inform Credit Recommendation Service. Examples are the them of the Center’s decision. Acceptance to Mitch- College Board’s College-Level Examination Program ell College does not guarantee acceptance into the (CLEP) and the Defense Activity for Non-Traditional program. Support (DANTES). Each test result is evaluated for credit by the Registrar’s Office. Students who want to be considered for the Bentsen Learning Center should forward the information Credit for Military Training listed below to the Center: Mitchell College uses the Guide to the Evaluation • Results of a complete psychoeducational evalua- of Education Experiences in the Armed Forces, an tion including cognitive and achievement testing American Council of Education publication, to eval- uate military credits. Students should consult the • Current 504 or IEP (optional) Registrar’s Office. • Completion of the Bentsen Learning Center Application Admission to the Bentsen Learning Center (BLC) The Bentsen Learning Center (BLC) at Mitchell • Unedited writing sample College is a fee-based academic support program It is the student’s choice to submit this information designed for students with learning disabilities and/ which will be used solely to determine the appropri- or ADD, ADHD. The primary goal of the Bentsen ateness of the student for the program and the abil- Learning Center is to promote the effective and ity of the program to meet the student’s needs. All independent use of strategies that will assist students information will be kept confidential. with learning and career readiness. Admission to

8 Financial Aid at Mitchell College

Regardless of which college students choose, high- In the case of divorced parents, the income of the er education requires a major investment of time, student’s custodial parent (or in cases of joint cus- energy and funds. Many families are understandably tody, the parent with whom the student spends the concerned about how to meet educational costs. This majority of time) will be taken into consideration section is a guide to the policies and practices of the when determining the student’s financial need. If the Office of Financial Aid Services at Mitchell College. custodial parent has remarried, federal law requires It is designed to help students understand the com- that the present spouse’s information also be report- plexities of financing their education and for use as a ed on the FAFSA. This applies to unmarried parents reference should they experience financial problems living together as well. in the future. Deadlines Because it is never possible to cover every situation For planning purposes, it is important that all appli- that a student and the student’s family may encounter, cation materials are completed in as much detail as we want to encourage students to present problems possible and submitted on time. We ask that students specific to their situation to a Financial Aid Officer in please pay careful attention to the deadlines and fol- person, by telephone or by e-mail. Our goal is to help low instructions. If students and their family fail to them solve financial problems at Mitchell so that they submit the required materials on time, they risk los- will be free to concentrate on academic pursuits. ing an award.

Application Guidelines How To Apply Financial aid comes in many different forms, from All students desiring need based financial aid must free funds (in the form of grants and scholarships) complete the FAFSA either on-line or in paper for- to low-interest loans and work study programs. mat. The FAFSA must be submitted to the Federal Pro- Remember to apply every year. Financial aid is cessor after October 1 and before February 1 to have renewable every year, provided students remain in priority financial aid consideration at Mitchell College. satisfactory academic standing and continue to dem- onstrate financial need. The amount and kind of aid Be sure to include Mitchell College on the FAFSA. received is reviewed each year so that any changes in Our Title IV School Code is 001393. the family financial situation, as well as any changes in Mitchell’s charges, can be taken into account. All Students selected for verification must send federal things remaining similar, the first-year aid award documents, W-2 forms (for both parents and stu- usually provides a rough indication of the level and dents), and a completed Federal Verification Work- kind of aid students may expect to receive in subse- sheet as well as any other requested information. quent years. Students and parents are encouraged to use the IRS Data Retrieval Tool. Parental Contribution Mitchell assumes that students’ families will continue If students send their FAFSA to the Federal Proces- to support them during their undergraduate years sor, they will receive verification from the Depart- according to their ability to pay as determined by ment of Education that they have received their the Free Application for Federal Student Aid (FAF- FAFSA. Mitchell College will receive an Institutional SA) analysis and Mitchell’s institutional standards. If Student Information Report (ISIR), which includes parents stop supporting them for reasons other than the Expected Family Contribution (EFC). Once the ability to pay, it is not possible for Mitch- ell to accept file is complete, student need will be calculated and the parental responsibility for financial support. Nor they will receive an award letter. The award letter will is it possible for Mitchell to aid students who declare show award amounts being offered. They must sign themselves independent when the income and assets and return the award letter and the accompanying of their family indicate an ability to contribute. paperwork to finalize the award.

9 Priority Date maximum limit for both the Federal Subsidized Staf- All financial aid applications should be completed ford and Unsubsidized Stafford combined is the same by February 1. Applications completed on or before as those listed above, plus an additional $2,000 in an the priority date will receive first consideration for Unsubsidized Stafford Loan. Independent students financial aid awards. However, applications will be may borrow up to an additional $4,000 a year in an processed as long as funds remain available. Unsubsidized Stafford Loan ($5,000 for juniors and seniors). This loan has a fee. The Financial Aid Package Packaging is the term which describes the way an Federal Direct Plus Loans institution like Mitchell combines funds from vari- Parents of dependent students may apply for a Plus ous sources to meet financial need. Such combina- Loan to assist with educational expenses. These loans tions are necessary because it is generally impossible are not need-based, but all borrowers must meet spe- to meet everyone’s need from a single financial aid cific eligibility requirements before a Plus Loan is ap- source. First, Mitchell determines the expected fami- proved. Eligible parents may borrow up to the cost of ly contribution and subtracts that contribution from attendance minus any financial aid awarded during the student budget to determine financial need. Need the period of enrollment. (If the parent is denied the is met with a combination of loan, work study job, Plus Loan, the student may take out an additional grant or scholarship. Unsubsidized Stafford loan.) All parents are required to fill out a pre-approval if they wish to apply for a LOANS PLUS Loan. The interest rate is currently 7.6%. The Since grant funds are limited, most students are Federal Government retains the fee on this loan. awarded loans to help with their educational expens- es. The following is a description of the loan pro- CHESLA Loans grams that are currently available to assist Mitchell (Connecticut’s Student Loan Program) College students. Rates are subject to change every The program is available to Connecticut residents July 1. or a student who is attending a Connecticut school. This loan is the debt of the student, however, the stu- Federal Direct Stafford Loan Subsidized dent does need a co-applicant. The approval of this The Stafford Loan is a federally subsidized loan loan is based on a healthy income to debt ratio of the available to students who demonstrate financial co-applicant. need. The maximum loan amount is $3,500 for a first-year student; $4,500 for students with 26 cred- Additional Information about Federal Loans will its; and $5,500 for juniors and seniors. The interest not be credited to a student’s account until a prom- rate is currently at fixed rate of 5.05%. As long as issory note has been signed. Federal loans are usually students attend college at least halftime, they will disbursed twice in the year, at the beginning of each not accumulate interest on this loan or have to begin semester. Because the signing of any promissory note payment on principal. They must begin repaying carries with it the obligation of repayment after grad- the loan six months after leaving school or dropping uation, students must complete an entrance interview below halftime. There is a fee associated with this which describes the provision of the loan programs loan. These charges will be subtracted from the total with the counselors at the Office of Financial Aid or “requested amount” before funds are drawn from the on-line to be sure future repayment obligations are Department of Education. The fees are retained by clear. Forgiveness of debt in return for certain kinds of the Federal Department of Education. work in the public interest after graduation is possible. See the Office of Financial Aid for more information. Federal Direct Stafford Loan Unsubsidized Students must also complete exit counseling when The Unsubsidized Federal Stafford Loan is a 5.05% they leave Mitchell or drop below 6 credits. loan available to eligible students regardless of finan- cial need. Although the terms of this loan are similar Students must meet the College’s Satisfactory Aca- to the Federal Stafford Loan, students are responsible demic Progress for Financial Aid Policy to retain for interest charges while they are matriculated. The financial aid.

10 Satisfactory Academic Progress For tion rate based on year in school. Students failing to Financial Aid Policy meet these standards are subject to warning, suspen- sion or probation with an academic plan. A student The purpose of this policy is to provide undergrad- falling into one of these categories will find notifi- uate students with information on Mitchell College’s cation in they Mitchell College email as well as by a Satisfactory Academic Progress Standard for Federal letters sent to the home address. Title IV Sources of Aid (Federal Pell Grant, Federal SEOG, Federal Work-Study, Federal Perkins Loan, Financial Aid Warning - The student’s academic Federal Direct Subsidized Loan, Federal Direct performance is such that continuation at this level Unsubsidized Loan, and Federal Direct PLUS Loan), could eliminate the possibility of academic success as well as Mitchell College Need and Merit Aid. This and graduation. Students on financial aid warning document describes the qualitative and quantitative are still eligible for financial aid for the next semester. standards that make up this policy, how standards are measured, and how financial aid is reinstated if Financial Aid Suspension – Students, who were on eligibility is lost during enrollment. financial aid warning and did not obtain satisfac- tory progress measured in grade point average and/ The Financial Aid Office is required, in accordance or credits earned, will be placed on financial aid sus- with Federal Title IV regulations, to monitor satis- pension. To maintain further financial aid eligibility, factory academic progress for students who receive the student may appeal in writing to the Financial Federal financial assistance. In order to continue to Aid Appeal Committee within 3 weeks of the date receive financial aid while enrolled at Mitchell Col- of notification. Students will be notified in writing lege, students must maintain the minimum stan- about the outcome of their appeal. If the appeal is dards as defined below. These Satisfactory Academic approved, the student will be placed on financial aid Progress standards for financial aid are either the probation with an academic plan. The financial aid same or stricter than the College’s academic policy appeal letter is separate from any academic appeal for students enrolled in the same academic program letter the student may be required to submit. who are not receiving financial assistance. Students must make both quantitative and qualitative prog- Financial Aid Probation with an Academic Plan – ress towards their educational goals each academic Students, whose financial aid appeals are approved, year to receive federal and Mitchell College need- will be placed on financial aid probation with an based and/or merit financial assistance. Mitchell academic plan. Students, in this status, are eligible College’s academic year consists of two regular to continue to receive financial aid unless they do semesters fall and spring. Measurement will occur not meet the plan or at the point they cannot grad- at the end of each semester. Grades for Incompletes uate within the time frame established by pace. The will be considered in the following semester unless Academic Plan will be developed by the student completed during a winter or summer mini-mester. and their academic advisor which will have specific outcomes. The Plan will be revised at the end of each The Satisfactory Policy for Financial Aid and the semester until the student is making satisfactory Satisfactory Policy for Academic Performance are progress for financial aid. not the same. Financial Aid Satisfactory Progress Satisfactory Progress for Financial Aid CR Enrolled Completion Rate GPA Minimum At the end of each semester, grades are reviewed to determine the academic standing of each student. A 0-25 50% 2.0 student is considered to be in good academic stand- 26-55 60% 2.0 ing if he or she is matriculated at Mitchell College, 56-89 67% 2.0 maintains a cumulative grade point average of 2.00 90+ 67% 2.0 or higher, a semester grade point average of 2.00 or higher, and is making satisfactory progress toward a degree. Satisfactory Pace is total cumulative comple-

11 Appeal Process – The letter should be addressed Transfer students are considered for an academic to the Director of Financial Aid within 3 weeks of scholarship as part of the application process. These notification of suspension. It should include a clear scholarships are based on the students’ prior college explanation of the circumstances that contributed to academic performance. the poor academic performance. The letter should also include steps the student intends to take to rem- For further information about scholarships, contact edy the situation. Information on how to contact the Mitchell College Admissions at 800-443-2811. student should also be included. SCHOLARSHIPS AND AWARDS WORK STUDY TheBoard of Trustees Award for Academic Federal Work Study Program Achievement - awarded to the bachelor degree re- The Federal Work Study Program (FWS) is offered cipients with the two highest GPAs who have com- to eligible students based on financial need as de- pleted at least 90 credits at Mitchell College. termined by the FAFSA form. The positions are on campus and the student is paid bi-weekly for hours The Faculty Award for Academic Achievement- worked. The money earned is not deducted from the awarded to the associate degree recipients with the student’s account unless arrangements are made with two highest GPAs who have completed at least 45 the Bursar’s Office. Students offered work study must credits at Mitchell College. meet with the work study coordinator during the first two weeks of school in order to secure a position. Behavioral Sciences

GRANTS AND SCHOLARSHIPS The David W. H. Harvey Scholarship - Established in honor of David W. H. Harvey, former Dean of the Grants and scholarships are known as gift aid. They College, this award is given to a returning student do not have to be paid back. demonstrating academic achievement and excellence in the behavioral sciences. The recipient is selected Federal Pell Grant - The eligibility/amount of this on the basis of merit and future potential within the federal program is determined by a federal formula. program. In 2018–2019, the awards range from $650 to $6,095. The Jeffrey S. Turner Human Development and Federal Supplemental Educational Opportunity Family Studies Merit Award - This award is pre- Grant (FSEOG) - This funding assists the neediest sented to students whose scholastic achievements students as determined from the student’s FAFSA and field work accomplishments stand out in the results. These funds will be awarded to Pell eligible department. Recipients also demonstrate an appreci- students first. ation, understanding, and commitment to life span development within diverse sociocultural contexts Mitchell Grants - The Mitchell Grant is offered to that could lead to later research with the potential for eligible students based on their financial need and solving important human development and family availability of funds. studies issues and concerns.

Mitchell Merit Scholarships - Mitchell College The Behavioral Sciences Service Award - This offers merit scholarships. The College establishes the award is presented to a student who in the judgment renewal criteria. All students new to Mitchell College of the department has demonstrated exemplary are considered for merit scholarships as part of the dedication and service to the discipline. Recipients holistic application review process. of this award are recognized for their hard work and commitment to the Behavioral Sciences Department, First-time student scholarships are awarded based on with a particular emphasis on depth of effort and a review of the high school transcript concentrating variety of service. on core courses and GPA as well as course selection.

12 The Donald B. Helms Merit Award in Psychology- The Merit Award in English - Established by the Established in 2004 by the Behavioral Sciences De- College, this award is presented to the student(s) partment, this award is in honor of Donald B. Helms, judged to be outstanding in effort, improvement, and a Mitchell College faculty member who distinguished achievement in freshman English courses. himself for over 30 years as a master teacher, critical- ly acclaimed author and dedicated researcher. This The Merit Award for Graphic Design - Estab- award is given to students who as a result of their lished by the College, this award is presented to a educational background and research productivity are student judged to be outstanding in graphic design. deemed likely to make significant contributions to the behavioral sciences. The Merit Award in First-Year Composition - This award is presented to the student judged to be out- Business Administration standing in effort, improvement, and achievement in first-year composition courses. The Harvey Mallove Scholarship - Established in memory of Harvey Mallove, former trustee and Education mayor of New London. Given annually to an aca- demically superior, continuing student distinguished The Early Childhood Education Award - Estab- in the study of business administration. lished by the College, this award is given annually to the student demonstrating academic achievement The Carmin Cimino Small Business Studies and excellence in Early Childhood Education. Scholarship - Established in 2004 by the Business Club under the direction of professor and club advisor The Early Childhood Education Perseverance Carmin Cimino. Carmin was the driving force behind Award - Established by the College, this award is the Business Club and Business Program for over 25 given annually to the student demonstrating perse- years. This scholarship is given to a returning four- verance and academic excellence in their aspiration year student in the Business Administration program to meet the standards for the professional role as an who has demonstrated academic achievement and a early childhood educator commitment to college and community service. Hospitality and Tourism The Business Administration Award- Established by the College, this award is given to the graduat- The Mark Burke Scholarship - Established by the ing full-time and part-time students in the business College in honor of Trustee Mark Burke, this schol- program, who have attained the highest grade point arship will be given to a student in the hospitality average in the department. program who has a passion for this field of study.

The Thomas E. Piacenti ‘59 Scholarship - Estab- The Hospitality and Tourism Award of lished in 2000 by Marietta Piacenti, the widow of Excellence - This award is presented to the student Thomas E. Piacenti ‘59, in his memory. Mr. Piacenti who in the judgment of the department has demon- was active in New London in real estate, insurance strated exemplary service to the Hospitality and Tour- and politics and as director of the New London ism industry and dedication to the study of Hospitali- Sewer Authority, where he was instrumental in ty and Tourism at Mitchell College. building the regional water pollution control facility. The scholarship provides financial aid for students. The Hospitality and Tourism Award - This award is First preference for the award is for majors in busi- presented to a senior who has shown exemplary im- ness and related areas. provement in academics and/or the hospitality indus- try, as well as dedication to community involvement. Communication Arts Humanities The Eugene O’Neill Award in Creative Writing - Established by the College, this award is presented to The Merit Award for Studio Art Design - Established the student who produces outstanding literary work by the College, this award is presented annually to the during the academic year. student judged to be outstanding in studio art. 13 The José Melis Scholarship - This scholarship hon- who has maintained the highest academic standing ors the name of the distinguished pianist and enter- in the science program. tainer, José Melis, whose two children attended the College. It recognizes exceptional academic achieve- The Special Distinction Science Award - A special ment especially in a foreign language. award presented to the student showing the most improvement in the science program. The George A. Mugge Scholarship - Established in 1985 in memory of George A. Mugge, former chair The Chemistry Achievement Award - Established of the History and Government Department. The by the College, this award is presented to a student scholarship is given annually to an academically su- who has shown outstanding accomplishment in the perior, returning student distinguished in the study study of chemistry. of history or political science. The Dr. Ephraim P. Rivard Award for Excellence The George A. Mugge Award in History & Govern- in Mathematics - This award, named for the former ment - Established in memory of George A. Mugge, head of the Mathematics Department, is presented former chair of the History and Government Depart- to the student who attained the highest average in ment. The award is given for academic excellence in selected mathematics courses. history and government. Sport & Fitness Management The John K. Balentine, Sr. Award for English - Es- tablished in 1972 by Mr. and Mrs. Myron H. Hendel, The Sport Management Program Award - Estab- former trustees, in memory of John K. Balentine, Sr., lished in 2002 by the College, the award is presented a former professor of Latin who joined the Mitchell for outstanding academic achievement in the study staff in 1950 as Director of the Evening Division. of sport management. He also taught English as a member of the associate faculty before being named Associate Director of The Physical Education, Recreation and Admissions in 1966. The award is presented to a con- Fitness Award - Established by the College, this tinuing student who clearly demonstrates excellence award is given annually to the student judged to be in literary studies. outstanding in the discipline.

Law & Justice Policy Studies Scholar Athlete

The Criminal Justice Award - Established in 2003 by Top First-Year Female Scholar Athlete - This award the College, this award is given annually to the stu- goes to the first-year female athlete who has the dent outstanding in the discipline. highest cumulative GPA through December of the academic year. The Homeland Security Award - Established by the College, this award is given annually to the student Top First-Year Male Scholar Athlete - This award outstanding in the discipline. goes to the first-year male athlete who has the high- est cumulative GPA through December of the aca- Life Sciences demic year.

The Solomons Scholarship - Established in 1986 by Top Female Scholar Athlete - This award goes to Marie Solomons in memory of Dr. I. A. Solomons the sophomore, junior or senior female athlete who III, the developer of penicillin, Director of Chemo- has completed two seasons of competition with the therapeutic Research at Pfizer and a former trustee. highest cumulative GPA through December of the The scholarship is given annually to an academically academic year. superior, continuing student distinguished in the study of life science. Top Male Scholar Athlete - This award goes to the sophomore, junior or senior male athlete who has The Science Award - Established by the College, this completed two seasons of competition with the award is given annually to the graduating student highest cumulative GPA through December of the 14 academic year. Office of the President and Dean of the College The Michael C. DiZenzo ’14 Memorial Scholarship Established in 2018 in memory of Michael C. DiZen- The Eugene “Jack” Ferryman Award- Established zo ’14 by his grandmother, Nancy Tuccillo and his by friends and family of Jack Ferryman ‘74, late parents, Valerie and Ivano DiZenzo. This scholarship beloved husband of Margaret Ferryman '91 and will provide financial assistance to a student for the an exemplar of “above and beyond” citizenship. kind of transformational experience that Michael This award is for a student who has demonstrated a had at Mitchell where he was involved joyfully in degree of citizenship and service to the College com- academics and extra-curricular activities. munity above and beyond that anticipated by peers and mentors. The Stephanie Turowski ‘15 Endowed Scholarship This scholarship was created through the generosity The Ted and Barbara Hargrove Service Award - of family members, friends and colleagues who knew Established to honor Ted Hargrove, former public and loved Stephanie. No matter the task, Stephanie relations director of Mitchell College, and his late wife worked tirelessly to put forth her best effort and Barbara, his official assistant and the unofficial hostess demonstrated grace and determination in all corners of many college social functions. This award recogniz- of her life. The scholarship is given to a continuing es meritorious service as their dedication exemplified student who has a 3.0 GPA or above and is pursuing during their long association with the College. a career in a helping profession.

The Richard W. Lawrence Memorial Award - Estab- Dean of the College Scholarship for Distinguished lished in 1965 by Mrs. Anita Simpson, former dean First-Year Academic Performance and acting president of the College, in memory of Richard W. Lawrence, a New York civic leader. Given Honors Program Outstanding First-Year Student annually to a graduate who, in the opinion of the faculty, has done most to uphold and practice those Honors Program Outstanding Continuing Student ideals of good citizenship in a democratic society to which Mr. Lawrence devoted a life of patriotic and The President’s Award for Performing Arts - Grad- unselfish service. uating Student

The Marchelle Hall Owens Award for Social Ser- The President’s Award for Performing Arts - Con- vice - This award was established by Marchelle tinuing Student Owens to demonstrate her appreciation for help she received from Mrs. Doris Levinson, a member of the The Presidential Scholarship for Outstanding Mitchell College faculty, while she was a student. A Leadership monetary gift is given to the graduating senior and credit identified for textbooks is given to the con- The Presidential Award for Outstanding Leader- tinuing student who best exemplifies the ideals of ship social service through participation in the activities of social agencies. Student Affairs

The Nathan Hale Award - In 1776, a young New The Christine Gallagher Memorial Award London schoolmaster gave his life for his country. By The Christine Gallagher Memorial Award is a mon- both word and deed, he created a superior model for etary award that is presented to a student who has American men and women to follow in combining shown considerable growth and development during the academic tradition with good citizenship. The their time at Mitchell College and has positively Nathan Hale Award is given to the student who, in impacted student life on campus. This award is pre- the opinion of the President of the College, has most sented to an individual who has had a transformative closely followed this example of service to country, experience during their time at Mitchell while work- community and college. ing to make Mitchell a better place for students.

15 Athletic Awards Delta Alpha Pi International Honor Society is open Alumni Excellence Award - The Alumni Association to undergraduate students with disabilities who have gives an award to a male and female graduate, recom- completed a minimum of 24 credits and achieved mended by the Department of Athletics, who have a cumulative grade point average of 3.10 (on a achieved the highest degree of competence in sports 4.00 scale). Membership in Delta Alpha Pi presents while also attaining outstanding academic records. students with an opportunity to change the negative stereotype of disability by developing their skills in The Dean Roberts Distinguished Service Award - leadership, advocacy and education. The Greek let- The Dean Roberts Distinguished Service Award is ters stand for Disability, Achievement and Pride. designed to embody the concepts of leadership, self- lessness and overall commitment to team and sport. Omicron Sigma Sigma is the first academic and professional honor society dedicated exclusively to Wilbur S. Baratz Award - The Wilbur S. Baratz homeland security, intelligence, emergency man- Award, established in memory of Mr. Baratz, an avid agement, and all protective security disciplines. The tennis player, by his widow, is given to the male and mission shall be to promote critical thinking, high female considered the best all-around athletes in the scholarship and professional development; to fur- varsity sports program. ther enhance the ethical standards of the protective security professionals; and to cultivate a high order Coaches’ Trophy - This trophy is awarded to the per- of personal living. son who contributes most to varsity athletics, wheth- er or not he or she is an outstanding athlete. Phi Theta Kappa is an international honor society for students pursuing an associate degree. Estab- The Michael T. Jenkins Memorial Award - This lished in 1918 to recognize and encourage scholar- award is presented to the member of the Mitchell ship, Phi theta Kappa provides opportunity for the College baseball team who, through determination, development of leadership and service, for an intel- has overcome life’s adversities. lectual climate for exchange of ideas and ideals, for lively fellowship for scholars, and for stimulation of HONOR SOCIETIES interest in continuing academic excellence. Alpha Chi is a coeducational, national college honor Phi Epsilon Kappa is a national professional honor scholarship society with the purpose of promoting society for persons engaged in or pursuing careers academic excellence and exemplary character among in health, physical education, recreation, or sport college and university students. Its name derives management. The three approaches for attaining our from the Greek words meaning truth and character. ideal are physical, education, and knowledge. The Alpha Chi admits to membership students from all foundation of our honor society is based upon the academic disciplines and may invite to membership three pillars of peace, friendship, and brotherly love. no more than the top 10 percent of the junior and senior classes. Psi Chi is the international honor society in psychol- ogy, founded in 1929 for the purposes of encour- Alpha Phi Sigma is the only national criminal jus- aging, stimulating, and maintaining excellence in tice honor society for criminal justice majors. The scholarship, and advancing the science of psycholo- society recognizes academic excellence of under- gy. Membership is open to graduates and undergrad- graduate and graduate students of criminal justice uates who are making the study of psychology one as well as juris doctorate. of their major interests and who meet the minimum qualifications. Chi Alpha Sigma honors those student-athletes who have earned varsity letters while maintaining a 3.4 or Sigma Alpha Pi is a chapter of the National Society better GPA throughout their junior and senior years. of Leadership and Success. The society is a commu- The honor society fosters good citizenship, moral nity of leaders and a worldwide training organization character, and friendship among academic achievers dedicated to creating lasting, positive change through in college athletics. achievement and leadership education.

16 Tuition and Fees

Investing in a college education is one of lifetime’s to a student account before being refunded to the most important decisions. Although expensive, the student.) lifelong benefits both financial and educational of a Premium Housing (additional per semester) college degree far outweigh its costs. Studies consis- tently show that earning a college degree is the best Montauk Apartments: $675 per semester way to prepare for an unpredictable future and lead Mariner Hall: $425 per semester an educated and fulfilling life. Single Room: $1,100 per semester At a private college such as Mitchell, with small Tuition and Fees for Commuter Students classes, personalized instruction, excellent teaching, comprehensive support services and programs, and a Tuition: $32,000 wide breadth of co-curricular and recreational activ- Fees: $2,050 ities, costs to families is a major concern. We know Per credit fee over 18 credits per semester: $500 that Mitchell, like the nation’s other leading colleges, must work hard to keep tuition affordable. Breakage Deposit: $50 (All full-time students are required to provide a one- The College is committed to providing financial aid time breakage deposit upon enrollment. Breakage to families who demonstrate need so that Mitchell deposits are held until a student graduates or with- remains accessible to the increasing number of stu- draws, at which time deductions from this deposit dents who can benefit from our philosophy of “ed- will be used to satisfy outstanding damage assess- ucating for success.” (See Financial Aid at Mitchell ments, fines, parking tickets, or other costs billed College.) to a student account before being refunded to the student.) Student Status for Billing Purposes Tuition and Fees for Part-time Students Full-Time Status – Students are considered full-time Part-time tuition (9, 10 or 11 credits): $12,000 per if registered for at least 12 credits per semester. Stu- semester dents may register for up to 18 credits. Registration Part-time tuition (less than 9 credits): $500 per credit for more than 18 credits is granted only by permis- hour sion of the Vice President for Academic Affairs/Dean Science lab fee: $50 (per lab) of the College at an additional charge. Computer lab fee: $50 (per lab)

2019/2020 Cost of Attendance Tuition and Fees for Certificate Programs Tuition, Fees, Room and Board for Students Part-time tuition (less than 9 credits): $500 per credit Living On Campus hour Tuition: $32,000 Estimated Unbilled Expenses Room & Board: $13,500 Books: $1,200 (estimate) Fees: $2,050 Travel: $1,400 (estimate) Miscellaneous: $1,300 (estimate) Per credit fee over 18 credits per semester: $500 Breakage Deposit: $200 Bentsen Learning Center (BLC) (All full-time students are required to provide a one- Supplemental charge per semester: time breakage deposit upon enrollment. Breakage Comprehensive Strategic Learning Support: $3,800. deposits are held until a student graduates or with- Enhanced Strategic Learning Support: $2,515. draws, at which time deductions from this deposit Transitional Strategic Learning Support: $1,260. will be used to satisfy outstanding damage assess- Academic Coaching for Empowerment (ACE ) ments, fines, parking tickets, or other costs billed 17 Program: $840. are available from the Bursar’s Office. Miscellaneous Charges Responsibility for Expenses It is the responsibility Drama Fee: $50. of students to assure their bills are paid. MasterCard, VISA, AMEX and Discover credit cards may be Returned Checks: $25. used to pay tuition and fees. Details on time pay- Transcripts: $5. ment plans can be found through the Bursar’s Office. Auditing Fee: $375 per credit hour. Students who fail to pay outstanding bills will not be For each credit hour in excess of 18: $500. allowed to register for the next semester. Students are responsible for all costs of collection and interest incurred on past due debts. Summer/January Sessions Consult with the Office of Admission, the Registrar’s Failure to pay the tuition and fee bills or make alter- Office or the Bursar’s Office for current tuition, room, nate payment arrangements by the prescribed dates and board costs for summer and January sessions. will result in the student being withdrawn from the College, including the loss of campus housing, if Payments applicable. In such circumstances, students who wish to be reinstated for the semester must settle their No grades, transcripts or records will be issued to outstanding debts in full and reregister for classes students who are delinquent in their financial ac- and housing on a space-available basis through the counts with Mitchell College. Registrar’s Office and to the Campus Life Office, respectively. See the college website for: Financial Payment Due Dates Responsibility Agreement. For the fall semester, unless the student enrolls in the Monthly Payment Plan Option, full payment of Tuition Deposit tuition and fees must be received in the Bursar’s Of- A $300 nonrefundable deposit is required of all new fice by July 1; for the spring semester, full payment of full-time commuter students and $500 for resident tuition and fees must be received by January 1. students. For students entering in August, this de- posit will be split and credited to each semester. Stu- Fees Explained dents entering in January are credited with the full amount. Priority at the time of room draw is given to Auditing fee: Offers students the opportunity to students whose tuition deposit has been paid. participate in a course on a noncredit basis at a reduced rate. Breakage Deposit Full-time students are required to provide a onetime Full-Time Student Due Dates breakage deposit, which is included in a student’s Total Fall Semester Costs Due: July 1 first semester billing. Resident students must deposit Total Spring Semester Costs Due: January 1 $200, while commuters deposit $50. This deposit is held until a student graduates or withdraws and is A statement of semester charges (not including used to pay for any outstanding damage assessments, books) is e-mailed to each full-time student in ample fines, parking tickets, or other costs before the bal- time to meet the payment schedule. ance, if any, is returned.

Part-Time Student Due Dates Books and Incidentals Tuition Payment Due: At registration Miscellaneous The purchase of books and supplies are not includ- Charges Due: At registration ed in the general Mitchell College charges and vary somewhat in each case, depending on the number of Monthly Payment Plan registered courses. All students are expected to have Mitchell College offers a payment plan beginning in adequate financial resources to acquire books and either May or July and the cost is a one-time nonre- classroom supplies by the beginning of classes. fundable annual enrollment fee of $100. More details

18 cy are: Federal Pell Grant, Federal Direct Stafford For the convenience of students, Mitchell College pro- Loans, Federal Supplemental Education Opportunity vides a full-service Online Bookstore. The Bookstore Grant (SEOG), Federal Perkins Loan, Federal Parent carries the required texts for the courses offered and Loan for Undergraduate Students (PLUS) and other sundries for personal requirements and needs. See the grant or loan assistance authorized by Title IV of the college website for details. Higher Education Act, as amended.

Student Health Insurance Federal Student Aid (FSA) funds are awarded based All full-time students are required to maintain on the assumption that the student will attend school adequate health insurance, either under your own for the entire period for which the assistance is private plan or under the Student Health Insurance awarded. When a student withdraws during a period Plan sponsored by the College. All students must vis- of enrollment, the amount of federal aid that was it www.gallagherstudent.com/Mitchell to enroll in a earned up to that point is determined by a specific plan or sign a waiver if you choose to maintain med- formula. If a student received (or school or parent ical coverage in a plan other than the College-spon- received on the student’s behalf) less assistance sored plan. Students who do not complete the waiver than the amount earned, the student may be able to by the tuition due date will automatically be enrolled receive those additional funds. If a student received in the College-sponsored health insurance plan and more assistance than what was earned, the excess billed accordingly. funds must be returned by the school and/or the student. The amount of assistance that is earned is Refund Policy determined on a pro rata basis. For example, if a stu- The intent of our refund policy is to protect the dent completed 30% of a period of enrollment, then financial interest of Mitchell College, a nonprofit the student has earned 30% of the assistance that was institution; to ensure the facilities will be used by scheduled to be received. Once a student has com- students who genuinely seek a college education; to pleted more than 60% of the period of enrollment, protect the financial rights of the students; and to then the student has earned all of the assistance that meet legal requirements. was schedule to be received for that period.

Refunds are considered in accordance with the poli- If a student did not receive all of the funds that were cies described below to any student who has officially earned, a post-withdrawal disbursement may be withdrawn in writing from Mitchell College. The due to the student. If the post-withdrawal disburse- official notice of withdrawal from the College must ment includes loan funds, the student can choose to be submitted in writing to the Registrar’s Office. The decline the loan funds so that additional debt is not Registrar will determine the last date of attendance incurred. Mitchell College can use all or a portion of for credit purposes. Students who withdraw from the the post-withdrawal disbursement (including loan College before the end of the academic year will have funds), for tuition, fees, and room and board charges. their financial aid adjusted accordingly. Institutional For all other school charges, the school needs the grants and scholarships will be reduced in propor- student’s permission to use the post-withdrawal tion to any tuition credit received as defined below. disbursement. If permission is not given, the student will be offered the funds. However, it may be in the Fees student’s best interest to allow the school to keep the Student health insurance is not subject to prorated funds to reduce the debt at the school. withdrawal credit or tuition withdrawal credit. There are some FSA funds that were scheduled to be Refund Policy: Title IV Financial Aid Refund (Fed- received that cannot be earned once a student has eral Funds Only) When a recipient of a federal grant withdrawn because of other eligibility requirements or loan completely withdraws from Mitchell College such as not submitting the required loan forms. during the semester, the College must calculate the amount of Title IV (federal) grant or loan assistance The requirements for federal funds when a student that the student earned as of the withdrawal date. withdraws are separate from Mitchell College’s The federal programs subject to this refund poli- refund policy for institutional aid; please refer to the

19 section “Institutional Refund Policy.” Therefore, a fund student may still owe funds to the College to cover – After the end of the fifth week of classes 0% unpaid institutional charges. Mitchell College may refund also charge a student for any FSA program funds that the school was required to return. 2. Withdrawal from Mitchell College shall entitle a student to a refund of tuition, room and/or If you have questions about the federal program board and learning resource fees (if applicable) funds, you can call the Federal Student Aid Informa- based on the above-referenced schedule. tion Center at 1-800-4-FEDAID (1-800-433-3243). 3. Enrollment period is defined as the first day of TTY users may call 1-800-730-8913. Information is classes to the last day of final exams within a also available on Student Aid on the Web at student. semester. ed.gov. Sample worksheets are available for your re- view by contacting the staff in the Bursar’s Office. 4. When a student receives Federal Title IV aid and completely withdraws from the college A student who changes to Special Student status is during a semester, the college must calculate the ineligible for Mitchell College aid. If a student has amount of the Title IV that the student earned received loans for prior years, those loans will en- as of the withdrawal date. Federal Title IV funds include Federal Pell Grants, Federal Direct ter repayment status. Please consult a financial aid Stafford Loan, Federal Supplemental Educa- counselor to understand the implications regarding tion Opportunity Grant, Federal Perkins Loan, this status. Federal Parent PLUS Loan and other grant or loan assistance authorized by the Title IV of Institutional Refund Policy the Higher Education Act, as amended. A Title Purpose IV schedule is used to determine the amount of funds a student has earned at the time of The intent of our refund policy is to protect withdrawal up through the 60% point in the the financial interest of the College, a nonprofit enrollment period. After the 60% point in the institution, to ensure the facilities will be used by enrollment period, a student has earned 100% students who genuinely seek a college education, of the Title IV funds; therefore, no Title IV to protect the financial rights of the students, and funds are returned. Unearned portion of Title to meet legal requirements. IV funds must be returned by the college to the Full Time and Part Time Students federal government no later than 45 days from the determined date of a student’s withdrawal. (Winter and Summer Session students, or Adult Students will be notified of any balance owed to Certificate Programs, see below.) the college as a result of the refund calculation. 1. The College’s refund policy will adhere to the 5. If a student was awarded a MVP Scholarship following schedule with the exception of Title and it has not been earned, the award will be IV Financial Aid Funding: reversed and the amount owed will be the dent’s – Before the first day of classes 100% refund responsibility. – Within the first week of classes and before the 6. Institutional aid will be calculated using Mitch- add/drop period 100% refund ell College’s refund policy. – By the end of the second week of classes 80% 7. All other outside grants and scholarships will be refund refunded based on the guidelines of the grant- ors. – By the end of the third week of classes 60% re- fund 8. Registration fees are not refundable unless Mitchell College cancels a course. – By the end of the fourth week of classes 40% refund 9. Charges for other fees, such as library fees or parking tickets are not eligible for refund. – By the end of the fifth week of classes 25% re- Group health insurance is not eligible for pro

20 rata withdrawal credit or tuition withdrawal by monthly payments directly to the student. credit. All full-time and part-time veterans must be ad- Winter and Summer Session Students, or Adult mitted to Mitchell College as matriculated students Certificate Programs before enrollment papers will be submitted to the 1. Tuition Refund Schedule U.S. Department of Veteran’s Affairs.

– Before the first day of classes 100% Under Chapter 31, Title 38, the U.S. Department of – Within the first week of classes 100% Veteran’s Affairs should provide complete coverage of tuition, fees, books, etc. However, any unsupported – After the first week of classes 0% charges will be billed directly to the student. Under Chapters 17, 30, 35 and 1606, it is the direct respon- Tuition Refund Procedure sibility of the student to pay all semester charges, in full, prior to registration. 1. Refunds are initiated when a student has official- ly withdrawn from Mitchell College. 2. The Registrar will determine the last date of at- tendance for credit purposes. 3. Students who withdraw from the College be- fore the end of the academic year will have their financial aid adjusted accordingly.

Veterans

The U.S. Department of Veteran’s Affairs, upon proper certification and verification, contributes its support

21 Student Affairs

RESIDENCE LIFE Residence Halls

With recent innovative changes in residential life at Mitchell College offers traditional rooms in residence Mitchell College, students like to live on campus for halls that are co-ed by floor, suite-style living, and its convenience and being in the middle of an active apartment style living. community. The opportunities to create living expe- riences are only limited by their imagination. Mariner Hall (soph./jr./sr. students): located next to the Yarnall Athletic Center and athletic fields; a Mitchell College believes in the importance of on four-story, suite style residence hall; lounges and campus residential living as part of the college expe- laundry facilities; coed by suite; accommodates 112 rience. As such, all full-time Mitchell students must students. A 2.50 GPA is required of residents. live in residence halls unless they live in a home year- round with a parent, spouse or guardian. The College Matteson Hall (first-year students): located in close does consider petitions of older and upper class stu- proximity to Yarnall Athletic Center and the athlet- dents to live independently in the local community. ic fields; co-ed by floor with common bathrooms, lounges and laundry facilities; accommodates 121 Living in the residence halls provides education- students. al opportunities and helps to support the academic experience. Each student is encouraged to participate Simpson Hall (soph./jr./sr. students): located in close in programs and activities. All first-year students living proximity to Yarnall Athletic Center; coed by floor in Mitchell residence halls must be on the 19 meals a with common bathrooms; lounges and laundry facil- week board plan. Upper class students have the op- ities; accommodates 116 students. tion to choose between meal plans. Residence halls are overseen by full-time Residence Hall Directors Saunders Hall (first-year students): overlooks Mitch- who reside on campus. These professional staff mem- ell Woods, which features lighted walking trails and bers are committed to fostering an environment that a cross-country course; co-ed by floor with common encourages personal growth and development. Resi- bathrooms, lounges and laundry facilities; accommo- dence Hall Directors provide leadership and guidance, dates 112 students. as well as referral services for students to meet both their academic and nonacademic needs. The Office Montauk Apartments: located a short walk to the of Student Affairs promotes student responsibility main campus, can accommodate 20 students who and accountability through maintaining community choose a substance-free living environment. Each standards and enforcing College policies. The Office apartment shares a bathroom and kitchen. of Student Affairs also provides involvement opportu- nities and leadership experiences for students through East Winds House (soph./jr./sr. students): located programming. A Residence Hall Director supervises a two blocks off campus, it is an easy 5 minute walk to team of Resident Assistants who live in each residence dining, classes and the hub of campus life; indepen- hall. Resident Assistants provide programs to meet the dent living opportunity; accommodates 36 students social, emotional, cultural, and recreational needs of in one- and two- bedrooms, with access to a full students. A Resident Assistant is an upper class student kitchen, washer and dryer, a project area and com- who serves as a peer mentor to students, providing mon lounge area. support and encouragement as needed. Residence halls are living-learning communities where students take CAMPUS SAFETY responsibility for their environment and hold one an- other accountable for their actions. The residence life A staff of professional campus safety officers provides program promotes understanding and respect while security around the 68 acre campus 24-hours a day, fostering opportunities to establish lasting friendships. seven days a week. Campus safety officers respond to

22 emergencies on campus, patrol the campus on a regu- Video Surveillance System lar basis, and conduct various types of investigations. Mitchell College maintains a robust video surveil- The Campus Safety staff provides escorts as an added lance system that monitors all residence hall main measure of safety should students need accompani- entrances, as well as other key areas around campus. ment walking through campus at night. Patrols are This system, in conjunction with the card access sys- conducted on foot, by vehicle, golf cart or by bicycle. tem, provides for integrated monitoring capabilities and has proven valuable asset to the Department of Community policing is at the core of the Department Campus Safety in the investigation of offenses occur- of Campus Safety. Because of this, the department ring on campus. The College has numerous Campus maintains four major areas of focus: prevention, Safety Blue Lights and building call boxes strategi- enforcement, education, and outreach, resulting in cally placed throughout campus as a direct link to positive relationship-building among all members of Campus Safety should an emergency arise. the College community. Emergency Notification Campus Safety Contact Numbers Notification to the Mitchell College community (stu- Campus Safety - Emergencies dents, faculty, staff) is made through the Rave Alert (860) 443-0214 or Ext. 4590 system. The Rave Alert is utilized in the event of any from any campus telephone type of emergency on campus or school closer due to inclement weather. Notification is through email, text Campus Safety - Routine Texts or Calls message, and phone call. The Rave Alert is available (860) 941-9316 to all who sign up on the Mitchell website.

Director of Campus Safety CAMPUS LIFE (860) 701-5182 The staff and faculty at Mitchell College believe that Annual Campus Security/Fire Safety Report involvement in extracurricular activities leads to The Jeanne Clery Disclosure of Campus Security personal and academic growth. A student’s success is Policy and Campus Crime Statistics Act of 1990 strengthened through exposure to various leadership (34CFR668.46), also known as the “Clery Act,” is a and citizenship opportunities, such as participation federal law that requires colleges and universities in clubs, intramurals, and other campus or commu- to disclose information about crime on and around nity activities. To enhance the college experience, their campuses. Mitchell College’s annual security students are encouraged to become involved in cam- report presents campus safety information as well pus activities outside the classroom. as College policies concerning alcohol and drug use, crime prevention, and the reporting of crimes. Currently the College sponsors academic clubs, ex- This report includes statistics for the three previous tracurricular clubs, club sports and academic honor years. These statistics include reported crimes that societies. All of these clubs and organizations provide occurred on campus and on public property imme- leadership opportunities for students to contribute diately adjacent to and accessible from the campus. to the betterment of the College community, while To view this report, please visit mitchell.edu/cam- establishing friendships and gaining important life pus-safety and click on the link for the report. skills. All students can keep up-to-date on campus activities through the Mitchell Campus Life Face- Residence Hall Security book page or MCCampus Life twitter page. For more Residence Hall exterior doors are secured by an elec- information about the opportunities and services tronic locking system accessed via proximity card available to all students, contact the Office of Cam- readers. This security feature allows resident students pus Life at 860-701-5335. access to their residence halls 24/7, while maintain- ing security access control. New Student Orientation Prior to the start of the academic year, new students participate in a comprehensive orientation to the

23 College. During this program, students will have the To meet the needs of commuter students, Mitchell opportunity to interact with faculty, staff, and peers Dining Services has a variety of options available for through a variety of workshops and activities. This campus meal plans. For more information, please experience is designed to familiarize students with visit Tim Grills, Director of Food Services, located in their new community and to educate them on the 202 Clarke Center. Tim can be contacted at 860-701- academic and social standards of Mitchell College. 5778 or [email protected]. The orientation process also includes informative sessions tailored to parents and guardians, who are Commuters can keep up-to-date on campus activities encouraged to attend. through the Mitchell Campus Life Facebook page or MCCampusLife twitter page. For more information Commuter Students about the services available to commuting students Commuting students are a vital segment of the contact the Office of Student Life at (860) 701-5335. Mitchell community and are encouraged to be en- gaged in clubs and activities and to utilize all services provided on campus. Athletics

The tradition of the scholar-athlete is not only alive, Mitchell College Intramurals but thriving at Mitchell. Mitchell College is a mem- Intramurals are an important outlet for the stu- ber of NCAA Division III and currently competes in dents at Mitchell College. The goal of the intramural the New England Collegiate Conference (NECC). If program is to operate a student driven program that you enjoy being a part of a team, crave exciting times meets the needs and interests of all Mitchell College and competitive play, then we invite you to explore students. Past programs have included flag football, Mitchell College’s athletic program. What makes our beach volleyball, basketball, softball, fun runs, dodge program truly special is that our student-athletes ball, soccer, sailing, tennis and fitness programs. enjoy success — not just on the playing field but also in the classroom. Our athletics program seeks Facilities to help students develop a better understanding and Students have access to the College gymnasium, the appreciation of education and character through the 4,000 sq. ft. fitness center, and waterfront and rec- life lessons of offered within the sports experience reational venues. Areas are provided for volleyball, including intercollegiate, intramural and recreational basketball, soccer, flag football, softball, tennis, and of offerings. cardiovascular and weight training on campus. A fleet comprised of 420’s racing sailing boats, Flying 2019–2020 INTERCOLLEGIATE Js sailing boats, and a launch boat are maintained ATHLETICS TEAMS and at the Mitchell dock for sailing and educational programs. Paddleboards and kayaks are available at Men Women Mitchell dock for waterfront sports and educational Baseball Basketball programs. Basketball Cross Country Cross Country Lacrosse Golf Soccer Lacrosse Softball Soccer Volleyball

24 Adult and Returning Students

Mitchell College understands the adult learner who Career Advancement balances family, career, and community with educa- Today’s world of work is demanding and having a tional responsibilities. That’s why we offer classes to competitive advantage may secure that promotion or meet your requirements for: help you advance in your field. Adding college cred- its, a certificate, or a degree to your resume will serve • Individual study you well professionally and personally. • Professional development Career Change or Enrichment • Certificate study or degree completion. Research shows that lifelong learners are happier and more fulfilled. Even if you’ve enjoyed a prosperous We offer classes and programs year round and in career, a college course is the ideal way to prepare for flexible formats, including: your next career move and broaden your perspective and global understanding. • Evenings Where it Starts: • Accelerated sessions Prior Learning Assessment • Hybrid: a mix of online and classroom settings You may have already acquired knowledge and expe- rience for which you can be awarded college credit. Mitchell has an acceptance policy of credits earned You may be a working adult, a parent of young through organizations and respected exams that can children, a veteran, or a career changer. Whatever validate your prior learning, including CAEL (Coun- your stage in life or your rationale for taking col- cil on Adult & Experiential Learning). lege courses; consider Mitchell College. Our stellar faculty and exceptional support services provide the Mitchell College accepts over 24 exams that could be perfect balance of individual attention and practical applied towards Mitchell degrees. experience you’re seeking in a learning environment. For more information, contact the Registrar’s Office.

25 General Information

end of the academic year. Funds can be reloaded at DINING SERVICES any time throughout the year in any denomination simply by calling the dining service office, (860) Prepare to embark on one of the finest dining pro- 701-3527. For more information, please contact Tim grams designed specifically for Mitchell College stu- Grills, Director of Dining Services at (860) 701-5778 dents. We offer something for every taste: fresh sea- or [email protected]. soned handmade burgers, healthy smoothies, fresh and seasonal salads, sandwiches featuring inhouse NONDISCRIMINATION STATEMENT roasted deli meats, and of course the gourmet coffee you need to fuel your study sessions. Whether you’re Mitchell College does not discriminate on the basis popping in for an early morning snack or stopping of sex, race, color, religion, national/ethnic origin, in for a healthy meal, we are sure our dining facilities sexual orientation or physical/educational challenge. will meet your needs in comfortable, casual settings Any behavior or action that excludes, harasses, or at Milner Dining Hall and Market Cafe that are great embarrasses someone based on any of the above campus gathering spots for friends throughout the characteristics is subject to disciplinary action. day. Harassment or other acts of hatred or violence, A key resource for our students is the “Dine on Cam- whether based on gender, race, ethnicity, religion, pus” downloadable for your smart phone or check us sexual orientation, or disability, are inconsistent with out on the web at www.dineoncampus.com/mitchell. the tenets of community behavior and will not be The app or website shows hours of operation, special tolerated. The College community is committed to featured foods, daily menus, nutritional information the promotion of fair and equitable dealings with and meal plans. racial, sexual, ethnic and other differences.

The Milner Dining Hall is open 7:30am to 7:30pm; SEXUAL MISCONDUCT throughout the week. On the weekend we are open for brunch and dinner. It’s an all-you-care-to eat din- See the Student Code of Conduct for the policy on ing hall located in the Clarke Center for all students the Student Portal. Complaints on behalf of students who have purchased a meal plan or you can simply alleging harassment by other members of the student pay at the door. To follow ever-changing food trends, body are subject to review under College disciplinary the Market Cafe features a variety of menu concepts procedures. The President has designated the Assis- for both resident and commuter students. We also tant Dean of Student Affairs to hear such complaints. offer a variety of grab and go and retail items such as snacks, milk shakes, bottled beverages and locally DRUG-FREE CAMPUS AND WORKPLACE ACTS roasted Sun Roasters coffee. Flex and declining dol- lars are accepted. Hours of operation vary so check The College is in compliance with The Drug-Free our app for the most recent information. Workplace Act of 1988 and the Drug-Free Schools and Communities Act of 1989. The College makes Flex funds are an enhancement to the dining option an annual distribution in writing to each student and and are automatically loaded at the beginning of each employee which includes: semester. Check our website for dollar amounts with each meal plan. Commuters, faculty and staff are also 1) Standards of conduct that prohibit the unlawful offered the block meal plan. possession, use or distribution of illicit drugs by students and employees; There is also a declining balance option available for students to make deposits directly onto their Cam- 2) Disciplinary sanctions for violations of stan- pus ID Card. Declining balance funds carry over dards of conduct that include dismissal from from the fall to the spring semester and expire at the the College;

26 3) A description of applicable local, state and fed- FERPA was amended in December 2008 to assist Col- eral legal sanctions for unlawful possession, use leges for better operation in times of emergencies. This or distribution of illicit drugs and alcohol; law refers to discussion or release of the actual educa- 4) A description of health risks associated with the tional record, not discussions about a student. A college use of illicit drugs and the abuse of alcohol; may disclose educational information without consent to other college officials with legitimate educational 5) A description of drug and alcohol counseling, interests on a need to know basis, this includes con- treatment, rehabilitation and retry programs. tractors and relevant parties at other colleges. See the Mitchell College Student Handbook for details. STUDENT RIGHT-TO-KNOW AND CAMPUS SECURITY ACT Students also have the right to file complaints with the Family Educational Rights and Privacy Act Office The College distributes an annual security report to concerning alleged failures by the institution to com- all students and employees and to all applicants upon ply with the Act. Copies of the FERPA policy can be request, in accordance with the Student Right-to- found in the Registrar’s Office. Know and Campus Security Act (Public Law 101- 542) and Connecticut State Law (90-259). The report THE COLLEGE ADA STATEMENT includes the following information: Mitchell College complies with the mandates created 1) Campus policies regarding the reporting of by the Americans with Disabilities Act and Section crimes; policies regarding drugs, alcohol and 504 of the Rehabilitation Act. In accordance with these weapons; policies regarding the identification laws, Mitchell College is committed to ensuring that and admission of visitors to campus; descrip- no otherwise qualified student, on the basis of their tion of campus safety and their relationship to disability, will be denied access to course content, ma- state and local police; orientation programs for terials or activities. students regarding campus safety. A student, who believes they need accommodations, 2) A uniform campus crime report concerning should contact the Accessibility Services Office crimes committed in the two preceding calen- (AS) at 860-701-5790. Accommodations are not dar years. retroactive and cannot be provided by faculty based upon disability until the Letter of Accommodation 3) A crime report concerning arrests for liquor has been issued by Accessibility Services. Letters of and drug violations and for weapons posses- accommodation must be updated each semester. sions for the preceding calendar year. Should a student feels that they were discriminated against, they should follow the procedures defined by FERPA: THE FAMILY EDUCATIONAL RIGHTS the Accessibility Services Office (860-701-5790). AND PRIVACY ACT OF 1974 (THE BUCKLEY • The student must express concern initially, AMENDMENT) AND THE FAIR INFORMATION within thirty (30) school days of the occurrence, PRACTICES ACT to the appropriate faculty or staff member to discuss a resolution. Annually, Mitchell College informs students of the Family Educational Rights and Privacy Act of 1974 • If the student feels that they have not received (The Buckley Amendment) and the Fair Information an appropriate resolution with faculty/staff, Practices Act of 1975. The College complies fully they should contact the AS Office to report the with these statutes, which were designed to protect complaint. the privacy of educational records, to establish the • The student will file the complaint in writing, or right of students to inspect and review their edu- verbally recorded, on a Grievance Form within cational records, and to provide guidelines for the thirty (30) working days of the occurrence. correction of inaccurate or misleading data through informal and formal hearings. • The AS professional will make contact with faculty/staff and a resolution will be determined

27 within ten (10) working days of the recorded and sports, weight and height of members of ath- complaint. letic teams, dates of attendance, degrees and awards • The student will be notified of the resolution in received and the most recent previous educational written format, and the resolution will be re- agency or institution attended, and 2) A student may corded on the Grievance Form no later than ten withhold disclosure of any category of information (10) working days of the recorded complaint. under the Family Educational and Privacy Act of 1974. To withhold disclosure, the student must file • The student can request a reconsideration of the written notification with the Office of the Registrar case, if they are dissatisfied with the resolution, by the end of the second week of classes of the aca- with the ADA Committee within five (5) work- demic year in which they enter. ing days of hearing the recommendations for a resolution. LIABILITY • The student will be notified of the resolution Mitchell College exercises all security measures and made by the ADA Committee, in writing, with- controls within its means to protect and safeguard in fifteen working days of the decision. the student and his or her possessions. However, the • For more information see the Accessibility Ser- College does not, nor can it, assume any responsi- vices webpage. bility, nor does it provide insurance coverage for the loss of, or damage to, a student’s personal property or PUBLIC NOTICE DESIGNATING DIRECTORY effects when stolen, damaged or destroyed. Mitchell INFORMATION College also offers a separate insurance policy that The College includes, but does not limit itself in des- can be purchased by the student to cover personal ignating, the following student information as public property. The cost and policy materials are available or “Directory Information.” Such information may at www.gallagherstudent.com/mitchell. It is rec- be disclosed by the institution for any purpose, at ommended that those students whose parents are its discretion: 1) The student’s name, address, tele- covered by a homeowner’s policy investigate the pos- phone listing, date and place of birth, major field of sibility of obtaining a rider to the policy to cover the study, participation in officially recognized activities above hazards, where the policy does not originally cover such contingencies. Campus Information General Location Foxwoods Resort Casino and the Mohegan Sun Casi- no located in the heart of the region’s woodlands, New London, known historically as “The Whaling draws thousands of vactioners daily. Mitchell’s 68- City,” is an interesting industrial, maritime, tourism acre campus sits in a scenic, historic residential sec- and transportation hub located midway between tion of the city and is divided into two distinct parts. Boston and New York on Interstate 95 and Amtrak’s The lower campus, from the stretch of sandy beaches main Northeast Corridor line. Two other nation- of the Thames River to Montauk Avenue, contains ally recognized institutions of higher education, most of the College’s academic and public buildings Connecticut College and the United States Coast and the Thames Academy waterfront residence halls Guard Academy, are also located in New London. on Pequot Avenue. The upper campus (to the west of The Southeastern Connecticut region is one of New Montauk Avenue) contains the four large residence England’s fastest growing and is developing as a na- halls, the gymnasium and the athletic playing fields. tional tourist destination. Nearby Mystic, Connecti- The upper campus also includes Alfred E. Mitchell cut is home to many historic and tourist attractions Woods Park, entrusted to Mitchell College in 1983 including the Mystic Aquarium and Institute for to maintain as a recreational preserve for the public Exploration, Mystic Seaport and a quaint downtown as well as for its own students. The park includes a shopping village. The scenic shoreline towns of Ston- pond, hiking trails, two baseball fields, sand volley- ington and Old Lyme attract many visitors as well. ball court and tennis courts.

28 Academic and Administrative Buildings Mitchell Hall (once the Alfred Mitchell family’s summer home) serves as the main administration Bingham Hall houses science and computer labora- building housing the offices of the President, Chief tories and classrooms. There are some faculty offices of Staff, Vice President for Academic Affairs/Dean in Bingham Hall as well. of the College, the Vice President of Finance and Administration, Bursar/Student Accounts, Advance- Nathan Hale Hall contains classrooms on the first ment and Alumni Relations, Marketing, Communi- and second floors and faculty offices on the third cations, Human Resources, and Facilities. level. The Campus Safety Office can also be found on Nathan Hale’s first floor. Henry Hall, built in 1994 along the Thames River, houses the offices of Admissions and Financial Aid. Chappell Cottage is a two story stone house located in Mitchell Woods and formerly served as a resi- Clarke Center contains The Milner Dining Hall and dence for the Mitchell Woods caretaker. Currently The Market Café on the ground floor. A 400 seat the cottage houses the Children’s Learning Center at auditorium with complete stage is located on the Mitchell College and serves as an academic learning second floor. site. Robert C. Weller Center was built in 1984 as an The Mitchell College Library is housed in a two addition to the Clarke Center. The Weller Center story building on the southeastern part of campus. provides one large meeting room for awards ban- quets, alumni reunions and other receptions. The Bond House, adjacent to the Library on the southeastern part of the campus, has classrooms and The Umbrella House was formerly used as the pri- faculty offices. mary residence for Mitchell College presidents and now serves as office and teaching space. The Ric and Dawn Brill Duquès ’64 Academic Success Center is a state of the art 12,000 square The Red Barn is the most recent new construction foot facility that is home to some of the College’s key on campus. The iconic, original barn was rebuilt and student support programs: Registrar; Academic Ad- is home to performing arts and various campus and vising, Accessibility Services (AS); Tutoring Center; community events. Integrative Career Development; Bentsen Learning Center; and the Veterans’ Study Lounge. The build- ing has space dedicated to individual meetings with learning and writing specialists, classroom instruc- tion, group meetings, testing, study and relaxation.

Yarnall Athletic Center, located on the upper cam- pus, contains a 1,200 seat gymnasium, a health/ fit- ness center, locker rooms, equipment room, training room, athletic staff offices, and the Center for Health and Wellness.

Michael’s Dairy Ice Cream Shop and The Student Center are located on Montauk Ave. near the upper campus residence halls and athletic center. Michael’s Dairy is an academic learning and internship site.

29 Academic Information and Standards

Mitchell College operates on a semester basis. One Responsibility for Degree Requirements credit is equivalent to 50 minutes of instructional time per week for 15 weeks or calculated equivalent. Mitchell College fosters the independence of stu- dents. For this reason, the responsibility for success- Normal Course Load: The normal credit load for ful degree completion lies with the student. a full-time student is dependent on the Academic Program in which they are enrolled (normally 5 or The College provides students with a wealth of re- 6 courses each semester). The academic advisor will sources that should ensure that accurate information work with the student to make sure the course load is about degree requirements is available. The Course consistent with the plan for success. Catalog, faculty members, academic advisors, staff of the Academic Success Center and the Registrar’s Term Overload: A student whose GPA is less than Office are all sources of information about program 2.5 will not be allowed to enroll in more than 18 requirements. Students should seek these sources credits in any one semester. If a student has a com- whenever they have questions. pelling reason for an exemption from this policy, a petition should be made to the Dean of the College, It is assumed that: through the academic advisor. 1. Students must do the full work required in a given course. Classification of academic levels (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 require- 0 – 25 First-Year ments, credit rules, quality point average 26 – 55 Sophomore regulations, waivers of requirements, with- 56 – 89 Junior drawals from courses, and withdrawal from 90 + Senior the College. Attendance Graduation The Faculty of the College believes that in order for In order to graduate, there are several conditions a college student to derive the maximum benefits which must be satisfied: of a course, regular attendance is necessary as is the • Students must fulfill all course requirements in punctual and adequate preparation of assignments. their chosen curriculum, earning at the mini- Absence from class jeopardizes the student’s academ- mum, passing grades in all required courses and ic standing. Absence also detracts from the value of a minimum of 30 credits at Mitchell. If enrolled the class for the instructor and for other students. in a bachelor degree program, they must earn Class absence, for whatever cause, is a handicap both their final 30 credits at Mitchell College. to the instructor and to the student. Class absence is therefore strongly discouraged. The attendance • They must achieve a final GPA of 2.0 or greater guidelines and regulations found in this catalog have for course work at Mitchell, except for the Early as their goal the academic welfare of the student. Childhood Education HDFS-Teacher Certifi- There is no excused absence. A student is expected to cation bachelor program which requires a final complete all course work. GPA of 2.7. • They must file an Application for Degree form Unit of Credit by October 1st for December graduation and by

30 February 1st for May graduation to notify the 2. Part-time students are eligible for Dean’s List Registrar’s Office of their expectation to fulfill status for every 12 credits completed. requirements. 3. Must have a Grade Point Average of 3.5 or high- • They must meet all General Education require- er for the given semester. ments. 4. May not have any Incomplete, Withdrawal or • Students use the check sheet from the year they Failing grades for the given semester. enter College. Notation of Dean’s List honors will be recorded on • Students who have not completed their credit the student’s transcript. requirements by spring semester of their gradu- ation year may apply to walk at Commencement Commendable Scholar if they need to complete 6 credits at bachelor level or 3 credits at associate level. Commendable Scholars are announced at the end of • If the requirements are completed by June 30th the fall and spring semesters. Students who meet the of the student’s senior year, the diploma will following requirements are eligible: be ordered and mailed to the student. If the 1. Must be a matriculated student. requirements are completed after the June 30th 2. Part-time students are eligible for commendable deadline, the date of degree completion will be scholar status for every 12 credits completed. on the official transcript, however the student will be considered to be part of the following 3. Must have a Grade Point Average between 3.0 year’s class and not receive their diploma until and 3.49 for the given semester. the following May. 4. May not have any Incomplete, Withdrawal or Graduation Honors Failing grades for the given semester. Notation of Commendable Scholar honors will be Upon completion of all graduation requirements, recorded on the student’s transcript. outstanding academic achievement will be recog- nized as follows: Starfish Cum Laude - Honors: 3.0-3.49 GPA Starfish is an online, academic support and success Magna Cum Laude - High Honors: 3.5-3.94 GPA system that provides tools and services for students, Summa Cum Laude - Highest Honors: 3.95-4.0 GPA faculty and support staff in the areas of student tracking, early alerts, appointment scheduling and Note: Any student who repeats a course with the assessments. Starfish is designed to help identify at intent to improve their overall GPA, is ineligible risk students in real time based on their daily course for consideration of valedictorian or salutatorian. work performance. Faculty and staff can acknowl- In addition, the valedictorian or salutatorian must edge achievements and/or concerns and then con- be recommended by the VPAA/DOC. Graduation nect students to the resources designed to help such honors are listed in the commencement program as advising, tutoring and support services. (only for those students who have completed all their Early Academic Reports degree requirements) and are included on the stu- dent’s transcript. Submitted to the Registrar by faculty after the 4th week of a 15 week semester or calculated equivalent: Dean’s List 1. Whose average is below a C grade, The Dean’s List is announced at the end of the fall 2. Who has excessive absences, and/or and spring semesters. Students who meet the follow- ing requirements are eligible: 3. Whose skill level, in the faculty member’s judg- ment, puts the student at risk of failure. 1. Must be a matriculated student.

31 ly to a Failure (F).

Mid-Term Grade Reports Calculation of Grade Point Average Submitted to the Registrar by the faculty after the 7th Each grade that a student receives at Mitchell College week–grades/comments, or its calculated equivalent, has a corresponding grade point value. See Grade for all students. System on previous page. Final Semester Grades The following administrative grades do not carry grade point values: P (Passing), W (Withdrawal) and Submitted to the Registrar at the end of the semes- AU (Audit). An incomplete does not carry a grade ter–grades/comments for all students. point value. Grade System Mitchell College currently uses a 4.0 To calculate a grade point for a course, first take the grade system. The grades issued and their current number of grade points earned for a grade and mul- values in associated grade points are as follows: tiply that times the number of credits that the course earned. Example: a grade of B in a three (3) credit Grade Definition Grade Points course = 3.00 grade points x 3 credits earned = 9.00 A+ 4.00 grade points; an A in a two (2) credit course = 4.00 A Excellent 4.00 grade points x 2 credits = 8.00 grade points. A- 3.67 B+ 3.33 To calculate GPA, first determine the total credits B Good 3.00 attempted and the total grade points earned. Credits B- 2.67 attempted include the total credit hours of all courses C+ 2.33 taken at Mitchell College where a grade other than C Average 2.00 W, P, I or AU has been assigned, less the credit hours C- 1.67 for any courses that have been repeated. A course is D+ 1.33 included in the credits attempted only once, regard- D Unsatisfactory but Passing 1.00 less of the number of attempts made to complete the D- 0.67 course. To calculate the total grade points earned, F Failure 0.00 add up the grade points earned for each course included in the credits attempted. Then divide the Other grades not included in semester or cumulative total grade points by the total credits attempted. For Grade Point Average (GPA): example: if 60 credits have been completed and a total of 195 grade points have been earned, then the W - Withdrawal: Assigned when a student official- GPA = 195/60 = 3.25. ly withdraws from a course before the withdrawal deadline. The grade point average includes only courses taken at Mitchell College. Courses taken at other institu- P - Pass: assigned in Pass/Fail courses or where stu- tions are not calculated into the grade point average, dent has taken an equivalency test to receive credit and the grade attained may not be used to improve for the course. Counts as credits earned but no grade grade point average. points are assigned.

AU - Audit: Student elected to attend course with- out having to meet the requirements. No credit is received and no grade points are assigned.

I - Incomplete: A temporary mark when a student has not completed all course requirements. A student must complete all outstanding work, at the latest, by the last day of classes of the following semester otherwise, the mark will revert automatical-

32 Definition of Terms

The College uses various terms to describe cours- Major es 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, Add/Drop the program is designed to allow them to maximize Once the semester starts, a student may discover that the breadth of the program. for one reason or another the previously arranged Major Change schedule is no longer appropriate and a change is Students who are considering changing their major, desirable. For that purpose, Mitchell College has set need to discuss the programs and implications of aside the first six (6) days of classes as anAdd/Drop a change with their Academic Advisor. (See Major period when a student may make valid schedule Change under the policy section for more informa- changes. (See Add/Drop under the policy section for tion.) more information.) Minor Auditing a Course Some academic departments offer minors for stu- Students have the option to take a course for no dents that qualify for such an option. Restrictions credit. (See Auditing a Course under the policy sec- and conditions apply to academic minors. Applica- tion for more information.) tion and approval for a Minor must occur prior to Co-Requisite the student needing the last 30 credits of the BA/BS In certain situations two courses may be necessary degree. complements to each other. The knowledge present- Matriculated Student ed in each is absolutely necessary for success in its A matriculated student has applied and been ad- partner. In such cases, the courses are co-requisite mitted to a degree program at Mitchell College. All to each other and should be taken during the same forms of financial aid require that the student be semester. matriculated. Concentration (New Model, instituted fall 2018) Non-Matriculated Student Core (New Model, instituted fall 2018) 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 addition- areas where a student has choices are called electives. al credits. Students enrolled in Thames Academy are An elective is any course offered at Mitchell College not subject to the non-matriculated student limits as which carries credit. The purpose of electives is to mentioned above. broaden the scope of a student’s experience. There- Registered fore, students should use electives to sample the This means that students have signed up to take class- offerings of disciplines outside of their major. es. Registered does not mean the same as matriculat- Hybrid Course ed. Students must file an application with the Office of A course delivered and completed in combination Admissions and be admitted to be matriculated. with electronic format and classroom experience.

33 Registration Student Status During the spring semester for the subsequent fall Full-time Student - Full-time status is defined as and during fall semester for the following spring, being registered for twelve semester hours at the end Mitchell College provides students with the opportu- of the Add/Drop period Session I during each of the nity to select the courses they wish to take during the fall and spring semesters. next semester. Part-time Student - Part-time status is defined as Required Course being registered for fewer than twelve credits as of A course that must be completed before a student is the end of Add/Drop period Session I during each of allowed to graduate. Some courses such as CW101 the fall and spring semesters. (See Determination of are College wide requirements, some are require- Enrollment Status under the policy section for more ments with certain degree programs and others are information.) required only for certain cores and concentrations. Transfer Student - Any student who prior to accep- All courses which are required need to be completed tance at Mitchell College has accumulated college before a student may graduate. credits at another institution. (See Transfer under the Sequential Courses policy section for more information.) There are a number of majors/cores where comple- tion requires sequential courses. For example, in science a sequence requires students take both parts of a two-part course.

34 Academic Policies and Procedures

BY ENROLLING AT MITCHELL COLLEGE, Student Academic Integrity Board THE STUDENT AGREES TO ALL POLICIES The purpose of the Student Academic Integrity Board AND PROCEDURES. (SAIB) is to educate and appropriately sanction when issues of academic integrity arise. When a student has ACADEMIC HONESTY been charged with a violation of academic honesty Mitchell College is committed to educating our stu- and the process leads to SAIB hearing, the goals of such hearing are to provide a forum where all parties dents on the importance of academic honesty and to have a voice and are empowered with the necessary protecting original ideas and intellectual property. As a tools to prevent recidivism. community we provide our students with the necessary tools embedded in the First-Year Experience curricu- Process of Reporting Academic Dishonesty lum to ensure they receive early, consistent exposure Members of the Mitchell College community are ex- to the importance of academic integrity and honesty. pected to maintain the highest standards of academic Multiple workshops, lessons and resources regarding conduct. The protection of authentic ideas and products academic integrity are available to ensure students have constituting intellectual property is held in the highest ongoing access to these concepts which they are expect- regard. Any commission of academic dishonesty, wheth- ed to adhere to in all courses offered at Mitchell College. er intentional or accidental, is condemned at Mitchell All members of the community should familiarize College and expected to be appropriately addressed. If a themselves with the definitions of academic honesty formal charge of academic dishonesty is submitted by a and will be held accountable for adhering to the policies faculty member, the ultimate outcome will be held on re- outlined. cord in the Office of Academic Affairs. The VPAA/DOC reserves the right to review the student’s record and may Categories of Academic Dishonesty recommend a convening of the SAIB. All notifications •Plagiarism, whether from print or electronic sources, to the student will occur via the Mitchell College email is the lifting of words, phrases, sentences, or paragraphs address on file with the Registrar. from other writers without attributions. •A written notification of the violation will be sent to the student via their Mitchell College email by the instructor •Multiple submissions is the practice of submitting a within 2 business days of the charge of academic dishon- single paper for credit in two or more different classes esty. The student and instructor may decide together that (in the same or in different semesters). The content a formal charge is not warranted and a hearing is not of papers should reflect the learning in the particular necessary. The department will notify the VPAA/DOC in course for which they are written and not repeat work writing that the case was resolved with the student. This prepared and/or presented for another course. Students will not count as a sequenced offense for the student but who violate this policy may be penalized on the assign- notation will be placed on file with the Office of Academ- ment submitted for each class affected. ic Affairs. •Cheating involves any dishonest or deceptive effort •If a student appeals the charge, the student must do so in to give or receive any unauthorized assistance during writing to the Department Chair within 3 business days an academic exercise, including a class assignment or of receipt of the charge from the instructor. testing or exam session. This can take the form of paper, electronic or other delivery device and includes allow- 1. If the department finds in favor of the student, a ing someone other than the enrolled student to com- hearing is not necessary. The department will notify plete the assigned work. the VPAA/DOC in writing that the case was resolved within the department. This will not count as a sequenced offense for the student but notation will be placed on file with the Office of Academic Affairs.

35 2. If the Department Chair does not accept the student’s ty for further action on the charge and the decision of the appeal, the Chair must notify the student in writing SAIB will stand without possibility of appeal. via their Mitchell College email within 3 business days that the case is to proceed to an SAIB hearing. Penalties of Academic Dishonesty Charge A plea sheet and supporting documentation will be (Brought To A SAIB Hearing) submitted to the Office of Academic Affairs. An SAIB 1. First offense of Academic dishonesty; Zero (0) in hearing will be scheduled via Outlook Meeting to the quiz, exam, project, etc. and notation on record the student’s Mitchell College email within 5 business with the Office of Academic Affairs. *Lesser penalty days of receipt of the completed material. possible for those students currently enrolled in a *If a student does not appeal and accepts the charge, First-Year curriculum course. the instructor will submit a completed plea sheet and 2. Second offense involving academic dishonesty in supporting documentation to the Office of Academic any course: F in the course involved and notation on Affairs. An SAIB hearing will be scheduled via Outlook record with the Office of Academic Affairs. Meeting to the student’s Mitchell College email within 5 3. Third offense involving academic dishonesty: Im- business days of receipt of the completed material. mediate dismissal from the College with notation of academic dishonesty to the Registrar for the student’s *If the SAIB is convened, a recommended sanction or permanent record and notation on record with the other outcome will be submitted to the VPAA/DOC Office of Academic Affairs. within 3 business days. Subsequent notification from the VPAA/DOC will then be sent the student within 3 busi- SAIB Hearing Appeals ness days. Students have the right to appeal the sanction The SAIB will recommend findings and appropriate to the VPAA/DOC within 3 business days of notification. sanctions to the VPAA/DOC. Notification of the Student Rights and Responsibilities When A SAIB finding will be sent to the student via Mitchell email. Hearing is Convened Students have the right to appeal the findings and Students should prepare appropriately for a hearing and sanction to the VPAA/DOC. This appeal must be are accountable for knowing their rights and responsi- in writing and received by the Office of Academic bilities. As outlined in the Student Code of Conduct, this Affairs within 3 business days of notification. The process and rules governing the hearing are different VPAA/DOC will review the process and the Dean’s from legal criminal or civil proceedings. Prior to the decision is final. hearing, students have the right to read the report that has been filed with the Academic Affairs office. Notes may be taken but will no pictures nor copies of the materials can be taken. Students may not have an attorney pres- ent when reviewing the report. Information regarding scheduling an appointment to review the material will be provided at the time of the hearing notification. Students may also meet with the Associate Dean/Co-Chair for the SAIB prior to the hearing to review the hearing proce- dures. This is a courtesy informational meeting only and will not serve as a negotiation session nor substitute for the hearing. During the hearing, students are entitled to have an appropriate advocate to provide support. How- ever, the advocate may not represent the student or speak on their behalf. The advocate must be a current Mitchell College faculty, staff or student. Students do not have the right to have an attorney present at the hearing. The Board will render a decision based upon the information available to it at the time of the hearing. It is the student’s responsibility to attend this meeting. Failure to attend the hearing will result in the student forfeiting any opportuni-

36 ACADEMIC PROGRESS AND time, not to exceed one calendar year. Demonstra- PERFORMANCE STANDARDS tion of improved performance at another accredited institution during the suspension period is expected Purpose for a student to be reconsidered for re-enrollment Mitchell College requires all students to perform at while in this status. Any student that is placed on minimum levels regarding their academic pursuits. suspension and is given the opportunity to re-enroll This policy pertains to all students; however, it is at Mitchell will return on Academic Probation status imperative that students receiving Financial Aid pay with conditions outlined by the Academic Dean for particularly close attention to the standards as they the first semester they return. can negatively impact aid eligibility. Academic Dean’s Hold: A hold will be placed on a stu- Definitions dent’s academic record if a student with an academic Good Standing: All students are considered in good standing of Probation withdraws from the College academic standing upon entry and are reaffirmed as during a semester. Since the student will likely be good standing following each term in which they earn unable to meet the academic standards required be- at least a 2.00 cumulative grade point average (GPA). cause of the withdrawal, the student will be required Academic Warning: The student’s performance is to petition to the Academic Dean prior to being such that continued performance at this level is given the opportunity to re-enroll in any subsequent likely to diminish or eliminate the possibility of aca- term at Mitchell. demic success and graduation. Performance must be SAP: Abbreviation used for the term Satisfactory improved or the student will be subject to Academic Academic Progress. Probation or Dismissal. See the Academic Perfor- mance chart that follows. Pace: Cumulative number of hours successfully completed divided by cumulative number of hours Academic Probation: The student’s performance is attempted (see next definition). such that the student is in academic danger. Contin- ued performance at this level will require separation Hours Attempted: Includes all enrolled courses with from the College. The student is required to create incomplete grades, course withdrawals, and course an Academic Plan with the Academic Advising repetitions in which the student was enrolled at the Office within the first week of the term in which conclusion of the Add/Drop period for each term. they are placed in a probationary status. Moreover, All transfer credits that are accepted will be counted the student in this category is expected to secure both as credits attempted and credits earned in the additional help, curtail nonacademic activities, and rate of completion calculation. reassess their participation in an academic program. The Dean of the College or designee may set specific The Policy academic expectations to be met. Failure to meet Satisfactory Academic Performance defined expectations will result in dismissal from the College. ACADEMIC PERFORMANCE CREDITS GOOD STANDING WARNING PROBATION DISMISSAL Dismissal: The student’s performance is such that the ENROLLED College believes the student cannot profit from the 0-15 2.00 - 4.00 1.67 - 1.99 1.00 - 1 .66 below 1.00 Mitchell experience. The student’s presence may be 16 -25 2.00 - 4.00 1.67 - 1.99 1.33 - 1.66 below 1.33 deemed detrimental to the success of other students. 26 - 55 2.00 - 4.00 NA 1.67 - 1.99 below 1.67 Dismissal is generally irrevocable; however, students 56+ 2.00 - 4.00 NA NA below 2.00 do have the opportunity to appeal such standing once. Satisfactory academic performance and academic Academic Suspension: This status is only used as status is based on the Grade Point Average (GPA) an alternative to dismissal after an appeal if the achieved at defined levels of credits enrolled. At Academic Standing and Review Committee so deter- the end of each of the four semesters (fall, January, mines that the student should be reconsidered for spring, summer), all students enrolled will be evalu- enrollment at a later date. Suspension prevents a stu- ated for academic performance and will be placed in dent from enrolling at Mitchell College for a specific one of five academic status categories: Good Stand-

37 ing, Warning, Probation or Dismissal. Also, Sus- students must be keenly aware of the federal and pension may be used as a category if so determined state guidelines that restrict financial aid offerings to by the Academic Standing and Review Committee students. (ASRC) after hearing a student’s appeal. Academic Progress as it relates to satisfactory Students are expected to earn a minimum of a 2.00 financial aid eligibility will be measured in May GPA at all times. Students falling below the 2.00 at the end of the spring semester. In accordance minimum standard will be placed on Academic with national standards and federal guidelines, Warning or Probation for one semester or academ- Mitchell College expects each student to progress ically dismissed as warranted. The cumulative GPA toward a degree as defined in the following chart. of students placed on Warning or Probation must demonstrate progress each term to advance to degree ACADEMIC PROGRESS completion (minimum of 2.0 GPA). The chart Expected Est. Credits/ Max Terms above is used to determine student status regard- Degree Load Terms Terms (150%) ing academic performance. Enrolled AA Full Time 12 to 18 4 6 Right to Appeal an Academic Dismissal AS Full Time 12 to 18 4 6 Decisions regarding dismissal may be appealed to BA Full Time 12 to 18 8 12 the Dean of the College. Th e appeal must be in BS Full Time 12 to 18 8 12 Expected writing and must be received by the Academic Est. Credits/ Max Terms Degree Load Terms Terms (150%) Affairs Office no later than a date specified in the Enrolled dismissal letter. The appeal should contain any new AA Part Time 6 10 15 information or extenuating circumstances that need AS Part Time 6 10 15 to be considered about the student holistically. Stu- BA Part Time 6 20 30 dent appeal hearings are held within one week of BS Part Time 6 20 30 the defined appeal deadline by the ASRC. Students do not attend the appeal hearing; however, rare It is crucial that all students receiving Federal Title exceptions have been made. The decision of the IV financial aid (or other aid directly administered Committee is final. A student may only appeal a or certified by Mitchell College) maintain satisfac- dismissal one time, even if a prior appeal resulted tory academic progress toward completion of their in reinstatement. Students are informed in writing degree program of study. As noted above, the of the ASRC decision. FULL completion time frame is defined as 150% of the published length of the program. As noted above, the ASRC may suspend a stu- dent for one semester or one year as an alternative Full-time students are expected to complete a des- to dismissal. A suspended student may not enroll ignated minimum percentage of the academic credits for the designated period. Requests to re-enroll at in which they enroll each term. Mitchell College the end of a suspension is made by petition for re- defines this rate of completion using the number instatement to the Dean of the College at least one of credits in which a student has enrolled as of the month prior to the start of a term in which enroll- conclusion of the Add/Drop period of each term. ment is planned. All classes enrolled are calculated in this evaluation which includes any class for which a student with- Satisfactory Academic Progress drew, repeated, failed or received an incomplete.

Mitchell College expects all matriculated students Add/Drop to make satisfactory progress each semester toward earning the declared degree. While the College rec- Once the semester starts, a student may discov- ognizes that some students will move more quickly er that for one reason or another the previously toward a degree, other students will need more time arranged schedule is no longer appropriate and a to accomplish degree requirements. Since many change is desirable. For that purpose, Mitchell Mitchell College students receive financial aid, College has set aside the first six (6) days of class- es in Session I and one (1) day in Ses-

38 sion II as an Add/Drop period when a student II. Part-time status (fewer than twelve credits): may make valid schedule changes. Students enrolled in fewer than twelve credits as of the end of the Add/Drop period during each of To effect a change a student must meet with an the fall and spring sessions. Part-time students are academic advisor who approves the change and en- billed for tuition on the existing scale. The issue ters details into the computer. of their contribution to the College Fee needs to If there are seats available in the class requested and be addressed. the new schedule will produce no time conflicts for the student, a change will be allowed. Class availability Grade Changes during Add/Drop is severely limited. It is imperative If a student believes an error has been made, the that a student develop an acceptable schedule during student has the right to appeal a grade received in a the registration period. Courses dropped during this course. Within ten (10) working days of grades being period are not reflected on the student’s transcript. posted, the student must request, in writing, that the professor review the grade. The professor will explain, Athletic Eligibility in writing, how the grade was calculated. If the student Eligibility to represent Mitchell College in intercol- is dissatisfied with the outcome, the student has a right legiate athletics competition requires that a student to appeal, in writing, to the department chair of the athlete shall maintain satisfactory progress toward department in which the course is taught. The depart- a baccalaureate degree at Mitchell as defined in the ment chair notifies the student and the Dean of the Academic Progress chart. The Athletic department College of his or her recommendation. notifies students of ineligibility. If the professor or department chair is unavailable in A student on unsatisfactory status who has not the summer or during the winter break, the student achieved satisfactory progress after summer and/ must wait until the College reopens to resolve the issue. or fall study is ineligible for athletic participation. No grade may be changed without the professor Please refer to Student Athlete Handbook for further completing the Grade Change form. If the student information on athletic eligibility. wants to appeal the professor’s grade change, they Auditing a Course may appeal, in writing, to the VPAA/DOC within ten (10) business days of the grade change. The deci- Full-time students (12 credits or more) may audit sion of the VPAA/DOC is final. any Mitchell College course with the permission of the instructor. They must register as an auditor at Incomplete the Registrar’s Office. No credit is earned. Part-time Students are expected to complete all course require- students also may audit courses on a space-available ments during the normal semester. The Incomplete basis. Total credits for a part-time student may not mark is given only when, due to nonacademic cir- exceed 11 credits in any combination of courses cumstances beyond the student’s control, the stu- taken for credit or audit. There is a fee for an audited dent has not completed a relatively small portion of course. course requirements. The work done to date of the Determination of Enrollment Status petition must be of passing quality. TheIncomplete is given only to students who have been attending and There are two different types of enrollment status. 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 they 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 being registered for twelve semester hours or following guidelines and process are in place: above at the end of the Add/Drop p e r i o d d u r i n g e a c h of the fall and spring sessions. 1. A student who believes they have a legitimate Full-time students are eligible for on-campus reason for missing a final examination or fail- residency privileges and athletic participation. ing to complete course work may petition for a They pay the full College Fee. makeup examination or an extension to course

39 work deadlines by completing a Petition for an traditional academic work involving reading, writ- Incomplete Grade in a Course form and giving ing and experimental or special projects. the completed form to the Office for Academic Affairs by the last day of classes in a given session To arrange for an Independent Study, the student prior to the exam period. must define the project, find a faculty sponsor, and obtain approval from the department chair for the 2. The Incomplete is entered by the Registrar only course prior to the start of the semester in which the with prior approval. In all other circumstanc- Independent Study will be taken. The faculty mem- es, the instructor will assign a grade of F to ber, the department chair and the Academic Dean course work or to examination requirements not must approve the project in order for the student to met and then calculate the final grade for the register for the course. course in the usual way. Approval will be based on a written application form 3. If no grade is submitted by the instructor by the available from the faculty sponsor or the Registrar’s last day of classes of the following semester, the Office. It will require evidence of: Registrar will assign a grade of F for the course. • The academic merit of the study; 4. Any student who is granted an Incomplete must complete all outstanding work, at the latest, by • The availability of source material; the last day of classes of the following semester. • The students own capacity to undertake Therefore, incomplete work for fall s e s s i ons the work, including a copy of the students must be completed and submitted by the last day transcript. of classes in May and incomplete work for spring and summer sessions must be submitted by the The minimum GPA to be considered for anIndepen - last day of classes in December. Failure to meet dent Study is 2.5. Once approved, the student will meet these deadlines means that the Incomplete will with the instructor once each week for one hour, al- revert to the original grade submitted by the fac- though in some circumstances the nature of the subject ulty member or an F if no grade was submitted. matter may dictate less frequent meetings of longer du- ration. However, the minimum number of instructional 5. The final grade for the course will be calculated hours in any given semester must be 15. The course is by the instructor and submitted to the Regis- graded and normally carries three credits. trar upon completion of course requirements by the last day of classes of the semester. Change of Major/Core 6. Please note that because a GPA cannot be calcu- Once students have embarked on a particular aca- lated for the semester in which the Incomplete demic program, they may discover that the major/ is entered: a) any student who has an Incom- core selected does not fit their skills, interests and plete mark on the transcript is not eligible for abilities. If they decide to change majors/core, they inclusion on the Dean’s List or Commendable must meet with their academic advisor to discuss the Scholars List for that semester; b) eligibility for proposed change. A change of major/core may re- financial aid may not be determined until the quire a reexamination of transfer credits, a change in Incomplete is removed thereby delaying essen- the applicability of currently completed credits and tial decisions which are made by the Financial possibly a delay in graduation. Changing a major/ Aid Office. core may affect their graduation date. It is import- ant to realize this before the change is completed. A Independent Study student must obtain signatures from the academic The opportunity to pursue an Independent Study is advisor and the department chairs of the exiting extended to a small number of sophomores, juniors and entering departments. TheChange of Major/ and seniors who wish to explore areas that are not Core form is then forwarded to the Registrar’s Office represented in the curriculum. It is defined as an so the permanent record can be updated. Students individual library or laboratory research or creative wanting to move from an associate degree program arts project under the direct sponsorship of a full- to a bachelor degree program must apply for the time faculty member. Independent Study requires status change through discussion with the respective

40 department chair. appointment with their academic advisor. The form Registration (fall and spring) requires the signature of the department chair. The form is forwarded to the Office for Academic Affairs During the spring semester for the subsequent fall and then to the Registrar’s Office where the curricu- and during fall semester for the following spring, lum notation will be made. Mitchell College provides students with the oppor- tunity to select the courses they wish to take during TESTING AND EXAMINATION the next semester. Prior to the actual dates of reg- All Tests and Examinations istration, students are provided with copies of the Students notify faculty of testing accommodations Semester Schedule and the necessary registration through the Letter of Accommodation provided by materials so that they may plan their schedules. The the Accessibility Services Office (ASO). Students must student is expected to meet with an academic advisor notify faculty that they would like to access their ac- to ensure that their selection of courses is academ- commodations prior to each test. ically and programmatically sound. The academic advisor enters registration details into the computer Because of the requirement to submit interim grades, and spaces are reserved in classes pending payment testing or some assessment, a procedure is necessary of the tuition bill. as designated on the academic calendar in first and Repeat Courses second year courses. In third and fourth year courses, semester tests are given at the discretion of the faculty. Any student wishing to repeat a course at Mitchell However, the results of this testing provides valuable College may do so. The higher grade will be used to information to the Academic Standing and Review calculate the Grade Point Average. Both courses will Committee in determining student status and it is be listed on the transcript. Note: Any student who urged in all courses irregardless of level. repeats a course with the intent to improve their overall GPA is ineligible for consideration of valedic- Testing Requiring Accommodations torian or salutatorian. Any testing accommodation requested by a student Students also have the option of repeating the course and supported through documentation on file in the at another accredited institution with prior approval Accessibility Services Office (AS) is the responsibility from the Mitchell College Registrar. They must earn of the faculty member. However, the AS staff is avail- a grade of C or better to transfer the credit back to able to assist with any testing accommodation re- Mitchell College. If the transfer course is accepted, quests. If assistance is requested from the AS Office, it will fulfill their graduation requirement and both the following procedure must be followed: courses will be listed on their transcript; however, • Online Testing Accommodation forms are to be neither grade will be used to calculate their Grade completed by the student, which then delivers an Point Average. electronic copy to the AS Office and the faculty Substitution of Courses (limited to 4 substitutions over member. the course of earning the bachelor degree) • The faculty member will stipulate via email to There may be times when the requirements of a the AS Office any special test conditions (i.e., use particular degree program do not exactly match the of a calculator, class notes, outlines, etc.) that may student’s needs. Under special circumstances, it may be permitted during the test/exam. be possible for a student to arrange to substitute one • The AS Office will email a Testing Confirmation particular class for another within the curriculum that to the faculty member and the student. the student is pursuing. Since the purpose of a course substitution is to tailor the curriculum to a particu- • Students are instructed to return completed lar student’s needs, permission for the substitution Testing Accommodation Request forms to the AS must be obtained before the student registers for the Office at least five (5) days prior to the test date; course. To obtain permission for substitution within and in the case of Final Exams, one week prior to a curriculum, the student must first obtain a Course the last day of classes. Substitution form from their academic advisor or the Registrar’s Office. The student must then make an • If the accommodation is to take place with the

41 AS Office, the faculty member is responsible for pick up the completed test. delivering the test to the AS Office at least 24 hours Please note: Students are not to hand-carry tests to prior to the scheduled time and must pick up the the AS Office or back to the faculty. completed test. • Please note: Students are not to hand-carry tests to the AS Office or back to the faculty. TRANSFERRING COURSES Final Examinations and Assessment Transferring to Mitchell College from Another Institution: • A final assessment of outcomes in terms of stu- A student who has accumulated college credits at dent ability is mandatory in all courses. another institution must submit official transcripts • Final assessments may take many forms, including of those credits prior to acceptance as a degree candi- traditional final examinations at the conclusion of date if the student wishes to have those credits apply each session according to a schedule published to a Mitchell curriculum. In order to be accepted as by the Registrar. transfer credit, a course must have a grade of C- or • Missed final examinations and other assessments better (except in the case of a repeat course, which cannot be made up unless there are exceptional must have a grade of C or better), fit into the Mitch- circumstances. ell curriculum, satisfy a requirement or elective, and • Assessment is the decision of the faculty member. carry credit from an accredited institution. Credits However, the method of assessment, percentage which are not applicable to the Mitchell curriculum, of grade and calculation of final grades must be even though they may otherwise be perfectly accept- made clear to the student on the course syllabus. able for transfer, will not be accepted for credit. The • Faculty are also required to keep on file records of grades earned for transfer credits cannot in any way assessments and final grades for one year. be used to calculate the student’s Grade Point Aver- age at Mitchell. Some transfer credits may not apply Final Examinations Requiring Accommodations in their chosen major/core. Any final examination accommodation requested Transferring Courses from Another Institution as by a student and supported through documentation a Matriculated Mitchell Student on file with the AS Office is the responsibility of the There are circumstances, such as the need to make faculty member. The AS staff is available to assist with up a missed course, where it may benefit a student any testing accommodation requests. If assistance to take a course away from Mitchell College. This is requested from AS, the same procedure must be is especially common during the summer. However, followed: bachelor degree candidates must earn their last thir- • Testing Accommodation Request forms are to be ty (30) credits at Mitchell College. completed by the student and signed by a AS Should such circumstances arise, it is necessary that staff member. the student secure permission from Mitchell Col- • The student delivers the signed form to the fac- lege to take the course, prior to registration for the ulty member. The faculty member will stipulate course. In order to secure permission, the student on the form any special material (i.e., use of a must obtain a catalog description of the course and calculator, class notes, outlines, etc.) that may be submit a hard copy to the Registrar’s Office at Mitchell permitted during the test/exam. College. The Registrar will review the description • Due to the large number of requests for final and verify that it is an appropriate equivalent to examination accommodations, students are the course at Mitchell College. If the replacement instructed to return completed Testing Accom- is valid, a notation will be made on the student’s modation Request forms to AS at least one week file. The student is responsible for making sure that prior to the last day of classes. an official transcript is submitted to Mitchell. The course must always satisfy the same requirements as • If the accommodation is to take place with AS, the any course reviewed for transfer credits. faculty member is responsible for delivering the test to AS prior to the scheduled time and must WITHDRAWAL AND LEAVE OF ABSENCE

42 Withdrawal from a Course After the Add/Drop period has ended, a student may Policy on Withdrawals and Dismissals that Occur discover that special circumstances warrant discon- During a Semester tinuation of a particular course. Withdrawal from 1. Administrative Dismissal for Non-Compliance any course without academic penalty may be per- with Academic Requirements of the College. mitted up until the date specified on the Academic After review by the Academic Standing and Calendar. To withdraw from a course, a student must Review Committee (ASRC), a student may be obtain a Course Withdrawal form from the academic dismissed from the College for failure to meet advisor or at the Registrar’s Office, assure the form academic requirements in all course work after is completed and signed by all parties noted on the beginning the Session I on Academic Probation form, and deliver the form to the Registrar’s Office. A and after four (4) weeks, or calculated equiva- notation of W is recorded for the course in question. lent, into the subsequent semester. The student A grade point value is not assigned to the W notation. will be notified in writing of the possibility of If a full-time student withdraws to below twelve (12) dismissal and will be given five (5) work days credits during the semester, they could lose eligibility from the date of notice to meet with his or her ad- to live in College housing and may lose financial aid. visor and all instructors to resolve the situation. The Director of Residence Life will make the deci- sion about residence hall status. Students requesting a disability related reduced course load must be 2. Administrative Withdrawal Non-Compliance with registered with Disability Student Services. Course Requirements - An instructor may request an Administrative Withdrawal of a student from If a student withdraws to below twelve semester his or her course for failure to meet academ- hours, they will lose eligibility to participate in the ic standards in that course. If a student has not athletic program. been in attendance for 3 weeks during Session I, Process for withdrawal to below twelve (12) semes- the student will be withdrawn from the course ter hours: regardless of the reason behind the absences and 1. In order to withdraw to below twelve (12) semes- a “W” will be issued. During Session II a student ter hours, the full-time student must meet with will be withdrawn if they missed 3 consecutive the academic advisor who will sign a Withdrawal days regardless of the reason behind the absences form and if approved, provide a rationale for the and a “W” will be issued. approval. 3. Removal from Class Rosters and Semester - A stu- 2. The student must meet with the instructor, who dent who does not attend any classes in the first must sign the form. two (2) weeks of the semester will be dropped from all classes by the Registrar. 3. The student must then sign the Withdrawal form, indicating that t h e y have read the above pol- Withdrawal from the College icy and understands the implications on housing, In the course of a student’s enrollment at Mitchell, it athletic participation, and financial aid status. may become necessary for him or her to discontinue 4. A resident student wanting to remain in campus participation in all classes during a given session housing must, at the same time as preparing the and leave the College for the remainder of that term. Withdrawal form, get written permission from To ensure that a student does not receive grades of the Director of Residence Life. That letter will F on all courses in progress, it is important to with- accompany the Withdrawal form when delivered draw officially from the College. to the Registrar’s Office for recording. A student may officially withdraw from the College 5. The decision will be copied to the Director of anytime during the session up until Noon on the Residence Life and as necessary, the Director last full day of classes prior to the start of the final of Financial Aid, the academic advisor and the examination period. The Bursar’s Office maintains Bursar. a chart of refund amounts associated with the date

43 of withdrawal. It is the student’s responsibility to Medical Leave of Absence from the College understand, in advance of the request, the implica- The purpose of a Medical Leave of Absence is to allow tions (including financial) in withdrawing. a student to separate from the institution for medical reasons for a period of 180 calendar days and reserve To withdraw officially from the College, a student the right to return within 180 calendar days with- must meet with an academic advisor. The purpose of out requiring readmission to the College. A Medical this meeting is not to question the student’s decision Leave of Absence must be requested in writing and but rather to make sure that all options have been include a definite return date. In addition, it must be explored and that the best possible resolution of the accompanied by a doctor’s note which must be sub- circumstances is achieved. mitted to the Vice President for Academic Affairs/ Once a determination has been made that a with- Dean of the College as soon as the student knows drawal is the best course for a student to follow, the they are unable to attend classes for an extended Registrar will generate an electronic Withdrawal period of time. form which is sent to necessary campus offices and While on a Medical Leave of Absence, the student is the student’s faculty. This form officially notifies expected to inform the Office for Academic Affairs specific administrative offices that the student will be of any changes in the planned return date. U n - ending their attendance at Mitchell for that semester. d e r no circumstances will the leave of absence be The Registrar’s Office will convert the final grades for extended beyond 180 calendar days in any 12 month all of the student’s courses to W. period of time. If a student does not comply with Leave of Absence from the College the leave of absence regulations, they must apply for readmission at the Admissions Office. The purpose of a Leave of Absence is to allow a stu- dent to separate from the institution for a period of 180 calendar days and reserve the right to return without requiring readmission to the College. A leave of absence must be requested prior to the start of a semester and include a definite return date at the start of a semester, accruing to no more than 180 calendar days from the date the student departs. A formal request for the leave needs to be made by the student. To request a leave of absence, the student should review all options with their academic advisor to ensure that the decision is in the student’s best inter- est. The student writes a letter to the Vice President for Academic Affairs/Dean of the College request- ing the leave and explaining the circumstances and then delivers it to the Office for Academic Affairs. The Academic Dean will review the request, consult with the academic advisor and department chair, and then notify the student of the decision regarding the request. While on a Leave of Absence, the student is expect- ed to inform the Office for Academic Affairs of any changes in the planned return date. Under no circum- stances will a leave of absence be extended beyond 180 calendar days. If a student does not comply with the leave of absence regulations, they must apply for readmission at the Admissions Office.

44 Requirements for a Mitchell College Degree The requirements for a Mitchell College degree are successfully reach the level of Competent in five designed to embody the College’s definition of an (5) of the seven (7) Abilities. A minimum grade of a educated person and to reflect the goals of Mitchell “C-” must be earned in both level 1 and level 2 in the College’s Mission Statement. Requirements afford same ability for the courses to count towards the stu- students the opportunity to acquire the knowledge, dent’s fulfilled ABE requirements. The seven Abilities values and competencies to become successful, re- are embedded throughout the curriculum in such a sponsible and productive citizens in the diverse and way that through the General Education and major/ global society of the 21st century and also provide the core requirements students will be exposed to most, if skills necessary to meet the challenges of students’ not all, of them. academic, professional and personal goals. Though some courses address several Abilities, each Mitchell College is dedicated to providing a challeng- course is associated with one of the Abilities to the ing education to all students including those who may point that this Ability is called the Dominant Ability be under prepared academically, possess untapped (DA) embedded in that course. It is only the Domi- potential and who may have learning differences. nant Ability that is credited when the student satis- The learning objectives are met through courses and fies the requirements for it with the requirements activities that span the four-year and two-year degree of the course. The Dominant Ability is coded in the programs. By integrating the general education and Course Description section of the catalog. The code major degree programs, students are provided with a for each ability appears here after its title: unique educational opportunity which is relevant not Critical & Creative Thinking DA: CCT only to their interests and learning styles but to con- Evaluate information and ideas; identify multiple per- temporary society. spectives and assess different forms of arguments; hone DEGREE REQUIREMENTS decision-making skills; and distinguish the practical skills and techniques of creative thinking. Ability Based Education (ABE) - Instituted Fall 2013 Communication DA: C Convert thoughts and ideas through writing and I. ABE Requirements - speaking; construct alternative nonverbal ways of ABE partners the intellectual abilities cultivated by communication; interpret the driving purpose, main the liberal arts and sciences with the professional point, sub-points, meaning and significance of a giv- skills and personal development required to compete en piece; and employ active listening skills. in the global economy. The seven Abilities are intro- duced in the First-Year Experience. Initial assess- Diversity & Global Perspectives DA: D ments at new student orientation assist the student in Interpret the world as a socio-culturally diverse recognizing current strengths and identifying areas environment; understand how world cultures shape for further development. opinions, perceptions and judgments; identify levels of interdependence among economic, political, cul- As students progress through their program of study, tural and environmental models of human interac- they will collect evidence (papers, videos, presen- tion; and explain the roots of globalization. tations, projects, etc.) that document their level of mastery. There are three levels of mastery: Information & Communication Technology Literacy DA: ICT 1. Developing Interpret the need for and how to locate informa- 2. Competent tion, including Internet and database sources; con- struct an organizational scheme that enables one to 3. Distinguished assess the relevance and utility of information for a To meet graduation requirements, students must specific purpose; interpret conclusions from infor-

44 mation originating from multiple sources by critical Mathematics adaptation and analysis; and explain information For Associate Degrees: persuasively and ethically to various audiences. Determined by placement test and at a level set by Analysis & Problem Solving DA: APS the major program: 3-4 credits (C- or better) Determine the nature of problems, observe prob- In addition, for Bachelor Degrees: lems, analyze situations at multiple levels, and seek Selected course must be at the level of MA104 or higher solutions appropriate to the discipline. Natural Sciences (Life and Physical Sciences) Values, Ethics & Social Responsibility DA: V For Associate Degrees: 4 credits Engage in social service activities on and off-cam- In addition for Bachelor Degrees: 4-8 credits, courses pus; construct, synthesize and make decisions based may be both in the Physical or Life Sciences or one on ethical and moral reasoning; and interpret the course from each area importance of citizenship. Physical Education and Health Social Interaction DA: SI For Associate Degrees: Identify and demonstrate social behaviors essential One season intercollegiate sport OR one PE Skills to effective human interaction; identify intra- and course OR one PE three credit course. interpersonal strengths critical to effective processes; identify and improve interpersonal weaknesses; dem- For Bachelor Degrees: onstrate behaviors critical to effective group inter-action; Two seasons intercollegiate sport OR two PE Skills and demonstrate positive social intrapersonal/interper- courses OR one PE three credit course. sonal skills essential to seeking, securing, and perform- III. College Requirements ing work within one’s chosen field. Regardless of major/core, students fulfill the College II. Content Area Requirements (Apply to stu- Requirements by completing a selection of founda- dents who started prior to fall 2018) tion courses that help them reach a predetermined To develop an appreciation of the liberal arts and sci- level of competency in the key areas of written, oral ences and to ensure an adequate breadth of knowl- and electronic communications. Students in every edge as a foundation for continued learning, students major must take: are required to take courses in each of the following • CO103 Effective Presentations five content areas (the goals of the general education • CW101 Introduction to College Writing program are reflected in the general education objec- • CW102 College Writing and Research tives of the specific content areas): • FC101 First-Year Seminar Humanities • FC120 Information Technology Literacy For Associate and Bachelor Degrees: These courses provide the foundation for a successful Literature: 3 credits Mitchell experience. Fine Arts: 3 credits in Music, Art or Theater History: 3 credits The writing competency ensures that students will graduate from Mitchell with improved writing skills In addition, for Bachelor Degrees: and be able to communicate in well planned, clear, Humanities elective (Literature, Fine Arts, History, concise, and thoughtful writing. The effective speak- Philosophy, World Language, Humanities): 3 credits ing competency promotes confidence in the oral At least one of the four courses must be at or above 200 presentation of ideas and as preparation for profes- level. sional life. The information technology competency gives an understanding of how technology is used as Social and Behavior Sciences a tool across all disciplines and the impact of these For Associate and Bachelor Degrees: uses on individuals and society, as well as enhancing PY105, SO103 or HD108: 3 credits practical skills. In addition, for Bachelor Degrees: Psychology, Sociolo- IV. Major/Core Requirements gy, Human Development, Economics, or Government The Major/Core Requirements provide the op- as designated:3 credits portunity to apply and integrate the abilities, skills and knowledge imparted by ABE, the content area 45 requirements, and the College requirements. Each major also requires a capstone, internship or other course(s) that allows for the integration and assess

46 Academic Support Services

The Mitchell College community is committed to the Based Education model. development of each student. To best serve students, the College offers the following academic support Facilities services: The Mitchell College library is a two-level building attached to the Bond House on the southeastern • Full-Time Academic Advisors corner of campus. The library houses circulating • Professionally Staffed Tutoring collections of books, films, DVDs, and technology • Comprehensive Career Services Program including laptops, iPads, e-readers, cameras, and • The Bentsen Learning Center camcorders. In addition, the library houses Refer- • Accessibility Services Office ence, Course Reserves and College Archives. The library’s two levels are divided by purpose with ACADEMIC ADVISING upper and lower floors dedicated to quiet study and group work, respectively. The Mitchell College Office of Advising is a central part of the student success network, coordinating Curriculum Support with departments campus-wide to offer a holistic The LIS staff supports Mitchell’s curriculum through approach in how we support and challenge our integrated ICT literacy programming for all first-year students. Each Mitchell College student is assigned students through close partnership with the First- a full-time Academic Advisor to assist and guide in Year Seminar, Introduction to College Writing, and the navigating the path to success and graduation. college writing and research courses. Research skills The Advisor is the primary point of contact for the and plagiarism prevention are addressed through student regarding all issues related to the college in-class instruction designed in collaboration with experience. Advisors work with each student to faculty for all levels of students. determine appropriate classes, monitor academic Direct student support is available at any time progress, find enrichment opportunities, and help during library hours, both within the library and manage any kind of challenge through the student’s via on-line reference services. Students are able to entire college experience. schedule appointments for one-on-one consulta- All contact information (office location, phone num- tion with a librarian for extended, focused guid- ber, email address) regarding a student’s Academic ance in developing research strategies and explor- Advisor can be found at the student’s portal on the ing the wide range of information sources. “Degree Audit” page in mid-August. Educational Technology LIBRARY & INFORMATION SERVICES The LIS staff provide individualized support for stu- dents and faculty using classroom technology, learning Mission and Purpose management systems, media services, presentation Library and Information Services (LIS) supports tools, and other applications. Additionally, our Educa- teaching, scholarship, and innovation at Mitchell tional Technologist consults with and provides guidance College through proactive, student-centered ser- to faculty on current trends in effective use of technolo- vices. The library is a space for students to research, gy through technology-enabled learning spaces. study, collaborate, and relax in a fully-staffed and supportive environment. User Services Additional student support is available during ex- LIS actively promotes the development of lifelong tended hours throughout the weeks preceding and learning skills by empowering students with the continuing through each exam period. The library abilities to find, evaluate, and use information effi- provides access to state and national resources via in- ciently, effectively, critically, and ethically. Our focus terlibrary loan services. The library also supports use on Information and Communication Technology of campus and library technologies, including one- (ICT) literacy directly supports the College’s Ability on-one assistance with wireless network connectivity, printing, Microsoft software applications, Mariner 47 Mail and online learning systems. • Resume and cover letter writing instruction and revision. Collection Resources Library collections are developed in response to the • Assistance with job, internship and graduate expressed needs and interests of Mitchell students and school search. faculty. Library staff and Mitchell faculty regularly • Interview preparation and skill development. collaborate to create relevant and engaging collections. • Work Values and Strong Interest Inventory The library’s collections extend beyond the physical assessments. space through its intentional development of online • Local job fairs and professional speakers. resources in a variety of formats. Access to extensive articles, streaming video, downloadable eBooks, au- HEALTH & WELLNESS diobooks, and magazines is available through the As the provider of health care for all full-time stu- library’s website. dents on the Mitchell College campus, the Health Student Employment and Internships and Wellness Department offers s e r v i c e s - The LIS department offers a variety of opportunities through a partnership with Northeast Medical for Mitchell College students to earn professional Group. Students have access to a team of medical experience in a work environment. As a work-study professionals including a registered nurse, a phy- site and internship opportunity, students assist with sician assistant and a clinical psychologist. While a wide range of services including library front desk most services are covered by the student health operations, collections processing, archives manage- fees, services such as immunizations, physicals, ment, classroom technology support, and other spe- pharmaceuticals, medical procedures and ongoing cific, targeted projects. counseling are not covered. Charges from such ser- vices are billed to student accounts and can be sub- Contact Us mitted to the appropriate insurance carrier for reim- E-mail: [email protected] Phone: (860) 701-5156 bursement. When necessary, referrals can be made Text or chat via: http://mitchell.libguides.com to some of the area’s top medical specialists, located INTEGRATIVE CAREER DEVELOPMENT in close proximity to the campus. Therefore, it is rec- ommended that students have an insurance card on The Office of Integrative Career Development (ICD) their person at all times. partners with leading Southeastern Connecticut organizations to enhance its academic programs and Health Records and Immunizations increase pathways to professional employment for All full-time students are required to have had students. By collaborating with dynamic, successful a physical exam completed within one year prior to organizations, Mitchell College provides its students their entrance date at Mitchell College and proof of with real world, regionally relevant experience and immunizations. Students must comply with Con- prepares its graduates for engaged citizenship in necticut State Law that requires all matriculating Southeastern Connecticut. students to provide the following: These community-based, hands-on experiences are • MMR (measles, mumps, rubella) vaccine 2 doses part of every academic program, are guided by faculty required, the first one given after the first birth- members, and are provided all four academic years at day. If unable to provide information, students Mitchell College. The Office of Integrative Career De- may get a laboratory test to prove immunity. velopment coordinates these experiences and prepares students to engage fully in each opportunity. • 2 doses Varicella vaccine, dose 1 given after the first birthday, or MD documentation of chick- Preparation includes: en pox disease with dates. If unable to provide • Field trips to local Southeastern Connecticut information, students may get a laboratory test to organizations. prove immunity. • Sophomore Seminar career skills development • All students residing in campus housing are re- class. quired to be immunized against Meningococcal • Individualized career counseling. disease within 5 years of enrollment.

48 • Exceptions to vaccine requirements: on the basis of t h e i r disability, will not be ex- 1. Physician statement of medical contraindication; cluded from participation in, denied the benefits 2. Student statement that such vaccines are of, or otherwise be subject to discrimination under contrary to religious beliefs. any College program or activity. AS determines eligibility and approves and coordi- Students who do not submit a health record and nates services, auxiliary aids, and academic accom- complete state mandated immunization require- modations to qualified students with disabilities. ments will not be permitted to register. This must be done before arriving on campus for the semester. All AS is committed to equal accessibility and supports student health information/records are kept confi- students with disabilities in advocating and en- dential. Specific questions about health records or gaging in the campus learning and living communi- immunization documentation can be addressed by ty to maximize their ability to succeed. contacting the Health and Wellness Department at How to apply for services: (860) 701-5195. • Student fills out and submits a Request for Ser- Counseling vices form (see forms on www.mitchell.edu). The Health and Wellness Counseling Center pro- • Student sends in documentation related to their vides short term counseling services to students disability (see website for documentation guide- to ensure ongoing wellness. During college, stu- lines). dents may require varying degrees of assistance, for personal or social purposes. Our professional • Student sets up an appointment to meet with the counseling staff provides free and confidential triage AS Office to discuss accommodation needs (this services to meet these needs. This may include p to can also be accomplished through phone conver- three counseling sessions, participation in a support sations/Skype). group, or referral to community resources. Students seeking these counseling supports should make an • Student will be provided a Letter of Accommoda- appointmnet throught Starfish. tion to discuss the contents of the letter with each faculty member Student Right to Privacy • AS can provide guidance as necessary. The primary concern of the Health and Wellness staff is the health and safety of all students. Mitch- Visit the AS Office page on www.mitchell.edu for ell College values and respects an individual’s right more information on policies, procedures, and forms. to privacy. Therefore, health information will not be Please call, email or visit the office with questions or released without student consent. However, if in the concerns. Phone: 860-701-5790. judgment of health care providers a serious condi- tion exists that threatens the health and safety of the THE TUTORING CENTER student or campus community, a parent or guard- ian may be notified and appropriate College per- The primary goals of the Tutoring Center are to offer sonnel may be consulted. Students under the age of free tutoring in most subjects and to assist in improving eighteen are notified that in cases of serious illness, writing, research, and computer skills. The Tutoring Cen- accidents, or behavioral issue, parents or guardians ter offers the following services: will be contacted and informed of medically nec- • Individual and group sessions by appointment or essary treatment plans. walk-in (based on availability); • Special help in developmental writing and basic ACCESSIBILITY SERVICES composition; In accordance with the Americans with Disabilities • Assistance in library research and term paper writing; Amendments Act (2008) and Section 504 of the Re- habilitation Act of 1973, Accessibility Services (AS) • Assistance in writing across the curriculum; is committed to ensuring that any qualified student, • Test and exam preparation;

49 • Sessions on improving study skills. ed to Mitchell College. Admission to the BLC is sepa- rate and distinct from the Mitchell College application All staff members are professionals and possess process. To determine eligibility, students must submit firsthand experience in the subjects they tutor. A the following documentation to the BLC: member of the staff is available to assist in making appointments and for answering any questions about the • BLC Application; Tutoring Center. Appointments can be made directly on STA R FISH. • Cognitive and Achievement testing conducted within the last three (3) years; BENTSEN LEARNING CENTER • IEP or 504 Plan (if available); The Bentsen Learning Center (BLC), established in 1981, is a fee based, comprehensive academic sup- • Unedited writing sample. port program designed for students with diagnosed For additional information, please contact the BLC learning disabilities and/or ADHD. The primary goal at (860) 701-3531. of the BLC is to promote the effective and independent use of strategies that will assist students with learning ACADEMIC COACHING FOR EMPOWERMENT in college and beyond. Students are taught how to apply PROGRAM strategies using course content. Specifically, learning spe- Academic Coaching for Empowerment (ACE) is a cialists work with students individually to assist them student-driven program designed for students with in developing strategies in areas that include self ADHD and/or executive functioning issues. It con- advocacy, time management, organization, mnemonic sists of a collaborative relationship between a student techniques, comprehension, research, writing, study and coach that is designed to develop the student’s abil- skills and test prep. ity to recognize and address issues that impede aca- Support Levels demic progress. Through this coaching model, students develop their own effective strategies to remediate Tier 1 Comprehensive Strategic Learning is the most procrastination, prioritize goals and manage time. comprehensive level of academic support available to students enrolled in the BLC. At this level, students Application Process receive three weekly individual sessions of academic The ACE program is available to all Mitchell College support with an assigned learning specialist. The con- students. Once the ACE application has been received, tent, structure and goals of the sessions are determined supporting documentation will be required to be con- cooperatively by the student and the specialist. Regular sidered for this program. The frequency of coaching feedback is provided throughout the semester as stu- sessions is determined by the student and coach for a dents progress toward meeting their goals. maximum of sixty (60) minutes per week. Tier 2 Enhanced Strategic Learning provides students For more information, please contact the Bentsen with the same support available in Comprehensive Stra- Learning Center (860) 701-3531. tegic Learning; however, students receive two individual appointments a week with an assigned learning specialist. Tier 3 Transitional Strategic Learning provides stu- dents one appointment of academic support per week with an assigned learning specialist. This level of sup- port is appropriate for students who can apply a variety of learning strategies across the curriculum, but who may benefit from limited support. This level of support is for returning students only. Application Process Students who are interested in participating in the Bentsen Learning Center Program must first be accept-

50 First-Year Experience (Revised 6/2019) The First-Year Experience (FYE) utilizes the talents terest which serves as their introduction to academic of our faculty, staff and students in a wide range of opportunities and the Mitchell Ability Model. academic and co-curricular initiatives designed to Second Semester an appropriately sequenced writing foster a sense of belonging and adventurous explora- course (CW101 or CW102) and Effective Presenta- tion. Intentional academic support and co-curricular tions (CO103) form the core of a student’s schedule. programming create a holistic model for student Together with the guidance of a professional aca- development over the course of the FYE journey. demic advisor, the student personalizes the remain- Programmatic objectives include: ing schedule to begin fulfilling requirements and to • Provide opportunities for first-year students to explore academic interests. develop a solid foundation for self-exploration and Ability-Based Education personally defined success within the unique culture of the Mitchell College community; The vision of Mitchell College emphasizes not only mastery of content, but learning those abilities nec- • Support a suite of courses with coordinated content essary to apply knowledge in everyday practice. Our designed to integrate knowledge, skills and values approach to learning encourages and supports stu- necessary for a successful transition into the Mitchell dents as they transform into effective citizens of our Ability Model; ever changing world. Students will begin in their first • Promote first-year student engagement in and out year to work towards developing their competencies of the classroom. in the general education abilities: Students are given the opportunity to explore 1) Critical and Creative Thinking through learning outcomes in and out of the class- 2) Communication room. These emphasize identity development and demonstration of the student as an engaged mem- 3) Diversity & Global Perspectives ber of the class unit, participating member of the 4) Information & Communication Mitchell community, curious scholar and responsible Technology Literacy citizen of the greater world. 5) Analysis and Problem Solving Core Curriculum 6) Values, Ethics and Social Responsibility The first-year core courses create the foundation for academic inquiry and success. These courses are 7) Social Interaction. linked through a team of carefully selected instruc- FYE Common Read tors, project based learning and ability-based assess- ment. First Semester, Session I, students are enrolled The FYE Common Read provides the first-year in a writing course (CW 100 or 101) as well as a community a shared compass point by which to nav- First-Year Seminar (FC101) as the cornerstones of igate the academic and co-curricular landscape. The their class schedule. These build academic commu- objectives of the program include setting academic nity around shared proficiencies and interests with expectations, building connections across the cur- a peer cohort dually enrolled in both courses. Addi- riculum as well as creating a community of learners tionally, each cohort works with a Transition Mentor, with a common purpose and diversity of ideas. The an upper class student who is dedicated to helping title is chosen by a cross-campus committee which students adjust to college life both academically and evaluates selections based on criteria emphasizing socially. A third core course on a student’s Session interdisciplinary value and appeal to a wide range of I schedule is a technology literacy course (FC120 students. The book is utilized in the first-year core or FC130) based on assessed aptitude and interest. courses while co-curricular programming is de- During Session II, students are enrolled in an Ex- signed to connect to the book’s themes. plore Your Core (FC110 - 114) course based on in-

51 First-Year Experience Services And Support include enhanced support, guidance on College pol- icies, recommended tutoring hours, and Minimester Academic support for first-year students is compre- offerings. Students may also be required to meet hensive and developmental. Professional advisors regularly with a member of the FYE staff. Instructors play a critical role in our FYE. Advisors review in- will also be notified when a student has met with the coming student academic preparation, develop class FYE Advisory Network and will be taking a course schedules, recommend early intervention strategies for a third time. for students at risk, monitor academic progress and help students make a successful transition to college. • CW101, CW102, CO103, and FC120 may be re- Academic tutors provide, for no additional cost, taken multiple times to achieve the passing grade of one-on-one sessions in academic subject areas, as C- or better. If a student does not achieve the mini- well as programs to help improve writing, research mum final course grade twice, they must meet with and study skills. Tutors are professionals holding FAN to develop a plan as they prepare to take the degrees in content subject areas. Integrative Career course a third time. Development ensures students get a glimpse of the • FC101 and FC 110-114 may only be taken during professional environment related to their academ- the student’s first year at the college unless given ic interests as soon as possible. Students have the special permission. If a student does not achieve the opportunity to explore one or more of the College’s minimum final course grade of a C- twice, they must partner organizations in their first year to better meet with FAN to develop an appropriate plan, but understand how a particular core connects to various they do not repeat the course for the third time. career pathways. • FC110, FC111, FC112, FC113, FC114 consti- First-year academic success and engagement is tute Mitchell’s unique “Explore Your Core” series. directly linked to the experiences students have These courses are designed for first-year students beyond the classroom. Students who actively en- only, unless given permission by the instructor, gage in co-curricular activities are more likely to be and are designed to support student exploration of academically successful. Student Affairs offers a wide both academic and career paths. If a student does spectrum of opportunities to involve and connect not earn the passing grade of C- or better in one students. Programs are designed to help first-year of these courses, they have two options: a student students achieve a deeper level of connection to the could repeat the same Explore Your Core course, or College through student activities, leadership devel- a student might decide, with guidance from their opment, service opportunities, residential options Academic Advisor, to try a different course in the and healthy recreational experiences. TheStudent series that suits their developing interests. If the stu- Affairs staff is committed to support students as they dent achieves a passing grade in a different Explore discover relevant connections, make healthy choices Your Core course, that grade will replace the original and find their unique place within the community. failing grade from the first Explore Your Core course. FYE Advisory Network (FAN) and Retaking First- This option is only open to students who do not Year Courses achieve the passing grade of C-. In acknowledgment of the challenging transition • CW100, as a developmental course, has different some first-year students encounter, Mitchell College requirements. If a student does not achieve the is committed to providing support when academic minimum final course grade of a C- twice, they must struggles result. Students are expected to earn a C- meet with FAN to develop an appropriate plan. No grade or higher in their FYE core courses in order student may take CW100 more than three times. to complete the requirement for graduation. If that If the student does not achieve the minimum final goal is not achieved after taking the same FYE course course grade for CW100 a third time, they will be twice, students will engage the support of the FYE eligible for dismissal from Mitchell College. Advisory Network (FAN). A FAN selected for the Second Opportunity Semester student will convene to develop a plan that directs the student to appropriate resources and to guide The FYES econd Opportunity Semester (SOS) is a them towards success. This personalized plan may spring semester program developed specifically for

52 academically at risk first-year students. Participants Community Service are evaluated for program invitation based on their Mitchell College strongly encourages students to potential for success in a supportive environment. participate in community service as a means to contrib- Selection criteria includes a first semester earned ute to society and broaden their learning experience. GPA which qualifies them for warning, probation or Community service is an integral part of the Mitchell dismissal statues OR recommendation from faculty/ Valued Potential program and is a required part of some staff. The chosen cohort will enroll in a mandatory courses. One of the elements of the General Education one credit course that includes enhanced academ- Program requirements is Social Responsibility. Students ic support opportunities and requirements. Each will understand the importance of being a responsible student is also assigned a faculty or staff mentor member of society and participate in a community with whom they must regularly meet throughout the or College service activity. The College maintains an semester. Programmatic objectives include creating active directory of area not-for-profit agencies and nurturing connections for academically vulnerable organizations to help students find appropriate service students outside of their typical routine and assisting opportunities. Students are encouraged to volunteer for students with identifying relevant strategies that pre- College-sponsored events and activities as a means to pare them for performance improvement by provid- contribute to the overall mission of the College. ing personalized information on the various support services at the College. * * * * * * * * * * The Mystic Program Special Programs Moving to a new residence or city, leaving old friend- ships, routines and support...and establishing new ones... Mitchell College Honors Program can be overwhelming. For some first-year students, nav- The Mitchell College Honors Program provides igating these challenges on their own or within the con- motivated students with opportunities to develop text of a traditional first-year program isn’t quite enough a higher capacity and passion for learning. Honors to ensure success. The Mystic Program is designed to Students are an intricate part of our diverse com- bridge that gap. munity of learners, working closely with leading As part of the Mystic residential cohort, students: members of faculty, staff, and other Honors Students. Other key benefits include the opportunity to earn • Enroll in full time Mitchell College classes, making Honors Student Scholarships, priority enrollment in them financial aid eligible designated courses, a faculty supervised self-direct- • May optionally apply for academic support through ed learning experience and special recognition for the Bentsen Learning Center outstanding academic achievement. • Have access to professional residential advisors who Our Mission: Mitchell College’s Honors Program is can provide in-depth support and communication dedicated to providing our Honors Students with with the cohort; a transformational college experience that will • Work with a professional advisor who will help each challenge them through purposeful and distinc- student navigate their individual college experience. tive course work, enhanced connections to campus resources and unique opportunities to develop 21st Learn more at Mitchell.edu/mystic. century leadership skills.

53 Programs and Degree Offerings For Students Entering College Prior to Fall 2018

Mitchell College’s academic programs offer an ex- Mitchell’s academic course requirements, that help ceptionally wide range of disciplines. Founded in the build a foundation for learning, are an integral part of liberal arts tradition, our courses of study provide a all academic major/core programs. In these classes, strong academic base and solid preparation for fur- students will learn to reason logically and communi- ther study or career. Each semester students create a cate clearly, become familiar with modern scientific schedule to best suit their academic goals, combining concepts and important historical developments. They required courses with a diverse selection of electives. will graduate with proficiency in computer skills, writ- ing, public speaking, and mathematics.

Bachelor Degree Programs B.S. Business Administration B.S. Hospitality & Tourism • Entrepreneurship B.S. Human Development and Family Studies • Graphic Design & Marketing B.S. Human Development and Family Studies with Teacher Certification in • Individualized Early Childhood Education • Marketing B.A. Liberal & Professional Studies B.S. Communication • Individualized • Graphic Design B.S. Liberal & Professional Studies • Interpersonal/Organizational • Behavioral and Social Sciences • Production/Performance/Technology B.S. Psychology B.A. Criminal Justice • General • Justice Studies • Individualized • Pre-Law B.S. Sport & Fitness Management • Programs & Treatment • Health/Fitness Management B.S. Early Childhood Education • Physical Education B.A. Environmental Studies • Recreation Administration B.S. Health Science • Sport Communication B.A. Homeland Security • Sport Management

* students should speak to their Academic Advisors for recommended course sequences.

53 Associate Degree Programs A.S. Early Childhood Education

A.S. Graphic Design

A.A. Liberal Studies

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

Minor Programs Mitchell College offers selected minors for students • Human Development & Family Studies that qualify for such an option. Current approved programs exist in these 12 academic areas: • Marketing • Communication • Psychology • Early Childhood Education • Sport & Fitness Management • Education • Theatre • Entrepreneurship Many restrictions and conditions apply to academic minors. Students may petition for the pursuit of a mi- • Gender & Sexuality Studies nor during their sophomore or junior years and work with their academic advisors and department chairs to • Graphic Design meet the requirements of the designated minors. • History/Government

54 The Mitchell Ability Model For Students Entering The College Fall 2018 and Beyond

CORES & CONCENTRATIONS Degrees at Mitchell College center on core fundamentals with ample room for students to explore individual strengths and talents. Each core and concentration is designed to allow students to explore their unique interests, applying news skills and knowledge across the curriculum and through experiential learning opportunities. Students may chooses to major in one core alone or add one or two concentrations to meet their evolving interests.

Human Services Core Sciences Core Students in this core will explore topics such as human Students pursuing the Science core will engage in the behavior, psychology, social policy and criminal justice. fundamentals essential to succeed in a variety of fields. Rigorous course work and other learning environments This core enables students to take a broad approach to provide opportunities to analyze and solve for challeng- the discipline or be laser focused while taking advan- es across the societal spectrum. Concentrations include: tage of our vibrant campus environment and network • Behavioral Sciences/Psychology of community partners. Concentrations include: • Criminal Process • Environmental Science • Human Development & Family Studies • Health Science • Marine Biology

Leadership & Business Management Core Teaching & Learning Core This core prepares students from a variety of sectors This core encourages students to tap into their pas- to solve problems, think critically and lead creatively. sions and compassion as they prepare to be educators. Following a sequence containing both flexibility and High-interest courses, innovative approaches to curric- rigor, students strive to become leaders in their field. ulum and opportunities for professional immersion on Concentrations include: and off campus prepare students to make a difference in the lives of learners. Concentrations include: • Communication (Graphic Design, Video Production, • Early Childhood Studies (with optional Teacher Performance & Technology) Certification) • Hospitality & Tourism • Liberal & Professional Studies • Sport Management • Physical Education & Sport Fitness

55 Human Services Core Behavioral Sciences/Psychology

Mitchell’s Human Services Core - The Psychology • Youth service bureaus concentration gives students a broad-based under- • Social services with minority populations standing of human behavior and prepares them to help solve scientific, social and business problems. • Residential treatment center for youth The program provides a strong foundation on which to build a career or prepare for advanced study. • Safe homes for children removed from their families All Mitchell Psychology students end the program by taking the Capstone Seminar. In the sequence of • Human Resource Departments courses, students choose a topic, complete a written • Community centers and organizations research paper, and present on that topic to the aca- demic community. • Substance abuse programs Select Courses in Psychology: • Specialized rehabilitation services, such as Thera- peutic Riding Program • Brain and Behavior For students preparing for an advanced degree or • Psychology of Drugs & Behavior further study, a four-course research component pro- • History/Systems of Psychology vides an opportunity to learn how to gather, analyze, and use important research data with techniques • Counseling Theory grounded in professional best practices. • Crisis Intervention Put Your Mitchell Degree to Work • Public Administration Graduates of Mitchell’s Psychology concentration have many career options. Some choose to do grad- • Social Psychology uate work in psychology, others may go on to med- • Social Issues ical or law school. A psychology degree is excellent preparation for students interested in careers such as: Learn Real World Skills in A Real World Setting • Personal Counseling Psychology students will get practical experience through an internship in the field under the direc- • Social Work tion of faculty and an onsite supervisor. This excit- • Health Psychology ing opportunity allows students to practice what is learned in the classroom in a supportive, stimulating • Industrial/Organizational Psychology environment. Internship settings may include: • Elementary school social work • School psychology • Middle and high school guidance counseling • Employment services for people with mental illnesses • Group work with people in an alternative to in- carceration program • Alternative school education and recreation programs

56 Human Services Core Criminal Process

Mitchell’s Human Services Core – Criminal Process Internships settings may include: concentration prepares students for the fascinating • State Attorney’s office and rapidly changing field of Criminal Justice. In this • Public Defender’s office program, students get the advantage of an excellent liberal arts foundation while learning the ins and • Probation office outs of the criminal justice system. Highlights of this • Correctional facility program of study include opportunities to critically • Victim Advocacy Center evaluate sociological, psychological, and econom- • Substance Abuse Treatment Center ic theories of crime causation; analyze and explain • Private Attorney’s office the various legal and social responses to crime; and explore the moral, ethical and legal obligations of a criminal justice professional. Put Your Mitchell Degree to Work

Select Courses in Criminal Process: A degree in Human Services with a concentration in • Criminology Criminal Process from Mitchell College can prepare students for these potential careers including: • Corrections in Society • Juvenile Probation Officer • Theories in Personality • Correctional Officer • Substantive Criminal Law • Police Officer • Counseling Theory • Adult Probation Officer • Policing in a Free Society • Parole Officer • Victimology

Learn Real World Skills in A Real World Setting

Criminal Process students at Mitchell College partic- ipate in our dynamic Field Experience program gain- ing practical skills to be used in future positions. This may include working directly with police, parole, and probation officers in the local court system and in other settings.

57 Human Services Core Human Development & Family Studies

The Human Development & Family Studies concen- Recent internships have included: tration within the Human Services Core at Mitchell • The ARC of New London County focuses on how people grow, develop, and change • Child & Family Agency during the course of their lives. Students in this core • Community Coalition for Children and concentration take part in advanced lifespan • After-school centers for education and recreation study by combining course work in subjects such as psychology, sociology, education, and human ser- • Tutoring and mentoring students with special- vices with internship opportunities. Through this needs in classrooms combination, students explore the human experience • Human Resource Departments by focusing on human development, family develop- • Therapeutic Riding Center ment and relationships, multicultural issues, social policy, and other topics related to people of all ages. Put Your Mitchell Degree to Work

Select Courses in Human Development & Family Studies: A degree in Mitchell’s Human Development & Fam- ily Studies concentration can lead to these potential • Case Management careers: • Crisis Management • Child Welfare Specialist • Counseling Theory • Academic Counselor • Crisis Intervention • Community Outreach Representative • Marriage & Family • Corrections Caseworker • Social Psychology • Youth Counselor • Families in Crisis • Activity Director • Marriage and Family Counselor Learn Real World Skills in A Real World Setting • Special Needs Educator • Mental Health Counselor Students in the Human Development & Family Stud- • Gerontology Aid ies concentration at Mitchell, have the opportunity to take part in our largest selection of internships. • Social Services Case Worker Mitchell has an excellent relationship with commu- nity agencies and organizations that help further education outside the traditional classroom setting.

58 Sciences Core Environmental Science

Mitchell College’s bachelor of science degree within Learn Real World Skills in a Real World Setting the Sciences Core with a concentration in Environ- mental Science is an interdisciplinary program that Mitchell College is fortunate to have many environ- prepares students to be stewards of the earth’s natural mental partners. The following is a partial list of pro- resources in their roles as citizens, politicians and grams that provide Environmental Science students employees of industry or government. This interdis- with practical experiences outside of the classroom: ciplinary approach provides the opportunity to build knowledge and the skills needed to navigate the • The Connecticut Agricultural and Experimental complexities of major environmental global issues. Station • The New London Environmental Educators’ Mitchell College’s campus provides a unique loca- Coalition tion for the study of the environment. The campus • Mitchell Woods Advisory Board includes a beach located on the Thames River and • The Mystic Aquarium Mitchell Woods, a 26 acre wooded area with a pond. • The Science and Technology Magnet High The college is within walking distance of beach- School es along the Long Island Sound and other marine • The Conservation Commission of the City of environments. Bates Woods, Bluff Point, Barn Island New London and various wetlands environments are within a few • Millstone Nuclear Power Plant/Dominion Power miles of the campus. Company Select Courses in Environmental Science: Put Your Mitchell Degree to Work • General Biology I & II • College Chemistry I & II The Environmental Science concentration will pre- pare students to enter the workforce in a variety of • Environmental Studies environment associated careers in areas such as • Scientific Writing • Fundamentals of Ecology • Government • Marine Ecology • Non-Profit Environmental Organizations • Societal Impact of Global Climate Change • Law • Environmental Law • Business • Science & Public Policy • Education • Health • Human Health & the Environment • Research Methods I • Research Compliance • Career Seminar • Senior Internship

59 Sciences Core Health Science

Mitchell College’s bachelor of science degree in the Learn Real World Skills in a Real World Setting Sciences Core with a concentration in Health Sci- ence is a multidisciplinary curriculum that exposes Mitchell College is fortunate to have many partners students to the underlying biology, chemistry and in the New London community. The following is a psychology of human health and the application of partial list of sites that may provide Health Science these sciences to applied fields like sports medicine students with practical experiences outside of the and behavioral medicine. classroom. Course content is drawn from biology, chemistry, • Lawrence & Memorial Hospital environmental science, psychology, and applicational • Local & County health departments and agencies fields like exercise science and the behavioral scienc- es. • Planned Parenthood Select Courses in Health Science: • Anatomy & Physiology I & II Put Your Mitchell Degree to Work • Chemistry The Health Science concentration will prepare stu- dents to enter the workforce in a variety of health • Scientific Writing associated careers in areas such as: • Statistics in the Behavioral Sciences • Agencies such as the American Cancer Society & • Nutrition American Heart Association • Health Issues in Behavioral Science • Non-Profit Health Organizations • Human Health & the Environment • Behavioral Counseling • Kinesiology • Patient Navigators & Healthcare advocates in hospitals and health clinics • Prevention & Care of Athletic Injuries • Roles in Health & Safety in Industrial corpora- • Personal & Community Health tions • Prevention & Care of Athletic Injuries • Public Health & Health Education • Nutrition for Sport & Exercise • Senior Internship

60 Sciences Core Marine Biology Mitchell College’s bachelor of science degree in the • Environmental Law Sciences Core with a concentration in Marine Bi- ology is an interdisciplinary program designed to • Science & Public Policy give students the flexibility of a liberal arts degree • Human Health & the Environment while preparing them for a career in marine science. Students will develop a strong background in general • Microbiology biology while taking specialized classes in marine • Genetics sciences to prepare them for future graduate degree studies or careers in the marine environment. Stu- • Literature of the Environment dents can further customize their marine science • Career Seminar education to incorporate specific interests such as marine policy/management, education/outreach, • Senior Capstone/Internship ecology and research, or cellular and molecular marine biology. Mitchell College’s unique program • Independent Research I & II provides not only the content knowledge of the sci- Learn Real World Skills in a Real World Setting entific principles governing marine ecosystems, but Mitchell College is fortunate to have many marine also the opportunity to build skills necessary to be an science and environmental partners. The following effective scientist in today’s society. is a list of sites that may provide Marine Biology Mitchell College’s campus provides a unique location students with practical experiences outside of the for the study of the marine environment. Located classroom: at the mouth of the Thames River on Long Island • Mystic Aquarium Sound, the campus includes a sandy beach with • Project Oceanography mudflats and rocky intertidal habitat along with a • New England Science and Sailing private dock. The college is also within walking and short driving distances of beaches along Long Island • Clean Up Stonington Harbor Sound and other marine environments such as ex- • Connecticut Fund for the Environment – Save tensive salt marsh habitats. the Sound • The New London Environmental Educators’ Select Courses in Marine Biology: Coalition • General Biology I & II • The Connecticut Agricultural and Experimental • College Chemistry I & II Station • The Science and Technology Magnet High • Marine Biology School • Environmental Studies • The Conservation Commission of the City of New London • Scientific Writing • Millstone Nuclear Power Plant/Dominion Power • Ecology of Long Island Sound Company • Environmental Analysis Put Your Mitchell Degree to Work Students completing the Marine Biology Concentra- • Fundamentals of Ecology tion will be prepared to continue onto graduate stud- • Conservation Biology ies or enter the workforce in a variety of marine asso- ciated careers in such areas as research, government, • Animal Behavior non-profit organizations (e.g. conservation societies, zoos and aquariums), outreach and education.

61 Leadership & Business Management Core Communication (Graphic Design/Video Production, Performance & Technology)

The Communication concentration within the Lead- Learn Real World Skills in a Real World Setting ership & Management Core at Mitchell College is an Mitchell College is fortunate to have many partners interdisciplinary program that provides students with in the area. The following is a partial list of businesses entry-level skills in written, oral, inter-personal and that provide Communication students with practical visual communication. Theoretical, historical and so- experiences outside of the classroom: cietal perspectives of communication are explored in an individualized, supportive and challenging learning • Atlantic Broadband environment. • Flock Theatre This concentration allows students the opportunity to • Garde Arts Center develop practical experience with professional expec- tations. Internships are available in specific interests • New London Main Street such as journalism, public relations, advertising, radio, • Chamber of Commerce of Eastern Connecticut television, graphic design, management, marketing, education, social services, theater and the arts. Radio Mitchell, the College’s radio station, provides an op- Put Your Mitchell Degree to Work portunity to hone radio production and entertainment Students can develop pathways to advanced study and broadcast skills. prepare for careers in a variety of areas including: Select Courses in Communication: • Business • Introduction to Mass Communication • Advertising • Communication in Groups • Communication Education • Communication Internship • Electronic Media Video/Radio/Television/ Broad- • Communication & Society casting • Communication Research • Journalism (Print or Electronic) • Principles of Leadership • Public Relations • Visual Communication • Theatre/Performing Arts • Organizational Communication • Government/Politics • Journalism I & II • High Technology Industries • Film Study I & II • Communication and Health Care • Video Production I & II • International Relations and Negotiations • Introduction to Radio/Broadcast I • Law • Audio & Radio Production II • Social and Human Services • Color, Concept and Design • Computer Graphics I and II

62 Leadership & Business Management Core Hospitality & Tourism

Mitchell College’s Hospitality & Tourism concen- • New London Main Street tration within the Leadership & Management Core is designed to prepare students for a broad range • Mystic Seaport of managerial roles across the vibrant and growing • Mystic Aquarium & Institute for Exploration industry. The program focuses on management positions in hotels, restaurants, tourism, private • Mystic Marriott clubs, trade shows, conventions, recreation, and food • Norwich Inn & Spa service. • Saybrook Point Inn and Spa and Water’s Edge Select Courses in Hospitality & Tourism: Resort • Intro to Hospitality Put Your Mitchell Degree to Work • Front Office Management The travel and tourism industry in the United States • Financial Accounting generates over a trillion dollars annually and creates approximately 8 million domestic jobs. It remains • Human Resources one of the top industries in the world employing over • Business & Hospitality Law 100 million workers internationally and over 500 bil- lion dollars in annual revenue. Students at Mitchell • Quality Service Management are prepared for career possibilities including: • Management of Organizations • Casino, Convention, or Catering Management • Communication in Groups • Contract Food Service Management Learn Real World Skills in a Real World Setting • Corporate Travel Coordinator Mitchell’s Hospitality & Tourism Management con- • Event Planner centration requires that students perform a mini- mum of 200-300 hours of a hands-on experience • Food and Beverage Management through a hospitality or tourism internship experi- • Hospitality Accountant ence. All students have the opportunity to complete an additional 200-300 hours or internship based • Hospitality Human Resources on electives. Students enrolled in the Hospitality & • Hospitality Marketing/Sales Management Tourism Management concentration will benefit from Mitchell College’s unique location in Southeast- • Hotel/Resort Management ern Connecticut, a prime New England vacation des- • Hotel and Restaurant Equipment and Supplies tination. Potential internship opportunities available Sales to our students include: • International Hospitality Management • Foxwoods Resort and Casino • Private Club Management • Mohegan Sun Casino • Spa Management • Waterford Hotel Group headquarters, represent- ing more than 25 properties • Restaurant Management • Garde Arts Center • Sports Event Management

63 Leadership & Business Management Core Sport Management

The concentration of Sport Management in the Lead- Put Your Mitchell Degree to Work: ership & Management Core emphasizes the practical and academic experiences necessary to be successful Mitchell’s Sport Management concentration prepares in the sport industry. Sport managers must have a students to meet the contemporary and future needs fundamental understanding of the applications of of the sport management, fitness and recreation business and in-depth knowledge of the complexi- fields. Mitchell Sport Management students have ties of the sport world. A full range of opportunities gone on to have successful careers in the following exist in the Sport Management area including exec- areas. utive-level positions requiring strong management • Professional Sports teams and problem-solving capabilities. • Sport Media careers in television, radio or print Select Courses in Sport Management: • Municipal Recreation Departments • Intro to Sport Management • Boys and Girls Clubs • Sport in Society • Corporate Wellness Programs • Athletic Administration • Athletic Administration • Marketing • Fitness Facilities • Financial Accounting • Legal Issues in Sport • Sport Facilities • Visual Communication • Athletic Event Management Learn Real World Skills in a Real World Setting Students in Sport Management will have multiple opportunities for experiential learning including internships. Students may elect to complete an in- ternship in a wide variety of settings. Opportunities range from professional sports teams, school athletic programs, parks and recreation programs, sporting goods companies, fitness facilities and more. Exam- ples of potential internship sites: • Advantage Personal Training • Mystic Schooners • Connecticut Tigers • Mohegan Sport

64 Teaching & Learning Core Early Childhood Studies (with Optional Teacher Certification) The Early Childhood Education concentration is one of the Young Child, Read Across America and vari- of the most comprehensive and dynamic programs ous other public service projects. Members have also at Mitchell College. There are two different bache- presented at state, regional and national conferences. lor degrees available in Early Childhood within the Teaching & Learning Core: Human Development Acceptance into the Human Development and Fam- and Family Studies with a concentration in Early ily Studies with Early Childhood Education Teacher Childhood Education Teacher Certification (Inte- Certification program requires students to complete grated Special Needs, PreK–K, 1st–3rd Grade); and a separate application with the Education Depart- Early Childhood Studies. ment. Typically, students apply to the program at the end of their first-year or beginning of their sopho- Mitchell’s teacher education program of study is or- more year in college. ganized in a sequential program of coursework that includes field experience in partner schools through- Acceptance into Mitchell College does not guaran- out the region. The teacher preparation program has tee acceptance into the teacher preparation pro- earned full approval by the Connecticut State Board gram. There are rigorous standards to enter a teacher of Education. preparation program. Any student that is interested in applying to the certification program must make Our Teacher Education courses are designed to meet an appointment with departmental leadership to state and national standards set by: review the criteria that must be met to pursue the HDFS with Early Childhood Education Certification • The National Association for the Education of major. Additional information is available on the Young Children (NAEYC) College website regarding application requirements. • The National Council for Accreditation of Teach- Put Your Mitchell Degree to Work er Education (NCATE) Some career opportunities for students enrolled in • The Council for Exceptional Children the Early Childhood Education program include: Selected Courses in Early Childhood Studies: • Certified Public School Teacher, Preschool • Intro to Early Childhood Education through Grade 3 (ECE – Teacher Cert) • Literacy Development in ECE • School Readiness Teacher at a state funded pre- school program • Behavioral Statistics • Head Start Teacher or Coordinator • Classroom Management • Assistant/Director of a Child Care Program Learn Real World Skills in a Real World Setting • Early Childhood Program Director and/or Both early childhood concentrations in the Teach- ing & Learning Core provide the opportunity for • Administrator practical experience in the field. This is what makes • Infant/Toddler Educator Mitchell College’s Early Childhood program stand out from other colleges. • Child Care Resource & Referral Personnel The Early Childhood Education Club is one of the • Family Child Care Provider most active student organizations on campus. Club members participate in community outreach pro- grams such as the Cat in the Hat Ball, National Week

65 Teaching & Learning Core Liberal & Professional Studies

Mitchell’s concentration in Liberal & Professional • High Hopes Therapeutic Riding Studies within the Teaching & Learning Core is de- signed to empower students who value independent • Montville Youth Service Bureau thought, diversity and flexibility. Students choose • New London Youth Affairs courses in variety of academic areas including hu- manities, literature, history and social sciences. The • Chamber of Commerce of Eastern Connecticut flexibility in this concentration enables students to develop an academic plan personalized to their spe- cific learning and career goals. Put Your Mitchell Degree to Work An individually designed concentration in Liberal & Professional Studies provides students with a strong Select Courses in Liberal & Professional Studies: foundation for entry into a specific career or contin- • Race, Ethnicity & Culture ued education in fields such as: • Psychology of Creativity • Journalist • Teaching Across Contexts • Publicity • Behavioral Statistics • Human Relations • Government/Social Services

Learn Real World Skills in a Real World Setting: • Entry Level Management Students in Liberal & Professional Studies participate • Policy Development and Analyst in Mitchell’s internship program with the opportuni- ty to engage with sites such as:

66 Teaching & Learning Core Physical Education & Sport Fitness

The concentration of Physical Education & Sport ety of settings including professional sports teams, Fitness in the Teaching & Learning Core emphasizes school athletic programs, parks and recreation pro- the practical and academic experiences necessary to grams, sporting goods companies, fitness facilities be successful in the sport and fitness industry. This and more. Examples of internship sites include: concentration is designed to prepare students for a career teaching physical education in various in- • Connecticut Tigers structional settings. The opportunity to earn a State • Advantage Personal Training of Connecticut Coaching Certification is available and a plan of study can be developed to prepare • David McIlhenney Fitness Studio students for further advanced study towards teach- • Summit Fitness and Sports er certification. This degree program does not lead directly to CT Teaching Certification. Select Courses in Physical Education & Fitness: Put Your Mitchell Degree to Work: • Introduction to Sport Management Mitchell’s Physical Education and Sport Fitness concentration prepares students to engage and lead • Personal & Community Health in the growing fields of physical education and sport • Nutrition fitness. Many of our Physical Education & Sport Fit- ness students have gone on to have successful careers • Kinesiology in the following settings. • Psychology • Municipal Recreation Departments • Behavioral Statistics • School or corporate coaching staff • Educational Psychology • YMCA Learn Real World Skills in a Real World Setting • Personal training Students in Physical Education & Sport Fitness par- ticipate in Mitchell’s internship program. Students may elect to complete an internship in a wide vari-

67 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 gaining 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. You have the option of creating a concentration Psychology within the liberal studies associate degree. Possible Psychology revolves around understanding, predict- concentration areas include: ing and controlling human behavior. The psychology concentration gives students the general knowledge Fine Arts necessary for further study in counseling, social Students interested in the creative process will enjoy work and human services. Students who complete this concentration which includes courses in the arts, this program may be interested in continuing with design, humanities and music. This area of study Mitchell’s bachelor of science degree in Psychology, may lead to further study or a career in the cultural, Human Development & Family Studies, or Social & performing or fine arts, business, graphic design or Behavioral Sciences. education. Science History/Government A science concentration is ideal for students look- Understanding historical perspectives prepares you ing at furthering their education in areas such as to enter careers such as business, education, govern- medicine, engineering, marine science and environ- ment, law, international relations and journalism. mental studies. Studying government – whether national, regional or local – will give you a better understanding of our Sociology political system. Internships in the State Legislature In this concentration, you’ll study how families, com- allow students to actively experience and participate munities and entire societies interact and behave with in the political process. each other. Sociology course work can lead to careers in research, social work, human resources and other Humanities fields. Students may also choose to continue in the Through courses in literature, writing, languages, art, Bachelor of Science in Liberal & Professional Studies – history, music and philosophy, you’ll gain a broad Social & Behavioral Sciences program at Mitchell. perspective of human behavior, thought, values and artistic expression. You’ll also develop writing and Put Your Mitchell Degree to Work for You effective speaking skills. The humanities concentra- Students in the Liberal Studies program will get an tion provides a strong foundation for students who accurate feel for different academic areas and possi- want to move on the four year Liberal & Professional ble future career options, in areas such as: Studies Program in Humanities. • Law • Human Services Mathematics The mathematics concentration prepares students for • Journalism • Arts future study in areas such as engineering, computer • Education • Medical and Technical Fields science and the natural sciences. You’ll explore a wide spectrum of ideas and the art of logical reasoning. • Business • Further Academic Study • Government

68 Course Descriptions

The following list includes all of the courses that the General Education Program institution offers on a regular basis. From time to time, Requirements – Course Designations: the institution may offer courses not included in this AI American Institutions listing and not all courses in this listing are offered in D Understanding Diversity every two-year cycle. Course descriptions are listed in E Ethics and Values a straight alphabetic-numeric sequence, using the fol- G Global/Intercultural Perspective lowing prefixes to identify courses within the College. SR Social Responsibility AC Accounting IN Interdisciplinary Course AR Art Ability Based Education (ABE) BI Biology Levels: L1, L2, L3 Abilities: BS Behavioral Sciences CCT Critical & Creative Thinking BU Business C Communication CH Chemistry D Diversity & Global Perspectives CJ Criminal Justice ICT Information & Communication CO Communication Technology Literacy CW College Writing APS Analysis & Problem Solving EC Economics V Values, Ethics & Social Responsibility ED Education SI Social Interaction EL English ES Environmental Studies Undergraduate courses are numbered from 100-499. FC First-Year College Courses numbered 100-199 may be taken by first- GD Graphic Design year students. Some courses may have prerequisites. GV Government Courses numbered from 200-299 usually have pre- HD Human Development requisite introductory level courses and may be re- HE Health Science stricted to second year students. Courses numbered HI History 300-399 usually have prerequisite requirements and HO Homeland Security may only be open to juniors and seniors. Courses HS Human Services numbered 400-499 usually have advanced prerequi- HT Hospitality & Tourism sites and may only be open to seniors. HU Humanities LS Liberal Studies Internship Statement MA Mathematics Mitchell College acknowledges the need for prac- MK Marketing tical experience as part of the education of all stu- MU Music dents. One way to gain this experience is through an PE Physical Education internship. Students participating in an internship PH Philosophy represent Mitchell College and the major program in PY Psychology which they are enrolled. As such, interns are expect- SF Sport & Fitness ed to have excellent personal habits and a responsible SM Sport Management attitude toward their work and to exhibit exemplary SO Sociology verbal and non-verbal behavior at all times. TH Theater WL World Language All students choosing to participate in an internship must fulfill the following criteria: Course with a W designation: requires consider- • Complete all prerequisite courses with a grade of able writing assignments. C or better; Course with a WI designation: writing intensive. • Have an overall GPA of 2.0 (2.5 is required in some majors); 70 • Be on track for graduation; servational drawing skills in black and white media. • Complete all Incomplete (I) grades prior to the Participants investigate the art elements of line, start of the semester or by the end of the semes- shape, volume, spatial illusion and perspective, value, ter; and compositional dynamics. • Internship must be in place no later than the last day of the add/drop period of the semester in AR104 Introduction to Painting which the intern is enrolled. 3 credits (fall and spring) DA: L1 CCT Explores the materials and techniques to compose, AC103 Principles of Financial Accounting tone, and paint both representational and nonrep- 4 credits (fall and spring) DA: L2 ICT resentational subjects. Offers hands-on experience Covers the introductory aspects of accounting, controlling and manipulating the medium of paint including the basic accounting cycle and the posting and teaches a basic knowledge of Color Theory. process, the balance sheet and income statement, revenue, costs, expenses, journal entries, bad debts, AR105 Naturalist’s Journal inventories, depreciation and payroll. Offers students 3 credits (summer mini-mester) DA: L1 CCT a broad understanding of accounting as a back- This drawing based, hands-on, outdoor class fo- ground for a business career and for use in other cuses on sensory observations of the natural world pursuits. Explores practical problem solving and through daily journal keeping in the form of drawing computer applications during lab time. and writing. The course culminates in shared creative projects. AC104 Principles of Managerial Accounting 4 credits (offered as needed) DA: L2 APS AR199 Special Topics in Art Prerequisite: AC103 Credit hours by arrangement (offered as needed) Furthers a basic understanding accounting principles DA: N/A and includes the study of accounting practices for Prerequisite: Open only with consent of the instructor. partnerships, corporations and manufacturing oper- Allows the department to design a course outside the ations, how to analyze financial statements, budget- normal offerings. In any given semester, the course ing, and cost accounting. Explores practical problem content and format is developed for students with solving and computer applications during lab time. special interests and demonstrated abilities. Course may be repeated for credit with a change of topic. AR101 History and Appreciation of Art I NOTE: W designation as appropriate. (G) (W) (D) 3 credits (fall) DA: L1 CCT AR205 Drawing 2 Surveys art from the great early civilizations of the 3 credits (fall and spring) DA: L1 CCT ancient near east to the middle ages with an emphasis Prerequisite: AR103 or permission of the instructor. on the Western tradition. The course will also acquaint A practice based studio course that reinforces and students with art from other traditions. The course builds on the skills begun in AR103 Drawing 1. The will balance contextual and aesthetic perspectives. focus is on observational drawing, spatial organiza- tion and structure. Students will expand and deepen AR102 History and Appreciation of Art II their visual acuity while improving their drawing (G) (W) (D) skills with more complex finished works. Students 3 credits (spring) DA: L1 CCT will participate in regular critiques and portfolio Surveys art from the late 14th century to the present assessments. day, with an emphasis on the Western tradition. The course will also acquaint students with art from oth- AR206 Advanced Painting er traditions. The course will balance contextual and 3 credits (spring) DA: L2 CCT aesthetic perspectives. Prerequisite: AR103, AR104, or permission of the instructor. AR103 Drawing 1 Explores the fundamentals of oil painting, with 3 credits (fall and spring) DA: L1 CCT emphasis on color theory, medium application, and A practice based studio course that focuses on ob- composition. Stresses personal artistic expression

71 within a flexible format designed to accommodate (4) hours lecture and two and one-half (2.5) hours each student’s artistic interests. laboratory per week. This course serves as a prereq- uisite for Anatomy and Physiology I, BI221. AR280 Digital Photography 3 credits (spring) DA: L1 ICT BI106 Biology II This course will provide students with an under- 4 credits (spring) DA: L2 APS standing of techniques and trends in contemporary Prerequisite: BI105 or permission of the instructor. digital photography, as both a medium for self-ex- Continues the study introduced in BI105, including pression and a tool for use in capturing image. reproduction and hormonal control, embryology, The basic concepts and terminology of traditional principles of taxonomy, the nature of plant tissues, photography, composition, color theory, lighting and the structure and function of representative methods, and equipment are covered in the context plant and animal organ systems. Lab experience of planning and capturing images. Students learn to examines embryonic development and explores plan, compose, and optimize image captures des- photosynthesis and the life cycles and diversity of tined for digital media, and print. The student must plant and animal species. Integrates principles of or- possess a digital camera, preferably with through- ganism biology, ecology and evolution. NOTE: Four the-lens viewing. (4) hours lecture and two and one-half (2.5) hours laboratory per week. The two biology courses (BI105 AR380 Advanced Digital Photography and BI106) are designed for students majoring or 3 credits (spring) DA: L2 C concentrating in the life sciences or planning careers Prerequisite: AR280 or permission of the instructor. in the medical field. Students must obtain a digital camera for use. Ad- vanced digital photography offers students an oppor- BI141 Citizen Scientist tunity to delve deeper into the exploration of photog- 4 credits (fall and mini-mester as needed) DA: L1 V raphy as a digital medium for artistic and journalistic Curious about the world around you? Like to ask expression of an idea. Students create work for questions and get answers? You can be a citizen projects designed to challenge their creative ability scientist! By exploring relatable, everyday questions and increase their comprehension of the technology. through hands-on experiences, this course introduc- es the student to the basic concepts of science around AR399 Special Topics in Art History them, including matter, compounds and chemical Credit hours by arrangement (offered as needed) reactions, cellular function, human metabolism, DA: N/A human health, human use of daily household prod- Prerequisite: junior or senior status and permission ucts, and community/environmental scientific issues. of the instructor. The relationship between biology, chemistry, physics, Allows the department to design a course outside the human physiology and everyday life are emphasized. normal offerings. In any given semester, the course NOTE: Four (4) hours lecture and two and one-half content and format is developed for students with (2.5) hours laboratory per week. special interests and demonstrated abilities. Course may be repeated for credit with a change in topic. BI143 Fundamentals of Life Science (SR) 4 credits (fall and spring) DA: L1 V BI105 Biology I (W) Fundamentals of Life Science is an introductory 4 credits (fall and spring) DA: L1 APS course designed for non-science majors. Using scien- Provides a broad overview of the molecular biology tific analytic techniques and problem solving skills, and chief energy sources of cells, genetics, the regula- students will demonstrate and communicate how tion of gene action, the nature of animal tissues and evolutionary theory connects and unifies the follow- the structure and function of representative organ ing principles: living organisms are highly organized, systems. Lab work includes the microscopy of cells living organisms must take in and use energy (me- and tissues, experiments in osmosis and respiration, tabolism), living organisms must grow and repro- cellular reproduction and genetics, as well as organ duce, and humans are living organisms. Emphasis system dissection. Integrates fundamental relation- is placed on the nature of life at the cellular and ships of cellular and organism biology. NOTE: Four molecular level and includes an understanding of

72 the functional and structural hierarchy from cells to ecosystems. The laboratory exercises will introduce BI149 Animal Behavior (W) (SR) students to the proper use of a microscope and will 4 credits (once a year) DA: L1 V involve experiments and demonstrations illustrating This course will investigate the complex relation- the topics covered. Students will be required to use ships that animals have with members of their own critical thinking skills to analyze and evaluate data. species, members of other species and their physical This course meets the SR (Social Responsibility) environment. The physiological processes that de- requirement of the General Education Program and termine animal behavior will be discussed as well as the Lab Science Requirement for Life and Physical other mechanisms for behavior such as learning and Sciences. NOTE: Four (4) hours lecture and one and communication. The course will cover specific ani- one-half (1.5) hours laboratory per week. mal behaviors related to finding food, finding shelter, migration, social organization, mating systems and BI145 Marine Biology (SR) parental care. Students will learn about methods and 4 credits (fall - odd years) DA: L2 SI approaches to studying animal behavior and will be Marine Biology is an introductory course designed asked to do an in-depth study of an animal of their to provide students with information on the fun- choosing. The course will be comprised of lecture damentals of marine biology and to help students material, videos of animals in action, observing live develop an appreciation for the diversity of life in the animals, laboratory activities and simulating animal oceans and in coastal areas. Fundamentals include behaviors. This course will serve as a lab science discussion of properties of water, basic oceanography requirement for any Mitchell student as well as a and ecological principles, comparison of terrestrial science elective for Life Science majors. NOTE: Four and marine ecosystems, a survey of major organ- (4) hours lecture and two and one-half (2.5) hours isms in marine systems, deep sea biology, intertidal laboratory per week. ecology, estuaries and salt marshes, symbiotic rela- tionships, and human impact on the sea. The labo- BI199 Special Topics in Biology ratory exercises will introduce students to biological Credit hours by arrangement. methodology including the surveying and sampling (offered as needed) DA: N/A of populations and designing and conducting exper- Prerequisite: Open only with consent of the instructor. iments. Many of the labs will be held outside and will Allows the department to design a course outside the make use of local resources. This course meets the SR normal offerings. In any given semester, the course (Social Responsibility) requirement of the General content and format is developed for students with Education Program and the Lab Science Require- special interests and demonstrated abilities. Course ment for Life and Physical Sciences. NOTE: Four may be repeated for credit with a change of topic. (4) hours lecture and two and one-half (2.5) hours laboratory per week. BI201 Fundamentals of Ecology (SR) 4 credits (spring - even years) DA: L2 V BI147 Science of Your Campus Prerequisites: CW102 and FC120 or permission of 4 credits (offered spring as needed) DA: L2 CCT instructor. Explore your campus in a whole new way--from a This course examines how living things interact with scientists eye. From the beach to the woods and ev- each other and with their environment by focusing erything in between, this class will look at the many on generalized ecological principles in both marine different environments on campus and the impacts and terrestrial systems. Fundamentals include cli- humans are having on these ecosystems. Outdoor mate patterns, population dynamics, species inter- activities will fully immerse students in these habi- actions, energy flow through ecosystems, nutrient tats, while complementing classroom learning. Other cycling, characteristics of different biomes and ani- topics to be covered include food sustainability, mal behavior. These fundamentals are discussed in energy and water usage, as well as management of light of the current issues including the biodiversity these resources to become well-informed critical crisis, global warming, habitat fragmentation, human thinkers around your campus. NOTE: Four (4) hours population growth, invasive species and pollution. lecture and two and one-half (2.5) hours laboratory The laboratory exercises will introduce students to per week. classic ecological topics as well as ecological method-

73 ology including surveying and sampling populations are designed for students intending to enter a degree and designing and conducting experiments. Many program in medical technology, physical therapy, of the labs will be held outside and will make use nursing, physical education and medicine. These of Mitchell Woods and Mitchell Beach. Students in courses are suitable for the Life Science major. BI221 this course will participate in organizing the annual is the first half of a two-semester sequence. BI222 is Mitchell College Earth Day Event. This course meets the second half of a two-semester sequence. Students the lab science requirement. NOTE: Four (4) hours are expected to enroll in both BI221 and BI222 for lecture and two and one-half (2.5) hours laboratory full transfer credit. per week. BI239 Microbiology 4 credits (spring) DA: L2 APS BI221 Anatomy and Physiology I Prerequisite: BI105 and CH111 or permission of the 4 credits (fall) DA: L2 APS instructor. Prerequisite: BI105 or permission of the instructor. Surveys microbial life forms, their occurrence, classi- Details the anatomical body plan, kinds of cells, fication, morphology, physiology, growth and repro- tissues and membranes. Emphasizes the struc- ductive mechanisms, their particular significance ture and functions of the skin, skeleton and joints, in natural and controlled environments (soil, water, musculature and central nervous system. Includes food) and in the production of disease. Emphasizes comprehensive laboratory examination of human bacteria, with laboratory studies that include their skeletal materials, the dissection of preserved animal culture and isolation, standard staining and micros- specimens as well as the use of laboratory equipment. copy techniques, physiological characteristics and Computer technology enhances lab and classroom the identification of unknown species. activities. NOTE: Four (4) hours lecture and two and one-half NOTE: Four (4) hours lecture and two and one-half (2.5) hours laboratory per week. (2.5) hours laboratory per week. BI221 and BI222 are designed for students intending to enter a degree BI251 Genetics (E) program in medical technology, physical therapy, 3 credits (spring) DA: L2 V nursing, physical education and medicine. These Prerequisite: BI105 or BI143 with permission of instructor. courses are suitable for the Life Science major. BI221 This course covers the nature of genes, their func- is the first half of a two-semester sequence. BI222 is tion and regulation, as well as transmission of in- the second half of a two-semester sequence. Students herited traits in individuals and in populations. The are expected to enroll in both BI221 and BI222 for material covered will include both classical genetics full transfer credit. and modern applications, including molecular bio- logical techniques used in research laboratories and BI222 Anatomy and Physiology II in current medical practice. Extensive use will also 4 credits (spring) DA: L2 APS be made of such genetics databases as Online Men- Prerequisite: BI105 and BI221 or permission of the delian Inheritance in Man (OMIM), updated daily instructor. and sponsored by the National Institutes of Health Continues the organ approach introduced in BI221. (NIH), and other sites, including those related to Includes the study of sensory organs and the auto- the Human Genome Project. nomic nervous system, the endocrine system, the cardiovascular and lymphatic systems, blood and BI290 Hospital Shadowing Field Experience tissue fluid, the respiratory, digestive and urogenital 3 credits (spring) DA: L2 V systems. Lab work includes microscopy, the dissec- This course introduces students to the various health tion of preserved specimens and the use of laborato- professional career opportunities available at a hos- ry equipment including computer integrated physio- pital setting, and the skills and education required logical activities. Computer technology enhances lab to pursue these career paths through hospital visits and classroom activities. and weekly seminar sessions. The students will work NOTE: Four (4) hours lecture and two and one-half (2.5) hours laboratory per week. BI221 and BI222

74 on their résumé writing and interview skills, and will Prerequisite: permission of instructor. develop an understanding of the professional behav- Independent laboratory, field or literature research iors required in the health field. project conducted under the direction of a qualified faculty member. Designed for students who have BI301 The Ecology of Long Island Sound already taken BI401 Independent Research I or for 3 credits (fall - alternate years) DA: L3 APS students whose projects require additional credit Prerequisite: BI201 or BI145 and junior standing or hours beyond BI401 Independent Research I. permission of instructor. This course will focus exclusively on the ecology of BS199 Special Topics in Behavioral Sciences the Long Island Sound. Teams of students will iden- Credit hours by arrangement (offered as needed) tify a sampling protocol, and then collect and analyze DA: N/A their data over a season. Students will be expected to Prerequisite: Open only with consent of the instructor. analyze and present their data in a formal presenta- Allows the department to design a course outside the tion to the Mitchell community. normal offerings. In any given semester, the course content and format is developed for students with BI302 Conservation Biology (G) special interests and demonstrated abilities. Course 3 credits (every 2 years) DA: L2 D may be repeated for credit with a change of topic. Prerequisite: ES101, ES201 or permission of the instructor. Conservation biology is an interdisciplinary science BS330 Behavioral Statistics that focuses on the conservation of biodiversity on 3 credits (fall) DA: L2 APS multiple levels, including genetic diversity, species, Prerequisite: PY105 or HD108 and junior status. ecosystem and landscape diversity. The causes and This course will focus on quantitative descriptive and consequences of biodiversity loss in an ecological referential statistics, including graphic measures, fre- and evolutionary context is discussed in relation to quency distributions, measures of central tendency conservation problems. This course exposes students and variability, correlation, probability estimations, to multiple sides of current conservation issues and linear regressions, analysis of variance, non paramet- the science behind them including sustainability, ric statistics and confidence intervals. The course will habitat restoration, introduced species, extinctions, provide a basic understanding of statistical analysis pollution, disease and others using examples from within the context of applied behavioral science ex- aquatic and terrestrial systems. amples with exposure to current technology.

BI399 Special Topics in Biology BS331 Research Methods I Credit hours by arrangement. (offered as needed) 3 credits (spring) DA: L2 APS DA: N/A Prerequisite: BS330 (C- or better in BS330) Prerequisite: Open only with consent of the instructor. The course provides an introduction to the method- Allows the department to design a course outside the ologies utilized in the behavioral sciences. Guidelines normal offerings. In any given semester, the course for the assessment, interpretation, and utilization of content and format is developed for students with research studies are presented. Emphasis is placed on special interests and demonstrated abilities. Course data collection techniques, fundamental quantitative may be repeated for credit with a change of topic. and qualitative research techniques, statistical meth- odology, methods of scientific inquiry, computer pro- BI401 Independent Research I gramming, and the design and execution of research 3 credits (as needed) DA: L3 APS investigations. Research theory is combined with Prerequisite: permission of instructor. practical and applied exercises in research methods. Independent laboratory, field or literature research project conducted under the direction of a qualified BS335 Behavioral Sciences Career Seminar faculty member. 3 credits (fall) DA: L2 V Prerequisite: HD108 or PY105 and junior status; BI402 Independent Research II must be an HDFS or Psychology major. An overview 3 credits (as needed) DA: L3 APS of community organizations in human services to

75 offer insight into potential internship placements and normal offerings. In any given semester, the course career planning. Students are exposed to a variety of content and format is developed for students with community services programming settings related to special interests and demonstrated abilities. Course individual and family services. Professional proto- may be repeated for credit with a change of topic. col, legal issues, and the rigors of this vocation are discussed. Preparation for the internship includes as- BS440 Behavioral Sciences Internship II sessments, resume writing, and interviewing. Lecture 3 credits (fall and spring) DA: L2 SI material, guest speakers and reading assignments are Prerequisite: BS340 and senior status and permission integrated to expose the student to a holistic ap- of the instructor. proach 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 a 3 credits (fall and spring) DA: L2 SI human service agency or institution or in an educa- Prerequisite: BS335 and junior status and permission tional setting. The internship experience is under the of the instructor. direction of a faculty member of the Department of Internship I or II in the Department of Behavioral Behavioral Sciences in conjunction with an on-site Sciences is a practical and extensive internship expe- internship supervisor. Students must be available rience related to the behavioral sciences, such as in a 8-10 hours per week, including regular meetings human service agency or institution or in an educa- with a designated faculty supervisor. The internship tional setting. The internship experience is under the is supported by discussion with the faculty super- direction of a faculty member of the Department of visor and other participating internship students to Behavioral Sciences in conjunction with an on-site integrate behavioral science theory with practical internship supervisor. Students must be available applications. A detailed journal and final report must 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 super- visor and other participating internship students to BS443 Research Methods II integrate behavioral science theory with practical 115 3 credits (fall) DA: L3 APS applications. A detailed journal and final report must Prerequisite: 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: Professional such, the course affords the senior student with the Seminar opportunity for more extensive research and study in 3 credits (fall ) DA: L3 C a selected area of behavioral sciences after receiving Prerequisite: junior or senior status This course is written approval of their capstone topic. The focus intended for upper division students considering of this semester is twofold: students continue the graduate school as a next step following baccalau- development of a detailed and in-depth research pa- reate completion, and will examine the grad school per and then prepare to present their findings to the selection process, required entrance exams (such as academic community. GRE, MAT), résumé/CV creation, and other topics. This is to be an active, intensive, participation-orient- BS490 Capstone Seminar ed seminar. (WI) 3 credits (fall and spring) DA: L3 APS Prerequisite: BS443 (C- or better) BS399 Special Topics in Behavioral Sciences This course provides senior students with a practical Credit hours by arrangement. (offered as needed) application of their knowledge base in behavioral DA: N/A science. Students are required to develop a research Prerequisite: junior status; open only with consent of project that integrates previous coursework and the instructor. demonstrates how one’s competencies have been Allows the department to design a course outside the shaped by the human development or psychology

76 major. In addition to designing and implementing a situations. Illustrates selected cases dealing with suitable research project, students have the opportu- contracts, agency, negotiable instruments, real and nity to systematically observe themselves, test their personal property, security transactions, sales, part- developing skills, and critically evaluate results and nerships and corporations. outcomes. Success in the Capstone Seminar requires a successful convergence of virtually all behavioral BU123 Introduction to Business science coursework: selection of an area of research, 3 credits (fall and spring) DA: L1 D conducting a thorough search of the literature, Explores the nature of the American free enterprise establishing a theoretical foundation to guide and system and its business organization. Gives students organize the project, applying appropriate research a broad overview of the functions, institutions, prin- methodology, analyzing collected data, drawing ciples, practices and a working vocabulary of busi- conclusions, and suggesting areas worthy of future ness. NOTE: BU123 is recommended for all students research. The capstone research paper describing the for personal or business use. It is recommended that entire project is submitted at the end of the semester students take BU123 before studying other business and must reflect strict adherence to APA guidelines. subjects. A minimum grade of C is required for busi- Each student is also required to prepare a public pre- ness majors to enroll in additional business courses sentation of their work, and participate in a behav- and to meet graduation requirements. ioral science poster session. BU124 Marketing BS491 Honors Capstone Seminar 3 credits (fall and spring) DA: L1 CCT (WI) 3 credits (fall and spring) DA: L3 APS Overviews all marketing activities, with specif c Prerequisite: BS443 (C- or better) study of market research, demographics, product This course provides senior students with a practical development, pricing, retailing and wholesaling of application of their knowledge base in behavioral goods, promotional activities, advertising, sales and science. Students are required to develop a research selling steps. Uses marketing problems and cases as project that integrates previous coursework and class activities. demonstrates how one’s competencies have been 116 shaped by the human development or psychology BU199 Special Topics in Business major. In addition to the requirements for the tra- Credit hours by arrangement. (offered as needed) ditional capstone seminar, students will be required DA: N/A Prerequisite: Open only with consent of to construct a scientific poster of their research and the instructor. Allows the department to design a submit a proposal for a presentation to a conference course outside the normal offerings. In any given of their choosing. Success in the Capstone Seminar semester, the course content and format is developed requires a successful convergence of virtually all for students with special interests and demonstrated behavioral science coursework: selection of an area abilities. Course may be repeated for credit with a of research, conducting a thorough search of the change of topic. literature, establishing a theoretical foundation to guide and organize the project, applying appropri- BU214 Business Internship (soph.) ate research methodology, analyzing collected data, 3 credits (offered as needed) DA: L2 SI drawing conclusions, and suggesting areas worthy of Prerequisite: Permission of the instructor. future research. The capstone research paper describ- This sophomore/junior level internship affords the ing the entire project is submitted at the end of the business student the opportunity to become acquaint- semester and must reflect strict adherence to APA ed with various work settings. Students work of cam- guidelines. Each student is also required to prepare a pus in a business related to their vocational interests. public presentation of their work, and participate in a behavioral science poster session. BU225 Personal Investing 3 credits (spring) DA: L2 APS BU110 Business Law An exciting introduction into the world of introduc- (E) 3 credits (fall and spring) DA: L1 V tory investments, stocks and bonds and alternative Prerequisite: BU123 Considers the application of investments. fundamental legal principles to typical business

77 culminating with market and brand assessment. The BU250 Management of 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 Prerequisite: BU123 This course introduces and are behind the scenes when creating a successful emphasizes the systems approach to investigating brand identity. organizational structures, processes, functions, and dynamics. It applies selected theories and principles BU321 Human Resource Management to such organizational phenomena as power, author- (D) 3 credits (fall) DA: L2 D ity, conflict, motivation, communication, and mana- Prerequisite: BU123 gerial/leadership style to explore individual, interper- Human Resource Management encompasses those sonal, and group behavior in the organization. The activities designed to provide and coordinate the course builds an understanding of key managerial human resources of an organization. This course will skills and the interpersonal, informational, and deci- focus on the relationship between people and the sion-making roles of managers that support effective organization from the management point of view. performance. The course examines the planning, Topics will include: planning, recruiting, selecting, organizing, staffing, leading, communicating, and training and counseling employees. controlling functions. BU322 International Business (G) BU310 Marketing Research (E) 3 credits (fall and spring) DA: L3 D 3 credits (fall) DA: L2 ICT Prerequisite: BU123 Prerequisite: BU124 This course provides an opportunity to analyze and to This course is a study of the quantitative and quali- evaluate linkages between domestic and international tative techniques of marketing research. The course business environments. The process involves com- covers topics such as: the role of marketing research, parisons of economic systems, central governments design and research studies, measurement, sampling, and monetary systems with emphasis on developing analysis and reporting of data. techniques for dealing with multicultural differences, culture gaps and world events, which likely will impact BU311 Principles of Entrepreneurship U.S. multinational enterprises well into the future. 3 credits (fall) DA: L2 C Prerequisite: BU123 BU325 Financial Management This course concentrates on the personal and busi- 3 credits (fall and spring) DA: L2 APS ness fundamentals required to start and operate a Prerequisite: AC103 successful new business venture. Topics include case This course will serve as an introduction to the analysis of successful entrepreneurs from inspira- general principles of business finance. Topics include tional beginnings to personal and business struggles financial statement analysis, forecasting, budgeting, to completion of new venture. The course objective working capital management, time value of money, is to provide the knowledge and the ability to iden- discounted cash f ow analysis, capital budgeting, cost tify business opportunities, evaluate potential and to of capital and cash f ow analysis. Emphasis will be determine venture requirements. placed upon the development of financial analysis and problem solving skills. BU313 Strategic Product Development and Management BU326 Entrepreneurial Creativity 3 credits (spring) DA: L2 CCT 3 credits (spring) DA: L2 CCT Prerequisite: BU310 This course will provide in-depth study and analysis The course will provide the students with the op- of a variety of approaches to unlock and develop cre- portunity to use and enhance their marketing skills ative and innovative thought. Review of case studies as they go through the process and review of the of successful entrepreneurs and explore how they demands inherent in the launch of a new product or were able to articulate their creative ideas and trans- service. The course will take the student from ini- tial creative concepts through market introduction

78 form those ideas into viable business ventures. The Books program will be the vehicle in which material course will enable the students to explore and study will be presented and practiced. their own personal creative ability and study how that ability can enhance their entrepreneurial success BU412 Business Practicum and improve their ability in understanding business 3 credits (fall and spring) DA: L3 SI risk. Prerequisite: junior standing and completion of Pro- posal for Academic Internship. This course allows a BU332 Advertising student to execute a project which culminates in the 3 credits (offered as needed) DA: L2 C expansion, launch or completion of a new venture Prerequisite: BU124 that has been created, developed and implemented This course examines the functions and roles of pro- by the student from initial innovative concept to the motional strategies in the context of the marketing fledgling new venture. The student will experience concept. Emphasis is placed on the role of advertis- the energy and enthusiasm provided by the new ven- ing as a part of the marketing plan. Case studies and ture but will also be exposed to the effort and drive projects provide experience in developing creative that it takes to keep the venture prospering and the advertising and promotional strategies with the use day to day management skills and strategies that are of such media as television, radio, print, social net- critical to entrepreneurial success. works and the Internet. BU413 Small Business Marketing BU340 Business Ethics and Communication (E) 3 credits (fall and spring) DA: L2 V 3 credits (offered as needed) DA: L3 C Prerequisite: BU123 Prerequisite: BU124 This course provides an overview of ethical behavior This course presents an integrated approach to the as it relates to the organization’s values and tradi- creation, implementation and measurement of the tions, not just to the individuals who make the de- means in which an organization communicates cisions and carry them out. Specifically, instruction both internally and externally from a small business will provide students with a framework that they can perspective. The critical marketing and sales tools of use to identify, analyze, and resolve ethical issues in newsletters, sales brochures, point of sale and pro- business decision-making. By studying business eth- motional programs are developed. ics, students begin to understand how to cope with conflicts between their personal values and those of BU420 Business Internship III the organization. 6 credits - 240 hours (fall and spring) DA: L3 SI Prerequisite: senior status or permission of instructor BU399 Special Topics in Business and completion of Proposal for Academic Internship. 3 credits (offered as needed) DA: N/A This course is an applied extension of the Business This course is designated as special topics, which program with particular emphasis on the student’s allows the department to design a course to meet career interests, goals and options. This senior specif c current business topic or a specif c selection internship recognizes Mitchell College’s need for of business industry topics that are of interest to the practical, career skills training as part of the educa- students. tion of all students. Working with the course profes- sor, students will choose a fieldwork experience in a BU411 Accounting &Funding for Small Business company or corporation. The internship is supported 3 credits (offered as needed) DA: L3 APS by required weekly journal submissions, discussions Prerequisite: BU325 with the course professor and students as well as in- This course will teach the student accounting for put from one’s on-site internship supervisor. A final small business by using the Quick Books program. report is required. The course will center around the transactions and statement interpretations for small businesses. Topics BU425 Business Internship I such as funding, managing funding and taxes will 3 credits (fall and spring) DA: L3 SI be presented with related journal entries. The Quick Prerequisite: junior status or permission of instructor

79 and completion of Proposal for Academic Internship ty to create and develop their own business venture. This course is an applied extension of the Business This course will build upon their business research program with particular emphasis on the student’s skills developed in BU310 and will culminate with a career interests, goals, and options. This internship completed business plan and the launch of an actual recognizes Mitchell College’s need for practical, venture to be managed through the student’s senior career skills training as part of the education of all year via the Small Business Studies Practicum. Col- students. Working with the professor, students will lege faculty will provide in-depth review and analysis choose a fieldwork experience in a company or of each business plan and serve as business advisors. corporation. The internship is supported by discus- sions with the course professor and students as well BU495 Business Major Internship as input from one’s on-site internship supervisor. A 12 credits (offered as needed) DA: L3 SI detailed journal and final report are required. Prerequisite: Permission of instructor. An applied extension of the Business program with BU426 Business Internship II particular emphasis on the student’s career interests, 3 credits (fall and spring) DA: L3 SI goals, and options. This major internship recogniz- Prerequisite: senior status or permission of instructor es Mitchell College’s need for practical, career skills and completion of Proposal for Academic Internship training as part of the education of all students. This course is an applied extension of the Business Working with a supervising professor, students program with particular emphasis on the student’s will complete practical experience in a company or career interests, goals and options. This senior corporation such as the Walt Disney Corporation internship recognizes Mitchell College’s need for (Internship Program). A detailed journal and final practical, career skills training as part of the educa- report are required. tion of all students. Working with the course profes- sor, students will choose a fieldwork experience in a CH110 The Chemistry of Everyday Life company or corporation. The internship is supported 4 credits (fall; January mini-mester) DA: L1 V by discussions with the classroom professor and This is an introductory course on the chemical basis students as well as input from one’s on-site internship of human life for the non-science major requiring supervisor. A detailed journal and final report are a one semester lab course in science. The course required. requires some basic math skills for the analysis of laboratory data and scientific concepts. The course BU427 Exploring Career Options introduces the student to the elements and com- 2 credits (fall and spring) DA: L2 C pounds, their properties and reactions as they relate Prerequisite: junior/senior status or permission of to cellular function, human metabolism, human instructor. health, and human use of daily household products. An abilities-based course designed to illuminate Topics include nomenclature, chemical bonding and career paths available to Business Administration reactions, solutions, the periodic table, anaerobic majors in preparation for meeting their internship and aerobic metabolism, and the scientific method. and career goals. Particular emphasis is placed on the The relationship between biology, chemistry, human self-assessment of skills and aspirations, researching physiology and everyday life are emphasized. The careers, networking, resume writing, interviewing, laboratory exercises and activities introduce students and graduate options. Lecture material and assign- to equipment and procedures of a chemical labora- ments are integrated with conducting an infor- tory and the safe handling of chemicals. The experi- mational interview, career-building activities, and ments are designed to demonstrate concepts covered individual video-taped mock interviews, culminating in the lecture material. They include the measure- in a portfolio project. ment of physical properties, chemical reactions, separation techniques, and acids and bases. BU428 Business Plan Development (W) 3 credits (fall) DA: L3 SI CH111 General College Chemistry I Prerequisite: BU310 or permission of instructor. 4 credits (fall) DA: L2 APS This course will provide each student the opportuni- Prerequisite: MA105 or permission of the instructor.

80 Covers basic calculations in chemistry by dealing cleic acids. Topics also include enzyme kinetics and broadly with the elements, their properties, the mechanisms, metabolic pathways, and mechanisms empirical laws and principles which describe their regulating metabolism and gene expression. modes of interaction, and the theories and concepts that have been devised to account for and correlate CH399 Special Topics in Chemistry these laws, properties, and reaction patterns. Where Credit hours by arrangement (offered as needed) feasible, the treatment is quantitative both in lecture Prerequisite: Open only with consent of the instructor. and laboratory work. Lab experiments apply modern Allows the department to design a course outside the analytical techniques using pH meters, spectropho- normal offerings. In any given semester, the course tometers, analytical balances, and centrifuges. Com- content and format is developed for students with puter applications are included in laboratory experi- special interests and demonstrated abilities. Course ments when appropriate. NOTE: Three hours lecture may be repeated with a change of topic. and two hours laboratory per week. CJ170 Introduction to Tribal Legal Studies CH112 General College Chemistry II 3 credits (fall or as necessary) DA: L1 CCT 4 credits (spring) DA: L2 SI A general overview of Federal Indian policy and law Prerequisite: CH111 from 1700 to the present. This course provides basic Emphasizes certain kinds or chemical reactions, knowledge of Tribal, State and Federal jurisdiction including those involving gases, reduction oxida- in Indian Country and a brief introduction to tribal tion reactions, precipitation reactions and acid base governance and judiciary. reactions as an expansion of knowledge gained in General Chemistry I. Also covers thermochemistry CJ199 Special Topics in Criminal Justice and rates of reaction. Approximately one quarter of Credit hours by arrangement. DA: N/A (offered as the laboratory sessions are devoted to a scheme of needed) qualitative analysis involving a limited group of ions Prerequisite: junior or senior status and permission including a water analysis of a local pond. Computer of the instructor. applications are included in laboratory experiments Allows the department to design a course outside the when appropriate. NOTE: Three hours lecture and normal offerings. In any given semester, the course two hours laboratory per week. content and format is developed for students with special interests and demonstrated abilities. Course CH199 Special Topics in Chemistry may be repeated for credit with a change in topic. Credit hours by arrangement (offered as needed) Prerequisite: Open only with consent of the instructor. CJ245 Criminology Allows the department to design a course outside the 3 credits (spring) DA: L2 CCT normal offerings. In any given semester, the course Prerequisite: CJ247 or permission of instructor. content and format is developed for students with Introduces the scientific approach to the study of special interests and demonstrated abilities. Course criminal behavior. Theories of criminal behavior will may be repeated with a change of topic. be explored.

CH301 Biochemistry for Health Science CJ247 Introduction to Criminal Justice 3 credits (spring) DA: L3 APS 3 credits (fall and spring) DA: L1 C Provides an over- Prerequisite: CH111 view of the contemporary criminal justice system, This course is designed to be an introductory bio- with special focus on law enforcement, the judicial chemistry course suited for students requiring an process, and corrections. understanding of the chemistry of the human body. The course begins with a study of the structures, CJ249 Corrections in Society properties, and reactions of organic compounds, 3 Credits DA: L1 C followed by a study of the structures, properties, and A multidisciplinary approach to contemporary issues functions of carbohydrates, lipids, proteins, and nu- in American Corrections. Emphasis is placed upon the historical development, organization and practic-

81 es and the societal context of the American correc- system. Organization and operation of these systems tional system. will be explored.

CJ251 Juvenile Delinquency and the Juvenile CJ270 Tribal Legal Process Justice System 3 credits (spring or as necessary) DA: L1 CCT 3 credits (fall) DA: L1 C An in-depth look at contemporary criminal and Prerequisite: CJ247 or permission of instructor. civil jurisdiction in Indian Country. The course will Investigates the legal and social definitions of delin- employ the case-study approach with an emphasis on quency, while covering changing patterns in types the practical application and assessment of criminal of offenses and standard and innovative treatments, justice issues. with a view toward long-term improvements of exist- ing methods. CJ305 Comparative Legal Systems (W) (G) 3 credits DA: L2 APS CJ257 Drugs, Law and Society This course introduces students to the complex is- 3 credits (spring) DA: L 1 APS sues involved in comparing the various legal systems Explores family dynamics, cultural issues, causes, around the world today. Particular attention will medical aspects, and treatment of drug abuse. be focused on the main legal families in terms of the structure and sources of their various laws and CJ261 Substantive Criminal Law (W) against the historical background in which these laws 3 credits (fall) DA: L2 APS were formed. Prerequisite: CJ247 Examines the history and development of the U.S. CJ306 Correctional Treatment Programs system of criminal law, and includes the definition of 3 credits DA: L2 SI substantive law and liability under the law. A comprehensive review of specific correctional programs and services geared towards client risk re- CJ262 Criminal Justice Sophomore Field Experience duction and enhanced public safety. Special emphasis 3 credits (spring) DA: L2 SI shall be given to the CT and NY DOC models, espe- Prerequisite: Students must be fourth semester Crim- cially with regard to the Management of Security Risk inal Justice or Homeland Security majors and receive Groups (SRGs) and Substance abuse programming. permission of the instructor. Enrollment is limited. This is a monitored field expe- CJ310 Criminal Justice in Film rience with a selected criminal justice or homeland 3 credits (spring; winter and summer optional) security agency. DA: L2 CCT Prerequisite: CJ247, CJ245 or recommendation of CJ264 Forensic Psychology the instructor. 3 credits (spring) DA: L2 APS This course affords the student an opportunity to -ex Prerequisite: PY105 and PY106 or CJ247 plore the theoretical underpinnings and institutions This course will explore the association of crime and of the criminal justice system through film. The Crime the crime scene to the adaptation, history, and struc- Film will be examined as a cinematic genre with ture of human behavior. Particular emphasis will be particular emphasis on lighting, camera angles and placed on the relationship of personality and social sound. Further, the course uses film to explore such learning to criminal behavior. Historical case studies issues as the nature of art, meaning, truth and justice will support all the principles (modus operandi, stag- and the relationship between popular culture and the ing, victimology, etc.) presented in the course. institutions of the criminal justice system. Emphasis will be placed throughout on the influence of ethnici- CJ265 Probation and Parole ty, culture and gender in the films presented. 3 credits (spring) DA: L1 C Prerequisite: CJ247 CJ313 Criminal Justice, Crime & Public Policy (D) Probation and Parole will review the application of 3 credits (fall) DA: L2 D probation and parole methods in the criminal justice This course will examine the nature of the public

82 policy process from policy formation through policy attention will be given to the concepts of community termination. Specific areas covered will be public poli- policing and police-community relations, the relation- cy and crime, public policy and criminal justice trends ship of the police to other components of the criminal in public policies. The objective of this course will be justice system and the contemporary policing issues of to give students an opportunity to analyze and apply stress, danger, corruption and misuse of force. a particular policy to current problems or issues in criminal justice. Hands-on experience in analysis and CJ325 Law in Society (W) implementation will be afforded the student. 3 credits DA: L2 C This course is an examination of the relationship be- CJ314 Victimology tween law and society or the interaction of legal and 3 credits (spring) DA: L2 C social variables. It will focus on identifying the role Prerequisite: CJ247 or permission of the instructor. of law in contemporary society, and problems of de- The role of victims in criminal activity, the impact fining 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. Domestic law in relation to justice and morality; the nature of violence and victims involved with homicides will legal reasoning and discretion; and jurisprudential have a special focus. and sociological theories of law. Anthropological, historical and contextual perspectives on law will be CJ315 Foundations of Public Administration (D) considered. The nature of the legal profession, and 3 credits (fall) DA: L2 D selective aspects of legal behavior, will also be exam- Prerequisite: CJ247 or HS115 or GV119; or permis- ined. The course will conclude with some attention sion of the instructor. to law and social change. This course will involve the study of administrative theory, the context of bureaucracy, the environment of CJ326 Legal Issues in Corrections (W) public service and the role of administrators in govern- 3 credits DA: L2 C ment. The students will examine theoretical approaches A review of the legal and statutory requirements to understanding the administration of criminal justice involved in contemporary correctional programming and human services agencies. This course will provide a and administration. Areas covered shall include Civil selective survey of theoretical formations and empirical Rights (42 USC 1983) Cases, HIPPA and Confidenti- studies in public administration. ality, Labor Management, and Inmate Programs. The student shall develop critical thinking skills relating CJ320 Constitutional Criminal Procedure (W) to best practices in a variety of facility and communi- 3 credits DA: L2 CCT Formerly Criminal Procedures ty settings. (CJ320). This course will provide the student with an under- CJ327 Crisis Intervention standing of American constitutional history, the 3 credits (spring) DA: L2 APS structure of American state and federal court systems Prerequisite: Permission of the instructor. and the ongoing development of the Constitutional This course offers the opportunity to examine prin- principles that guide the application of the American ciples of crisis intervention across a wide variety of criminal justice system to law violators. Particular situations. Areas and topics covered include: panic emphasis will be given to the 4th, 5th, 6th, 8th, 10th states, suicide, homicide, physical assault, sexual and 14th Amendments to the Constitution. assault, hostage/barricaded situations, drug/alcohol related crises and others. Contemporary theory of CJ322 Policing in a Free Society (W) crisis causation will be presented as well as interven- 3 credits DA: L2 C tion strategies that have proven to be efficient and Formerly Policing in America (CJ322). productive. Role playing and structured improvisa- This course examines the role of law enforcement tion will be utilized. from a variety of disciplinary perspectives. Topics include the history of law enforcement, theories of po- CJ331 Research Methods I licing and the organization of police agencies. Special 4 credits (fall, junior year) DA: L2 APS

83 Prerequisite Recommended: MA104/105 12 Core Functions, and Security Awareness: Collabo- Course will provide students with a general review of rative Approaches with Custody Staff. quantitative methods in criminal justice applications. Topics covered will include the graphical displays CJ430 CJ Intervention Strategies of data, units of analysis, levels of measurement, 3 credits DA: L2 APS measures of central tendency and dispersion, prob- An in-depth review of criminal justice intervention ability and hypothesis testing. Statistical techniques, strategies which focus on the management of the including comparison of means and proportions, resistant client. Areas covered shall include Chron- correlation and linear regression, will be employed to ic Disciplinary Units, Administrative Segregation analyze data drawn from the discipline. Units, Protective Custody and Mental Health in cor- rections. A review of risk factor analysis as a baseline CJ332 Research Methods II for measuring ongoing behaviors. 3 credits (spring) DA: L2 APS Prerequisite: CJ247 and MA111 or CJ331 CJ440 Senior Research Project in Criminal Justice An examination of the methodological foundations 6 credits (spring) DA: L2 C of criminal justice and construction of concepts and Prerequisite: Senior Criminal Justice Major and per- hypothesis; research designs including question- mission of instructor. naires, interviews, experiments, observation, and Independent research or special project under the su- research ethics. pervision of a criminal justice faculty member. Topics must be chosen with the approval of the instructor. CJ362 Criminal Justice Junior Field Experience 3 credits (spring) DA: L2 SI CJ441 Senior Seminar in Criminal Justice Prerequisite: Student must be Criminal Justice or 3 credits (fall) DA: L2 APS Homeland Security major and receive permission Prerequisite: Senior Criminal Justice Major. from the instructor. This capstone course will provide a critical analysis Enrollment is limited. This is a monitored field -ex of the major issues in criminal justice. The topics will perience with a select criminal justice or homeland range from corruption, overcrowding in correctional security agency. institutions, women in the criminal justice system, to current public issues. CJ370 Tribal Law and Governance 3 credits (fall or as necessary) DA: L2 CCT CJ442 Senior Criminal Justice Field Experience A practical and applied overview of the structure and 6 credits (spring) DA: L2 SI the laws that govern Indian tribal governments and Prerequisite: Senior Criminal Justice or Homeland their unique relationship with the Federal government. Security Major and permission of instructor. Enrollment is limited. CJ399 Special Topics in Criminal Justice The Senior Internship is a 6-credit field experience 3 credits DA: N/A course affiliated with police, courts, corrections or a Designed as an upper-level elective course specifi- related criminal justice agency. cally for junior and senior students. When offered, the academic department introduces a unique and CJ445 Ethical and Philosophical Foundations in exciting topical course which isn’t part of the tradi- Criminal Justice (E) tional curriculum. Special Topic courses are offered 3 credits (fall) DA: L2 V as needed and as interest arises. Prerequisite: Senior Criminal Justice Major or per- mission of instructor. CJ420 CJ Assessment and Case Management The thrust of this course is an inquiry into the rela- 3 credits DA: L2 C tionship between morality and the law. A wide range Application of Case Management theory and meth- of issues, including moral dilemmas within the field ods. Includes Objective Classification Systems, The of criminal justice are examined. Topics developed by students and faculty will include sentencing, po- lice ethics and the issue of governmental control.

84 ing, investigative reporting, and journalism for CJ470 Crime and Victims in Indian Country electronic media. Includes examination of alternative 3 credits (spring or as necessary) DA: L2 CCT media and changing trends in the news industry. A practical and applied overview of the struc- tures and the laws that govern Indian tribal gov- CO115 Film Study I (W) (D) ernments and their unique relationship with the 3 credits (spring and fall) DA: L1 C Federal government. Introduction to Film Study and Appreciation will give students an historical understanding of Amer- CO101 Introduction to Communication ican film production and a critical perspective from 3 credits (fall) DA: L1 CCT which to view contemporary film. Beginning with CO101 offers an overview of the discipline and scope the dawn of silent film and continuing through the of Communication, including its history, theories developments of the new independent cinema, this and principles, and career options. The course also course will examine Hollywood cinema as an insti- serves to improve critical thinking, perception and tution: its history, genres and work as both a cultural communication awareness. form and as an industry.

CO103 Effective Presentations CO126 Interpersonal Communication (D) 3 credits DA: L 1 C 3 credits (spring) DA: L1 SI This course is designed to increase your effectiveness Communication skills and behaviors essential to ef- as a communicator and presenter by emphasizing fective interpersonal relationships; theories relative to critical thinking, careful research, organization and developing, maintaining and ending relationships; and delivery strategies. NOTE: A minimum grade of C- exploration of productive and nonproductive commu- is required to meet graduation requirements. nication patterns for casual relationships, friendships, families, and intimate and professional relationships. CO105 Introduction to Mass Communication (W) (E) CO140 Video Production I 3 credits (fall) DA: L1 V 3 credits (fall) DA: L1 C A broad analysis of the theories, forms, purposes and A hands-on approach to video production that of- major criticisms of mass communication. The course fers students an understanding of the principles and focuses on the organizational structure, management practices of video production, including introduction and unique characteristics of broadcast and print to basic technical skills and theories relative to camera media. Current practices, responsibilities, consumer operation, shot/framing techniques, editing, vocabu- rights, ethics and legal issues are addressed. lary, procedure, uses, and career opportunities.

CO109 Journalism I (WI) CO199 Special Topics in Communication 3 credits (fall) DA: L1 C 3 credits (as needed) DA: N/A Prerequisite: Enrollment in CW101 and permission Allows the department to design a course outside the of the instructor. normal offerings. In any given semester, the course Explores the fundamentals of journalism and news content and format is developed for students with writing and reporting: how to compile a fair, bal- special interests and demonstrated abilities. Course anced and comprehensive news story; news writing may be repeated for credit with a change in topic. style; the art of the news interview; obituary writing; fire and police reporting; the news beat system; and CO202 Communication and Society (W) (D) (E) (G) feature story writing. 3 credits (fall) DA: L1 D A broad introduction to the role communication plays CO110 Journalism II (WI) in society. Focus is placed on the theories, concepts, 3 credits (spring) DA: L2 C issues, and research models used to explore the inter- Prerequisite: CO109 play between communication and society. The nature, Continues the study of journalism through in-depth scope and function of the print, film, sound and elec- reporting, municipal news reporting, court report- tronic media will be examined against social forces.

85 each genre exists and how it compares with the others. CO204 Introduction to Radio/Audio Production Through an analysis of the essence of storytelling, the 3 credits (fall) DA: L1 C 118 film’s historical placement and the cinematic tech- An introduction to primary radio/audio production, niques used to create each film, students will grow to including understanding the basic equipment used in understand the significant differences, and more -im proper audio capture, and software used in elemental portantly, the similarities between the genres. Through editing and programming. In addition, this course course readings, class discussions and short essays, will examine the introductory theory behind oper- students will develop a vocabulary and the analytical ating and programming a radio station, as well as skills that will allow them to discuss a film within discussing the history and future outlook of the radio those contexts. Practicing analytical skills through industry and career options in the broadcasting field. writing and talking about film will help to write about and critique all texts in greater depth. CO210 Advanced Audio and Radio Production 3 credits (spring) DA: L2 C CO220 Communicating in Groups (D) Overview of the essential building blocks/techniques 3 credits (spring) DA: L2 SI of audio production and their application in various Analysis of small group communication and group multimedia formats including, video, film and radio interaction; special attention is given to related com- (broadcast and Internet). This is a hands-on, project- munication theories involving group dynamics, con- based course. flict management, group development and decision making processes. CO211 Creative Writing (WI) 3 credits (spring) DA: L1 CCT CO222 Visual Communications Prerequisite: CW102 (C- grade or better), the equiv- 3 credits (spring, s1) DA: L2 C alent or permission of the instructor. This course introduces students to the theory and For students who have demonstrated a desire and practice of visual communications. Students will ability to write proficiently and creatively. This course gain an understanding of the importance of visual promotes writers capable of crafting works of literary communications and will practice the basic digital merit and of giving and accepting constructive criti- techniques necessary to communicate successfully cism. Emphasizes fiction, although a variety of liter- in visual media. The course provides essential skills ary types is considered. Works in progress as well as for leadership and management and also serves as a finished products are shared and discussed in class. foundation for further study of graphic design and video production. CO212 Scriptwriting 3 credits (fall) DA: L1 C CO233 Communication Research (W) Prerequisite: CW101, CW102 or permission of the 3 credits (fall) DA: L2 ICT instructor. Prerequisite: CO105, CO126 and CO220 This course is designed to help the student master Introduction to methods for the development, inter- the fundamentals of scriptwriting. It introduces the pretation, analysis, and implementation of research basic skills and knowledge necessary to write film, in a variety of communication careers. Includes television, video and media scripts and construct interpretation and evaluation of existing research, as quality storytelling. This foundation will be invalu- well as the creation of an original research project in able as the student progresses to additional courses the student’s area of interest. in video and other forms of communication. CO240 Video Production II CO215 Film Study II 3 credits (spring) DA: L2 C 3 credits (spring) DA: L1 CCT Prerequisite: CO140 Film Study II will give students the opportunity to A continuation of the principles of video production examine multiple genres of film. During the course of in the areas of camera operation, shot design, editing, the semester, students will be exposed to numerous integration of visual and audio elements, and story/ kinds of films for the purpose of understanding why message development. Theories relative to the devel-

86 opment of technique and style will be introduced. production courses to produce a high quality video from concept and storyboard to shooting and edit- CO245 Persuasion (E) ing. Initial emphasis will be placed on video script 3 credits (spring) DA: L2 V writing and preproduction elements. Utilizing a project approach, students will investigate theories, principles and strategies of persuasion. Em- CO307 Conflict and Communication phasis is on forms of argument and audience appeals, 3 credits (spring) DA: L2 SI compliance-gaining strategies, methods of persuasion, Prerequisite: CO126, CO220 or permission of the deception dynamics, and ethics of social influence. instructor. Theoretical and practical examination of interper- CO283 Communication Internship (Sophomore) sonal conflict and negative relational dynamics. 3 credits (fall) DA: L1 SI Emphasis on theories and skills aimed at conflict Prerequisite: Permission of Department Chairperson. analysis, problem-solving, conflict management, res- A sophomore level internship to provide the student olution, negotiation, and third-party mediation. with practical skills and career training. Working with a supervising professor, students will complete CO314 Interviewing work experience in a company, corporation or pro- 3 credits (fall) DA: L1 SI fessional setting. A detailed journal and final report Prerequisite: CO126 are required. Investigation and application of communication theories, concepts and skills throughout the inter- CO300 Music and Entertainment on the Internet view process including goals, effective and ineffective (W) (D) (G) question phasing, and research procedures. Hands- 3 credits (spring) DA: L2 V on experience in designing, preparing and conduct- Prerequisite: CO107 or permission of the instructor. ing a variety of interviews. An analysis of the convergence of music and enter- tainment on the Internet. Attention is placed on how CO315 Advanced Public Speaking the Internet is changing the way music, movies, tele- 3 credits (fall and spring) DA: L1 C vision and books are made, marketed and delivered. Prerequisite: CO103, CW101 and CW102 Students will learn about key technologies including Advanced Public Speaking prepares students for digital television, streaming media, and virtual real- competent public speaking presentations in their ity and will discover how the Web is used in enter- field of study as well as effective small group par- tainment marketing and electronic commerce. ticipation. Students study and practice listening, non-verbal language, communication ethics, fitting CO304 Advanced Radio Production the message to the audience, timing, interpersonal 3 credits (spring) DA: L2 C and group interaction, using technology, research Prerequisite: CO210 and presentational aids, and speaking in public with An overview of the general operation and function integrity, knowledge, confidence and skill. of a radio station and the technical development/ production of programming. Specific areas discussed CO320 Organizational Communication (D) include: organizational structure; various depart- 3 credits (spring) DA: L2 CCT mental and personnel responsibilities; function and Prerequisite: CO220 application of the program log and rate card; and in- Readings provide students with an understanding depth discussions on current trends, station formats, of an organization’s internal and external audiences news and career opportunities in the radio industry. and specific communication theories that impact the design and flow of information. Specific information CO305 Advanced Video Production processes such as message construction, channels of 3 credits (fall) DA: L2 D delivery, training and development, and information Prerequisite: CO240 technology adoption will be covered. This is a project-based course that requires students to apply the knowledge and skills learned in earlier

87 CO333 Communication, Performance & the Media 3 credits (spring) DA: L2 D CO399 Special Topics in Communication An introduction to concepts related to performance 3 credits DA: N/A and the development of skills attached to language, Prerequisite: junior or senior status. voice and movement. Emphasis is placed on the un- Allows the department to design a course outside the derstanding and application of techniques necessary normal offerings. In any given semester, the course to facilitate successful radio, television and video/ content and format is developed for students with film performances. special interests and demonstrated abilities. Course may be repeated for credit with a change in topic. CO340 Communication Career Seminar 3 credits (fall) DA: L2 CCT CO425 Culture and Communication (D) (G) Prerequisite: CO101 3 credits (fall) DA: L2 SI A practically based course designed to expose the Prerequisite: CO126 career paths available to communication majors. Par- Investigation and analysis of the relationship and im- ticular emphasis is placed on the self-assessment of pact of communication and culture between subcul- skills and aspirations, researching careers, network- tures in the U.S. and intercultural situations world- ing, resume building, interviewing, and graduate wide. Methods of barrier reduction will be identified school options. and reviewed.

CO344 Introduction to After Effects CO443 Senior Fieldwork 3 credits (spring) DA: L2 APS 3 credits (spring) DA: L2 APS Prerequisite: CO140, GD105 or permission of the This senior level fieldwork experience will provide instructor. the student with practical skills and career training. After Effects is a powerful, versatile motion graphics Working with a supervising professor, students will and compositing application. Through a series of complete a course of service to the college or com- classroom lectures, independent exploration and munity. Students will design and implement an on guided video creation, students will be introduced campus or community project that addresses their to the tools and functions used to create dynamic particular communication interest. Each project will graphics and special effects. Weekly assignments and require a detailed journal, report or portfolio. a final project will lead to a basic understanding and a foundation for continued exploration. CO450 Communication Capstone (W) 3 credits (spring) DA: L2 APS CO345 Video Post Production Prerequisite: Senior Communication Major or per- 3 credits (spring) DA: L2 V mission of instructor. Prerequisite: CO305 The capstone project utilizes the knowledge you Focuses entirely on the techniques and skills in- have gained through the coursework in the degree volved in advanced post-production including re- program, in a practical way to create a professional fined editing of picture and dialogue, sound design, level piece of work that demonstrates your mastery mixing audio, creating and integrating titles and of a topic in communication. It provides students an graphics, color correcting, grading color, and master- opportunity to observe themselves, test their skills, ing video for distribution. and critically evaluate the results and outcome. The capstone course is an interdisciplinary project that CO383 Communication Internship (Junior) involves Communication majors from different 3 credits (spring) DA: L1 SI concentrations. Students will choose a project with Prerequisite: permission of department chair approval of the instructor. Junior level internship to provide the student with practical skills and career training. Working with a su- CO483 Senior Communication Internship pervising professor, students will complete work experi- 3 credits (fall) DA: L2 SI ence in a company, corporation or professional setting. Prerequisite: Senior communication major and de- A detailed journal and final report are required. partment chair approval.

88 Senior level internship to provide the student with English courses. practical skills and career training. Students will complete work experience in a company, corporation CW199 Special Topics in Writing or professional setting. A detailed journal and final Credit hours by arrangement. (offered as needed) report/portfolio are required. DA: N/A Prerequisite: CW102, junior or senior status, or per- CW100 Foundations of College Writing mission of the instructor. 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 spe- ing classes. The course emphasizes the fundamentals cial interests and demonstrated abilities. Course may of sentence and paragraph construction. Attention be repeated for credit with a change in topic. NOTE: is also given to vocabulary development and reading Designation as a W or WI course as appropriate. comprehension. Students may be required to spend time outside of normal class hours. NOTE: Enroll- CW399 Special Topics in Writing ment by placement Pre-level 1 of Mitchell General Credit hours by arrangement. (offered as needed) Education Communication Ability. (C- or better DA: N/A grade required to advance to Communication Abili- Prerequisite: CW102, junior or senior status, or per- ty, Level 1 [CW101]) mission of the instructor. Allows the department to design a course outside the CW101 Introduction to College Writing (WI) normal offerings. In any given semester, the course 3 credits (fall and spring) DA: L1 C content and format is developed for students with spe- This course introduces students to the writing, cial interests and demonstrated abilities. Course may reading, and thinking skills necessary for success be repeated for credit with a change in topic. NOTE: in college as well as in the workplace. Assignments Designation as a W or WI course as appropriate. will emphasize composition processes, writing for different purposes, reading and responding critically, EC131 Macroeconomics and conventions of formal written English. This is a 3 credits (fall and spring) DA: L2 CCT writing intensive (WI) course requiring students to The course includes discussion of the foundation of submit a minimum of 15 pages of revised and edited macroeconomic analysis including the problems of text in finished form. NOTE: A minimum grade of unemployment, inflation, and economic growth in C- is required to meet graduation requirements and the United States; the impact of taxation, government to enroll in CW102. expenditures, and the regulation of interest rates and money; the balance of international payments and CW102 College Writing and Research (WI) the role of the dollar; and the relationships between 3 credits (fall and spring) DA: L1 C the United States and the developing world. Prerequisite: CW101 (C- grade or better), the equiv- alent, or permission of the instructor. EC132 Microeconomics This course reinforces the skills taught in CW101 3 credits (fall and spring) DA: L1 APS while introducing students to the procedures of ac- Emphasizes microeconomics and includes discus- ademic and professional research. Assignments will sion of the theory of the business firm, marginal emphasize writing to analyze and synthesize ideas, cost and revenue analysis; agriculture; pure compe- information literacy skills for finding and evaluat- tition, monopolistic competition, oligopoly, mo- ing appropriate sources, and proper documentation nopoly; income distribution; taxation; unions and of sources. This is a writing intensive (WI) course, collective bargaining; international trade and the requiring students to submit a minimum of 15 pages balance of payments problem. of revised and edited text in finished form including a fully documented research paper. NOTE: A min- EC199 Special Topics in Economics imum grade of C- is required to meet graduation Credit hours by arrangement (offered as needed) requirements and to enroll in 200-level or above DA: N/A

89 Prerequisite: Open only with consent of the instructor. math education in the early childhood years. Early Allows the department to design a course outside the childhood students will investigate the interrelation- normal offerings. In any given semester, the course ship of math and science and explore an organized, content and format is developed for students with project approach to creating a developmentally ap- special interests and demonstrated abilities. Course propriate math and science curriculum for preschool may be repeated with a change of topic. children. Students will also be given opportunities to observe and work with typically and atypically devel- EC399 Special Topics in Economics oping young children in a preschool setting. Credit hours by arrangement (offered as needed) DA: N/A ED206 Mathematics, Science & Technology in Prerequisite: Open only with consent of the instructor. Early Childhood Education (W) Allows the department to design a course outside the 3 credits (spring) DA: L1 APS normal offerings. In any given semester, the course Pre-Practicum Component: 20-25 hours content and format is developed for students with Prerequisite: ED110, ED222 special interests and demonstrated abilities. Course This is a course for the early childhood education ma- may be repeated with a change of topic. jor in the basic methods used to teach mathematics, science and technology: observing, inferring, predict- ED110 Introduction to Early Childhood Education ing, experimenting and communicating. Constructiv- (D) (W) ist theory provides the underpinnings for this course, 3 credits (fall and spring) DA: L1 CCT developing a student’s passion for mathematics and This course introduces the history and philosophy science through inquiry and discovery at a very young of early childhood education as it is viewed in the age. Mathematic and scientific concepts associated context of the home and family, society, and culture. with early childhood education will be reviewed using Students will consider educational procedures used the National Science Education Standards and the in facilitating the development of the young child, National Teachers of Mathematics Standards. Students explore the role of the teacher, the ECE environment will also be given opportunities to observe and work and appropriate instructional strategies used with with typically and atypically developing young chil- young children. This course is required of all early dren including the development of a final unit project childhood candidates and may be taken in the first and the Common Core State Standards. semester at Mitchell. ED222 Methods & Techniques in ED199 Special Topics in Education Early Childhood Education Credit hours by arrangement. DA: N/A (offered as 3 credits (fall and spring) DA: L1 CCT needed) Prerequisite: ED110 Co-requisite: ED110 Allows the department to design a course outside the The course is designed for those students who have normal offerings. In any given semester, the course a basic understanding and knowledge of early child- content and format is developed for students with hood education. The course will review the philo- special interests and demonstrated abilities. Course sophical, sociological and pedagogical foundations of may be repeated for credit with a change in topic. education and their applications in early childhood education settings. This course will expose students ED205 Math, Science & Technology in Early to the fundamentals of classroom strategies, effective Childhood Education (W) teaching tools, and techniques for children ages 0-8. 3 credits (fall) DA: L2 C Students will further their understanding of lesson Pre-Practicum planning and standards, differentiated instruction, and Prerequisite: ED110, ED222 classroom management skills. Note: Praxis Core must This course includes the basic methods used to teach be taken and passed prior to taking a third education mathematics, science and technology in early child- course for students seeking teacher certification. hood classrooms: observing, inferring, predicting, experimenting, and inquiry. This course reviews de- ED261 Including Children with Exceptional velopmental theory and research about science and Learning Needs (D)(W)

90 3 credits (fall) DA: L2 CCT and prior knowledge as they relate to the emerging Prerequisites: Students on the teacher Education sense of literacy. Stories, songs, rhymes, riddles, certification track: admitted to department HD/ poetry, short stories, picture books, and the world of PY108, or PY105, ED110, ED222 or Permission of children’s literature are also included in connection Instructor. to early childhood education programs and kinder- This course examines the growth, development, and garten settings, family, school and the community. characteristics of typical and atypical learners with Standards of National Association of Young Children emphasis on newborns through age eight including and Common Core State Standards are used. children with disabilities, English language learners, and struggling learners. Among the topics includ- ED275 Music, Art and Aesthetics for the Young ed are: developmentally appropriate practice, evi- Child (G) dence-based classroom and behavior management, 3 credits (spring) DA: L2 CCT use of scientifically-based instruction, adaptation Pre-Practicum Component: 20-25 hours in PreK–K of programs for diverse learning needs, strategies Prerequisite: ED110, ED222 or permission from the for inclusion, and implementation of social skills department chair instruction and self-regulation strategies. Students This course explores the range of creativity to en- will become familiar with Individualized Educa- hance learning through the arts and play. Students tional Plans, Individual Family Service Plans, the explore how songs, musical games, rhythm activities, Americans with Disabilities Act (ADA), Public Laws and involvement with art materials affect the whole 94-142, 99-457 and others. child and promote learning across the curriculum. A particular emphasis is placed on the nurturing of ED262 Storytelling for Teachers the child’s aesthetic capacities, including the teacher’s 3 credits DA: L1 D role in stimulating the appreciation of all forms of This course is designed to provide early childhood creativity and artistic expression through play and educators with the basic skills necessary for effective artistic expression (creativity, art, music, movement/ storytelling to promote early literacy development. dance, puppetry, theatre and dramatic arts). The students will explore such topics as: the origins and traditions of storytelling, types of stories, find- ED276 Contemporary Issues in Education ing, adapting, and learning age-appropriate stories; 3 credits (spring) DA: L1 APS telling stories and using storytelling and its related Contemporary Issues in Education is designed to activities to enrich the schema development and introduce pre-service teachers and other students prior knowledge as they relate to emergent literacy; who are interested in the field of education to the how to integrate the curriculum using the storytell- social, political and cultural issues that currently ing model; and how to connect with “whole-brain” affect schooling in the United States. The course -ex learning fostering the multiple intelligences through amines factors that place students at-risk for school the use of storytelling in the early childhood curric- failure and identifies practices and programs that ulum. This course will include both the study of and can address the needs of at-risk students. The course the practical hands-on experience of telling stories introduces students to the process of analyzing some in early childhood programs, Kindergarten, family, of the ideological perspectives that underlie current school, and community settings. school arrangements. Strategies for addressing at-risk students in the classroom are also explored. ED274 Literacy Development in Early Childhood Education (W) ED280 Observation and Practicum (PreK/K) 3 credits (fall) DA: L2 C 3 credits (fall and spring) DA: L2 APS Pre-Practicum Component: 20-25 hours in PreK–K Prerequisite: ED110, ED222, ED261, ED274 Prerequisite: ED110, ED222 Co-requisite: ED281 This course provides a greater understanding of A directed observation and practicum experience the importance of early childhood education and in a setting for preschool or kindergarten. Teaching its relationship to early literacy development. The assignments within the immediate geographical area students will explore such topics as symbol systems, are matched to the interests and capabilities of each abstractions, comprehension, schema development student. The placement represents a half-day, three-

91 day-a-week applied teaching experience in which ED286 Early Childhood Studies: Practicum I the student demonstrates mastery of the concepts, Seminar principles, attitudes and methodologies necessary for 1 credit (every semester as needed) DA: L2 APS successful teaching of young children. In addition Prerequisite: ED110, ED205, ED222, ED274, ED261 to teaching placements, weekly seminars provide (concurrent), HD108, HD209, HD110 an opportunity for students to examine and discuss Co-requisite: ED285 relevant topics and classroom experiences. Students This course is taken in conjunction with ED285 taking this course will be in the ECE with Business Practicum I. Students will learn important skills to Concentration or completing their associates degree incorporate into an early childhood classroom. These in Early Childhood. skills will include a more refined lesson plan, the basic understanding of implementation, and collab- ED281 Associate’s Seminar in Early Childhood oration with others. During the practicum course, it Education (W) is important for the student to start to see and reflect 1 credit (fall and spring) DA: L3 APS on their classroom experiences and gain knowledge Prerequisite: ED110, ED222, ED261, ED274 to increase their skill(s). This is required of all stu- This represents a “partner” course attached to the dents working toward an Early Childhood Teaching associate degree course ED280 Observation and Credential. This course is also taken in conjunction Practicum (PreK/K). Students explore various with ED 285 Practicum I. topics and aspects of the practicum experience at the associate’s degree level, including such topics as ED302 Social Studies in Early Childhood supervision, lesson planning, unit or learning center Education (W) teaching, and cooperative teacher and support staff 3 credits (fall) DA: L2 D collaborative relationships, etc. Students are required Pre-Practicum Component: 20-25 hours to enroll in this course in conjunction with ED280. Teacher Certification track Gr. 1-3 Prerequisite: ED110, ED222, ED261, ED274 ED285 Early Childhood Studies: Practicum I This course explores the curriculum area of social 3 credits (every semester as needed) DA: L2 APS studies in early childhood education. Emphasis is Prerequisite: ED110, ED205, ED222, ED274, ED261 placed on the development and demonstration of (concurrent), HD108, HD209, HD110 instructional techniques in these areas. The students Co-requisite: ED286 will be investigating and developing appropriate cur- This is a 150 hour practicum during the course of a riculum activities designed for heterogeneous groups semester; 12.5 hours per week/3.25 hours per day of young children, such topics as: social studies for for 4 days, over a 12 week period. The placement is young children; home and family; neighborhoods in a supervised classroom experience at an approved and communities; cities, states and regions; countries NAEYC accredited early childhood setting in an and cultural diversity; multiculturalism; internation- integrated PreK classroom. This course will provide al education; history, economics, government; cur- high quality experiences to apply fundamental skills rent events; local, state, regional and national events; of child development theories, teaching pedagogy, and ecology and the social sciences as they relate to and observation and assessment skills during the social studies. Students will be required to submit early childhood years. Students will gain knowledge lesson plans as part of the assignment. in the ability to begin to plan, organize, implement, and evaluate classroom activities. Students will begin ED311 Play in Early Childhood: Theory, Research to learn how to provide for differentiated instruction and Practice and language and literacy skills that are crucial to 3 credits DA: L2 CCT improving learning needs of children. The practicum Prerequisite: ED110 teacher (student) is under the supervision of mentor This course is designed for Early Childhood Educa- teacher(s), and a college supervisor. This is required tors and students of Early Childhood Education who of all students working toward an Early Childhood are interested in investigating the most important Teaching Credential. This course is also taken in con- means that young children have in growing (cogni- junction with ED 286 Practicum I Seminar. tively, socially, emotionally, physically, linguistically and motorically) through play: theories of play,

92 research on various aspects of play and young chil- ing assessment. Standards of International Reading dren’s development, methods to enhance develop- Association, National Association Young Children, ment through play, effective approaches to support Common Core Standards are used. young children’s play, play as seen in the elementary school setting, political perspectives of play. Resourc- ED325 Reading and Language Arts in Early es and materials will be explored as well. Childhood (W) 3 credits (spring) DA: L3 APS Pre-Practicum Com- ED312 Infant and Toddler Curriculum ponent: 20-25 hrs. in Grades 1-3 3 credits DA: L3 C 125 Prerequisite: Successful completion of ED380 This course provides the student in Early Childhood and ED381. Education with opportunities to learn more about The reading process and factors influencing the the growth, development and approaches to work- development of reading are examined in this course. ing with very young children. The developmental Pre-reading and reading skills are identified, and domains (social, emotional, cognitive, language and techniques for assessment of skills are presented. motor) of the very young child will be highlighted Methods and materials for teaching primary read- as they relate to the teacher’s approaches and meth- ing are discussed and illustrated. This course also odologies in working effectively with the infant and presents a timely and concise summary of many toddler. Students will explore environments, materi- important issues confronting the teacher and learn- als, resources, teaching approaches and methodolo- er in the development of mastery in the language gies that are found in infant and toddler programs. arts in the early childhood setting. The focus of the NOTE: Education Professional Elective, offered course will be on methodology for kindergarten and as needed. primary grades relating to the teaching of listening, speaking, reading and writing using the standards of ED313 Parent and Family Involvement in Early the International Reading Association, the National Childhood Programs (D)(W) Association for the Education of Young Children, 3 credits (fall) DA: L3 ICT and Common Core State Standards. Prerequisite: ED110 This course is designed for Early Childhood Edu- ED340 Promoting Social Emotional Competence cators and students of Early Childhood Education in Young Children who are interested in exploring the relationships that 3 credits (spring biennial) DA: L2 SI exist between parents and early childhood programs. Prerequisite: HD209 or permission of the depart- This course recognizes that parent and family in- ment chair. volvement is a key element in any high quality early This course will focus on promoting the social and childhood program, such as infant/toddler program- emotional development of young children as a means ming, preschool education programming, day care, of preventing challenging behaviors. Emphasis will Head Start, elementary school or family childcare be placed on developing positive relationships with programming. This course explores what parent and children, families, colleagues and creating supportive family involvement embraces, what can be done to environments, social emotional teaching strategies foster high quality interaction between the home and and intensive individualized interventions. This school settings. course gives students effective and useful perspec- tives on the different stages of children’s emotional ED321 Comprehensive Reading Instruction and social development. This course will familiarize 3 credits (fall) DA: L3 APS Pre-Practicum Compo- students with a variety of tools to assess children’s nent: 20-25 hrs. in Grades 1–3 social/emotional development in order to develop Prerequisites: ED380, ED381 appropriate teaching strategies. Current theory and research to inform planning, in- struction, and assessment of literacy processes in K-3 ED380 Observation, Assessment and Practicum classrooms will be part of the seminar and learning 3 credits (fall or spring) DA: L3 APS lab. Topics include handwriting, vocabulary devel- Prerequisite: Teacher Certification Officer approval. opment, spelling, reading and writing connections, This practicum placement takes place during the comprehension strategies, ELL instruction and read- candidate’s junior year in an integrated PreK or Kin-

93 dergarten classroom. The placement takes place over grams (infant/toddler programs, nursery school/ the course of the semester, three mornings a week. preschool programs, child care programs, family The focus is on assessing, planning and making pro- child care programs, school age child care, etc.). grammatic changes to curriculum in response to the Topic areas include community needs, licensing, diverse group of children in the classroom. A literacy program philosophies, staff development, food/nu- unit is implemented during the candidate’s placement. trition programming, curriculum, children and their families, program evaluation, and director develop- ED381 Practicum Seminar in ECE ment. The course is presented through lectures, guest 1 credit DA: L3 APS presentations, program visitations, small group and Co-requisite: ED 380 individual work. Students in this course should have Effective instructional strategies, including differen- at least some background in the foundations of Early tiated instruction, and evidence based assessments Childhood Education. This course supports students are a focus of the seminar to prepare candidates to who are interested in the administrative aspects of support student learning in the classroom. Early Childhood Education programs.

ED399 Special Topics in Early Childhood Education ED415 Educational Evaluation and Assessment 3 credits DA: N/A (W) This course is an advanced level course which 3 credits (fall) DA: L3 APS provides opportunities for students to explore the Pre-Practicum Component: 20-25 hrs. in Grades 1-3. diversity of topics in Early Childhood Education (for Prerequisite: Successful completion of ED380 and example National Accreditation; Leadership in Early ED381. Childhood: Quality, Compensation and Affordability This course offers an appraisal of the various evalu- in Child Care). Students meet with a selected Early ation and assessment methods available within the Childhood Advisor and together create and develop early childhood and elementary education curricula. the topic for study. NOTE: Education Professional Research on evaluation and assessment is reviewed, Elective, offered as needed. with a particular emphasis placed on the analysis of performance measures and their proper use and in- ED400 Integrated Curriculum in Early terpretation. Among the topics included are current Childhood Programs (W) assessment issues and controversies, construction of 3 credits (fall) DA: L3 CCT classroom tests, grading strategies, portfolios, diag- Pre-Practicum Component: 20-25 hrs. in Grades 1-3. nostic and standardized tests, and the evaluation of Prerequisite: Successful completion of ED380 and age appropriate and culturally relevant units ED381 or an Associate in Early Childhood Education. of instruction. An exploration of the Early Childhood Education curriculum components designed to optimize the ED420 Early Childhood Studies: Practicum II child’s learning from PreK through third grade. A 3 credits (every semester as needed) DA: L3 APS particular emphasis is placed on the selection and Prerequisite: Completion of all courses in the implementation of a developmentally appropriate planned program for Early Childhood Studies curriculum. Students will be exposed to current Co-requisite: ED421 curriculum materials and the manner in which they This is a 200 hour practicum for one semester in an match the developmental needs of young children. integrated PreK classroom; 17 hours per week/4.25 hours per day for 4 days, over a 12 week period. The ED414 Administration of Early Childhood Programs placement is in a supervised classroom experience 3 credits DA: L3 C at an approved NAEYC accredited early childhood Pre-Practicum Component: 20-25 hrs. in center- setting in an integrated PreK classroom. This course based NAEYC center is structured to provide skilled competency in writing This course is designed for the student of Early and implementing LEPs and lesson plans within the Childhood Education and for Early Childhood identified areas of cognition, social and emotional Educators who are currently involved in the oper- development, physical health including nutrition, ations and administration of Early Childhood pro-

94 language and literacy, creative arts, math, science, and examine current issues and programs in Early Child- social studies. Students will demonstrate mastery of hood Education in support of defining and articulat- the concepts, principles, dispositions and 127 meth- ing an effective philosophy of education. Required of odologies necessary for successful teaching including all seniors in Early Childhood Education. family and community involvement. The practicum teacher (student) is under the supervision of early ED435 Observation and Student Teaching childhood teacher(s) and a college supervisor. This is a (Grades 1, 2, or 3) course required for students seeking the Early Child- 9 credits (spring) DA: L3 APS hood Teaching Credential. This course is also taken in Prerequisite: Completion of all courses in the conjunction with ED421 Practicum II Seminar. planned program for ECE Teacher Certification Co-requisite: ED432 ED421 Early Childhood Studies: A directed observation and student teaching expe- Practicum II Seminar rience in Grades 1, 2 or 3. The focus is on assess- 3 credits (every semester as needed) DA: L3 APS ing, planning and making programmatic changes Prerequisite: Completion of all courses in the to curriculum in response to the diverse group of planned program for Early Childhood Studies. children in the classroom. The placement represents Co-requisite: ED420 a full-day, applied teaching experience in which the This course is taken in conjunction with ED420 student demonstrates mastery of the concepts, prin- Early Childhood Studies: Practicum II. Students will ciples, dispositions, and methodologies necessary for learn to sharpen their skills in an early childhood successful teaching. In addition to teaching place- classroom. This seminar provides an opportunity ments, weekly Senior Seminars provide an oppor- for self-evaluations, guided discussions, problem tunity for students to examine and discuss relevant solving, and reflection as it pertains to the student’s topics and classroom experiences. This full-time stu- practicum experience. This weekly class time is dent teaching experience is also taken in conjunction designed to support the practicum experience by with ED432 Senior Seminar in Early Childhood. providing a context for relating theory to practice and an opportunity to reflect upon and share class- EL199 Special Topics in Literature room experiences. Topics will provide additional Credit hours by arrangement (offered as needed) instruction in curriculum planning, classroom man- Prerequisite: CW102 agement, teaching strategies and technologies, and Allows the department to design a course outside the assessment. This is a required course of all students normal offerings. In any given semester, the course working toward an Early childhood Teaching Cre- content and format is developed for students with dential. This course is also taken in conjunction with special interests and demonstrated abilities. Course ED420 Practicum II. may be repeated for credit with a change in topic. NOTE: Designation as a W or WI course as appropriate. ED432 Senior Seminar in Early Childhood Education (W) EL205 World Literature I (G) (W) 3 credits (spring) DA: L3 APS 3 credits (fall - odd year) DA: L2 CCT Prerequisite: Completion of all courses in the Prerequisite: CW102 (C- grade or better), the equiv- planned program for ECE Teacher Certification alent, or permission of the instructor. Co-requisite: ED435 Examines in historical, philosophical, literary, and This final course in Early Childhood Education is social context important works from around the taken in conjunction with ED435 Student Teach- world, beginning with the ancient world and con- ing Grades 1-3. Students explore various topics and tinuing through the 16th century. NOTE: Either aspects of the student teaching experience in prepa- EL205 or EL206 may be taken first. ration for certification in the State of Connecticut. Effective instructional strategies, including differen- EL206 World Literature II (G) (W) tiated instruction, and evidence based assessments 3 credits (spring - even year) DA: L2 CCT are a focus of the seminar to prepare candidates to Prerequisite: CW102 (C- grade or better), the equiv- support student learning in the classroom. Students alent, or permission of the instructor.

95 Examines in historical, philosophical, literary, and to gain a better understanding of this literary genre. social context important works from around the Specific elements of fiction such as plot, point of world, beginning with the 17th century and con- view, and symbolism are emphasized. The course is tinuing through contemporary times. NOTE: Either designed to enhance students’ critical reading abili- EL205 or EL206 may be taken first. ties while heightening awareness of the integral role that stories play in our society and in individual lives. EL212 Literature for the Young Child Readings reflect the global perspective of the course, 3 credits (spring) DA: L2 CCT with selections chosen to represent both the classic Prerequisites: CW101 and CW102 canon as well as lesser-known authors from through- Introduces students to historical, global, and contem- out the world. porary issues presented in literature that is written for children. Literature appropriate for Pre-K children EL218 Popular Literature (W) through sixth grade, with a focus on the characteris- 3 credits (spring - even year) DA: L2 CCT tics of children’s literature, particularly multicultural Prerequisite: C- or above in CW102 or permission of literature. The course will not specifically address how the instructor. to teach this literature to young children, but it will fo- Investigates the conventions, themes and cultural cus on gaining an understanding as well as an appre- assumptions of one type of popular literature, such ciation for literature created for children. This course as detective fiction, horror or science fiction. The meets the literature requirement for all. specific topic of each section of the course will be selected by the instructor. EL215 American Literature I (D) (W) 3 credits (fall - even year) DA: L2 CCT EL219 Botany and the Bard Prerequisite: CW102 (C- grade or better), the equiv- 3 credits (spring - even year) DA: L2 CCT alent, or permission of the instructor. Prerequisite: CW102 This course provides an introduction to United States From the gardens of Shakespeare to the gardens of poetry, oral narrative, prose, and drama from pre-co- today, the course features a study of the properties lonial times to the Civil War. Emphasis is placed on and uses of flowers, herbs and plants as presented situating texts in their cultural, social, and historical in selected sonnets and plays of The Bard, William contexts. Course material will include texts by well Shakespeare. In-class labs reflect science of the Re- known writers, such as Emily Dickinson and Herman naissance Period. Melville, as well as works by lesser known writers. EL221 Introduction to Drama and Theatre (W) EL216 American Literature II (D) (W) 3 credits (fall) DA: L2 CCT 3 credits (spring - odd year) DA: L2 CCT Prerequisite: CW102 (C- grade or better), the equiva- Prerequisite: CW102 (C- grade or better), the equiv- lent, or permission of the instructor. alent or permission of the instructor. Involves the study of representative playwrights and This course provides an introduction to United States their works from the period of the Greeks to the 21st poetry, prose and drama from the Civil War to the century. Emphasis is placed on the changes in the the- present. Emphasis is placed on situating texts in their atre and in production as well as in the structure of the cultural, social and historical contexts. Course mate- drama, specifically tragedy and comedy. Attendance rials will include texts by well known writers, such as at theatrical production is strongly encouraged, and Mark Twain and Langston Hughes, as well as works students will be required to attend and review two of by lesser known writers. campus theatre productions of their choice.

EL217 The Short Story (G) (W) EL222 Literature and the Environment (G) (W) 3 credits (fall) DA: L2 C 3 credits DA: L2 CCT Prerequisite: CW102 (C- grade or better), the equiv- Prerequisite: CW102 alent, or permission of the instructor. Influenced by the science of ecology as well as by This course provides an opportunity for students to insights from critical theory and cultural studies, analyze, interpret, and evaluate short stories in order ecocritics explore diverse literary representations of the natural world. Using an ecocritical approach in

96 “Literature and the Environment,” we will study texts that consider issues such as the distinction between EL302 Italian American Literature (WI) nature and culture, the destruction of the environ- 3 credits DA: L3 CCT ment over the past two centuries, and the human Prerequisite: CW102 psychological response to nature. Italian-American writers from the 1930’s to the present have represented the challenges of integra- EL223 Young Adult Literature (WI) tion and assimilation as they explore what it means 3 credits (spring) DA: L2 CCT to become an American. Through a close reading of Prerequisite: CW102 memoirs and fictional narratives about immigrants Novels geared towards readers in middle school and from Italy and their more assimilated descendants, high school have gained extraordinary popularity we will examine the cultural construction of Italian- with this age group in recent years. Also during the American identity over the past century. Of special past two decades, literary critics and cultural theo- interest are critical responses to stereotypes regard- rists have focused more attention on the psycholog- ing social class, gender roles, political orientation ical, social and political implications of young adult and family relationships in Italian-American culture. fiction. In this course we will read classic and con- temporary works for young adults by writers such EL303 The Literature of American Immigrants as C.S. Lewis, J.D. Salinger, S.E. Hinton, Judy Blume, (WI) J.K. Rowlings, Suzanne Collins and others. 3 credits DA: L3 CCT Prerequisite: CW102 EL224 The Graphic Novel (WI) This course will examine literary responses to the 3 credits (fall) DA: L2 CCT American immigrant experience from diverse Prerequisite: CW102 cultural perspectives that include works by writers The graphic novel combines images with text to of Chinese, West Indian, Mexican, Indian, Jewish, create a uniquely challenging narrative form. In this Polish and Italian origin. Of special interest are chal- class, we will analyze the conventions of the graphic lenges that arise when immigrants feel an economic novel in order to evaluate the literary and cultural need to assimilate into the American mainstream but significance of specific works by writers such as Art a strong desire to maintain their traditional cultural Spiegelman, Alison Bechdel, Marjane Satrapi, Josh values. Besides reading literary works, students in Newfield, Gene Young and others. We will enrich our this course will also consider critical theories that ex- analysis by reading recent responses to these works plore the cultural construction of white and minority by literary and cultural critics. cultures and the psychosocial effects of assimilation.

EL301 Difference and Disability in American EL304 The Beat Generation (WI) Culture (WI)(IN) 3 credits (spring even years) DA: L2 CCT 3 credits (fall - even year) DA: L3 CCT Prerequisite: CW102 Prerequisite: CW102 During the 1950’s and early 1960’s, a group of Amer- From the middle of the nineteenth century, Amer- ican writers known as the “Beats” challenged the icans have displayed a fascination with bodies and dominant conformist and consumeristic ethos of the minds that deviate from established notions of postwar era. Before the hippies of the late 1960’s, writ- normality. While freak shows lasted approximately ers such as Allen Ginsberg, William Burroughs, Diane between 1840-1940, the American interest in freaks DiPrima, Jack Kerouac, Amiri Baraka and others pro- has not waned, as deviant bodies (and minds) are now duced works which defy accepted literary forms and frequently exhibited on talk shows and other forms mainstream social norms. Influenced by a jazz idiom of media. As we examine the social phenomenon of and fascinated by Buddhism, they called into question the freak, we will try to determine why spectacles of the values of “high” art and Western religions. We difference and disability continue to fascinate Amer- will read novels, poems and essays by these writers in ican audiences. Besides reading twentieth century order to explore their cultural significance. novels and short stories on this topic, we will also read critical and theoretical commentaries from the fields EL309 African-American Literature (D) (WI) of cultural studies, sociology, psychology and biology. 3 credits (fall - odd year) DA: L3 CCT

97 Prerequisite: CW102 and junior or senior status or will explore environmental problems and their permission of the instructor. solutions with reference to the connectivity among African-American Literature is an upper-level course social, political, technological and personal arenas. that examines literary works by African-American Topics covered in the course include: biogeochem- writers within historical and social contexts. Course ical cycles; biodiversity of terrestrial and aquatic material will include autobiographical narratives, systems; natural resource use and sustainability; essays, fiction, poetry and drama. The course pro- human population growth; and associated problems vides an opportunity to critically analyze and ex- with food production, pollution, climate change, amine these works as an integral part of American waste management, energy efficiency and renewable literature and as creative works of art that reflect the energy, environmental hazards and toxicology and Afrcan-American experience and cultural heritage. sustainable societies. A primary focus of this course is on the unique challenges posed by urban environ- EL320 Eugene O’Neill (W) ments, including solid waste disposal, air pollution, 3 credits (fall - odd years) DA: L3 CCT sewage discharge, noise pollution, human health, Prerequisite: CW102 land conversion, social disruption and smart growth. Primarily through film, this course will cover the life The role that new technologies play in the context of of Eugene O’Neill, the historical era of New London developing solutions to such challenges on personal, in the late 1800’s and early 1900’s (the whaling years) local, regional and global levels is incorporated into and the literary genius of O’Neill as seen through each course unit. works such as Long Day’s Journey into Night, Ah Wilderness (both set in the Monte Cristo Cottage), ES150 Environmental Studies Career Seminar Moon for the Misbegotten (set in Waterford) and 1 credit (spring) DA: L1 CCT The Iceman Cometh. Plays will be viewed and/or Prerequisite: Must be Environmental Studies Major. read, discussed and analyzed. Visits to Monte Cristo Various environmental professionals from around Cottage on Pequot Avenue (the O’Neill home) and a the area will discuss their careers and the academic tour of O’Neill’s New London will also be included. preparation required to pursue their careers. Some speakers will present at Mitchell College; others will EL325 Studies in Literature and Society (WI) (IN) introduce students to their workplaces. Students will 3 credits (fall - odd year) DA: L3 CCT be expected to complete their own research papers Prerequisite: C- or above in CW102 and junior or and presentations on careers that interest them. senior standing or permission of instructor. Examines literary works within the context of the ES199 Special Topics in Environmental Studies social issues of their times. The specific topic of each Credit hours by arrangement (offered as needed) section of the course will be selected by the instruc- DA: N/A tor but may include themes such as “Literature and Prerequisite: Open only with consent of the instructor. Medicine” or “The Immigrant Experience in Ameri- Allows the department to design a course outside the can Literature” or “Shakespeare and His Times.” normal offerings. In any given semester the course content and format is developed for students with EL399 Special Topics in Literature special interests and demonstrated abilities. Course 3 credits DA: N/A may be repeated with a change of topic. Designed as an upper-level elective course specifi- cally for junior and senior students, when offered, ES210 Environmental Analysis & the academic department introduces a unique and Experimental Design exciting topical course which isn’t part of the tradi- 3 credits (spring - alternate years) DA: L2 CCT tional curriculum. Special Topic courses are offered Prerequisite: ES101 as needed and as interest arises. This course will introduce students to the methods and instruments used to measure air, soil and water ES101 Introduction to Environmental Studies (E) quality by performing projects associated with local 3 credits (fall) DA: L1 D habitat. Environmental Protection Agency proce- This course will introduce students to environmental dures will be used. issues on local, regional, and global levels. Students

98 ES220 Scientific Writing (WI) analyze fundamental environmental issues such as 3 credits (spring, even years) DA: L2 ICT property rights, conservation, public good, environ- Prerequisite: CW102 mental protection, natural resource damage assess- This is a three credit course designed to prepare ment and pollution control. Connections between students for further written and presentation work in economic understanding and improved public policy science 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 scientific be compared. 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 - even years) DA: L3 D Prerequisite: any one of BI105, BI143, or ES101 and ES260 Field Studies in Ecology (SR) junior standing. 3 credits (as available) DA: L2 V This course will involve the study of human interac- Prerequisite: 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 neighborhoods and workplaces will be examine. Top- natural habitats and the impact of humans on those ics to be covered include: emerging viruses, the effect habitats. The course will take place at selected field of global warming on species distribution, and how sites and will consist of 4 preparatory class meet- weather patterns affect water currents and thus out- ings to review the ecology of the selected region, 1 breaks of various diseases. Problems in assessing and week at the field site and follow-up work on cam- controlling these impacts, protective legislation, media pus. While immersing themselves in the ecology of coverage, and various approaches to resolve environ- selected regions and working in teams and in pairs, mental health problems will also be addressed. students will participate in field work in the selected habitat through a combination of lectures, labs and ES340 Science and Public Policy discovery-oriented investigative experiences. Topics 3 credits (spring - even years) DA: L3 D to be explored include principles of sampling, analyt- Prerequisite: any one of BI143, BI105 or ES101 and ical tools, and applied research techniques. A service GV119 and junior standing or permission of the learning component emphasizing human impact on instructor. the selected region will be a central portion of the In this interdisciplinary course, students will exam- course. The subjects of biodiversity, conservation ine the role of scientific knowledge on the formation and development will be discussed in relation to the of policy at the local, state, national and interna- broad social context surrounding natural resources tional levels. Students will analyze health and envi- including socioeconomic, psychological and cultural ronmental issues and resulting problems facing the issues in the management and conservation of bio- world today as well as the policy issues involved in logical diversity. solving these problems. Topics may include: land use practices and reform; farmland and open space ES315 Environmental Economics preservation; soil and water conservation; wetlands 3 credits (fall - odd years) DA: L3 D protection and rehabilitation; waste management Prerequisite: Any of BI105, BI143 or ES101 and and reduction; recycling and composting; air pollu- EC132 and junior standing or permission of the tion, global warming and sea level rise; and marine instructor. wilderness areas. Topics pertaining to health and This interdisciplinary course explores the applica- medicine will also be covered. Behavioral factors tion of basic economic principles to help understand influencing decisions will be considered. The course environmental problems and evaluate alternative will enhance student abilities to critically evaluate solutions. Economic principles will be used to health and environmental management, policy and

99 modeling tools. The influential role that scientists Prerequisite: Senior Major in Environmental Studies exert on local, regional and national policies will be This course will require students to complete a examined through case studies. Attendance at meet- senior research project, including an internship, that ings of local conservation committees or meetings of will demonstrate the skills and knowledge they have other government agencies discussing environmental acquired through the Environmental Studies pro- issues may be required in this course. gram. Attendance at meetings of local conservation or government agencies dealing with environmental ES360 Environmental Law issues may be required. A presentation of completed 3 credits (spring - odd years) DA: L3 D projects to the Life Sciences Department is required. Prerequisite: GV119 and any one of BI143, BI105 or ES101 and junior standing or permission of the ES491 Senior Internship instructor. 3 credits DA: L3 SI This interdisciplinary course will explore basic issues Prerequisite: Senior Major in Environmental Studies. of law and policy involved in the consumption, This course will require students to complete an in- conservation and regulation of natural resources. ternship that will demonstrate the skills and knowl- Students will examine of the purposes, methodology, edge they have acquired through the Environmental and impacts of the environmental regulatory process Studies program. 100 hours of work is expected. A at the local state and national level, including such presentation of completed projects to the Life Scienc- national statutes as the National Environmental Pol- es Department is required. icy Act, the Clean Air Act, the Clean Water Act, the Endangered Species Act, OSHA regulations, the Tox- ES492 Senior Internship ic Substances Control Act and the Wilderness Act. 6 credits DA: L3 SI Students will analyze the relative costs and benefits Prerequisite: Senior Major in Environmental Studies. of various forms of environmental regulation within This course will require students to complete an in- the context of the American political, administrative, ternship that will demonstrate the skills and knowl- and legal systems. While the course focuses on U.S. edge they have acquired through the Environmental environmental law, students will also consider the Studies program. 200 hours of work is expected. A increasingly important field of international environ- presentation of completed projects to the Life Scienc- mental law and agreements. es Department is required.

ES391 Junior Internship FC101 First-Year Seminar 3 credits DA: L2 SI 3 credits (fall and spring) DA: L1 SI Prerequisite: Junior Major in Environmental Studies A special interactive class that helps new students This course will require student to complete an in- engage quickly in the academic life of the college ternship that will demonstrate the skills and knowl- community. By encouraging students to understand edge they have acquired through the Environmental what is expected of them at Mitchell and to develop Studies program. a clear and positive sense of themselves and their role as learners, First-Year Seminar assists students ES399 Special Topics in Environmental Studies in adjusting to the intellectual and personal challeng- Credit hours by arrangement (offered as needed) es of the college environment. Students taking this DA: N/A seminar in their first year can forge lasting ties with Prerequisite: Open only with consent of the instructor. their professors and classmates, develop their cultur- Allows the department to design a course outside the al identity, and form habits of inquiry and expression normal offerings. In any given semester, the course that serve them well throughout their academic content and format is developed for students with careers and beyond. NOTE: FC101 must be taken in special interests and demonstrated abilities. Course a student’s first semester at Mitchell and is a required may be repeated with a change of topic. of all full-time students for graduation. A minimum grade of C- is required to meet graduation require- ES490 Senior Capstone ments. FC101 is waived automatically for a student 3 credits DA: L3 C who transfers in 24 or more credits from an accredit-

100 ed institution of higher education. assist students who are undecided about their core as they navigate the existing choices of study avail- FC102 Personal Strengths & Service Learning able through the Mitchell Ability Model. This course 1 credit (spring) DA: L1 E and SR is intended for first-year students only unless given Prerequisite: FC101 instructor permission. NOTE: A minimum grade of This is a service learning and community activism C- is required to meet graduation requirements. course designed to not only give new students the opportunity to become more civic-minded but to FC111 Explore Your Human Services Core (IN) also help them understand their strengths, their abil- 3 credits (fall s2; spring s2 if needed). Required com- ity to work effectively in teams, and their leadership ponent of FYE core. DA: L1 CCT skills they can continue to develop at Mitchell. The This introductory course offers an interdisciplinary semester will begin with the students taking the Clif- study that provides an overview of Mitchell’s Ability ton Strengths Finder talent assessment to discover Based Learning Model (ABE) and an examination of their own natural talents. We will then dedicate the the connections between Mitchell’s ABE model and semester to learning what those strengths mean, how the search for knowledge and meaning as related to we use them to be successful, and how they relate human services as applied to personal and profes- to service learning. Students will make the connec- sional development. Through a focus on meeting hu- tion between self-awareness, strengths, teamwork, man needs, key institutional abilities are defined and leadership and service. This course will build upon developed. Applications of relevant concentrations the service learning project students participated in afford the student the opportunity for career explo- during FC101; students will participate in monthly ration. A focus on institutional abilities and their volunteer activities with the United Way of South- applications to everyday life will set the foundation eastern CT, as well as develop their own service for students to excel in their academic, personal and learning project(s). professional fields. This course is intended for first- year students only unless given instructor permis- FC103 Recalibrating Your Academic Compass sion. NOTE: A minimum grade of C- is required to 1 credit (spring) DA: L1 SI meet graduation requirements. As an integral part of the FYE Second Opportuni- ty Semester academic core, this special interactive FC112 Explore Your Leadership and Management course is designed to empower students to find their Core (IN) academic “true north” following a stormy first se- 3 credits (fall s2; spring s2 if needed). Required com- mester. Students will be challenged to examine their ponent of FYE core. DA: L1 CCT lessons learned and chart a new course towards aca- This introductory course offers an interdisciplinary demic recovery and collegiate success. Enrollment is study that provides an overview of Mitchell’s Ability determined by instructor recommendation. Based Learning Model (ABE) and an examination of the connections between Mitchell’s ABE model and FC110 Explore Your Cores (IN) the applications of leadership and management prin- 3 credits (fall s2; spring s2 if needed). Required com- ciples. The Leadership and Management Core pro- ponent of FYE core. DA: L1 CCT vides the opportunity to understand the relationship This introductory course offers an interdisciplinary between the leader and the manager in achieving study that provides an overview of Mitchell’s Ability the day to day goals of the organization. An explo- Based Learning Model (ABE) and an examination of ration of the leadership skills of communications, the connections between Mitchell’s ABE model and motivation, guidance and encouragement leads an exploration of all the academic cores at Mitchell managers through the planning, organizing, leading, College. Students will be expected to scrutinize and and controlling skills needed to ensure the success of experiment with ideas and texts from each of the the organization through internal collaboration. A academic cores. A focus on institutional abilities and focus on institutional abilities and their applications their applications to everyday life will set the founda- to everyday life will set the foundation for students tion for students to excel in their academic, personal to excel in their academic, personal and professional and professional fields. The content is designed to fields. This course is intended for first-year students

101 only unless given instructor permission. NOTE: A Century technology literacy skills. By leveraging the minimum grade of C- is required to meet gradua- knowledge and skills students have in using technol- tion requirements. ogy, this course, through a collaborative project based approach, will focus on developing an awareness and FC113 Explore Your Science Core (IN) knowledge of how to critically analyze and determine 3 credits (fall s2; spring s2 if needed). Required com- the meaningfulness, relevance and applicability of ponent of FYE core. DA: L1 CCT acquired information. In addition, this course will This introductory course offers an interdisciplinary help students enhance their technology literacy skills study that provides an overview of Mitchell’s Ability through the use of resources including Microsoft Of- Based Learning Model (ABE) and an examination of fice Suite, Presentation Software and Cloud Technolo- the connections between Mitchell’s ABE model and gies/Services, and Advanced Technologies and Appli- the search for knowledge and meaning in the con- cations. NOTE: A minimum grade of C- is required to text of scientific disciplines and the potential paths meet graduation requirements. an individual could take within these fields. Career exploration will allow students opportunities to FC130 Applied Practices in Information integrate their strengths and areas of interest towards Technology Services a pathway of success. A focus on institutional abil- 3 credits (fall; spring if needed) DA: L1 ICT ities and their applications to everyday life will set Prerequisite: Student must be able to demonstrate the foundation for students to excel in their aca- fundamental Information Technology Literacy skills demic, personal and professional fields. This course through the completion of either FC120 or an alter- is intended for first-year students only unless given nate assessment. instructor permission. NOTE: A minimum grade of The course is designed for students who have an C- is required to meet graduation requirements. interest in learning about and experimenting with advanced, emerging applications and technologies. FC114 Explore Your Teaching and Learning Core Specific focus will be on the practical use and appli- (IN) cability of cloud computing services, open source 3 credits (fall s2; spring s2 if needed). Required com- software, hardware/software platforms and statisti- ponent of FYE core. DA: L1 CCT cal and analytic software and services. In addition, This introductory course offers an interdisciplinary the course will introduce students to the available study that provides an overview of Mitchell’s Ability advanced, discipline based technologies. The course Based Learning Model (ABE) and an examination will provide for an engaging, collaborative learning of the connections between Mitchell’s ABE model in environment through a “hands on,” project based ap- addition, applications of the Teaching and Learning proach. NOTE: A minimum grade of C- is required Core will afford students opportunities for career to meet graduation requirements. exploration. This course will also provide a glimpse into the future of education by forecasting the var- FC199 Special Topics in First-Year Experience ious forms teaching and learning will take at the Credit hours by arrangement (offered as needed) community, national, and world levels and how pro- DA: N/A fessions will meet the needs of our next generation of Prerequisite: Only open with consent of the department. learners. A focus on institutional abilities and their This class allows the department to design a course applications to everyday life will set the foundation outside the normal offerings. In any given semes- for students to excel in their academic, personal and ter, the course content and format is developed for professional fields. This course is intended for first- students with special interests and demonstrated year students only unless given instructor permis- abilities. Course may be repeated for credit with a sion. NOTE: A minimum grade of C- is required to change of topic. NOTE: Designation as a W or WI meet graduation requirements. course as appropriate.

FC120 Information Technology Literacy GD101 Color Concept and Design (W) (D) (G) 3 credits (fall and spring) DA: L1 ICT 3 credits (fall) DA: L1 CCT This course is designed to introduce students to 21st This course provides a comprehensive foundation

102 and tools for individual expression through art. Visu- GD210 Graphic Design II: al perception and artistic vocabulary are developed, Typography, Image and Layout while discovering and analyzing the artist’s role in 3 credits (fall) DA: L2 V making art, history and culture. Visual elements, Prerequisite: GD105, GD110 or permission of the design principles and color theory are discussed and instructor. utilized in a variety of guided exercises that result in Through the investigation of the basic elements of creating representational and abstract work. design (line, shape, value, texture, space) and their organization through the principles of design (bal- GD105 Computer Graphics I (Illustrator, InDe- ance, unity, repetition, rhythm, etc.), students learn sign, Photoshop) to develop concepts that communicate persuasively 3 credits (fall) DA: L1 CCT and integrate type and image into effective statements. Exploring the basic tools of Adobe InDesign, Adobe Particular focus is given to fundamentals of typogra- Photoshop, and Adobe Illustrator, students develop phy and its theory, practice and technology. the skills necessary to use the computer as a tool for the creation of digital art and design. Skills for using GD260 Graphic Design III: Brand Identity the software are acquired in project-based practical 3 credits (spring) DA: L2 APS application, providing students the opportunity to Prerequisite: GD105 or permission of the instructor. create digital art for either personal expression or to This course focuses on the pragmatic aspects of use as a tool for communication in print and web graphic design with an emphasis on critical thinking, design. This class provides a solid foundation and concept development as a process, and utilizing ac- direction for further study. quired knowledge and skills. Students create design solutions that are implemented in a variety of for- GD110 Graphic Design I: Visual Literacy mats. Working in the context of a professional studio 3 credits (spring) DA: L1 CCT environment, students experience the project from Examples of graphic design are all around us in our pencil sketch to finished product. everyday life. Any visual communication that you use or see, from the logos on your clothing to the GD265 Materials and Techniques book or website you are reading, is a work of graphic 3 credits (spring) DA: L2 SI design. It is a creative process that uses art and tech- Prerequisite: GD210 or permission of the instructor. nology to communicate ideas and information for ei- An introduction to the basics involved in print ther personal expression or commercial application. production for graphic design. Both technical and This course introduces the student to the principles creative projects juxtapose new technology with age and conventions of graphic design, the design pro- old methods and provide and understanding for cess, and technology that can be used to produce it. the visual interpretation of ideas. The importance of Through its practical applications in project-based precision in final mechanical art preparation will be learning, students explore the use of image and type stressed, as well as technical facility in the use of elec- to create communication. tronic production, materials, tools and equipment.

GD199 Special Topics in Graphic Design GD283 Graphic Design Internship Credit hours by arrangement (offered as needed) 3 credits DA: L2 APS DA: N/A Prerequisite: GD105, GD210 or permission of in- Prerequisite: Only open with consent of the department. structor. This class allows the department to design a course The Graphic Design Internship offers students the outside the normal offerings. In any given semester, opportunity to participate in the practical application the course content and format is developed for stu- of skills fundamental to careers in graphic design. Su- dents with special interests and demonstrated abili- pervised by an instructor, students work on in-house ties. Course may be repeated for credit with a change project(s) chosen from a variety of media, determined of topic. NOTE: Designation as a W or WI course as by the students particular academic needs, goals or appropriate. interests. This internship provides the student with practical career skills experience and training.

103 and resume in both a digital and hard copy formats. GD305 Computer Graphics II Students utilize knowledge and skills developed in (Photoshop/ Dreamweaver) previous courses and apply marketing and promo- 3 credits (spring) DA: L2 ICT tional criteria to their work. Prerequisite: GD105 or permission of instructor. Dreamweaver and Photoshop are programs used for GD429 Marketing and Design Internship the creation of web pages. Dreamweaver facilitates 3 credits (fall) DA: L2 SI the assembly of graphic, text and other media in a Prerequisite: Senior status and/or permission of visually friendly environment, while retaining the department chair. ability to work directly with the HTML code. Partic- The Marketing and Design Internship is an applied ipants in this course learn to develop a website with extension of the Marketing and Design program, with Photoshop and Dreamweaver using objects and text, particular emphasis on the student’s goals, interests organizing files, importing elements, creating layouts and options. This senior internship will provide the and editing and linking pages in a variety of ways. student with practical career skills experience and training. Working with the classroom professor, GD399 Special Topics in Graphic Design students choose an appropriate fieldwork experience, 3 credits DA: N/A ideally within a company or corporation. This is sup- Designed as an upper-level elective course specifi- ported by discussion with the classroom professor as cally for junior and senior students, when offered, well as input from the on-site internship supervisor. A the academic department introduces a unique and detailed journal and final report are required. exciting topical course which isn’t part of the tradi- tional curriculum. Special Topic courses are offered GV119 American Government and Politics (AI)(E) as needed and as interest arises. (W) (SR-some semesters) 3 credits (fall and spring) DA: L1 V GD410 Advanced Projects: Package & Web Design Prerequisite: CW101 or permission of the instructor. 3 credits (fall) DA: L2 CCT GV119 is a survey course covering the organization Prerequisite: GD260 or permission of the instructor. of national, state and local governments. Students This course explores the application of graphic de- will explore the three branches of government (leg- sign theory to 2 specific formats. Package design em- islative, executive and judicial). Students will also braces the challenge of translating design concepts evaluate themes in Federalism, Civil Liberties, Politi- across 3-D surfaces. Web design translates concepts cal Parties and selected public policy issues. Essential and consideration for graphic design to websites. questions concerning the role of an informed citi- Working in a studio environment, students will re- zenry in a representative democracy will be stressed. spond to a variety of 3-dimensional and web design Active participation in the government processes will challenges while employing their knowledge and be encouraged through special projects. A historical understanding of typography, brand identity, color perspective will be taken. theory, and conceptually-driven design solutions. Students will be expected to meet design deadlines GV120 State and Local Government (AI) (E) and to prepare professional, client-oriented presen- (Junior - some Senior) (some semesters) tations. Note: a minimum of grade C- is requisite to 3 credits DA: L1 V enroll in GD411. This course is concerned with the structures, func- tions and politics of state governments. It highlights GD411 Portfolio the similarities and differences that characterize the 3 credits (spring) DA: L3 CCT 50 states. It examines the historical and constitution- Prerequisite: GD260 or permission of the instructor. al roles of the states; the role of the states in the fed- Graphic Design Portfolio is geared specifically to eral system; and variations among the states in regard students studying graphic design and serves as the to economic characteristics, citizen attitudes, voter capstone for this area. The portfolio is the culmina- participation, political parties, and public policy. tion of the students’ ability to market their skills and showcase their work. The project focus of this class GV199 Special Topics in Government is to develop an individual professional portfolio Credit hours by arrangement (offered as needed)

104 DA: N/A physical, cognitive, personality and social develop- Allows the department to design a course outside the ments within each life stage is emphasized, as well normal offerings. In any given semester, the course as how major theories of human development guide content and format is developed for students with spe- researchers in the field today. cial interests and demonstrated abilities. Course may be repeated for credit with a change in topic. NOTE: HD110 Introduction to Race, Ethnicity, and Designation as a W or WI course as appropriate. Culture (D)(W) 3 credits (fall and spring) DA: L1 CCT GV301 The American Presidency (W)(AI)(E)(SR) A critical analysis of the relationship between ma- 3 credits (fall) DA: L3 ICT jority and minority groups in the United States in- Taking a historical perspective on the development of cluding race, ethnic, class, age and gender variations. the whole office of the presidency, this course focuses The course places a particular emphasis on the role on both the man and the office. We will look at the that cultural variation exerts on personal and social evolution and growth of the presidency and the evolu- relationships. Among the topics include theoretical tion of that office to date. The American Presidency is perspectives, historical and social interpretations of a rather unique office, one of the few unique creations cultural diversity, consequences of social inequality, of the Constitutional Convention of 1787, and the prejudice, discrimination, political, and economic men who have held that office have exercised powers dynamics and their relationship to power. Special at- wielded by few executives in democratic societies. tention is focused on the recognition and appreciation of multiculturalism, particularly the nurturance of GV350 Political Science Internship (AI) sensitivity and tolerance toward individual differences. 6-15 credits (spring) DA: L3 ICT This internship provides students from all majors an HD199 Special Topics in Human Development opportunity to be involved in the law making process Credit hours by arrangement (offered as needed) as well as gain a behind-the-scenes look at public DA: N/A service. Students research current bills, write reports Prerequisite: Open only with consent of the instructor. and attend the legislative sessions. This is a competi- Allows the department to design a course outside the tive statewide internship program and students must normal offerings. In any given semester, the course be accepted by the Legislative Internship Committee content and format is developed for students with in Hartford. Students have the option to attend part- special interests and demonstrated abilities. Course or full-time. may be repeated with a change of topic.

GV399 Special Topics in Government HD209 Child Development Credit hours by arrangement (offered as needed) 3 credits (spring) DA: L1 CCT DA: N/A Prerequisite: HD108 Allows the department to design a course outside the Child Development is a broad survey of the develop- normal offerings. In any given semester, the course ing child from conception through age twelve. Major content and format is developed for students with spe- topics include: physical, cognitive, linguistic, person- cial interests and demonstrated abilities. Course may ality, emotional and social development. The course be repeated for credit with a change in topic. NOTE: lectures and readings are concerned with the major Designation as a W or WI course as appropriate. experimental, observational and theoretical contri- butions in the field. HD108 Introduction to Human Development 3 credits (fall and spring) DA: L1 C HD210 Adolescent Development Introduction to Human Development explores the 3 credits (fall) DA: L2 C nature of human growth and development from the Prerequisite: HD108 very beginnings of life to its culmination. Attention This course offers students basic theories and princi- is focused on lifespan developmental issues and ples about adolescent development from psychologi- themes, research methods, genetics, prenatal devel- cal, sociological, and biological perspectives. It offers opment, infancy and childhood, adolescence, adult- an integrated exploration of such topics as theoretical hood, and dying and death. The inter-relatedness of viewpoints, research methodologies, physical and

105 cognitive development, personality dynamics, social interactions, family influences, sexual attitudes and HD345 Sibling Relations Across the Lifespan behaviors, achievement and careers, and problems 3 credits (spring, odd years) DA: L3 C and disturbances unique to the adolescent years. A Prerequisite: HD339 particular emphasis is placed on the establishment Sibling relations are the longest familial affiliations of a conceptual framework so that adolescence is that individuals experience. Children spend more understood in relation to the entire life cycle. time with their siblings than with any other person or relationship. In some cultures, brothers and sisters HD211 Adult Development have rigidly defined responsibilities within the family 3 credits (spring) DA: L2 C network, while in others there are no such obliga- Prerequisite: HD108 tions. Contemporary demographics indicate that the This course explores the early, middle and later years average American today has two or three siblings. of adulthood in contemporary society. Particular em- Many middle-aged baby boomers have at least two phasis is placed on the biological, personality, social full brothers and sisters while young adults are more and vocational changes that characterize the adult likely to have a mixture of full-, half-, and step- sib- years. While exploring the biosocial, cognitive and lings. Despite the largely widespread prevalence of psychosocial realms overall, the course will consider siblings, their role in human development and family such specific phenomena as adulthood’s develop- relations has been largely overlooked. This course mental tasks, gender roles, marriage and parenthood, addresses this research void and examines the ways the career cycle, issues in gerontology, and death as in which siblings influence individual behavior and the final stage of the life cycle. family dynamics from a lifespan perspective.

HD305 Ethics, Character & Moral Development (E) HD399 Special Topics in Human Development and 3 credits (fall) DA: L2 V Family Studies Prerequisite: HD108, PY105 and junior status. 3 credits (offered as needed) DA: N/A This course offers the student an opportunity to Prerequisite: junior or senior status and permission study the extent to which thinking and action can be of the instructor. applied to ethical and moral situations. The course Allows the department to design a course outside the will provide an in-depth examination of ethics and normal offerings. In any given semester the course morality including historical, philosophical, reli- content and format is developed for students with gious, legal, sociological, multicultural, psychological special interests and demonstrated abilities. Course and human developmental perspectives. A particular may be repeated for credit with a change of topic. emphasis is placed on the identification and appli- Note: W designation as appropriate. cation of moral thinking skills designed to better understand and perhaps resolve ethical issues at the HD435 Family Studies Through Film and Literature (W) personal, interpersonal and professional levels. 3 credits (spring, odd years) DA: L3 C Prerequisite: SO207, HD339; or permission of the HD339 Systems and Theories of Family Development instructor. 3 credits (fall) DA: L3 CCT This course offers an in-depth study of family -dy Prerequisite: HD108 and junior status. namics and processes through literature and films. An in-depth examination of the family as a social You will be exposed to models, systems, and meta- institution and how it shapes the course of human phoric conceptualization of family development; the development. The student is exposed to models and multifaceted dynamics of intrafamilial relationships; systems of family development, the multifaceted family crises; and interactions with various elements dynamics of intrafamily relationships, and inter- of the sociocultural environment. Emphasis will be actions of the family with various elements of the placed on group discussion and the preparation of sociocultural environment. Attention is also focused written assignments geared toward critical and cre- on family interaction processes including commu- ative thinking. Particular attention is to be placed on nication processes, power relationships, open and the development of sensitive and persuasive inter- closed family systems, parent-child relationships, pretations of literature and film. HD435 is a writing and conflict resolution processes. course offering. Course requirements include the

106 successful completion of one novel, scholarly articles, Prerequisite: HD339 and the viewing of 10-12 films. This course embraces An in-depth examination of theories, research, and a cross-disciplinary approach (e.g. Human Develop- issues focusing on those families encountering stress ment and Family Studies, Behavioral Sciences, Liter- and crises. Attention is focused on conceptual and ature and Fine Arts, Communication) to the subject theoretical models of family stress and crisis. Topics matter and is also designed to fulfill such General include but are not limited to domestic violence, sex- Education Requirements as the Humanities, Social ual assault, alcoholism and/or chemical abuse, men- and Behavioral Sciences, and Communication. This tal illness, physical and other challenging disabilities, course also supports the College’s concept of writing chronic illness, divorce, desertion, infidelity and across the curriculum. suicide. An integral feature of this course is placed on intervention strategies including the prevention, HD441 Gender Issues in Human Development & control, rehabilitation, and promotion of individual Family Studies (D)(W) and family health. 3 credits (fall) DA: L3 D Prerequisite: SO103, HD108, and junior status, or HE450 Internship in Health Sciences permission of the instructor. 6 credits (fall and spring) DA: L2 SI An examination of how gender similarities and Prerequisite: Major elective for program in Health differences characterize the lifespan. Topics include Sciences. gender theories; historical contexts of gender roles; This course is an introduction to health sciences gender roles in the family, social and vocational enabling the student to begin the development of relations; gender stereotypes and inequalities; inter- practical professional skills. The student will be su- personal and intimate relations; and cross-cultural pervised by both an individual health sector profes- gender comparisons. Additionally, the course exam- sional and a faculty member. Instructor/Supervisor ines the research and controversies in such develop- evaluations, a daily journal, a written report, and a mental areas as intelligence, personality, communi- PowerPoint presentation will complete the course cation, and ability. A particular emphasis is placed requirements. on the relation of gender to power and influence in contemporary society. HI105 History of the United States I (AI) (D) (W) 3 credits (fall and spring) DA: L1 D HD446 Perspectives on Cross-Cultural Develop- HI105 is an introductory survey course which ment (D) (G) examines the European colonization of North Amer- 3 credits (spring) DA: L3 D ica, the challenges of the colonial era, including the Prerequisite: HD108, HD110, SO103 and junior sta- American Revolution and development of constitu- tus; or permission of the instructor. tionalism as well as the early national period, the rise This course studies human development throughout of Jacksonian Democracy, and the hardships faced the lifespan with particular emphasis on cross-cul- by multiple groups such as Native American, Afri- tural differences and similarities. Major theories can Americans and immigrants. Race-based slavery and research examine cross-cultural continuities in America, western expansionism, the growth of and discontinuities as they relate to variations in political parties, women’s rights, and the causes and race, ethnicity, class, gender, age, and other human consequences of the Civil War will also be examined. differences. Among the topics are: international and historical perspectives, family structures, child rear- HI106 History of the United States II (AI) (D) (W) ing strategies, intergenerational relations, education- 3 credits (fall and spring) DA: L1 D al experiences, patterns of employment and aging HI106 is an introductory survey course which exam- experiences. Students are encouraged to explore their ines post-Civil War America, including the period personal heritage and the impact culture bears on of Reconstruction, the impact of industrialization their own lives. on American life, and reform movements of the late nineteenth and early twentieth centuries, includ- HD451 Families in Crisis ing labor activism, women’s rights and civil rights. 3 credits (spring) DA: L3 V Special emphasis is placed on the major sociocultural

107 changes of the twentieth century, particularly Amer- ically. The course may be repeated with a change in ican Imperialism, World War I and II, the Great De- topic. Prerequisite appropriate to each course will be pression, the Cold War era, and the development of determined by the instructor and announced when America’s role in the present world power structure. course descriptions are available.

HI115 Development of Western Civilization I (G) HI245 The Making of Modern America: U.S. (W) History since 1893 (AI) (G) (W) 3 credits (fall and spring) DA: L1 D 3 credits (spring) DA: L2 CCT HI115 addresses the extent to which ancient Egyp- Prerequisite: CW102 tian, Asian, Semitic, and Greco-Roman culture HI245 explores U.S. history from 1893 to the pres- shaped the foundation and early development of the ent through in-depth examination of major politi- Western Heritage. The course considers the develop- cal, economic, and sociocultural developments and ment of the West through an examination of myriad transformations of the modern era. Domestic and historical movements, including the development of international events significantly shaped the United monotheistic religions, the origin of democracy, the States and the world during this period, including rise of Rome, the influence of the Christian Church, imperial activity, urban industrialism, warfare, the the Crusades, revival of trade, learning, technological civil rights movement, the Cold War, and the post development and urban life, the Italian and north 9/11 world. This course will emphasize how the European Renaissance movements and the Reforma- United States became a global superpower and the tion. However, the course does not treat the rise of consequences of this development. the West as an isolated phenomenon; HI115 studies the intercultural connection between the Islamic HI246 Rebellions, Revolutions, and Rights: World world, the Byzantine Civilization, and where and History since 1900 (G) (W) when appropriate it makes historical comparisons 3 credits (fall) DA: L2 D to developments taking place in Asia, Africa and the Prerequisite: CW102 (Pre-Columbian) Americas. HI246 provides students with an understanding of the causes and consequences of World Wars I and II HI116 Development of Western Civilization II (G) and the character and historic importance of rad- (W) ical political movements, including Communism, 3 credits (fall and spring) DA: L1 D Fascism, Nazism, Japanese Imperialism, and Islamic HI116 addresses the influence of the Renaissance and Reformation eras within European society and Jihadism. Students will also assess and evaluate the the impact of Chinese and Islamic civilizations upon forces contributing to the development of the follow- the West’s political, cultural, economic, and techno- ing historical movements: the Cold War and its im- logical growth. Topics for discussion include dynas- pact on global politics; the decolonization of Africa, tic centralism, the Scientific Revolution, the rise of Asia and the Middle East; the collapse of the Soviet a market based economy, the Enlightenment, the Union; the rise of the European Economic Union; revolutions of the late eighteenth and early nine- the globalization of economics; and the consequenc- teenth centuries, the Industrial Revolution, emerging es of modern terrorism around the world. nationalism, and the creation of the modern Euro- pean power state and its consequences for the global HI295 History Through Film (G) (W) (IN) community. Examination of the West’s influence over 3 credits (spring) DA: L2 CCT the Americas, the East and West Indies, Asia and Af- Prerequisite: CW101 or permission of the instructor. rica will be explored in tandem with the West’s global HI295 offers students the opportunity to study ambitions and its consequences. history through a variety of visual media, primarily documentaries and cinematic portrayals of select- HI199 Special Topics in History ed historical events, issues, and personalities. Each Credit hours by arrangement (offered as needed) semester, the class studies historical topics that have DA: N/A a global dimension: such as war, revolution, and im- Courses examine certain issues and questions in portant historical figures who have instigated social selected areas of historical study are offered period- change. Primary emphasis will be placed upon twen-

108 tieth century movements including but not limited to This introductory course provides students with a imperialism, World War I and II, the Cold War, and comprehensive account of past and current Home- civil rights. land Security practices, policies and programs in relation to the government restructuring. It also HI297 “remember the ladies”: Women in U.S. examines the relationship of state, local governments History (AI)(D) (W)(IN) and the private sector in Homeland Security. Par- 3 credits (spring) DA: L2 CCT ticular emphasis will be placed on the current crises Prerequisite: CW102 in Homeland Security including their origins and HI297 examines major themes and events that have historical development. affected women in U.S. history. This course will heed the advice Abigail Adams gave to her husband, John HO199 Special Topics in Homeland Security Adams, in 1776 to “remember the ladies” while he Credit hours by arrangement (offered as needed) and other founders created this nation. Although DA: N/A this recommendation was ignored by the founding Prerequisite: Open only with consent of the instructor. generation, women since the creation of the United Allows the department to design a course outside the States have contributed in myriad ways that have af- normal offerings. In any given semester, the course fected familial, social, economic, and political trans- content and format is developed for students with formations since the colonial era. Special attention special interests and demonstrated abilities. Course will be paid to the distinctive relationship of women may be repeated with a change of topic. to social reform in American culture and the modern woman’s movement. HO301 Legal Issues in Homeland Security (W) 3 credits DA: L2 C HI346 From Isolationism to Interventionism: The Using both the casebook and lecture approach, this History of U.S. Foreign Relations (W) course will provide an understanding of the statutory 3 credits (fall) DA: L3 D and constitutional framework of Homeland Security Prerequisite: CW102. in the United States. Topics will include: a) criminal This class will examine the development of U.S. for- law, civil liberties and national security, b) military eign relations from the late eighteenth century to the law, tribunals, international courts, and c) the role present. We will connect global and domestic events and legal limits of domestic and foreign intelligence and policies to provide a broad perspective of Ameri- in Homeland Security. can diplomacy since the colonial era. By stressing the interconnectivity between state and non-state actors, HO305 Homeland Security Management students will learn about the dynamic ways in which 3 credits DA: L2 CCT foreign policy emerged and how myriad factors The course will cover interdisciplinary principles of (political, economic, and sociocultural) ultimately security management including planning, budgeting, influenced America’s foreign relations. organizing, staffing, directing, and controlling. This course will also cover marketing security services to HI399 Special Topics in History management, risk management, civil and criminal Credit hours by arrangement (offered as needed) liability, and labor relations. DA: N/A Prerequisite: junior or senior status and permission HO399 Special Topics in Homeland Security 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 Prerequisite: Open only with consent of the instructor. content and format is developed for students with Allows the department to design a course outside the special interests and demonstrated abilities. Course normal offerings. In any given semester, the course may be repeated for credit with a change in topic. content and format is developed for students with special interests and demonstrated abilities. Course HO101 Introduction to Homeland Security may be repeated with a change of topic. 3 Credits DA: L1 C 141

109 HO410 Terrorism (W)(D) will help students continue their Honors Thesis 3 credits DA: L2 V project, which will be presented during their senior A review of late 20th and early 21st century domestic year. Additionally, this seminar will center around and foreign terrorism impacting the United States, a unifying theme which will be incorporated into a including an examination of the history, philosophies common-read for all honors students. and tactics of selected groups. HR301 Honors Seminar III HO440 Independent Study in Homeland Security 1 credit (fall) DA: L2 APS 6 credits (fall/spring/summer) DA: L2 C Honors Seminar III is the third in a series of six Prerequisite: Homeland Security Major or permis- seminars designed for honors students. This course sion of instructor. will help students continue their Honors Thesis Six-credit independent research or special project project, which will be presented during their senior carried out under the supervision of a faculty mem- year. Additionally, this seminar will center around ber. Topics must be approved by the student. a unifying theme which will be incorporated into a common-read for all honors students. Students will HO441 Senior Seminar in Homeland Security also begin to take on a mentoring role for incoming 3 credits (fall) DA: L2 APS honors students to assist them with Honors Thesis Prerequisite: Senior Homeland Security Major or project development. permission of instructor. This course will constitute a “capstone” for the Homeland Security Major. Topics covered in the HR302 Honors Seminar IV course will include, but not be limited to, the le- 1 credit (spring) DA: L2 APS gal framework of the discipline, constitutional and Prerequisite: Junior honors student status ethical limitations on the exercise of governmental Honors Seminar IV is the fourth in a series of six power, cooperation among local, state and federal seminars designed for honors students. This course authorities and the socio-political environment of will help students continue their Honors Thesis global terrorism. project, which will be presented during their senior year. Additionally, this seminar will center around HO442 Homeland Security Internship a unifying theme which will be incorporated in a 6 credits (fall/spring/summer) DA: L2 SI common-read for all honors students. Students will Prerequisite: Homeland Security Major or permis- also begin to take on a mentoring role for incoming sion of instructor. honors students to assist them with honors thesis Six-credit field experience affiliated with police, home- project development. land security and related agencies, public and private. HR401 Honors Seminar V HR201 Honors Seminar I 1 credit (fall) DA: L2 CCT 1credit (fall) DA: L2 SI Prerequisite: Senior honors student status Prerequisite: Sophomore honors student status Honors Seminar V is the fifth in a series of six sem- Honors Seminar I is the first in a series of six semi- inars designed for honors students. This course will nars designed for honors students. This course will help students finalize their Honors Thesis project, help students begin to prepare their Honors Thesis which will be presented during their final semester projects, which will be presented during their senior of their senior year. Additionally, this seminar will year. Additionally, this seminar will center around center around a unifying theme which will be incor- a unifying theme which will be incorporated into a porated into a common-read for all honors students. common-read for all honors students. Students will continue to mentor upcoming honors students. HR202 Honors Seminar II 1 credits (spring) DA: L2 ICT HR402 Honors Seminar VI Prerequisite: Sophomore honors student status 1 credit (spring) DA: L2 CCT Honors Seminar II is the second in a series of six Prerequisite: Senior honors student status seminars designed for honors students. This course Honors Seminar VI is the final seminar designed

110 for honors students. This course will help students HT199 Special Topics in Hospitality & Tourism develop and prepare for their Honors Thesis project Credit hours by arrangement (offered as needed) defense, which will be presented t the end of the se- DA: N/A mester. Additionally, this seminar will center around Prerequisite: Open only with consent of the instructor. a unifying theme which will be incorporated into a Allows the department to design a course outside the common-read for all honors students. normal offerings. In any given semester, the course content and format is developed for students with HS115 Introduction to Human Services & Social Welfare special interests and demonstrated abilities. Course 3 credits (fall and spring) DA: L1 CCT may be repeated with a change of topic. Offers the opportunity to examine public and private agencies and institutions in the areas of gerontology, HT201 Services Marketing mental health services, correctional facilities (insti- 3 credits (once per year) DA: L2 D tutional/community), abuse programs and programs This course explores the current marketing principles for the poor. Emphasizes agency philosophies, prac- utilized in the hospitality industry. The organization of tices, accomplishments and problems. Seminars with marketing functions will be examined within a variety guest speakers and visits to community agencies are of service industry segments and the role of specific a major part of the course. marketing programs and their impact upon successful organizations. Students will work with the Director of HT101 Introduction to Hospitality & Tourism (G) Integrative Career Development to establish a resume 3 credits (fall) DA: L1 CCT used to market themselves to industry professionals. An overview to the hospitality industry which pro- vides details regarding history of the industry, career HT210 Food Service Sanitation & Safety opportunities, organizational structures, manage- 3 credits (fall) DA: L2 ICT ment and human resource needs within the industry. This course introduces students to the important role Industry segments will be examined in event plan- that sanitation and safety have in the food service ning, food service, lodging, and tourism. This course industry. The seven HACCP principles and other will also expose the student to sound management food industry regulations are examined along with practices within the industry. the origins of food-borne illness. Emphasis is placed on proper food storage, rotation, preparation, hold- HT110 Introduction to Food Service ing and serving, and environmental conditions. The 3 credits (spring) DA: L1 ICT relationship between risk reduction and profit is This course introduces the student to the food service stressed. *Students taking this course as a food ser- industry and provides details regarding career oppor- vice concentration have the opportunity to pass the tunities, history of the industry, organizational struc- servsafe sanitation exam recognized by the Confer- tures, management and human resource needs within ence for Food Protection. the industry, as well as basic food service practices. Industry segments will also be examined in commer- HT220 Front Office Management cial, industrial and institutional areas of food service. 3 credits (fall) DA: L2 ICT This course familiarizes students with the lodging HT150 Hospitality Freshman Internship Experience industry and specifically front office operations. 3 credits (120 hours) This course provides details regarding the history of The student has the opportunity to gain practical in- the lodging industry, organizational structures and dustry experience through an internship. The student management needs within lodging operations, and will be supervised by both an industry professional hospitality technology usage. Additional emphasis is and a faculty member. Industry research and a writ- placed on managing guest services, the four stages of ten report will complete the course requirements. the guest cycle, guest security, guest room account- NOTE: This course is used in rare exception for un- ing, guest room availability, revenue and inventory der-class students deemed ready by the Department management, reservation processing, guest registra- Chairperson for practical experience in the tion, night audit, and checkout procedures. HT industry.

111 HT221 Managing Housekeeping Operations 3 credits (fall) DA: L2 APS 3 credits (spring) DA: L2 V This course is designed to introduce students to This course familiarizes students with the require- both non-alcoholic and alcoholic beverages. Special ments of ensuring cleanliness in guest rooms and all concentration will be placed on understanding the public areas within a hotel. It entails a guest’s require- relationship beverages play with food. Students will ment for a spotless, tidy, and comfortably arranged also be introduced to the importance of purchasing, room. Additional emphasis is placed on supervising inventory control, and portion control. Purveyors will housekeeping, as well as covering the day-to-day op- provide information and tasting of products as related erations including planning, organizing, purchasing to the course outline. Marketing concepts specif c to and budgeting. the beverage industry will also be examined.

HT230 Convention & Trade Show Management HT321 Resort Management (D) 3 credits (spring) DA: L2 CCT 3 credits (fall or spring) DA: L3 D This course provides students an in-depth review of This course provides a detailed overview of the how conventions and trade shows are managed and history of resorts and management trends affecting marketed. Students will examine the variety of meet- the industry today. Resort development is introduced ings and convention purposes and host organiza- and environmental and sociological impacts are ana- tions. Students will analyze property facility feasibil- lyzed. Resort types are analyzed based on their mar- ity, negotiations, and contract decisions. The proper keting and operational management as well as their execution of both conventions and trade shows will impact on the local culture and ecology. In addition, be investigated including f ow, vendor management, the activities resorts choose are examined based on set-up/design, and convention billing. their f t and desire amongst guests.

HT250 Hospitality Sophomore Internship Experience HT322 Hospitality & Tourism Revenue Management 3 credits (120 hours) DA: L2 C 3 credits (fall or spring) DA: L2 APS The student will have the opportunity to gain prac- This course provides a detailed look into the role of tical industry experience. The student will be super- revenue management in today’s hospitality industry vised by both an industry professional and a faculty and its sub-segments. Students will explore the his- member. Industry readings and a written report will tory of revenue management’s and its evolution. In complete the course requirements. addition, the evolution and impact of the channels of distribution like e-commerce, agencies, and prop- HT301 Facilities Management erty management systems are analyzed. The effect 3 credits (once per year) DA: L2 APS of supply and demand is explored and strategies for This course examines the role of the Facilities Man- forecasting are analyzed. ager within industries that require property man- agement. Critical elements of facility design and HT330 Event Planning engineering are examined along with overall main- 3 credits (fall) DA: L1 V tenance programs, utilities management, outside This course offers a thorough review and critique contracts, and safety and security procedures. of successful event planning strategies, including the use of current case analysis. Students will also HT310 Restaurant Wars be required to review a plan and assess a local on/of 3 credits (every 3-4 terms) DA: L2 CCT campus event. Emphasis is placed upon objectives, A detailed exploration of the dining service opera- goal setting and assessment. tion within the hospitality industry from the back of the house to the front of the house. Emphasis will be HT340 Quality Service (W) placed upon staffing requirements, facility design, 3 credits (fall) DA: L1 V menu management and financial analysis, including An in-depth analysis of the critical relationship that portion and cost control procedures. exists between the customer and the organization and how that relationship can be cultivated and con- HT311 Beverage Operations Management verted to a long term organizational asset. Specific

112 customer relations programs are explored and case Students are exposed to types of ownership as well as studies utilized to impress upon the student the criti- a variety of types of clubs including athletic, beach, cal need for outstanding quality service management city, country, golf, and yacht clubs. The concept of within the hospitality industry. dues is explored as well as the relationship of activi- ties and food and beverage. HT350 Hotel Internship 3 credits (120 hours) DA: L2 C HT374 Spa Management All students in the Hotel/Resort Management track 3 credits (fall or spring) DA: L3 D are required to complete the internship at one of 144 This course provides a detailed overview of the the college’s corporate hotel partners The internship spa industry both from a design/development and provides students a structured hands-on experience operational standpoint. Various treatments and with the major functional areas of a hotel. Rotations retailing are discussed as part of the total product will include front desk, banquets, housekeeping, offering. Students are introduced to the complexities restaurants, night audit, etc. Students not in the Ho- of operations including technologies, utilities usage, tel/ Resort track are able to sign up for this course as and human resources. The concept of sustainability an elective. is discussed in relationship specifically to the history and development of spas throughout the world. Stu- HT360 Hospitality Human Resources Manage- dents will be required to visit at least one local spa to ment (D) understand the industry and their products. In addi- 3 credits (fall or spring) DA: L2 V tion, students will compare and contrast the services, This course prepares students to make sound deci- technologies, and environmental issues between two sions regarding human resource issues in the hos- or more properties. pitality and tourism industry. Students will analyze and compare human resource laws domestically and HT375 Cruise Line Industry Operations internationally to draw conclusions about the overall 3 credits (fall or spring) DA: L3 D effect on hospitality and tourism. Students will also This course provides a detailed overview of the cruise examine employee recruitment and selection, train- line industry both from an international and na- ing and development, performance management and tional perspective. The course looks to identify and appraisal, compensation and benefits, and employee describe the cruise line market through geographic, health and safety. psycholographics, and demographics. This course also engages students in the total cruise experience HT370 Casino & Gaming Industry from operations to pre- and post-cruising experienc- 3 credits (fall or spring) DA: L2 V es. Students will learn who the major players in the This course familiarizes students with the gaming cruise line industry are and their unique cruise lines, industry at large and examines the management of specifically as it pertains to national advertising, all operations within the casino. The course intro- pricing, product development, group marketing and duces students to career paths, the history of the incentive marketing. gaming and casinos, common forms of gambling, global gaming destinations, specialized marketing HT376 Banquet and Catering programs, player markets and behavior, Internet 3 credits (fall or spring) DA: L3 CCT gaming, gaming regulation and licensing, and or- This course provides a detailed overview of the ban- ganizational structure. The course will explore the quet and catering business from both an on-premise gaming industries unique relationship with lodging, and of -premise basis. Students explore the history of food and beverage, sporting, and other services. catering within the food service and events industry. The landscape of the catering industry is examined HT371 Private Club Management (W) including the styles, management, and ownership 3 credits (fall or spring) DA: L2 ICT 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 (e.g. wedding). Students will analyze members, the Board of Directors, and management. individual banquet menus as well as complete cater- ing menus.

113 supervised by both an industry professional and a HT378 Ecotourism (G) faculty member. A written report will complete the 3 credits (fall or spring) DA: L3 D course requirements. This course provides a detailed overview of ecotour- ism in the world today. The course introduces the HT451 Hospitality & Tourism Internship II concepts of socio-cultural and environmental impact 6 credits (240 hours) DA: L3 C though design as well as sustainability. Protected This course is designed to serve as the final piece of areas throughout the world are discussed in 145 rela- the Hotel and Restaurant Management curriculum. tionship to the governments and world organizations As such, the internship will emphasize supervisory that protect them. Ecotourism marketing and trends experience, career opportunities and the develop- are analyzed and discussed. The course then relates ment of a professional portfolio to provide the stu- all content to a variety of case studies throughout the dent with the tools required to begin the job search world of both proper and poor ecotourism develop- process. As with Internship I, each student will have ment and management such as Costa Rica, Nepal, an industry professional and a faculty member guid- Africa, Caribbean Islands, Papua New Guinea, Indo- ing them through the course. A final report com- nesia, and more. pletes the course requirements.

HT399 Special Topics in Hospitality & Tourism HT490 Hospitality Strategic Management Capstone Credit hours by arrangement (offered as needed) 3 credits (once per year) DA: L3 APS DA: N/A This senior capstone seminar utilizes all prior knowl- Prerequisite: Open only with consent of the instructor. edge and skills developed through the four year Allows the department to design a course outside the program to strategically evaluate a variety of man- normal offerings. In any given semester, the course agement issues in the hospitality and tourism in- content and format is developed for students with dustry. Students will be exposed to case studies, web special interests and demonstrated abilities. Course based products, industry-based partnerships, and may be repeated with a change of topic. current management issues and trends. The student is to exercise independent research skills to develop HT405 Business & Hospitality Law (E) (AI) a comprehensive project and presentation. Students 3 credits (fall) DA: L3 ICT will work with Integrative Career Development to An exploration of the nature of personal and property prepare interview/job seeking skills. liability issues that the professional hospitality manag- er may encounter within the industry. Historical and HU102 Profiles in Human Excellence (IN) current cases will be explored requiring the student to 3 credits (spring even year) DA: L2 C perform case research and prepare case analyses. Studies the cultural back grounds, leadership styles, value systems and lasting influences of the great lead- HT430 Special Events Leadership (W) ers, teachers, innovators, and prophets who continue 3 credits (spring) DA: L3 APS to shape the world. Gives special attention to those The concept event leadership is at the core of this individuals whose lives exemplify the excellence of course. Students will synthesize all knowledge gained the human spirit and the importance of personal in prior event management courses and leadership commitment to society. strategies found in this course to develop personal management techniques. Special events including HU150 Marble, Monuments, & Memory: Culture cultural, social-life cycle, governmental and politi- and Commemoration in Society (W) cal, and hallmark events are examined specifically 3 credits (spring) DA: L1 CCT regarding ceremonial and protocol issues. John Quincy Adams, sixth president of the United States, observed in 1831, “Democracy has no mon- HT450 Hospitality & Tourism Internship I uments. It strikes no medals; it bears the head of no 6 credits (240 hours) DA: L2 SI man upon its coin; its very essence is iconoclastic.” An introduction to the hospitality industry enabling Time, however, has proven President Adams wrong. the student to begin the development of practical Monuments commemorating nearly every facet of professional and industry skills. The student will be human endeavor exist in almost every town and city

114 across this nation and around the world. HU150 all time in the hearts of mankind. Class attendance at will explore the role of collective memory, the im- live performances is part of the course requirement. pact of visual culture and symbols on citizens, the importance of the remembered past, and the func- HU215 World Geography of Tourism tion of sites of memory and their cultural meanings. 3 credits (fall) DA: L2 D Emphasis will be placed upon sites of memory in This course is an introduction to world geography the United States but non-U.S. case studies from through the lens of tourism destinations and mar- myriad eras will also come under investigation and kets. Students explore and gain a functional base discussion. The inclusion of topics linked to history, knowledge about physical-environmental, socio-cul- government, tourism studies, literature, and com- tural, and geopolitical influences on the travel and munication will afford students an interdisciplinary tourism industry. Students investigate the fundamen- perspective on complex issues associated with com- tal link between international travel and world ge- memoration. ography. Emphasis is place on the strategic location of specif c destinations, characteristics of the tourist HU199 Special Topics in Humanities markets, and the transportation infrastructure and 3 credits (summer) DA: N/A hospitality superstructure found in major destina- This course examines selected topics or questions tions. In addition, this course will focus on interna- related to the Humanities. In any given semester, the tional travel patterns and trends. course content and format is developed for students with special interests and demonstrated abilities. This HU250 Life Writing and Social Change (W)(D)(IN) course may be repeated for credit with a change in 3 credits (fall) DA: L2 ICT topic. Prerequisite appropriate to each course will be Prerequisite: CW101, CW102 or permission of in- determined by the instructor and announced when structor. course descriptions are available. Examines the relationship between life writing (au- tobiographies, biographies, memoirs, diaries, letters) HU201 Survey of The Human Adventure (IN) and social change. The course is designed to give 3 credits (fall) DA: L2 C students an interdisciplinary perspective on social Prerequisite: CW101 (C- or better), the equivalent, and historical events, movements, and problems. It or permission of the instructor. is also intended to address the relationship between Explores the human quest for self-discovery, ex- the experiences of the individual and broader so- pression and growth in such diverse areas as music, cial issues. The course may focus on one kind of life painting, literature, theatre, philosophy and religion. writing, such as “African American Slave Narratives,” Offers a thematic, interdisciplinary treatment of or it may have a thematic focus, such as “Life Writing these and other disciplines common to the human- and War.” ities. Gives special attention to the relationships among societal expectations, cultural values and HU305 African Experience Across the World individual belief systems. (African Diaspora) 3 credits DA: L3 D HU210 Creating in the Café: Course level: 300 (D) (E)(IN)(W) Artists of Romanticism (IN) Prerequisite: CW102 3 credits (spring) DA: L2 ICT Issues throughout the African Diaspora vary from Prerequisite: CW101 and CW102 country to country and from culture to culture. The 19th Century Romantic Period brought togeth- Diverse cultures, family structures, immigration and er artists of all genres to capture the spirit of the assimilation are reflected in the literature that can pro- time. They respected individuality and dared to be vide a window to understanding the people of the Af- different. Rising out of the revolutions, they came rican Diaspora. This course will focus upon the way in together in cause, these daring men and women, to which discrimination and oppression are experienced produce a century of art, music and writing as had as well as seen through the eyes of people of African never been seen before. From the thunderous sounds descent. Biases reflected upon race, ethnicity, culture, of Beethoven and Berlioz to the canvas of Delacroix religion, sex, social and economic status, and political and Daumier and into the pages of Hugo and Shaw, ideology will be the focus of the readings, lectures, Romanticism was born, nurtured and engraved for 115 videos, and discussions within this course. school options. Lecture material and reading assign- ments are integrated with classroom guest speakers, HU310 Holocaust: Its Implications and Contexts and workshops. (D)(E)(IN) 3 credits (spring) DA: L3 V LS450 Liberal Studies Internship I Prerequisite: CW102 (C- or better), the equivalent, or 3 credits (fall and spring) DA: L2 SI permission of the instructor. Prerequisite: LS350, senior status and permission of An introductory study that confronts the Holocaust instructor. through the work of scholars and the voices of Holo- An applied extension of the Liberal Studies program caust perpetrators, victims, bystanders and witnesses. with particular emphasis on the student’s career Students explore literature, documents, scholarly interests, goals, and options. The internship offers essays, films and other materials that raise questions, practical career related skills training and is consid- explore issues and otherwise bring the dimensions of ered valuable as part of the education of all Mitchell the Holocaust to life and ultimately shed light on the students. The field work experience can be done at lessons and implications for our contemporary world. a company, human service organization, institution, or educational setting. A required weekly seminar HU315 The Shaping of New London (W) supports on site activities with discussions and issues 3 credits (fall, even years) DA: L3 V 147 in the professional field. Written assignments such as Prerequisite: CW102, CO103 a journal are also required. The course is designed as an exploration of the humanities (history, art and architecture, literature, LS451 Liberal Studies Internship II music, etc.) presented through a look at the charac- 3 credits (fall and spring) DA: L2 SI ters and events that shaped New London, Connecti- Prerequisite: LS450, senior status and permission of cut. The stories of the past set the stage for the city of instructor. today. Students will step where history was made, to Liberal Studies Internship II is an applied extension of connect the past to the present, and to define their the Liberal Studies program with particular emphasis own beliefs. Students will need to arrange their own on the student’s interests, goals, and options. This se- transportation to class meetings at the off campus nior internship recognizes Mitchell College’s need for sites. There will be a course fee or admission fees that practical career skills training as part of the education are off set by the course not requiring a textbook. of all students. Working with the classroom professor, Enrollment is limited to 12 students. students may choose a fieldwork experience, such as in a company, corporation, institution, or educational HU399 Special Topics in Humanities setting or they may choose to design and implement 3 credits (offered as needed) DA: N/A a project or program that captures their liberal studies Allows the department to design a course outside the concentration(s). Te internship or project is supported normal offerings. In any given semester, the course by discussions with the classroom professor and stu- content and format is developed for students with dents, as well as input from one’s Faculty Mentor and special interests and demonstrated abilities. Course on-site practicum supervisor. A detailed journal and may be repeated for credit with a change in topic. final report are required.

LS350 Liberal Studies Career Seminar MA101 Math in Our World 3 credits (fall) DA: L2 SI 3 credits (fall and spring) DA: L1 APS Prerequisite: junior status and permission of the Math in Our World will provide students with an instructor; must be an LPS major. understanding of the practical uses of mathematics A practically-based course designed to expose the with an emphasis on consumer mathematics and career paths available to liberal studies majors. Atten- finance. The topics covered include percent, simple tion is focused on how to maximize opportunities to and compound interest, installment buying including explore a diverse set of vocational possibilities. Par- credit and debit, home buying, and stocks and bonds. ticular emphasis is placed on the self-assessment of The US system of measurement and the metric sys- skills and aspirations, researching careers, network- tem will be presented in addition to an overview of ing, resume building, interviewing, and graduate statistics, probability, graph theory and geometry.

116 may be repeated for credit with a change in topic. MA102 Problem Solving for College Students 3 credits (fall 1, spring 1) DA: L1 APS MA214 Pre-Calculus This course will cover general, wide-ranging strat- 4 credits (fall and spring) DA: L2 APS egies for problem solving in the real world. If you Prerequisite: MA103 or by placement. enjoy working in groups and being creative, this is Presents the topic in mathematics necessary for a the course for you. The problems will have a basis in later study of calculus. Stresses graphing of functions, mathematics, but students need not be math wiz- and covers exponential, logarithmic and trigonomet- ards to succeed. For example, some problems may ric functions, complex numbers, theory of equa- be solved by process of elimination; other problems tions, binomial theorem, matrices, sequences, series, might be solved using diagrams or lists. Other strat- inverse functions, and topics in analytic geometry egies include identifying patterns, matrix logic, orga- including conics and vector algebra. nizing information, and algebra. The skills developed in this course are useful MA215 Calculus I 4 credits (fall) DA: L3 APS MA103 Intermediate College Algebra Prerequisite: MA109 or by placement. 3 credits (fall and spring) DA: L1 APS Includes the theory of limits, the rate of change of a Prerequisite: MA102 or by placement. function, derivatives of algebraic and trigonometric MA103 will include the following topics: solving/ functions and their application to related rates and graphing linear equations and inequalities; using/ maxima-minima problems, integration and applica- applying formulas (word problems); volume (metric tions of the definite integral. system); polynomials, exponents; factoring. MA216 Calculus II MA105 College Algebra 4 credits (spring) DA: L3 APS 3 credits (fall and spring) DA: L1 APS Prerequisite: MA114 or by placement. Prerequisite: MA103 or by placement. Covers formal methods of integration, plane analytic MA105 will include the following topics: functions geometry, transcendental functions, polar coordi- and inverse functions; exponential functions; log- nates, sequences and infinite series. arithms; systems of equations; and quadratic equa- tions including graphing, scientific notation, and MA217 Calculus III metric conversions. 4 credits DA: L3 APS Prerequisite: MA115 MA111 Introduction to Statistical Analysis Calculus III covers vector functions and their deriva- 4 credits (fall) DA: L2 APS tives, partial differentiation, multiple integration, and Prerequisite: MA105 or higher. elementary differential equations. Provides students with a general overview of statis- tical applications. Discusses measures of location, MA399 Special Topics in Mathematics measures of variation, symmetry, probability and Credit hours by arrangement. expectation, theoretical distributions, estimates and (offered as needed) DA: N/A confidence intervals, tests of hypotheses, and related Allows the department to design a course outside the subjects. NOTE: Experience in statistical analysis on normal offerings. In any given semester, the course the computer is an integral part of MA111. A knowl- content and format is developed for students with edge of algebra is strongly recommended. special interests and demonstrated abilities. Course may be repeated for credit with a change in topic. MA199 Special Topics in Mathematics Credit hours by arrangement. (offered as needed) MK199 Special Topics in Marketing DA: N/A 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 Prerequisite: Open only with consent of the instructor. content and format is developed for students with Allows the department to design a course outside the special interests and demonstrated abilities. Course normal offerings. In any given semester, the course

117 content and format is developed for students with their product strategy objectives. Blending theo- special interests and demonstrated abilities. Course retical approaches from a number of management may be repeated with a change of topic. perspectives, including marketing, purchasing and logistics, the course illustrates the breadth of knowl- MK201 Consumer Behavior edge that retail product managers need to undertake 3 credits (fall) DA: L1 C this complex managerial task.” Routledge (2008). In Prerequisite: BU124 addition, introduction of the fundamental strategies An application of the behavioral sciences to market- and mathematical calculations used in the retail ing and consumer decision-making models. Motiva- industry including financial strategy, buying strategy tion, learning theory, perception, attitude theory and and pricing strategy. Application of retail planning social referents are examined in terms of how they and control procedures will be explored with empha- affect consumer behavior. Consumer measurement sis on development and evaluation of retail practices and strategy assessment are also examined. including non-store retailing using lectures, experi- ential exercises and the case method. MK205 Fundamentals of Retailing 3 credits (spring) DA: L2 C MK405 Sales & Strategic Partnerships Prerequisite: BU124 3 credits (spring) DA: L3 D Emphasis is placed on the retail mix: site selection Prerequisite: BU124 and location, layout, organization, merchandise Examines the elements of an effective sales force as a selection, pricing, customer services, sales promotion key component to the organization’s total marketing and consumer trends. Retail research will be intro- effort. Topics will include: understanding the sales pro- duced through the examination of target market and cess, the relationship between sales and marketing, sales demographic analysis. force structure, customer relationship management (CRM), use of technology to improve sales force effec- MK301 Supply Chain Management tiveness, and issues in recruiting, selecting, training, 3 credits (spring) DA: L2 ICT motivating, compensating and retaining salespeople. Prerequisite: BU124 Focuses on managing distribution system design, MK410 Strategic Marketing Management channel management, procurement, and logistics. We 3 credits (offered as needed) DA: L3 ICT explore order fulfillment strategies and the impact Prerequisite: BU124 of the Internet on distribution and back-end supply An integrative course in marketing policy and strat- chain processes. We also examine strategies for enter- egy, employing comprehensive case problems in the prise integration as well as the impact of recent tech- formulation of marketing action programs and busi- nology changes on traditional supply chains. ness policy. This course will cover the development, organization, implementation, and control of strate- MK399 Special Topics in Marketing gies in the context of the marketing mix of product, Credit hours by arrangement. price, promotion and distribution. Case studies are (offered as needed) DA: N/A used to apply the concepts. Prerequisite: Open only with consent of the instructor. Allows the department to design a course outside the MK430 Marketing Internship normal offerings. In any given semester, the course 3 credits (offered as needed) DA: L3 SI content and format is developed for students with Prerequisite: junior standing or permission of the special interests and demonstrated abilities. Course instructor. may be repeated with a change of topic. An applied extension of the Business Administra- tion—Marketing concentration program with partic- MK401 Merchandise Management ular emphasis on the student’s career interests, goals, 3 credits (fall) DA: L3 CCT and options. This internship recognizes Mitchell Prerequisite: BU124 College’s need for practical, career skills training as The course “introduces students to the product part of the education of all students. Working with management process and gives insight into the the course professor, students will develop an expe- operations and practices used by retailers to achieve rience in a company or corporation. The internship

118 is supported by discussions with the course pro- may be repeated with a change of topic. fessor, students, as well as input from one’s on-site intern-ship supervisor. A detailed journal and final MU201 History and Appreciation of Music I (W) report are required. 3 credits (fall) DA: L2 D Prerequisite: CW101 and CW102 or permission of MU110 Contemporary Music: Blues, Jazz and Rock instructor. 3 credits (spring) (D)(W) DA: L1 D History and Appreciation of Music I studies the Analyzes the popular world of blues, jazz and rock development of Western music through the ages. The music. Examines the blues/jazz/rock idioms as course begins with the Gregorian Chant of the Mid- unique American creations, closely looking at the dle Ages (500) and ends with the early 18th century differences among these art forms but emphasizing Classical music of Haydn, Mozart and Beethoven. the similarities and continuities among the apparent Emphasis is on the characteristics of the style of each diversity of people, influences and styles. NOTE: period, including the forms of music and the com- MU110 is designed for both the practicing musician posers prominent in each. and the student with no formal training in music. MU202 History and Appreciation of Music II (W) MU119 Select Choral Ensemble 3 credits (spring) DA: L2 D 1 credit (fall) DA: L2 SI Prerequisite: CW101 and CW102 or permission of First-Year students will participate in the ongoing the instructor. preparation and presentation of the best of the choral History and Appreciation of Music II studies the art, singing widely varied repertoire including music development of Western music through the ages. The from the Western canon from the 10th century to the course begins with the late 18th century music of present and repertoire from non-Western sources Beethoven and continues through the 20th century including Southeast Asia, the Pacific Islands and in- music of Debussy, Schoenberg, Copland, Gershwin, digenous melodies of North and South America and Ives and others, and touches upon the new trends of Australia. The group will perform both on-campus the 20th century. Emphasis is on the characteristics for College functions and events and off-campus as of the style of each period, including the forms of ambassadors for the College in recruitment, engage- music and the composers prominent in each. ment and community interaction. MU219 Select Choral Ensemble MU120 Select Choral Ensemble 1 credit (fall) DA: L2 SI 1 credit (spring) DA: L2 SI Sophomore year students will participate in the on- See description for MU119 above. going preparation and presentation of the best of the choral art, singing widely varied repertoire including MU150 Introduction to Practical Music Performance music from the Western canon from the 10th centu- 3 credits (fall) DA: L1 SI ry to the present and repertoire from non-Western Students are introduced to the fundamentals of mu- sources including Southeast Asia, the Pacific Is- sic performance through class lectures and a partic- lands and indigenous melodies of North and South ipatory class chorus. Music notation, theory, termi- America and Australia. The group will perform both nology and elementary sight-reading are reinforced on-campus for College functions and events and with individual voice instruction leading to a final off-campus as ambassadors for the College in re- group performance of appropriate repertoire. cruitment, engagement and community interaction.

MU199 Special Topics in Music MU220 Select Choral Ensemble Credit hours by arrangement (offered as needed) 1 credit (spring) DA: L2 SI DA: N/A See description for MU219 above. Prerequisite: Open only with consent of the instructor. Allows the department to design a course outside the MU250 Advanced Practical Music Performance normal offerings. In any given semester, the course 3 credits (spring) DA: L2 SI content and format is developed for students with Prerequisite: MU105 preferred special interests and demonstrated abilities. Course Students extend the study of practical music per-

119 formance and continue to develop skills in theory, See description for MU419 above. sight-reading, four-voice harmony and voice leading, arranging and, where appropriate, composition. All PE105 Introduction to Sailing skills are reinforced with individual tutoring sessions. 3 credits (fall 1st half/spring 2nd half) DA: L1 SI The culmination of the course is a group perfor- This course is designed to build strong foundational mance of appropriate repertoire. sailing skills and is appropriate for beginner and in- termediate sailors who want a refresher course. The MU319 Select Choral Ensemble program provides a thorough instruction to sailing 1 credit (fall) DA: L2 SI terminology, rigging and derigging, and basic sail- Junior year students will participate in the ongoing ing maneuvers. preparation and presentation of the best of the choral art, singing widely varied repertoire including music PE108 Golf from the Western canon from the 10th century to the 1 credit (fall) DA: L1 SI present and repertoire from non-Western sources Includes the fundamentals of golf: grip, stance, including Southeast Asia, the Pacific Islands and in- swing, rules, and etiquette. Teaches how to use digenous melodies of North and South America and woods and irons. Golf clubs are supplied. Australia. The group will perform both on-campus for College functions and events and off-campus as PE110 Tennis ambassadors for the College in recruitment, engage- 1 credit (spring) DA: L1 SI ment and community interaction. Teaches game strategy and rules for singles and dou- bles through match play. MU320 Select Choral Ensemble 1 credit (spring) DA: L2 SI PE118 Basketball See description for MU319 above. 1 credit (spring) DA: L1 SI MU399 Special Topics in Music Includes the development of individual fundamental Credit hours by arrangement (offered as needed) skills and concepts of team play. Covers analysis of DA: N/A offensive and defensive strategies. Prerequisite: Open only with consent of the instructor. Allows the department to design a course outside the PE119 Introduction to Waterfront Sports normal offerings. In any given semester, the course 3 credits (fall 1st half/spring 2nd half) DA: L1 SI This content and format is developed for students with course offers students an introduction to the water- special interests and demonstrated abilities. Course front sports of kayaking and stand-up paddle board- may be repeated with a change of topic. ing and allows students to work on their strength and balance while fostering a lifelong enjoyment of MU419 Select Choral Ensemble the water. 1 credit (fall) DA: L2 SI Senior year students will participate in the ongoing PE120 Nutrition, Health & Safety for Teachers of preparation and presentation of the best of the choral Young Children art, singing widely varied repertoire including music 3 credits (fall) DA: L1 C from the Western canon from the 10th century to the This course is designed to explore the role of positive present and repertoire from non-Western sources nutrition, health and safety practices for teachers including Southeast Asia, the Pacific Islands and in- of young children. The student will participate in digenous melodies of North and South America and the development of age appropriate curriculum and Australia. The group will perform both on-campus activities to encourage healthy habits and nutrition- for College functions and events and off-campus as al practices in pre-school through grade three. The ambassadors for the College in recruitment, engage- students will have the opportunity to gain practical ment and community interaction. experiences working with children in various educa- tional settings including early childhood programs MU420 Select Choral Ensemble and elementary schools. Topics will include but not 1 credit (spring) DA: L2 SI limited to such areas as; growth and development,

120 importance of exercise and diet as it relates to child responsibility for his/her own health and physical obesity, recognizing signs of behaviors of abuse, safe- fitness. Topics covered include health related subjects ty for the young child and the American Red Cross of nutrition, stress management, a personal fitness certification training in infant and child CPR. assessment, weight control and diet, basics of exer- cise physiology, cardiovascular disease and cancer PE121 First Aid and Safety risk management, exercise and fitness. 3 credits (fall and spring) DA: L1 C Prerequisite: Open to students whose academic pro- PE137 Lifetime Leisure Sports grams require this course. 3 credits (offered as needed) DA L1 SI Other students must have permission of the in- Lifetime Leisure Sports provides an introduction to structor to enroll. Provides the skill and knowledge the basic concepts of leisure sports and activities that needed for the immediate care of injured persons students can use throughout their lifetime. Sports and seeks to create a safety consciousness for acci- and activities to be introduced will include kayaking, dent prevention. Upon completion of the course, paddle-boarding, golf, tennis, badminton, pickle ball, the student will be certified in Community CPR and corn-hole, can jam, walking/jogging. The course will Responding to Emergencies through the American also focus on overall wellness behavior for longevity Red Cross. NOTE: A $26.00 fee is charged to process including weight control, diet and exercise. the certifications. PE199 Special Topics in Physical Education PE125 Conditioning and Fitness Credit hours by arrangement. (offered as needed) 1 credit DA: L1 SI DA: N/A Explores the theories of physical conditioning as re- Prerequisite: Open only with consent of the instructor. lated to physical education and health fitness. Offers Allows the department to design a course outside the a combination of lectures and laboratory experience normal offerings. In any given semester, the course in physical fitness. Includes such topics as current content and format is developed for students with techniques of fitness evaluation and assessment, ex- special interests and demonstrated abilities. Course ercise prescription, weight training, aerobic exercises, may be repeated with a change of topic. nutrition, and fitness. PE222 Personal and Community Health PE128 Yoga 3 credits (spring) DA: L2 C 3 credit (fall, spring and/or every other semester Prerequisite: CW102; open to students whose aca- DA: L1 SI demic programs require this course. This course is designed to stretch your mind and Other students must have permission of the instruc- body. Yoga focuses on understanding and controlling tor to enroll. Offers instruction in both the art and the body, the breath, and the mind through physical science of health behavior. Emphasizes a modern movement (asanas), breathing techniques (prayana- point of view toward health education. Focuses on mas) and basic meditation. The techniques are several major topics: personal health, nutrition, designed to increase strength, flexibility, endurance, education for family living, mental health, health balance, coordination, and the ability to relax. They hazards, and community health. are also designed to release stress and muscle tension and to enhance the ability to concentrate. The course PE226 Nutrition is meant to be both interactive and solitary. The pace 3 credits (spring) DA: L2 ICT is gentle and the approach is relaxed, but there is an Provides the basic principles and knowledge of diet expectation that the content will be taken seriously. and nutrition. Emphasizes the relationships between Honoring the ideas and physical presence of one’s human physiology and nutrients that are important self and fellow students is essential. in fields such as physical education, health/fitness, recreation, and allied health professions. Dietary PE135 Health, Fitness and Wellness self-assessment projects are a major component of 3 credits (fall and spring) DA: L1 APS this course. This course provides an introduction to the concepts of wellness and the importance of an individual’s

121 PE228 Principles and Practices of Coaching (D)(E) Prerequisite: Open only with consent of the instructor. 3 credits DA: L1 V Allows the department to design a course outside the Prerequisite: SM110 or permission of instructor. normal offerings. In any given semester, the course Provides an in-depth look at care and prevention of content and format is developed for students with athletic injuries, coaching philosophy, and athletic lia- special interests and demonstrated abilities. Course bility. Upon completion of this course, the student will may be repeated with a change of topic. be able to apply for their Connecticut State Coaching Certification through the State Department ofEduca - PH120 Philosophy of Pop Culture (E) (D) tion. The coaching certification is required to coach at 3 credits (fall) DA: L1 V public schools in the State of Connecticut. Just as the ancient Greeks analyzed the popular culture of their times, our modern culture offers PE231 Prevention and Care of Athletic Injuries numerous opportunities for philosophical analysis 3 credits (fall) DA: L2 APS and speculation. We will look at examples from tele- Provides an in-depth inquiry into the procedures vision, movies, music and dance to understand some used in the evaluation, immediate care, rehabilitation of the underlying philosophical themes that have and prevention of athletic injuries. Emphasizes the interested and motivated their creators, and how management of specif c injuries, the prevention of those themes have been expressed in different media injuries, sports liability, and nutrition. Lab experi- by characters, words, movements, and styles of dress. ence includes introduction to specif c wrapping and We will see how these themes themselves fit into the taping techniques, and modalities. continuum of a long history of ideas and defining historical eras. We will also examine how popular PE300 Kinesiology culture has currently taken on global proportions, 3 credits (every other year) DA: L2 CCT discussing current trends and speculating on possi- Prerequisite: BI222 or permission of instructor. ble future influences. Kinesiology offers an introduction to the study of movement patterns caused by complex actions of PH199 Special Topics in Philosophy the musculoskeletal system. In this course, patterns 3 credits (offered as needed) DA: N/A 153 of movement in sport and in activities of daily living Allows the department to design a course outside the are identified and then examined in terms of mus- normal offerings. In any given semester, the course culoskeletal forces and actions needed to produce content and format is developed for students with them. Variations in these patterns that could alter special interests and demonstrated abilities. Course performance, contribute to or result from injury are may be repeated for credit with a change in topic. also investigated. This type of critical analysis is the foundation for study in movement-related fields such PH223 Comparative World Religions (E) (G) (W) as education, health and fitness, exercise sciences, 3 credits (fall and spring) DA: L2 D allied health, or similar disciplines. Surveys the heritage and theological structure of the principal religions of Western and Oriental civiliza- PE326 Nutrition for Sport & Exercise tions, including Judaism, the varieties of Christianity, 3 credits (every other year) DA: L2 CCT Islam, Hinduism, Jainism, Buddhism, Confucianism, Prerequisite: PE222, PE226 or permission of professor. and Taoism. T rough readings and class discussion This course examines relationships among diet, the course examines representative theologians and physical activity, health and performance. Nutrient philosophers of religion on this question of the role adequacy and energy balance in physically active religion plays in shaping and defining culture. individuals are evaluated against dietary recom- mendations across a variety of sports. Projects will PH225 Buddhism (W) demonstrate practical applications of theories. 3 credits DA: L2 D Buddhism is not a religion as much as it is an ex- PE399 Special Topics in Physical Education amination of our human condition. Academics now Credit hours by arrangement (offered as needed) consider it a vital force in understanding contem- DA: N/A porary ethics. This course will deal with some of the

122 most complex contemporary issues (death, abortion, may be repeated for credit with a change of topic. capital punishment, war, genocide, right to life, etc.) Note: W designation as appropriate. and will approach them from an eastern perspective. No prior knowledge or experience in eastern philos- PY215 Educational Psychology ophy is required for this course. 3 credits (spring) DA: L2 CCT Prerequisite: PY105 PH304 Issues in Ethics (E) (W) Emphasizes the application of principles and theories 3 credits (spring) DA: L3 V of learning to various educational situations, covering Prerequisite: EL101 or permission of the instructor. topics that include motivation, learning, maturation, This course offers the student an opportunity to discipline, measurement, intelligence, and counseling. study the philosophical foundations of ethical thought and action through an examination of an- PY217 Psychology of Women (SR) cient, modern, and post-modern ethical theories and 3 credits (spring) DA: L2 SI the extent to which they may be applicable to con- Prerequisite: PY105 temporary problems. Examines a variety of topics related to feminine psychology and the psychology of women. Students PH399 Special Topics in Philosophy will explore gender as a social system as they consider 3 credits (offered as needed) DA: N/A gender in the social context, gender and development, Allows the department to design a course outside the gendered life paths, and gender and well-being. Spe- normal offerings. In any given semester, the course cific topics include gender, status and power, images content and format is developed for students with of women, gendered identities, mothering, and work special interests and demonstrated abilities. Course and achievement. Readings, lectures, class discussion, may be repeated for credit with a change in topic. writing assignments and facilitation of a self-esteem workshop for young girls and their adult female men- PY105 General Psychology I tors will enable students to master these topics. 3 credits (fall and spring) DA: L1 ICT Explores the scientific methods and principles of PY270 Psychology of Learning and Memory behavior. Includes areas of physiological psychology, 3 credits (fall, odd years) DA: L2 C sensation and perception, conditioning and learning, Prerequisite: PY105 memory, and states of consciousness, motivation and Studies the processes and principles of learning emotion as major topics for lectures and discussions. theory and examines the memory processes, includ- NOTE: One section will be designated for majors in ing cognitive, human information processing, and the Department of Behavioral Sciences. physiological models based on recent research.

PY106 General Psychology II PY300 Brain and Behavior 3 credits (fall and spring) DA: L1 V 3 credits (fall) DA: L2 CCT Prerequisite: PY105 Prerequisite: PY105, BI105 and junior status; or per- Explores the nature of language, intelligence, person- mission of the instructor. ality theory, abnormal behavior and therapeutic psy- This course examines the relationship between be- chology. Focuses on social psychology, including the havior and the structure and function of the nervous development of attitudes and other social processes. system. Emphasis is placed on the physiological basis of such areas as motor activity, sensation and percep- PY199 Special Topics in Psychology tion, motivation and emotion, and learning. Consid- 3 credits (offered as needed) DA: N/A eration is also given to physiological explanations of Prerequisite: open only with consent of the instructor. various psychological abnormalities. Allows the department to design a course outside the normal offerings. In any given semester, the course PY303 Social Psychology content and format is developed for students with 3 credits (spring, odd years) DA: L2 APS special interests and demonstrated abilities. Course Prerequisite: PY105, PY106 and junior status Offers an examination of theory and research in social psychology as it relates to the broader context

123 of psychology. The impact of group membership on This course focuses on the historical development of individual behavior receives particular attention. psychology with a major emphasis on the emergence Among the topics explored are affiliation, values, of systematic thought in American Psychology. The attitudes, interpersonal attraction, stereotyping and psychological concepts and theories of leaders in the prejudice, leadership, conformity, aggression, coopera- field are examined along with the philosophical, social tion and competition. Attention is given to the analy- and scientific forces shaping the evolution of the disci- sis of research methodologies used in social settings. pline. This course is required of all psychology majors.

PY313 Death and Dying PY392 Counseling Theory 3 credits (spring, even years) DA: L2 V 3 credits (spring, odd years) DA: L2 APS Prerequisite: HD305 Prerequisite: HD305, PY320 Death and Dying offers a multidisciplinary ap- Aims to help beginning counselors gain a realization proach to the study of thanatology. Topics include of their capabilities and limitations in the helping psychological states of the dying process, attitudes relationship. Emphasizes the fundamental theories of toward death, the physiology of death, counseling counseling and the role of therapeutic psychology in the terminally ill, the Hospice concept, widowhood, contemporary society. bereavement and mourning, suicide, funerals, family support, and the treatment of the deceased from a PY395 Psychology of Drugs and Behavior historical standpoint. 3 credits (spring, even years) DA: L2 APS Prerequisite: PY106, PY300 PY320 Theories of Personality An overview of the use and abuse of drugs in the 3 credits (fall) DA: L2 APS United States today. Theoretical perspectives on drug Prerequisite: PY105, PY106 and junior status. use and abuse are explored as well as current classi- Critically surveys the major theories of personality, fication of major drugs. Other topics include history the organization of personality and its development, of drugs, drug research, physiological mechanisms of measurement, and assessment. Emphasizes normal drug action, models of addiction, therapeutic effects personality development. of drugs, recreational drugs, development and evalu- ation of drug treatment and prevention programs. PY332 Abnormal Psychology 3 credits (spring, odd years) DA: L3 V PY399 Special Topics in Psychology Prerequisite: PY320 3 credits (offered as needed) DA: N/A Systematically studies the development and assess- Prerequisite: junior status and permission of the ment of behavior pathology. Covers etiology, treat- instructor. ment, prognosis, and preventive intervention of Allows the department to design a course outside the major psychological disorders. normal offerings. In any given semester, the course content and format is developed for students with PY355 Psychology of Creativity special interests and demonstrated abilities. Course 3 credits (spring, even years) DA: L2 CCT may be repeated for credit with a change of topic. Prerequisite: PY105, PY106 and junior status. NOTE: W designation as appropriate. The creative process will be critically examined from numerous perspectives, including the roles of im- PY445 Health Issues in Behavioral Science agery, playfulness, affect, divergent thinking, intel- 3 credits (spring, even years) DA: L3 APS ligence, and other paradigms. There will be a focus Prerequisite: HD108 or PY105 and junior status. on factors that supposedly influence the creative Health issues in behavioral science is an exciting, process. Students will participate in activities that interdisciplinary field that examines the contribution encourage creativity. of biological, psychological, and sociological fac- tors in maintaining health and avoiding illness. This PY375 History and Systems of Psychology course aims to introduce you to the wide variety of 3 credits (spring, even years) DA: L2 ICT topics that are the focus of research within the field Prerequisite: PY105 and junior status. of health psychology. Additionally, the course aims

124 to demonstrate the relevance of health psychology in motor learning and development across the lifes- concepts to everyday life in order for you to access pan and other factors influencing those changes. these concepts and, consequently, enhance your personal health. SF310 Introduction to Exercise Science 3 credits (every other year) DA: L2 CCT SF199 Special Topics in Sport & Fitness Prerequisite: BI222 or permission of instructor. Credit hours by arrangement (offered as needed) This course will examine the biological factors that DA: N/A affect human performance in health, fitness and ath- Prerequisite: Open only with consent of the instructor. letic activities. Major body systems, cardiovascular, Allows the department to design a course outside the respiratory and muscular, will be addressed as they normal offerings. In any given semester, the course pertain to physical exertion and performance. T here content and format is developed for students with will be a lab fee associated with this course. special interests and demonstrated abilities. Course may be repeated with a change of topic. SF320 Teaching Team Activities 3 credits DA: L2 SI SF230 Activity Leadership This course focuses on teaching team activities and 3 credits DA: L2 SI sports that would be involved in educational and Prerequisite: SM110 recreational settings. Team sport activities would This course will introduce students to leadership include major team sports, team building activities, styles and their role in sport and fitness program- leadership and skill development. Areas of concen- ming. Emphasis is on experiential learning of ef- tration will include pedagogy of teaching individual fective personal leadership techniques facilitating skills, ethics and fair play, group dynamics, organi- a positive participant experience. Direct leadership zation and management of team play, and safety/risk opportunities will be provided for all students. management of physical activities.

SF232 Recreation for Seniors SF321 Teaching Individual Activities 3 credits DA: L2 CCT 3 credits DA: L2 SI Prerequisite: SM110 This course focuses on teaching individual activi- This course will introduce students to recreation ties and sport that would be involved in educational activity programming for Senior Citizens. Histori- and recreational settings. Individual sport activities cal and current research on topics related to activity would include competitive sports (i.e. golf, tennis, planning for individuals over age 60 will be present- etc.), movement and fitness activities (i.e. dance, ed. Activity choice and adaptations/modifications aerobics, etc.) and stress reduction (i.e. yoga). Ar- will be a primary focus. eas of concentration will include skill development, pedagogy of teaching individual skills, spatial and SF233 Outdoor Recreation body awareness, fitness components and safety/risk 3 credits DA: L2 CCT management concerns. Prerequisite: SM110 Students develop skills in selected outdoor activities SF322 Aerobic & Sport Fitness and are exposed to a range of outdoor recreational 3 credits DA: L2 APS pursuits. Included are Outward Bound/Adventure- Prerequisite: SM110 or permission of instructor. type activities. This course will introduce students a variety of fitness techniques designed to improve aerobic and SF301 Motor Learning overall fitness. Emphasis will be place on the devel- 3 credits (every other year) DA: L2 APS opment of appropriate fitness programs to improve Prerequisite: BI222 or permission of instructor. 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, responding practical applications to the teaching of but limited to, step, spinning, circuit training, and movement skills. Emphasis will be placed on changes cardio-kickboxing.

125 SF324 Adaptive Sport & Physical Education 3 credits (spring) DA: L2 D SM201 Sport in Society (W) Prerequisite: junior or senior status; SM110 or per- 3 credits (spring) DA: L1 D mission of instructor. This course begins with a history of sports and fitness This course will examine skills and knowledge from classical to modern times. Topics include the necessary to work with and assist individuals with relationship between sports and society, social demo- physical, emotional, or mental challenges. Students graphics of sports and athletics, psychological factors will learn appropriate design, implementation, and of competition, motivation, aggression, and stress, evaluation of Physical Education, Sport and Fitness 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) DA: L2 C Prerequisite: 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 Prerequisite: Open only with consent of the instructor. behavior, measuring media effectiveness, market seg- Allows the department to design a course outside the mentation, marketing strategies and trends, and the normal offerings. In any given semester, the course differences between sport product and sport service content and format is developed for students with marketing. Students will develop both their interper- special interests and demonstrated abilities. Course sonal and small group communication skills through may be repeated with a change of topic. class projects.

SF405 Organization & Management of Physical SM209 Athletic Administration Education & Recreation Programs 3 credits DA: L2 APS 3 credits (spring) DA: L2 APS Prerequisite: SM110 or permission of instructor. Prerequisite: SM110 or permission of instructor. This course is designed to introduce the student to Theoretical considerations and practical applications the management issues faced by administrators with- of organization, administration, policies, budget, in collegiate and high school athletics departments. finance, legal aspects, staff, physical plant, publicity, Students will develop an understanding of issues public relations, scheduling for physical education such as governance, scheduling, NCAA and confer- and recreation programs. The role of management in ence compliance, gender equity and Title IX, con- planning, development, evaluation and leadership of ference membership issues, departmental structure, activity based programs will be emphasized. and organizational goals in athletics, legal issues, and operating procedures. SM110 Introduction to Sport Management 3 credits (fall) DA: L1 CCT SM210 Sport Management Practicum Explores the field of sport management and its role 3 credits DA: L1 SI in our society. Covers the management of a variety of Prerequisite: SM110 and permission of instructor sport organizations. required. Offers opportunity to gain practical experience SM199 Special Topics in Sport Management under supervision in sport settings. Emphasizes in- Credit hours by arrangement. (offered as needed) volvement with the operations of teams and facilities. DA: N/A Allows the department to design a course outside the normal offerings. In any given semester, SM302 Sport Facilities the course content and format is developed for stu- 3 credits (fall) DA: L2 CCT dents with special interests and demonstrated abili- Prerequisite: SM110 and junior or senior status or ties. Course may be repeated for credit with a change permission of the instructor. of topic. NOTE: W designation as appropriate. This course investigates the functions of manage- ment in terms of planning, building, operating, and

126 financing public assembly facilities and special sport research related to sport and exercise behavior. The event venue management, including public and course is designed to introduce you to the field of private arenas, stadiums, and multi-purpose campus sport and exercise psychology by providing a broad sport facilities. overview of the major topics in the area. The class is designed to be interactive, with a special emphasis SM303 Legal Issues in Sport placed on group work and application of techniques 3 credits (fall) DA: L2 V to not only in sports settings, but in corporate, recre- Prerequisite: SM110, junior or senior status or per- ational, and school settings as well. 158 mission of the instructor. This course examines the legal issues that affect sport SM399 Special Topics in Sports Management businesses, organizations, and facilities on the pro- 3 credits DA: N/A fessional, collegiate and community levels. It includes Designed as an upper-level elective course specifi- a review of the judicial opinions governing profes- cally for junior and senior students, when offered, sional and organized amateur athletics. The course the academic department introduces a unique and uses detailed case studies to examine constitutional exciting topical course which isn’t part of the tradi- law; collective bargaining; arbitration; antitrust laws; tional curriculum. Special Topic courses are offered civil liability, including safety issues; and criminal as needed and as interest arises. law in the sport field. SM401 Ethics in Sport (E) SM309 Sport Promotion and Media 3 credits (fall) DA: L3 V 3 credits (every other year) DA: L2 ICT Prerequisite: junior or senior status or permission of Prerequisite: SM207 or permission of instructor. the instructor. This course provides a detailed examination of the This course provides a detailed examination of the 5th “P” in the sport marketing mix – promotion. field of ethics in sport. The course will analyze how This course will explore sport promotion and all the morals and ethics influence decisions through the products offered as tools to promote the sport prod- world of sports. Students will begin the course by uct. Areas covered include promotional merchandis- exploring the basic principles and theories of ethics ing products, promotional events, the media, spon- followed by an examination of personal and profes- sorship and endorsement. A detailed examination of sional ethics. Finally, the nature of ethics is examined the relationship between media and sport - including in the area of sport management. Students will learn print media and electronic media mediums. the basic tools so they can enter into ethical dilemmas intelligently. Case studies and moral dilemmas will be SM310 Athletic Event Management (SR) utilized to apply theories and form conclusions. 3 credits (every other year) DA: L2 SI Prerequisite: SM110 or permission of instructor. SM403 Sport Business and Finance This course offers a theoretical and practicum based 3 credits (spring) DA: L3 APS approach that focuses on Athletic Event planning Prerequisite: AC103 or permission of the instructor. and implementation. Students will work in conjunc- This course will examine the business of sport and tion with the Mitchell College Athletic Department how the industry of sport influences the national and to organize and supervise home Athletic Events. Ar- world economies. Students will explore the economic eas of focus will include but are not limited to sched- growth of the sport industry in the 20th century and uling of matches, site supervision, security concerns, gain an understanding of the economic principles. In athletic training, and opposing teams’ accommoda- addition students will understand why budget and fi- tions. One third of the course meeting times will be nance is unique and critical aspect of the sports indus- done in the classroom setting and two thirds of the try. Students will gain knowledge in basic accounting meeting times will be in a lab setting. principles, financial statements, sources of revenue, principles of budgeting and budget development. SM325 Sports Psychology 3 credits (every other year) DA: L2 SI SM430 Senior Seminar in Sport Management Prerequisite: SM110 or permission of instructor. 3 credits (fall) DA: L3 C This course examines psychological theories and

127 Prerequisite: senior standing in SFM. This senior seminar is designed to represent the final SO103 Introduction to Sociology course in the Bachelor of Science degree in SFM. 3 credits (fall and spring) DA: L1 D The focus of this course is the senior project. Over Emphasizes the study of United States society within the past four years students’ have acquired a wealth the context of the global spectrum. Deals with social of skills and knowledge and this project serves to institutions such as marriage, gender roles, urban- demonstrate that knowledge. The goal of the senior 159 ism, variations in family life, theoretical para- project is the transition of a student to independent digms stratification, population, and ecology. learners and producers. With the aid of a faculty ad- viser, seniors identify a significant area of investiga- SO104 Social Issues tion with in the field of sport management; research 3 credits (spring) DA: L1 V its parameters; clarify their relationship to that area; Prerequisite: SO103 and create a final product in the form of a paper, Studies social problems on a global level in relation lecture, proposal, plan, etc. to the society of the United States and the Western world. Concentrates on the problem areas of popu- SM450 Sport Management Internship lation growth, consumerism, environmental issues, 6 credits (spring and fall) DA: L3 SI racial and ethnic groups, and other selected current Prerequisite: Sport & Fitness Management majors topics from a sociological perspective. only and permission of instructor. Traditional Internship (6 credits): The traditional in- SO199 Selected Topics in Sociology ternship is a part-time work experience in the sport 3 credits (offered as needed) DA: N/A industry and is of en performed in proximity to the Prerequisite: open only with consent of the instructor. college. Students will observe and assist a profession- Courses are offered periodically within the discipline al within the field of sport management. Students are that examine issues and problems in selected areas. evaluated by an on-site supervisor and a qualified Course may be repeated with a change in subject faculty member. A detailed journal and final report matter. Prerequisite appropriate to each course will must be submitted for evaluation in addition to a be announced when the course descriptions are separate evaluation submitted by the field supervisor. distributed. Hours required: 200 hours. SO207 Marriage and Family SM451 Sport Management Internship 3 credits (fall, even years) DA: L2 C 12 credits DA: L3 SI Prerequisite: SO103 Prerequisite: Sport & Fitness Management majors Provides a broad survey of marriage as a social only and permission of instructor. institution. Emphasizes topics such as theoretical The internship is a part-time work experience in the perspectives and research methodologies, historical sport industry and is of en performed in proximi- trends, relationship dynamics, gender roles, sexuality, ty to the college. Students will observe and assist a legal considerations, marital adjustments and transi- professional within the field of sport management. tions, parenthood, family stress, and crises. Students are evaluated by an on-site supervisor and a qualified faculty member. A detailed journal and SO227 Human Sexuality final report must be submitted for evaluation in ad- 3 credits (fall, odd years) DA: L2 V dition to a separate evaluation submitted by the field Prerequisite: SO103 supervisor. Hours required: 400 hours. Offers an in-depth analysis of human sexuality from sociological, psychological, cultural, and biological SM452 Sport Management Senior Research Project perspectives. Focuses on such topics as sexual mat- 6 credits DA: L3 CCT uration and reproduction, sexual identities, sexual Students complete a significant independent research drives and response cycles, relationship dynamics, or specialized project under the supervision of the sexual lifestyles, sexual health and disease, and sexu- SFM faculty. Topics must be pre-approved with the al dysfunctions. Emphasizes the nurturance of more Department Chair before the first day of classes for knowledgeable, tolerant, sensitive, and responsible the term in which the student enrolls. sexual attitudes and behaviors.

128 theater firsthand. Students will participate in 2 field SO230 Selected Social Issues Through the Lens of trips. Media Satire 3 credits (offered as needed) DA: L1 CCT TH130 Introduction to Acting I Prerequisite: SO103 3 credits (fall) DA: L1 C Contemporary social issues will be explored and This is a practical course, dealing with the basic skills analyzed through the lens of Media Satire. Selected of the actor. Exercises and discussion of the tech- social issues will include: stratification, inequality niques of emotion, memory, imagination, extension, within society, politics, environmentalism, terrorism, concentration, scene analysis, and the use of the technology as an agent of socialization, gender roles, voice and body are employed. Various theories of race relations, health and disease, and ageism. These acting are discussed, and frequent performances and and other social issues will be critically examined critiques are a part of the content. through various forms of media satire applied within contemporary popular culture. TH150 Stage Makeup 3 credits (spring) DA: L1 APS SO310 Leadership and Group Processes (SR) A hands-on course devoted to understanding, devel- 3 credits (fall and spring) DA: L2 SI oping and applying the skills and principles of makeup Prerequisite: junior status or permission of the in- and adapting designs to fit different facial structures. structor. Enrollment is limited to 12 students. An analysis of leadership against the backdrop of group dynamics and processes. Content of the course TH199 Special Topics in Theater includes history, theory, and experiential opportu- Credit hours by arrangement (offered as needed) nities to explore the meaning of the leader’s role, DA: L1 C qualities of effective leadership, the development of Prerequisite: Open only with consent of the instruc- leadership skills, types of group interactions, inter- tor. Allows the department to design a course out- personal communication skills, and group conflict side the normal offerings. In any given semester, the and cooperation. Students are encouraged to explore course content and format is developed for students their own leadership potential while cultivating those with special interests and demonstrated abilities. skills and capabilities necessary for effective group Course may be repeated with a change of topic. management. TH210 Stagecraft and Play Production II (SR) SO399 Special Topics in Sociology 3 credits (spring) DA: L2 APS 3 credits (offered as needed) DA: N/A Prerequisite: TH110 Prerequisite: junior status and permission of the This course builds upon and expands the skills and instructor. practices presented in TH110. Particular empha- Designed as an upper-level elective course specifi- sis will be placed on advanced lighting design and cally for junior and senior students, when offered, execution, set design, and student engagement with the academic department introduces a unique and the marketing aspects (publicity, sales, sponsorships, exciting topical course which isn’t part of the tradi- etc.) of a theatrical production. tional curriculum. Special Topic courses are offered as needed and as interest arises. TH230 Introduction to Acting II 3 credits (spring) DA: L2 APS TH110 Stagecraft and Play Production I (SR) Prerequisite: TH130 3 credits (fall) DA: L1 C A continuation of the emphases of Acting I. Addi- This hands-on course provides the student with tionally, Acting II focuses on dramatic processes as practical knowledge of processes involved in put- they formalize into theatrical performances. Scene ting on a theatrical production. Areas covered study, improvisation and one-act play presentation include acting, directing, lighting, sound, costume, will constitute the majority of class work. makeup, scenery design/painting, and backstage crew assignments that allow students to experience

129 TH270 Advanced Acting and job-related situations. Stresses understanding 3 credits (fall) DA: L2 C modern conversational French, reading and writing This course will build upon TH130 for those stu- skills, and speaking ability, while emphasizing the dents wishing to pursue a greater understanding of extent of the francophone world. the craft. WL121 Beginning French II (G) TH399 Special Topics in Theater 3 credits (spring) DA: L1 C Credit hours by arrangement (offered as needed) Prerequisite: Successful completion of WL120 or the DA: L3 C equivalent. Prerequisite: Open only with consent of the instructor. Students may be required to interview or take Allows the department to design a course outside the a placement test. Continues the introduction to normal offerings. In any given semester, the course French, with emphasis on listening and speaking content and format is developed for students with skills. Increases vocabulary through textual presenta- special interests and demonstrated abilities. Course tion and use in conversations, reading, and writing. may be repeated with a change of topic. Reviews basic grammatical structures, introduces in- termediate grammar, highlights cultural topics, and WL110 Beginning Spanish I (G) current events in the French-speaking world. De- 3 credits (fall) DA: L1 C signed to lead to a conscious control of the language. Prerequisite: This course is open only to students with no prior ability in the Spanish language. WL130 Beginning Italian I Students may be required to interview or take a 3 credits DA: L1 C placement test. Acquaints students with fundamen- WL130 will be an introductory course to the lan- tals of elementary Spanish, using only the present, guage, art and culture of the Italian people. This will future, and preterit tense. Emphasizes essential be a cross-cultural communication course that will grammar instruction and practice in basic writing, focus on reading, writing, listening and speaking reading, and conversation. Italian. It will also assist the student in understanding Italian culture and art. WL111 Beginning Spanish II (G) 3 credits (spring) DA: L1 C WL131 Beginning Italian II Prerequisite: Successful completion of WL110 or the 3 credits DA: L1 C equivalent. Prerequisite: Successful completion of WL130. Students may be required to interview or take a Using the proficiency of Italian I, the student will placement test. Gives students who are familiar with engage in conversations using the language to express the basics an opportunity to improve further their opinions, emotions and share information with the ability to use the Spanish language. Emphasizes instructor and with other students. This course will also reading, writing, and conversation. Studies Spanish provide students with the ability to develop oral presen- grammar in detail. Students monitor current events tation skills on a culture-related subject using multime- in the Spanish speaking world as they familiarize dia technology in Italian. themselves with Hispanic culture. WL140 Beginning Arabic I WL120 Beginning French I (G) 3 credits DA: L1 C 3 credits (fall) DA: L1 C This course prepares students for a cross-cultural Prerequisite: This course is open to students with no communication exercise through the study of the prior ability in the French language. Students may be Arabic language. It includes reading, writing, listening, required to interview or take a placement test. speaking and culture. It provides connections to other Introduces students to a basic foundation in French disciplines through the study of Arabic and develops grammar through a structured, active oral approach. awareness of Arabic culture and art. Aims to provide basic proficiency incorporating per- sonal expression, cultural insights, and a specialized vocabulary for practical application in professional

130 WL141 Beginning Arabic II particular emphasis on improving written and conver- 3 credits DA: L1 C sational proficiency. Students are expected to manipu- Prerequisite: Successful completion of WL140. late language structures in order to gain skills in surviv- This course is based upon proficiency in WL140. ing situations using French. Readings focus on French Students will continue their cross-cultural communi- culture and current events. Assignments and class work cation exercises through the study of language through focus upon creative conversation skills, specially select- conversation. This course will also provide a more ed films, and basic readings exploring French culture advanced connection to other disciplines through the and civilization. NOTE: WL220 is useful for those who study of Arabic culture and art. wish to develop their French as a marketable skill.

WL199 Special Topics in World Language WL221 Intermediate French II Credit hours by arrangement (offered as needed) DA: (G) 3 Credits (spring) DA: L1 C N/A Prerequisite: Successful completion of WL220 or the Prerequisite: Open only with consent of the instructor. equivalent. Students may be required to interview or Allows the department to design a course outside the take a placement test. normal offerings. In any given semester, the course con- Continues the thorough and accelerated study of French tent and format is developed for students with special grammar and vocabulary, and insists upon participation interests and demonstrated abilities. Course may be and self-expression by students. Prepares students for repeated with a change of topic. the literary and practical applications of the language in subsequent courses and life applications. Class work WL210 Intermediate Spanish I (G) and assignments focus on increasing conversational 3 credits (fall) DA: L1 C ability and listening comprehension through discussion Prerequisite: Successful completion of WL110, more of practical situations and contemporary French culture than two years of high school study, or the equivalent. and business practice. Materials taken from a variety of Students may be required to interview or take a place- sources including French periodicals, videos, cartoons, ment test. Focuses on conversation and reviews of tapes and an introductory business text. NOTE: WL221 grammar. Also the reading of short stories, poems is especially useful for students planning future study or and articles gives students who are in command of the work in a French-speaking country. essentials of Spanish a chance to further improve their fluency in the language. Gives an opportunity to learn WL339 Special Topics in World Language more about Hispanic culture by reading and discussing Credit hours by arrangement (offered as needed) current events. DA:N/A Prerequisite: Open only with consent of the instructor. WL211 Intermediate Spanish II (G) Allows the department to design a course outside the 3 credits (spring) DA: L1 C normal offerings. In any given semester, the course con- Prerequisite: Successful completion of WL210 or the tent and format is developed for students with special equivalent. Students may be required to interview or interests and demonstrated abilities. Course may be take a placement test. repeated with a change of topic. Stresses improved fluency through conversation and reading with special attention given to writing papers and discussing novels. Specif c content may vary, however, de- pending on the needs and interests of individual students.

WL220 Intermediate French I (G) 3 credits (fall) DA: L1 C Prerequisite: Successful completion of WL121 or the equivalent. Students may be required to interview or take a placement test. Synthesizes the essential elements of the language through study of advanced grammatical structures with

131 Board of Trustees July 2019

Kevin R. Hennessy, J.D. Jane Flood, P’18 Board Chair Vice Chair

Bridget Baird, Ph.D. Tom Ruffing P’17 Secretary Treasurer

Lucila Arango, P’14 Walter Kuhn, M.B.A. P’20

Helene Banks, J.D. Gwen Mariani, P’21

Donna Barclay, M.S. ’72 Joe Mariani, P’21

Richard Carlson, ’64 Mary-Jane McLaughlin

Patrick Caulfield, P’15 Barbara Pratt, M.B.A. P’16

Peggy Flood, Ed.D. P’16 Charles Pratt, P’16

Sam Flood, P’18 Kim Ruffing, Ph.D. P’16

Rick D’Avino, J.D. Mark Shoemaker, M.Arch. P’18

Nancy Dolan ‘74 George White, D. Arts

Mark Kirschner, ’68 Catherine Wright, Ph.D

132 Faculty Directory 2019-2020

Vice President for Academic Affairs/ Robert O. Forcier, M.B.A. Dean of the College Associate Professor Department of Hospitality & Tourism Catherine E. Wright, Ph.D. B.S., University of Massachusetts B.S., Ball State University M.B.A., Johnson and Wales University M.A., Ball State University Ph.D., University of Connecticut Marc H. Goldsmith, M.A. Associate Professor and Chair Full Time Faculty Department of Communication Arts B.A., Bucknell University Heather Bassett, M.S. M.A., Bucknell University Assistant Professor Department of Education Daniel Kresge, Ph.D. B.A., Eastern Connecticut State University Professor B.S. ,Eastern Connecticut State University Department of Sport & Fitness Management M.S., Southern Connecticut State University B.S., Hobart College M.S., University of New Haven Nancy M. Bombaci, Ph.D. Ph.D., University of Rhode Island Associate Professor Department of Humanities Jennifer Mauro M.S. B.A., Trinity College Assistant Professor M.A., Trinity College Department of Behavioral Sciences Ph.D., Fordham University A.A., Mitchell College B.S., Mitchell College David J. Brailey, Ed.D. M.S., University of New Haven Associate Professor and Chair Department of Education Jennifer M. O’Donnell, M.A. B.S., Southern Connecticut State University Associate Professor and Chair M.S., Southern Connecticut State University Department of Humanities Ed.D., St. John’s University B.A., College Misericordia M.A., University of Connecticut Tara L. Broccoli, Ph.D. Professor and Chair Jeffrey O’Leary, Ph.D. Department of Behavioral Sciences Assistant Professor B.A., Connecticut College Department of Humanities M.S., Rutgers University B.A., Thiel College Ph.D., Rutgers University M.L.I.S., University of Pittsburgh M.A., Kent State University Ph.D., Kent State University

133 Nancy Parent, Ph.D. Luke Walden, M.F.A. Assistant Professor Assistant Professor Department of Behavioral Sciences Department of Communication Arts B.A., University of Connecticut B.A., Brown University M.A., University of Connecticut M.F.A., Rhode Island School of Design Ph.D., University of Connecticut Karen Ward, M.A. Christine Ramsay, Ph.D. Associate Professor Assistant Professor and Chair Department of Communication Arts Department of Life Sciences B.S., Southern Connecticut State University B.S., Providence College M.A., Wesleyan University M.S., University of Rhode Island Ph.D., Northeastern University

Dean A. Roberts, M.S. Assistant Professor and Chair Department of Sport & Fitness Management B.S., Trenton State College M.S., Springfi eld College

134 Accreditation Statement

Mitchell College is accredited by the New England Accreditation by NECHE is not partial but applies to Commission of Higher Education (NECHE), a the institution as a whole. As such, it is not a guaran- nongovernmental, nationally recognized organiza- tee of the quality of every course or program offered tion whose affiliated institutions include elementary or the competence of individual graduates. Rather, schools through collegiate institutions offering post- it provides reasonable assurance about the quality of graduate instruction. opportunities available to students who attend the institution. Accreditation of an institution by NECHE indicates that it meets or exceeds criteria for the assessment of Inquiries regarding the status of an institution’s institutional quality periodically applied through a accreditation by NECHE should be directed to the peer group review process. An accredited school or administrative staff of the school or college. Individ- college is one which has available the necessary re- uals may also contact the Commission: sources to achieve its stated purposes through appro- priate educational programs, is substantially doing New England Commission of Higher Education so, and gives reasonable evidence that it will continue 3 Burlington Woods Drive, Suite 100 to do so in the foreseeable future. Institutional integ- Burlington, MA 01803-4514 rity is also addressed through accreditation. 1-855-886-3272 781-425-7785

135 Awards and Prizes 12, 15

Index B A Bachelor Degree Programs 53 Ability Based Education (ABE) 44, 70 Behavioral Sciences 56 Academic Bentsen Learning Center 50 Academic Advising 29, 36, 47 Board of Trustees 12, 130 Academic Appeal Procedures 11, 35 Bookstore 18 Academic Calendar 3, 40, 42 Books and Incidentals 18 Academic Coaching For Empowerment Program 50 Buildings 28 Academic Information and Standards 30 Business Administration 58 Academic Dean’s Hold: 36 C Academic Honesty 35 Campus Information 28- Academic Policies and Procedures 35-45 Directions to Mitchell College 5 Academic Probation: 11, 36, 37, 42 Campus Safety 23- Academic Progress and Performance Standards 36 Career Advancement Program 25, 29 Academic Support Services 31, 47 Certificate Programs 54 Academic Suspension: 36 Change of Major/Core 39-40 Academic Tutoring 31, 47, 49, 50 College Calendar 3 Academic Warning 36, 37 College Requirements 45 Accessibility Services Communication Arts 13, 59, 131, 132 Accreditation Statement 133 Content Area Requirements 45 ADA Statement 27 Course Descriptions 70-130 Add/Drop 3, 20, 33, 34, 36, 38, 42, 71 Courses Admission to Mitchell College 6, 33 Add/Drop 3, 20 33, 34, 36, 38, 42 Advanced Placement Credit 7 Auditing 17, 18, 33, 38 Appealing an Admissions Decision 7 Incomplete 11, 31, 32, 38, 39, 71 Enrollment Status 38 Load 30, 42 Part-time Study 7 Repeat 31, 32, 38, 40 Prior Learning 25 Substitution 40 Procedures 7 Transfer 6, 12,34, 36, 40, 41 Alumni Association 15 Withdrawal 42 Appeal 7 Credit Admissions Decision 6 By examination 8 Charge of Academic Dishonesty 35 For military training 8 Dismissal / Suspension 26, 35, 36, 37, 42, 52 Transfer of 36, 40-42 Application Guidelines 6, 9, 10, 12 Unit of, 30 Associate Degree Programs 40, 45, 54, 69 Athletic Eligibility 38 Athletics 24, 38 D Attendance 30, 43 Dean’s List 31 Auditing a Course 17, 18, 33, 38 Definition of Terms 33 Degree Offerings 53 H Deposit Harassment 26 Admission 6. 18 Health Insurance 19 Breakage 18 Health & Wellness 48 Tuition 18 History of Mitchell College 4 Dining Services 26, 29 Honor Societies 16 Directions to Campus 5 Hours Attempted: 36 Degree Requirements 30, 44 Human Services Core 46, 55 Drug Free Campus and Workplace Acts 26 I Dismissal 35, 36, 37, 42 Incomplete Grade 31, 32, 38, 39 E Independent Study 39, Education 8, 9, 10, 13, 14, 19, 20, 21, 30, 31, 36, 44, 45, 47, Integrative Career Development 48 49, 51, 53, 54, 59, 60, 61, 62, 67, 69, 70, 72, 88, 89, 90, 91, 92, 93, 94, 95, 105, 119, 123, 131, 134 Internship Statement 70

Enrollment Status 34, 38 L Environmental Studies 53, 61, 70, 98, 99, 100 Leadership & Management Core 55 F Leadership & Management Core: 46 Leave of Absence from the College 43 Final Examinations and Assessment 3, 20, 41-43 Liability 28 Financial Aid at Mitchell College 9, 17 Liberal Studies Associate Program 69 Deadlines 9 Library and Information Services 47 Grants 12 Life Experience 7, 25 How to Apply 7, 9 Loans 10 Loans 10 Scholarships 12 M Work study 9-12 Major/Core Requirements 45 First-Year Experience 51 Matriculated Students 33 Full-Time Defined Medical Leave of Absence from the College 43 Full-Time Faculty Directory 131 Minor Programs 54 Mission Statement 2, 4, 44 G Mitchell Academic Model 4, 46, 55 General Information 26 Good Standing: 36 P Grades 36,38, 40, 41 Pace: 36 Grade Changes 38 Part-time defined 7 Grape Point Average Calculation 32 Pell Grants 12 Incomplete Grade 32 Plagiarism, Multiple Submissions, Cheating 35 Grade Reports 32 Policy on Withdrawals and Dismissals that Occur During a Semester 42 Grading System 32 President’s Message Graduation Requirements 30 Programs and Degree Offerings 46, 53 Graduation Honors 31 R Withdrawal Refund Policies 19 From a Course 42 Registration (fall and spring) 40 From the College 43 Repeat Courses 40 Work Study 12 Requirements for a Mitchell College Degree 44 Right to Appeal an Academic Dismissal 37 Residence Halls 22 Residential Life 22 Returning Students 25

S SAP: 36 Satisfactory Academic Performance 37 Satisfactory Academic Progress 11, 36, 37 Scholarship and Awards 12 Sciences Core 55, 46 Student Affairs 3, 22, 26, 29, 52 Substitution of Courses 40 Student Right-to-Know & Campus Security Act 27 Support Services 47 Suspension 36

T Teaching & Learning Core 46, 55 Testing and Examination 40 The Appeal Process 35 Academic Model 55 Transferring Information 41 Tuition and Fees 17 Deposit 18 Fees 18 Loan Plans 20 Refund Policy 19 Student Status 34 The Tutoring Center 49 V Veterans 21

W Warning, Academic 36 Warning, Financial Aid 11 800-443-2811 www.mitchell.edu 437 Pequot Avenue New London, CT 06320