Academic Catalog for Undergraduate and Graduate Programs

2018–2019

2018–2019 Academic Catalog

FOR UNDERGRADUATE AND GRADUATE PROGRAMS

Accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award bachelor’s, master’s, and doctoral degrees. Inquiries concerning accreditation status only directed to:

Southern Association of Colleges and Schools Commission on Colleges 1866 Southern Lane Decatur, Georgia 30033-4097 404-679-4500

Vol. 65 September 2018

Mary Baldwin University PO Box 1500 Staunton, VA 24402 www.marybaldwin.edu

Mary Baldwin University does not discriminate on the basis of sex (except that only women are admitted to Mary Baldwin College for Women), nor does the University discriminate on the basis of race, national or ethnic origin, color, age, disability, religion, veteran’s status, or sexual orientation in its educational programs, admissions, co-curricular or other activities, or employment practices. Inquiries may be directed to Director of Human Resources and Personnel Accounting, SAC 311, 540-887-7367, Mary Baldwin University, Staunton, Virginia 24401. CONTACT INFORMATION

Academic Affairs MBU Online Programs Financial Aid and Student Samuel & Ava Spencer Center for 540-887-7030 (Staunton office) Campus Employment Civic & Global Engagement 800-822-2460 800-468-2262 540-887-7181 Admissions — Undergraduate [email protected] 540-887-7022 go.marybaldwin.edu/spencer-center Residential Programs See Locations for regional offices [email protected] globalengagement@marybaldwin. 800-468-2262 edu 540-887-7019 Office of Alumni Engagement Martha S. Grafton Library [email protected] www.marybaldwin.edu/ 800-763-7359 540-887-7085 admissions/undergrad 540-887-7007 libguides.marybaldwin.edu/home Student Life [email protected] [email protected] [email protected] 540-887-7330 go.marybaldwin.edu/student Admissions — MBU Online Business Office MLitt/MFA in Shakespeare and Programs Undergraduate Residential Performance Student Records and Transcripts 800-822-2460 Programs 540-887-7237 — Office of the Registrar go.marybaldwin.edu/ilearn 540-887-7363 540-887-7067 540-887-7071 [email protected] MBU Online Programs and go.marybaldwin.edu/shakespeare/ [email protected] Graduate Programs graduate Admissions— 540-887-7364 [email protected] Switchboard College of Education 540-887-7000 866-849-0676 College of Education Murphy Deming College of 540-887-7333 866-849-0676 Health Sciences University Advancement go.marybaldwin.edu/education 540-887-7333 800-468-2262 540-887-7011 [email protected] go.marybaldwin.edu/education 540-887-4000 800-622-4255 [email protected] murphydeming.marybaldwin.edu [email protected] Admissions — Murphy Deming [email protected] College of Health Sciences Early College Academy The Vantage Point: Office of 540-887-4000 540-887-7039 Office of the President Personal and Professional marybaldwin.edu/health- go.marybaldwin.edu/early-college 540-887-7026 Development sciences/about/admissions/ [email protected] [email protected] 540-887-7225 [email protected] go.marybaldwin.edu/student/career- External Affairs Program for the Exceptionally services Admissions — Shakespeare and 540-887-7009 Gifted Performance go.marybaldwin.edu/externalaffairs 540-887-7244 Virginia Women’s Institute for 800-468-2262 communicate@ www.marybaldwin.edu/peg Leadership go.marybaldwin.edu/shakespeare/ marybaldwinbaldwin.edu [email protected] 540-887-7042 graduate/ go.marybaldwin.edu/vwil [email protected] Safety and Security [email protected] 540-887-7000

REGIONAL CENTERS

Mary Baldwin University at Blue Mary Baldwin University at Mary Baldwin University in Mary Baldwin University in Ridge Community College Thomas Nelson Community Richmond Roanoke P.O. Box 80 College 1504 Santa Rosa Rd. Suite 202 Roanoke Higher Education Center Weyers Cave, VA 24486 1504 Santa Rosa Rd. Suite 202 Richmond, VA 23229 108 N. Jefferson St., Suite 816 540-453-2345 Richmond, VA 23229 804-282-9111 Roanoke, VA 24016 [email protected] 804-282-9162 [email protected] 540-767-6170 [email protected] [email protected] Mary Baldwin University at Mary Baldwin University in Piedmont Virginia Community Mary Baldwin University at Roanoke Mary Baldwin University in College Rappahannock Community Roanoke Higher Education Center Southside Virginia 501 College Dr. College 108 N. Jefferson St., Suite 816 Locations in South Hill and South Charlottesville, VA 22902-5414 Locations in Glenns, Kilmarnock, Roanoke, VA 24016 Boston 434-961-5422 and Warsaw 540-767-6170 434-572-5472 [email protected] 1504 Santa Rosa Rd. Suite 202 [email protected] [email protected] Richmond, VA 23229 804-282-9164 [email protected]

Published annually by Mary Baldwin University, Staunton, VA 24401. © Mary Baldwin University. Produced by the Office of the Registrar in cooperation with other offices on campus. UNIVERSITY CALENDARS 2018–2019

Undergraduate Residential Programs and College of Education Undergraduate MBU Online FALL SEMESTER 2018 FALL SEMESTER 2018 August 20 Fall graduate courses begin September 3 Fall Semester Classes Begin/Term I October 19–22 Fall Break (at discretion of professor) October 2 Apple Day (no undergraduate classes on main November 21–25 Thanksgiving Break campus) December 7 Fall graduate courses end (including exams) October 4 Founders Day Convocation (main campus) October 17 Term I ends SPRING SEMESTER 2019 October 18 Term II begins January 7 Spring graduate courses begin October 19–22 Fall Break Week of March 4–8 Spring Break (at discretion of professor) November 21–25 Thanksgiving Break April 15 Spring graduate courses end (including exams) December 7 Term II ends May 17–19 Commencement Weekend December 10 Exams begin for on-campus classes December 14 Exams end for on-campus classes; all SUMMER 2019 coursework due May 20–June 28 Graduate Summer Term I December 15–January 6 Winter Break July 8–August 16 Graduate Summer Term II

SPRING SEMESTER 2019 January 7 Spring Semester classes begin/Term III Murphy Deming College of Health Sciences February 19 Term III ends February 20 Term IV begins For all program calendars under the Murphy Deming College March 3–10 Spring Break of Health Sciences, please visit April 12 Term IV ends https://marybaldwin.edu/health-sciences/about/academic- April 15 Exams begin for on-campus classes calendars/. April 22 Exams end for on-campus classes; all coursework due April 23 Pre-May Term Break April 24 May Term Begins Shakespeare and Performance May 14 May Term ends/May Term exam day May 17—19 Commencement Weekend (main campus) FALL SEMESTER 2018 August 6–December 7 MFA Fall Semester SUMMER 2019 September 3–December 7 MLitt Fall Semester May 28–August 16 Summer Term October 19–22 Fall Break November 21–25 Thanksgiving Break Graduate Programs December 7 Last Day of Fall Semester Classes December 10–14 Fall Semester Exam Week Business Administration SPRING SEMESTER 2019 FALL SEMESTER 2018 January 7–April 19 MLitt & MFA Spring Semester August 20 MBA Fall graduate courses begin March 2–10 Spring Break October 19–22 Fall Break (at discretion of professor) April 24–May 14 MLitt May Term November 21–25 Thanksgiving Break May 17–19 Commencement Weekend December 7 MBA Fall graduate courses end (including exams) SUMMER 2019 SPRING SEMESTER 2019 April 24–June 7 MFA Summer Term January 7 MBA Spring graduate courses begin Week of March 4–8 Spring Break (at discretion of professor) April 15 MBA Spring graduate courses end (including exams) May 17–19 Commencement Weekend

SUMMER 2019 June 3–July 26 MBA Summer Term TABLE OF CONTENTS

Contact Information...... 2 College Calendars 2018–2019...... 4 Commitment to the Inclusive Community ...... 5 Honor Code ...... 5 General Information ...... 6 Mission ...... 6 The Four Colleges …...... 7 Admission and the First-Year Experience ...... 11 Admission...... 11 Leadership Gateways and First-Year Experience ...... 13 Tuition and Financial Aid ...... 15 Residential Tuition and Fees...... 21 MBU Online Tuition and Fees ...... 21 Graduate Tuition and Fees ...... 21 Financial Aid ...... 21 Academic Policies...... 27 Academic Requirements for Bachelor’s Degree ...... 27 Academic Credit and Grading ...... 30 Academic Procedures ...... 33 Academic Policies for Student-Designed Coursework...36 Academic Standards ...... 38 Consortium Exchange and Cooperative Programs……...…...…41 Pre-Professional Programs…………………………………..…42 Study Abroad………………………………………………...…43 Undergraduate Majors and Minors ………………………….....45 Common Curriculum Courses...... 46 Undergraduate Offerings ...... 53 Listed in alphabetical order by name of major/minor College of Education ...... 197 Undergraduate Education and Teacher Licensure…..…198 Post Baccalaureate Teacher Licensure...... 198 Graduate Offerings...... 215 Master of Business Administration ……………………………256 Murphy Deming College of Health Sciences…………………..265 Shakespeare and Performance ...... 323 Personnel ...... 339 Board of Trustees ...... 339 Chief Academic Officers and Past Presidents ...... 340 Faculty and Staff Emeritae/i ...... 341 Faculty ...... 344 Administrative Staff ...... 356 Uniform Student Grievance Policy ...... 364

Our Commitment to Inclusive Community

We, the community of Mary Baldwin University, strive to celebrate humanity in all its wondrous and complex variation. Because we value diversity, it is our mission to sustain a community where all may flourish. We are safe to embrace our shared experiences and our differences. To this end, we treat all with respect and compassion.

The Honor Code

Mary Baldwin University’s Honor System is based on three principles: integrity of one’s word, respect for the property of others, and honesty in academic work. These standards are an integral part of life at Mary Baldwin; in becoming part of the Mary Baldwin community, each student and faculty member willingly assumes an obligation and a responsibility to uphold them.

THE HONOR PLEDGE: Believing in the principles of student government, I pledge myself to uphold the ideals and regulations of the Mary Baldwin University community. I recognize the principles of honor and cooperation as the basis of our life together. I shall endeavor faithfully to order my life accordingly. I will not lie, cheat, steal, plagiarize, or violate my pledge of confidentiality. I will encourage others to fulfill the ideals of the honor system and will meet my responsibility to the community by reporting incidents of honor offenses.

5 for the Exceptionally Gifted -- in which GENERAL brilliant young women can start college several years early -- and the Virginia INFORMATION Women’s Institute for Leadership -- the first and only all-female cadet corps in the U.S. Mary Baldwin University: We're seeking bold, forward-thinking women About Us and men to join us at Mary Baldwin University in the beautiful Shenandoah Valley Founded in 1842, Mary Baldwin University of Virginia. Together, our students, faculty, has a proud legacy of innovating to best serve staff, and alumni create a community our students as the world changes. Our dedicated to bringing out the best in small, namesake, Mary Julia Baldwin, became private education. principal of a boarding school for young women struggling to remain open during the Civil War and transformed it into a thriving, Mission prestigious community of learning. Mary Baldwin empowers leaders to pursue Today, MBU is a small, coeducational lives of purpose in a changing world. university offering a range of degree programs from bachelor to doctoral. We serve a vibrant As a distinctive small university committed to student population on our main its rich heritage as an inclusive, women- campus in historic Staunton, Virginia, named centered liberal arts college, Mary Baldwin one of the “20 Best Small Towns in America” fulfills its mission by providing by Smithsonian Magazine. A cutting-edge undergraduate, graduate, and professional health sciences campus in Augusta County, education to a diverse population of women programs for online study, and regional and men. It emphasizes high ethical standards advising centers throughout Virginia are also and the development of critical, creative, and part of the university. reflective reasoning as the foundation for fulfilling, engaged, and meaningful lives. With 176 years of excellence, MBU offers unique opportunities for our students to Honor and Distinctions become leaders in the classroom, community, workplace, and in their own lives. In 1977, Mary Baldwin University holds membership Mary Baldwin was the first college in Virginia in the following national honorary societies: to create a program for women and men to Alpha Kappa Delta (sociology), Alpha earn their degrees later in life. With the Lambda Delta (freshmen), Alpha Phi Sigma opening of our college of health sciences in (criminal justice), Alpha Sigma Lambda (adult 2014, we established one of the first dozen students), Beta Beta Beta (biology), Iota doctoral programs of occupational therapy in Sigma Pi (chemistry), Kappa Delta Pi the nation. In 2017 we expanded on our long (education), Lambda Pi Eta (communication), tradition of student-centered excellence to Omicron Delta Epsilon (economics), Omicron welcome our first residential men to campus. Delta Kappa (leadership), Phi Alpha (social work), Phi Alpha Theta (history), Phi Beta MBU also offers special residential programs Kappa (the nation's oldest and most respected open only to women, including the Program society honoring the liberal arts; membership

6 is held through the Lambda of Virginia Undergraduate Studies Chapter), Pi Alpha (physician assistant), Pi African-American Studies (m) Sigma Alpha (political science), Pi Theta Anthropology (m) Epsilon (occupational therapy), Psi Chi Art History (m) (psychology), Sigma Beta Delta (business, Art — Studio (M, m) management, and administration), Sigma Pi Arts Management (M) Sigma (physics), Sigma Tau Delta (English), Asian Studies (m) and Upsilon Phi Delta (healthcare * Biology (M, m) administration). * Biochemistry (M) *Chemistry (M, m) Mary Baldwin University: Clinical Laboratory Science (M) Creative Writing (m) The Four Colleges *Economics (M, m) English (M, m) MBU’s academic structure comprises four Exercise Leadership (m) colleges through which curriculum (both Film (m) undergraduate and graduate) is developed and Francophone Studies (m) taught: College of Arts and Sciences, College Global Poverty and Development (m) of Business and Professional Studies, College History (M, m) of Education, and the Murphy Deming History — Public (m) College of Health Sciences. International Affairs (M) Major (M) Leadership Studies (m) Minor (m) * Mathematics (M, m) All majors (M) offer a bachelor of arts (BA) * Mathematics — Applied (M) * Bachelor of science (BS) also offered Music (m) ** Bachelor of social work (BSW) Peacebuilding and Conflict Resolution (m) Performing Arts (M) College of Arts and Sciences Philosophy (m) * Physics (M, m) Rooted in the liberal arts tradition, while also Political Science (M, m) providing a clear pathway from college to * Psychology (M, m) career, the College of Arts and Sciences offers Religious Leadership and Ministry (m) the degrees of bachelor of arts and/or bachelor Religious Studies (m) of science in a wide variety of majors and Sexuality and Gender Studies (m) minors. A foundation of rigorous academics Sociology (M, m) enables arts and sciences students to harness Spanish Language and Hispanic Cultures (m) intellectual curiosity, critically analyze Theatre (m) evidence and think through conclusions, and U.S. Poverty Analysis (m) clearly communicate their thoughts. The Women’s Studies (m) breadth (experiencing a wide range of knowledge, ideas, and traditions) and depth Graduate Studies (gaining expertise in a single field through a BA/MS in Applied Mathematics (with the major or minor) of a liberal arts education University of Virginia) primes students to navigate and thrive in a BA/MS in Engineering (with the University of world in which knowledge and professions Virginia) change rapidly. BA/MLitt in Shakespeare and Performance

7 Master of Letters in Shakespeare and * Business Economics (M) Performance Communication (m) Master of Fine Arts in Shakespeare and Criminal Justice (M, m) Performance Health Care Administration (M, m) Human Resource Management (m) College of Business and Management (m) Marketing (m) Professional Studies Marketing and Communication (M) Project Management (m) The College of Business and Professional Public Health (m) Studies comprises the business, social work, ** Social Work (M) and health care administration programs leading to bachelor of arts and bachelor of Graduate Studies social work degrees. Offering students a solid Master of Business Administration knowledge-base in the theory of their chosen field, the college stresses applying that College of Education intellectual foundation to address society’s needs and problems. About one-quarter of all The College of Education offers professional MBU undergraduates earn their degrees in programs designed to prepare students to enter these majors. a wide variety of educational careers, including teaching, higher education The business program approaches business administration, advanced behavior analysis strategy and business education with a and Autism Spectrum Disorders, and other curricular emphasis on sustainability and the non-teaching professions. Undergraduate “triple bottom line” (harnessing benefits that students interested in teaching at the middle or are economic, social, and environmental). The secondary level major in the area in which Susan Warfield Caples Social Work Program they intend to teach and minor in education, encourages students to solve social problems while the Liberal Arts and Educational Studies and become an advocate for vulnerable, major leads to licensure for elementary disenfranchised, and marginalized education. With a focus on developing populations. Criminal Justice provides confident leadership skills, the college creates students with thorough knowledge and strong a collaborative environment of inquiry and applied components as well as internships in innovation, while helping individuals find which they will work with crime agencies and personal pathways to achieve their goals. The police departments. The Carpenter Health College of Education offers a variety of Care Administration program — the only programs of study: paths to Virginia teacher endowed undergraduate program of its kind in licensure as well as non-licensure and/or non- the United States — is led by experienced degree opportunities for professional faculty and offers solid networking development. opportunities to jump start students’ careers in the rapidly evolving, in-demand field of health Undergraduate Studies care. Education (m) Liberal Arts and Interdisciplinary Studies (M) Undergraduate Studies Teacher Licensure Program (multiple majors * Business (M, m) and subject areas)

8 Graduate Studies BA/MAT in Teaching *For the most current accreditation BA/MEd in Education information concerning Murphy Deming Master of Arts in Teaching College of Health Sciences, reference Master of Education www.marybaldwin.edu/health_sciences/about/ Master of Science accreditation.

Mary Baldwin University: Murphy Deming College of Points of Entry for Students Health Sciences Students enter Mary Baldwin University Murphy Deming College of Health Sciences is through one of six entities: the College of setting the standard nationally for superior Education, Mary Baldwin College for interprofessional preparation of health care Women, MBU Online, Murphy Deming professionals. Its innovative programs have a College of Health Sciences, Shakespeare and state-of-the-art home on the Mary Baldwin Performance, or University College. This University branch campus in Fishersville that structure allows the university to support the provides sophisticated technological aids to educational needs and styles of a wide variety learning that complement faculty expertise of students in different programs, giving them and keep students up to date in an ever- academic and administrative assistance as they evolving field. The college’s location in a earn their degrees, and career guidance for regional health corridor provides students what comes after graduation. From the time a many opportunities for clinical/educational student first decides to come to Mary practicums and research. The college of health Baldwin, faculty and staff work to create an sciences offers doctoral and master’s environment centered upon community and programs, as well as studies on the collaboration that will foster both academic undergraduate level. and life-long success.

Undergraduate College of Education *Health Sciences (M) Nursing (RN-to-BSN, post-licensure) The College of Education (COE) offers co- educational undergraduate and graduate Graduate Studies programs in education and education-related Doctor of Physical Therapy fields, teacher licensure, and professional Doctor of Occupational Therapy development and certificate programs. Master of Science in Nursing Headquartered on the main campus in Master of Science in Physician’s Assistant Staunton, COE extends its reach through Master of Healthcare Administration MBU’s regional centers and offers many classes online. All COE offerings develop Dual Degrees leadership skills, encourage inquiry and Master of Healthcare Administration/Master reflection, integrate theory and practice, and of Business Administration provide opportunities for exploration and Master of Nursing/Master of Healthcare innovation. Administration Master of Nursing/Master of Business Administration

9 Mary Baldwin College for Women will be ready to serve patients well in a changing health care environment. Murphy One option for the undergraduate residential Deming College of Health Sciences offers experience at MBU, Mary Baldwin College doctoral programs in physical therapy (DPT) for Women (MBCW) offers opportunities to and occupational therapy (OTD), master’s develop women-centered leadership skills. degrees in physician assistant (MSPA), What does the college mean by that? Students nursing (MSN), and healthcare administration in MBCW will learn and live a vision that has (MHA), as well as an online RN-to-BSN the leader not at the front of a line, but in the program and undergraduate health sciences middle of a circle — making connections, major. MDCHS is committed to fostering the championing compassion, insisting upon education of future health care professionals inclusivity. Women leaders open doors and who are knowledgeable, competent, encourage others to join them in building a compassionate, and ethical, with a strong better world. Since Mary Baldwin’s founding commitment to human service. in 1842, women’s leadership has been at its core. College for Women students also live in *For the most current accreditation female-only residence halls, and MBCW information concerning Murphy Deming includes two unique programs: the Program College of Health Sciences, reference for the Exceptionally Gifted, for very young www.marybaldwin.edu/health_sciences/about/ women of exceptional ability, and the Virginia accreditation. Women’s Institute for Leadership, the nation's only all-female corps of cadets. Shakespeare and Performance MBU Online Program An internationally recognized graduate program, Shakespeare and Performance The co-educational MBU Online Program (S&P), offered in partnership with the offer bachelor’s and master’s degrees and American Shakespeare Center, offers a certificates in top programs that lead to Renaissance approach to scholarship and rewarding careers. With online, on-site, and performance. S&P offers an initial graduate hybrid options, the program is designed to be degree, the master of letters (MLitt), and flexible and affordable, streamlining the path students may then choose to pursue the master to degree or certificate completion, and it of fine arts (MFA), whose one-of-a-kind holds physical classes on the main campus in company model prepares graduates for a wide Staunton as well as through regional centers range of roles in theatre and education. across the state. University College Murphy Deming College of Health Sciences Another option for the undergraduate Recognizing that quality health care is best residential experience at MBU, University achieved when practitioners work College offers students a clear path to any of collaboratively across disciplines, Murphy MBU’s more than 50 majors and minors. It is Deming College of Health Sciences open to men and women, who live in co-ed (MDCHS) is interprofessional by design, both residence halls on campus. If students already through its pioneering curriculum and award- know what their academic passion is, winning health sciences campus in University College also offers special focus in Fishersville. This commitment to healthcare and medicine, education, collaboration ensures that MDCHS graduates Shakespeare and performing arts, and

10 business. Added benefits in these areas experiences, professional networking, and include dedicated advisors, collaborative optional four- or five-year master’s degree. living-learning community, first-year field

Undergraduate Admission and the Undergraduate First-Year Experience

Mary Baldwin offers two options for students’ learners who have many demands on their undergraduate residential experience: Mary schedules and energies. Please see the Mary Baldwin College for Women — which is all- Baldwin University website or the Contact female and emphasizes women-centered Information at the beginning of this Catalog leadership development and includes the for more information on admission to each Virginia Women’s Institute for Leadership MBU program. and the Program for the Exceptionally Gifted; and University College — which offers all of First-Year Admission MBU’s majors and minors in a co-educational residential setting. Mary Baldwin also offers Admission to Mary Baldwin’s programs is undergraduate programs designed specifically based on a student’s academic potential; for those with jobs, families, and other achievement in secondary school, when responsibilities through its MBU Online applicable; strength and maturity of character; Program, as well as graduate programs in and any special talents and abilities. In business, Shakespeare and Performance, judging academic ability, the secondary health sciences, and education (see the school record, when applicable, is the primary College of Education, Shakespeare and factor considered. Candidates for admission Performance, Master of Business should have completed at least 16 college Administration, or Murphy Deming College of preparatory courses. The university Health Sciences sections of this catalog for recommends that candidates include four or information on graduate admissions). five academic subjects in their course loads each year in meeting the following If you are applying for an undergraduate recommended school program: program, you can apply for admission after your junior year in high school, for admission • English, four units; to the fall or spring semesters, or as a transfer • Foreign language, two units (preferably two student. You may enter with advanced consecutive foreign language courses); placement, dual enrollment credit, or credit for • Mathematics, three units; advanced work by the International • History and social studies, three units; Baccalaureate or by tests of the College • Lab science, two units. Entrance Examination Board. You may attend full-time or, if you live in the area, part-time. Scores considered in the admissions process As an especially gifted student, you may enter are those on the Scholastic Aptitude Test well before completing high school. If you are (SAT), the American College Test (ACT), or 18 years or older, you may enter the MBU the Test of English as a Foreign Language Online Program, with special provisions for (TOEFL).

11 All students who enroll at Mary Baldwin Transfer Students University agree to abide by the rules, regulations, and standards set and established Mary Baldwin will consider students for by the university. The university in turn will admission to the freshman, sophomore, or offer a bachelor of arts, bachelor of science, junior class by way of transfer from colleges bachelor of science in nursing (RN to BSN), and universities accredited by regional or bachelor of social work; master of letters or accrediting agencies or the American master of fine arts in Shakespeare and Association for Liberal Education. A transfer Performance; master of business application must include transcripts of all administration; master of science, master of college work taken and a transcript from the education or master of arts in teaching; or secondary school. master of science in physician assistant, master of science in nursing, master of Applications for the fall semester should be healthcare administration, doctor of submitted to the Office of Admissions during occupational therapy, or doctor of physical the prior winter or spring, and notification will therapy to those who meet the established be made when the file of credentials is standards, and will attempt during a student’s complete. For entrance in the spring semester, tenure to lend advice and support as solicited applications should be received before and/or needed. December 1. An evaluation of credits will be made after the final transcript arrives from the The Declarations section of this catalog states institution from which the student is Mary Baldwin’s policies on transferring. A non-refundable advance nondiscrimination, student privacy rights, and deposit of $300 must be received by other important provisions. December 30 for students entering in January. Personal Interviews In evaluating transfer applications, emphasis is placed on the previous college record. As a A personal interview on campus with an general guideline, transfer students should admissions counselor is suggested for Mary have an average of 2.0 or better in their Baldwin College for Women and University college work in order to be approved for College students seeking admission. transfer to Mary Baldwin. Only courses with Appointments for an interview and tour of the grades of “C-” or higher will be accepted for campus should be made in advance. Refer to transfer credit, and each course will be the university calendar in this catalog for the considered separately. dates when the university is in session. The Office of Admissions is open Monday through Transfer students coming into Mary Baldwin Friday all year, except for short periods during College for Women and University College the Independence Day, Thanksgiving, and must earn a minimum of 36 semester hours at Christmas holidays. During academic Mary Baldwin. sessions, the Admissions Office is open on Transfer students should send their official Saturday mornings. During the summer college transcript(s), official final high school months, it is not open on Saturday. Visit the transcript, and application to Mary Baldwin website, www.marybaldwin.edu, or call 800- University for full consideration. Students 468-2262 or 540-887-7019 to schedule an with 25 credits or less of transfer work should appointment. also submit SAT or ACT scores. Official college transcripts must be mailed or

12 electronically sent directly from the Office of Part-Time Degree-Seeking the Registrar from all previously attended institutions; and prospective applicants should Students request the transcripts be sent to Mary Baldwin as soon as possible. We will notify Students who live close to the university and students of the status of their admission wish to complete their bachelor’s degree application within two weeks. Mary Baldwin requirements by class attendance on the Mary will consider transfer students with some Baldwin University campus may do so on a college and no degree and those with an part-time basis. They are subject to the same associate of arts, associate of science, or admission requirements as other entering associate of arts and sciences. students. Important information: The Undergraduate 1. Students must be academically and socially eligible to return to the school they are First-Year Experience currently attending or in which they were previously enrolled. All new undergraduate students have the 2. Mary Baldwin has articulation agreements benefit of membership in a community- with the Virginia Community College System. focused program offering support, direction, 3. Students with less than 24 hours of college- and connection. The MBU Online Programs level course work will be evaluated for function as a community for adult students. admission based on their academic International students also have their own performance in high school as well as their community which includes intentional college-level course work. cultural, academic, and social immersion. 4. SAT or ACT test scores may be taken into Mary Baldwin College for Women and consideration. University College students, whether residing 5. If a student enters with 18 or fewer credit on campus or commuting, have support hours, the student’s academic work will be programs based on their common interests. evaluated to determine the appropriate Students enrolled in the Virginia Women’s orientation course for the student. Institute for Leadership (VWIL) or the 6. Official Mary Baldwin University Program for the Exceptionally Gifted (PEG), transcripts will show course titles, grades, and as well as students in the Ida B. Wells first- credit hours earned on transfer credit for year program have an immersive experience which MBU has comparable courses; through these communities. however, grades from transfer coursework are not factored into the GPA. In evaluating Our first-year curriculum includes a year-long graduation requirements, the Registrar will orientation program which assists in the determine if certain transfer credits can be transition to college and helps guide students used to satisfy general education in career exploration. The Mary Baldwin requirements. All students must satisfy the College for Women offers that guidance with core requirements and other graduation a focus on women-centered leadership. requirements set forth in the catalog under University College programming revolves which they enter Mary Baldwin University. around academic pursuits. Throughout the first year, students work closely with a team of faculty, staff, and peers to build successful studentship and strong relationships, to

13 discover their passions, and to explore who Named in honor of a 19th-century civil rights they want to be. We bring these teams activist and suffragist, this community is together around common curricular and co- designed to aid African-American students in curricular interests and activities while their transition to college life. Participants exposing students to the larger campus and all learn to identify their skills, values, and of its resources. Our first year experience experiences, and understand how their unique supports new students in their transition to presence adds value to the MBU experience. college and in their exploration and discovery of their best selves. These new students will make a commitment to diversity programming by serving as Program for the student ambassadors for the Office of Inclusive Excellence. As a member of this Exceptionally Gifted (PEG) community, students will also take a general education course taught by their advisor and Carla van Devander, Director; Christy Baker, engage in co-curricular programming focused Associate Director on civic engagement and African-American culture. Ida B. Wells extended support system This community is for students who have been includes Ubuntu Student Mentors and Sista accepted to the Program for the Exceptionally Friends alumni mentors, using a team Gifted (PEG). PEG is a radical acceleration approach to helping each young woman program that allows students as young as 13 to become her best self. skip high school and dive right into college, living within a community of their intellectual • PHIL 140 Community and Service Learning and social peers. Students in this community • REL 232 African American Religion are invited to participate in other age- • INT 177 Legacy & Tradition appropriate co-curricular and extra-curricular Note: Additional application and interview are activities that are social, cultural, or just for fun. PEG students live in the PEG Center, a required. living-learning community with adult advisors in the building 24 hours a day. Virginia Women’s Institute During the first semester, students may elect for Leadership (VWIL) to take MBU 102, An Investigation of the Arts, which includes participation with the Terry Djuric, VWIL Commandant of Cadets American Shakespeare Center actors and (Brigadier General, retired) scholars at the Blackfriars Playhouse, in addition to their orientation class. Through ethical rigor, intense challenges, mutual respect and high achievement, VWIL Note: Additional application and interview are is a four-year leader development program required. which integrates theoretical leadership instruction with practical application so that Ida B. Wells graduates have the knowledge, skills, character, and experience to assume positions Rev. Andrea Cornett Scott, Director, of leadership in the military, public service, and private sectors in the United States and Associate Provost for Inclusive Excellence around the world.

14 Using a living-learning approach emphasizing additional global studies course; completing moral and ethical development, VWIL an additional science class (total of eight combines military leader development through science semester hours); completing two math Reserve Officer Training Corps (ROTC) with courses (Math 155 or higher) and a statistics civilian approaches. VWIL’s leader course (total of 9 quantitative reasoning development program integrates four major semester hours), and a managing difference components: Academic Curriculum, Physical course. Additionally, VWIL certificates are and Health Education Curriculum, Co- only awarded to cadets that improve their curricular Leadership, and Military Leadership physical fitness by completing five classes in (ROTC: Army, Air Force, Navy/Marines physical and health education, participate in (commissioning optional)). VWIL’s physical training program each year, and in their senior year earn a 70% on the VWIL ADVANCED LEADERSHIP Strength and Endurance Test or improve a CERTIFICATE total of 20% during four years. The leadership experiential requirements for VWIL certificate The VWIL Advanced Leadership Certificate includes: attending yearly VWIL promotion is awarded to VWIL cadets that have been boards and holding two leadership positions in active members of the VWIL Corps of Cadets MBU/VWIL for an entire academic year; one for six-eight semesters, completed all of the positions must be within the VWIL requirements for an undergraduate degree at Corps. Final approval for VWIL Certificate is Mary Baldwin University and the Leadership made by the Commandant of Cadets in Studies Minor, and currently hold a consultation with the President and Provost. cumulative GPA of 2.5 or higher. The Cadets awarded VWIL Certificate wear a academic requirements for the VWIL yellow and green cord with medallion at the Certificate beyond the General Education and commencement ceremony. Leadership Studies Minor requirements include: completing at least two semesters of foreign language courses or study abroad or an

Undergraduate Tuition and Fee Information

For tuition and fee information specific to The comprehensive fee for students in the graduate programs, please see the College of Mary Baldwin College for Women and Education, Master of Business Administration, University College during the 2018–19 Murphy Deming College of Health Sciences, academic year is $40,495 ($30,690 for tuition, and Shakespeare and Performance sections. $275 student organization fee, $120 technology fee, and $9,410 for room and board). The Tuition and Fees for additional PEG housing fee is $1,250. Financial aid packages based on both merit and Undergraduate Residential need can substantially reduce the actual out-of- Programs pocket cost. The university offers a variety of services to assist students and families in financing a private college education.

15 There are no lecture or practice teaching fees. must be eligible for readmission to MBU. They Some classes have fees for private music may live off campus. On-campus housing is lessons, art materials, lab fees, field trips, use subject to availability and will be charged at of facilities not belonging to the university, or full price. To take advantage of the half-price other extraordinary expenses. For details, see tuition, no more than 12 months may have the course descriptions in this catalog. elapsed since the date of last enrollment. Graduate and summer courses are not available Annual Deposit at half-price. MBU will help the student get All residential students who intend to return to external grants and loans, but no institutional Mary Baldwin for the succeeding academic aid will be available to students under this plan. year, including those participating in overseas programs and/or the consortium program, must College for Women and make a deposit of $300 by March 1, which is credited to payment of fees for the next University College Schedule session. This deposit will be returned only if of Payments 2018–19 the student is advised to withdraw or is prevented by causes beyond her control from Resident Students returning to college. Students who plan to Direct Cost (tuition and fees, room and board): return to Mary Baldwin University for the $ 40,495 following fall, are in good standing, and have (Fees include: Student Organization Fee $275, made their deposit for the following year are Technology Fee $120) given the opportunity to enter the MBU Payable as follows: housing lottery. Eligible students will select Advance Deposit (nonrefundable) due: housing based on a priority list that weighs a March 1 from returning students: $300 combination of factors including academic May 1 from new students: $300 performance and class year. Assignments of August 1 from all students (less Advance rooms for upperclassmen are made shortly after Deposit payment): $20,247.50 spring break. December 1 from all students: $20,247.50 Monthly Payment Plan Fees that are normally due in one large lump Commuter Students sum at the beginning of each semester may be Direct Cost (tuition and fees): $31,085 paid in 8 equal monthly installments. There are no interest or finance charges — only an (Fees include: Student Organization Fee $275, administration fee of $30 per semester. Technology Fee of $120) For additional information, please log in to mymbu.marybaldwin.edu and click on Student Payable as follows: Info. Click on Monthly Payment Plan under Advance Deposit (nonrefundable) due: Business and Finance. March 1 from returning students: $300 May 1 from new students: $300 Half-Price Tuition Plan August 1 from all students (less Advance Students who have completed eight semesters Deposit payment): $15,542.50 of full time work in classes on the MBU December 1 from all students: $15,542.50 campus may enroll in additional on-campus classes for half of the usual applicable tuition charge if approved by the registrar. Students

16 Part-Time Students not be involved in any payment to AH for Fewer than 12 semester hours during fall or applicable fees. Any refund available will be spring semesters: $460 per semester hour and a given to the student who will be responsible for $60 Technology Fee. Students in the College payment to AH. The cost of AH fees may be for Women or University College attempting included in the student’s cost of attendance for fewer than 12 semester hours are considered aid purposes. Mary Baldwin aid will not be commuter students and are charged awarded to students who are not being charged accordingly. The internship fee for part-time the comprehensive fee. students is $230 per semester hour and is charged for any 287 or 387 course. The audit Special Costs fee is $230 per semester hour. Administrative Fees Summer Term A student, who is enrolled but is off-campus Individual course credits taken during the for an entire year on an approved program not summer under faculty supervision (i.e., clinical laboratory science and studies abroad), will be • Summer coursework (2018–19): $460 per s.h. charged a per-semester fee of $260. A student • Internship Fee (2018–19): $230 per s.h. who is granted a leave of absence or withdraws from the university and is issued a credit will Note: Advance Deposit payments are be assessed an administrative fee of $105. nonrefundable for first-year and transfer students after May 1. Advance Deposit Transcript of Record payments for all returning students are Transcripts are issued upon request. A nonrefundable. student’s financial record must be cleared of all charges before a transcript of record is issued. Partial-Year Students Full-time students residing at MBU for the fall • Transcripts: $6 per copy; $8 if sent by U.S. or spring term will be charged $20247.50 mail Commuter students enrolling for either period • Graduation Fee (seniors only): $100 will be charged $15,542.50. There will be no additional charge for attending the May Term Special Course Fees (for currently enrolled students). For student- Music Lessons: Individual Applied Music teaching, social work and internships being Lessons will be charged on a per-semester done off-campus during fall or spring basis. Pre-approved music majors and minors semesters under faculty supervision, students take Primary Applied Lessons (200-level, two will be charged as half-year commuter credits/60-minute lessons). Most other students students. If a student wishes room and board on take Elective Applied Lessons (100-level, one campus while performing an internship off credit/30-minute lessons). Students with campus, student is charged as a boarding questions about their status should consult the student. music department. Fees: twelve 30-minute lessons: $230; twelve 60-minute lessons: $450. Clinical Lab Science Program, Approved music majors or minors receive Clinical Year reduced fee: twelve 30- minute lessons: $130; Students taking their Clinical Lab work with twelve 60-minute lessons: $175. Reduced fees Augusta Health (AH) will be billed ½ price of are based on certification by the music the current per semester hour rate. MBU will department at the beginning of each semester.

17 A student who drops applied music lessons Lost Dorm Keys after the second lesson, posted as a withdraw • Fine for replacement of lost room keys: $30 (W), will be billed for the full lesson fee for a • Fine for the replacement of lost keys to given term. outside doors: $55

Fine Arts: A number of studio art courses Note: Students are strongly encouraged to require a student to pay for expendable obtain a key to their individual rooms at the materials. THEA 101 require students to pay beginning of the school year. for theatre tickets. For specific fees, consult course section of this catalog or the instructor Damage or Loss of Personal in charge of the course. Possessions Damage to or of personal property is not Science Courses: Some science courses with covered by the university’s insurance. MBU labs require a nominal lab fee. See course assumes no responsibility for damage or loss of descriptions in this catalog for more any article left on its premises at any time. information. Cars Physical and Health Education: Some Students must register their cars with the physical and health education courses require campus security office and pay the following special fees. See course descriptions in this fees each year: catalog for more information. • Residential students: $50 Graduate Courses: Prior to admission to an • Commuter students: $20 MBU graduate program, students may only • Second decal: $5 take two graduate courses (six semester hours). Following admission to a graduate program, students may take additional graduate courses, Conditions of Payment but will be assessed an additional nominal fee Charges are listed for the university year. Fifty to do so, beyond the first six semester hours. percent of the comprehensive fee is due by Students should check the appropriate graduate August 1. The balance for all students is due by program section for semester hour limits on the start of spring classes in January. Payments graduate courses prior to BA conferral. must be made before students can register for classes.

Special Housing Fees A charge is added to room cost on a semester Deadlines for Payment basis for the following locations: Students will not be permitted to begin classes until all tuition and fee payments for the first • Single room: $650 per semester semester have been paid, and will not be • Carriage House, King, Scott House, and Woodrow Terrace Apartments: $175 per permitted to begin second semester classes semester until all tuition and fee payments have been paid. In order for seniors to participate in • Pet cleaning fee*: $250 per semester *Only service animals allowed; advanced Commencement activities, all financial approval required. obligations must have been paid two weeks before graduation day. In order for juniors, sophomores and first-year students to

participate in Room Draw, all financial

obligations must be paid. The university policy

18 for all students is that past and current Application for Credits and Refunds obligations must be paid in full as a The date on which written notice is received by precondition to register or reside on campus. the university is considered the date of Note: The University will not issue transcripts withdrawal. Refunds are made only to the or diplomas if any outstanding balances are due guarantor of the student’s financial obligation. to the MBU business office or bookstore. If there is a prepaid deposit, it is applied to bills due at time of re-entry; such deposits are Finance Charges nonrefundable. An interest charge of 15% a year may be applied to outstanding balances owed after Returned Check Policy October 15 for the fall semester and February Students will be charged a $28 fee for any 15 for the spring semester. check received in payment of any obligation that is returned by the bank. Collection Procedures Active collection efforts are made by MBU Counseled Withdrawal personnel to collect delinquent payments from In the event a counseled withdrawal is granted, current students. When a student who has a refund is issued based on the pro rata portion withdrawn from the university has a delinquent of the prepaid tuition and room and board, less account, MBU pursues legal means to collect a $105 administrative fee. Students approved balances due. If the university must refer for counseled withdrawal will not be charged unpaid obligations to a collection agency, the for second semester if withdrawal occurs prior university includes the full cost of collection to registration day for second semester. If a and/or attorney fees as part of the outstanding counseled withdrawal is granted subsequent to obligation. registration day for second semester, a refund will be issued based on the pro rata portion of Credit and Refund Policy the prepaid tuition, room and board, less a $105 MBU arranges for instruction and services in administrative fee. MBU Online students who advance on an annual basis. Therefore, charges formally “stop out” during a semester in which for residential students are listed for the entire they have enrolled in new coursework are year with billings and payments based on first eligible for a pro rata refund less a $105 and second semesters. Charges for the year administrative fee. may be paid in two installments: August 1 for the first semester, and December 1 for the Disciplinary Withdrawal second semester. Credits and refunds are based Students who withdraw for disciplinary reasons on first and second semester. Credits receive a refund in accordance with the pro rata outstanding at the end of first semester are schedule for the semester in which the penalty applied to second semester of the same is determined. If withdrawal occurs prior to academic year. Credits outstanding at the end registration day for the second semester, of second semester are applied to charges for students are not charged for second semester. first semester of the following academic year. No student will be permitted to register or Academic Withdrawal reside on campus until applicable charges for Students required to withdraw for academic the current semester have been paid in full. The reasons at the end of the first semester are not Student Accounts Office assumes charged for the second semester. Students responsibility for the administration of required to withdraw for academic reasons at university policy related to payment of fees. the end of the second semester receive a refund

19 for the $300 advance deposit they paid for the room, board, and other charges assessed the upcoming academic year. student equal to the portion of the enrollment period for which the student has been charged Authorized Leave of Absence that remains on the last day of attendance, When an authorized leave is granted, a credit is minus any unpaid student charges, and minus a issued based on the pro rata portion of prepaid reasonable administrative fee. tuition and room and board applicable to first semester and/or second semester less a $105 When and How Are Pro Rata Refunds administrative fee. When an authorized leave Applied? of absence is granted prior to second semester The pro rata refund is applicable to students registration day, the student is not charged for who withdraw from the institution within 60 the second semester. percent or less of the enrollment period (beginning of classes to the end of exam Medical Leave period). After the 60% mark, refunds are not When a medical leave is granted, credit is granted. issued based on the pro rata portion of the prepaid tuition and room and board fees, less a Classes begin September 3, 2018, and exams $105 administrative fee. If the leave occurs end December 14, 2018, for terms 1 and 2. prior to second semester registration day, Classes begin January 7, 2019, and exams end students are not charged for the second April 22, 2019, for terms 3 and 4. May Term semester. (Term 5) begins April 24, 2019, and ends May 14, 2019. There is no additional charge for Board Refunds attending the May Term for currently enrolled Board refund for basic food costs may be full-time MBCW or UC students. granted only on a semester basis in rare cases when, in the judgment of the university For students subject to the institutional refund physician, there are medical conditions policy, the MBU Student Accounts Office warranting exemption from the meal plan. A calculates a federal refund amount according to student requesting exemption must first regulatory requirements. schedule an appointment to see the university physician through the MBU Health Services Federal law requires refunds to be returned in Center. The student will be referred to an the following order: Direct Stafford Loans, appropriate medical specialist for an evaluation PLUS Loans, Perkins Loans, Pell Grants, of her condition. All off-campus medical SEOG Grants, Institutional Aid. evaluations will be at a student’s expense. The university physician will make a final Dates noted above may need to be adjusted to recommendation to the vice president for reflect posted schedules for graduate programs. business and finance based on documentation An additional administration fee of $105 will from the medical specialist. be charged.

Pro Rata Refund Procedures Please note that if a student has a federal student loan, any type of withdrawal or leave causes the student to be reported as What is a Pro Rata Refund? The Higher Education Amendments of 1992 “withdrawn” to the National Student Loan define a pro rata refund as a refund to a student Database. The student’s federal loan grace period will begin from the date of of not less than that portion of the tuition, fees,

20 determination, which is the date the student Students should check the appropriate graduate provides official notification to the institution program section for semester hour limits on requesting to withdraw or take a leave of graduate courses prior to BA conferral. absence. Unofficial withdrawals (where a student ceases attendance without providing Graduate Tuition and Fees official notification to the institution) that result Graduate tuition and fee information is in a student’s failure to earn a passing grade in included with the general information on each any class will be subject to Return of Title IV program. For more information, see the Funds regulations based on faculty reported College of Education, Shakespeare and last date of attendance. Contact the Financial Performance, and Murphy Deming College of Aid office for more information. Health Sciences sections at the end of this catalog. MBU Online Tuition and Fees Financial Aid The total cost of the program varies depending Student Financial Aid on the student’s background and previous The Office of Financial Aid and Student college work. Campus Employment at Mary Baldwin University is committed to making a private Tuition per Semester Hour education available to as many well qualified • Regular course work — $460 per semester students as possible. In fact, over 97% of our hour* traditional-age students rely on some form of • Internships — $230 per semester hour (only merit or need-based financial aid to help meet classes numbered 287 or 387) the cost of a college education. The university participates in a wide range of federal, state, Special Costs and institutional aid programs. Each program • Orientation Fee — $50* has its own regulatory demands and • Extended Time Fee — $65 per semester hour requirements. The exact amount of an aid • Prior Learning Portfolio Evaluation — $460 award can be determined only after completion per portfolio (Cost equals one credit hour per of the Free Application for Federal Student Aid portfolio.) (FAFSA). • Re-activation Fee — $50 • Graduation Fee — $100* The Office of Financial Aid and Student • Administrative Withdrawal Fee — $105 (in Campus Employment strives to make the aid addition to any tuition that is due) process as uncomplicated as possible. We • Technology Fee — $60.00 per semester* understand, however, that families and students are faced with questions and concerns *Fees applicable to RN to BSN Program regarding financial aid. The professional staff is available Monday through Friday 8:30–4:30 Graduate Courses: Prior to admission to an at 540-887-7022 and by e-mail at MBU graduate program, students may only [email protected] to offer assistance. take two graduate courses (six semester hours). Following admission to a graduate program, Eligibility Requirements for Aid students may take additional graduate courses, Since Mary Baldwin actively participates in a but will be assessed an additional nominal fee number of federal aid programs, the to do so, beyond the first six semester hours. requirements for federal aid are used as the

21 core requirements for all need-based aid and need. If Mary Baldwin University is listed on a include, but are not limited to, students who: student’s FAFSA (School Code 003723), the aid office will receive the results of processing • have a high school diploma or the equivalent directly from the government in electronic (Exceptions are made for students in the form (ISIR). The student will receive a Student Program for the Exceptionally Gifted and Early Aid Report (SAR). It is suggested that the SAR College Academy.); be reviewed carefully to check for errors or • are accepted or enrolled as full-time, regular requests for clarification. Corrections can be students (NOTE: A few federal programs can made electronically by the students and parents provide some assistance to students who are at the FAFSA website, www.fafsa.ed.gov. less than full-time.); • are degree candidates or in certain certificate For more information on federal aid, access programs www.studentaid.gov. It is strongly recommended • are U.S. citizens or eligible non-citizens; that Virginia residents complete the Tuition • maintain satisfactory academic progress Assistance Grant (TAG) application shortly toward a degree at Mary Baldwin. after the student applies to the university. The TAG application must be returned to the aid Applying for Aid office before July 31 preceding enrollment. There are three general types of financial aid The original application is valid, in most cases, awards that students and families receive: to cover the four years a student is enrolled grants/scholarships, loans, and jobs. continuously at the university. Grants/scholarships represent any form of financial aid that can be used to meet the cost Receiving Aid of education without future obligations to Aid not based on need is credited to a student’s repay. For more information on outside financial aid record as soon as the aid office scholarships, go to www.fastweb.com. Loans are becomes aware of such aid. Aid based on need money that either students or parents can will only be awarded after a student’s FAFSA borrow to cover educational expenses. Loans is successfully processed by the government must be repaid with interest in the future. Jobs and the results (ISIR) are received by the aid allow students to work, giving them the office. The processing of the data the family opportunity to gain both valuable experience and student supplied on the FAFSA will result and money to help pay for education-related in an Expected Family Contribution (EFC). expenses. Each of these three general types of The EFC is a measure of your family’s aid — grants/scholarships, loans, and jobs — financial strength and is calculated according to can be awarded based on either a family’s a formula established by law. A student’s need financial need or some type of non-need is the difference between the cost of attendance criteria, such as a student’s educational at Mary Baldwin and the student’s EFC. accomplishments or state of residence. Total Cost of Attendance – EFC To apply for need-based aid at Mary Baldwin ————————- University, a family must submit a Free = Financial Need Application for Federal Student Aid (FAFSA) to the federal government for processing each The cost of attendance is prescribed by federal academic year (www.fafsa.ed.gov). The FAFSA regulations and includes: is the only form the university requires for students applying for aid based on a family’s

22 • the tuition and fees the student owes directly hours do not count towards spring enrollment to the university; status for institutional financial aid. Students • the room and board at the university or an enrolled at least half time (six semester hours) allowance for room and board for a commuting remain eligible for continuation of some student; federal aid and loan deferment benefits. If a • a standard allowance for books; student receives any aid from outside sources • a standard allowance for miscellaneous (e.g., ROTC scholarships, outside agency expenses; scholarships, etc.), federal rules require that • an allowance for transportation; this aid be reported to the aid office as soon as • an allowance for loan fees (if applicable). the student becomes aware of eligibility. Rules further indicate that, in some cases adjustments The Office of Financial Aid and Student to other aid may be required. Campus Employment will prepare an aid package and mail this information to the Disbursing Aid student’s home address as soon as possible. All Once a student receives an award package and non-need-based aid will be considered as part complies with all the regulatory requirements, of a need-based aid package first along with her aid package is set. Aid will only be eligibility for Pell Grants and other federal disbursed to a student’s business office account grants. If there is need remaining after these once she has enrolled in course work and that forms of aid are considered, the aid office will enrollment has been verified at the end of award loans and grants to fill as much of the “add/drop” each semester. In the meantime, aid remaining need as funding and institutional will appear on any early billing as “unapplied.” awarding policy will allow. Students may It is hoped this will assist parents when apply for work-study positions at the work- planning for expenses. Again, how aid is study website: disbursed or credited to the student account www.marybaldwin.edu/financial_aid/sep. depends on the form it takes: grants/scholarships, job, or loan. When the student receives an award letter, she Grants/scholarships given as aid through the will be asked to make decisions on which types university are credited directly to the student’s of aid she will accept. The student may also account. This disbursement only occurs after need to complete further paper work depending all regulatory obligations on the part of the on individual aid situations. Explanations of student are met to the satisfaction of the Office what is needed by the aid office to complete a of Financial Aid and Student Campus student’s aid package will be found in the FA Employment. Jobs are offered through the portal. Students are asked to read all Federal Work-Study Program and through the information carefully and respond promptly to university. The student is paid by the hour, and any requests by the aid office. a paycheck is issued each month to the student. The student may turn earnings over to the An undergraduate student must take 12 business office to pay tuition for the next semester hours in any given semester to be semester, or may use the earnings to pay for considered full time and eligible for full time books and personal expenses. Payment is aid. (May Term is optional. For students issued only for hours worked and only up to taking May term classes, May term hours are the amount awarded. Jobs require specified added to spring semester hours to determine hours of work each week. A job contract will enrollment status for federal student aid and the be provided showing eligible hours and wages Virginia Tuition Assistance Grant. May term per week. The job obligation to Mary Baldwin

23 is considered an employment commitment in Loans. Students will not be charged interest on the business world. Loans are not immediately Subsidized Direct Stafford Loans while they credited to the student’s account. Direct are continuously enrolled with at least half- Stafford Loans and Parent Loans for time status. Students not eligible for Subsidized Undergraduate Students (PLUS) will be Direct Stafford Loans may be eligible for an disbursed to the student’s business office Unsubsidized Direct Stafford Loan. Interest on account only after the “add/drop” period ends unsubsidized loans will accrue from the time and the aid office has reviewed each student’s the loan is disbursed; Students may elect to pay enrollment and continued eligibility, and the the interest as it accrues, or defer paying it until required master promissory notes and student loan repayment begins, when a student leaves, loan entrance counseling have been completed. graduates or drops below half time status. Each This process usually takes a month. Students student’s yearly eligibility for Direct Stafford should not anticipate this money being credited Loans has been established by the federal to the account any sooner than this. Also, government as follows: federal regulations mandate that loans come in two disbursements. Finally, if a student leaves Freshman $5,500 the university during an academic period, aid Sophomore $6,500 funds awarded to the student are refunded to Junior/Senior $7,500 the appropriate aid fund under the policy Graduate $20,500 described in this catalog as “Pro Rata Refund Procedures.” Questions about billing should be Students who are independent by federal directed to the Student Accounts Office. definition and dependent students whose parents are denied a PLUS may borrow Loans additional Unsubsidized Direct Stafford funds. All loans taken through the Office of Financial If eligible, a student may borrow up to $4,000 Aid and Student Campus Employment at Mary as a freshman or sophomore, up to $5,000 as a Baldwin should be considered by students and junior or senior. Undergraduate dependent parents as a serious commitment that must be students may borrow up to $31,000 in Direct met in the future. Students (and parents in the Stafford Loans during a college career, but case of the credit-based parent loan for only $23,000 may be subsidized. Independent undergraduate students-PLUS) may be eligible undergraduates, or dependent undergraduate for, depending on FAFSA information, students whose parents do not qualify for financial need and borrowing eligibility, federal parent loans, may borrow up to $57,500 Direct Stafford, and PLUS. Graduate students in Direct Stafford Loans but only $23,000 of may be eligible for unsubsidized Stafford loans the total can be subsidized. Graduate students and credit-based Graduate PLUS. Repayment can borrow up to $138,500 over a student’s will not begin until the student leaves the entire graduate and undergraduate career. university or falls below half time status. There Graduate students are only eligible for Direct is a grace period after leaving the university or Unsubsidized Stafford loans and Graduate falling below half time status. Students will be PLUS loans (credit based). All Direct Stafford counseled on their rights and responsibilities at Loan borrowers are required to complete the time they completed student loan entrance entrance and exit counseling sessions detailing counseling. Direct Stafford Loans are student loan obligations and the repayment process. loans with two separate and distinct awards Any student with questions on loans is based on a family’s need. Loans awarded to encouraged to contact the aid office at any time cover need are Subsidized Direct Stafford before, during, and after her enrollment at

24 Mary Baldwin. Finally, PLUS may be taken by continue to meet all the eligibility requirements parents of dependent undergraduate students up listed above. to the cost of attendance minus other financial aid. This is a credit-based loan for which Satisfactory academic progress is also required repayment is the responsibility of the parent. for renewal of aid. Students receiving financial Interest will be charged on the loan from the assistance must make at least minimum date of the first disbursement, and repayment satisfactory progress during their years of study generally begins 60 days after the final at Mary Baldwin. Progress is measured at the disbursement of the loan each year. Therefore, end of each semester. The university offers a parents will begin repayment while the student four-year program for a bachelor’s degree. is in school. Deferment options are available. However, we acknowledge that occurrences Detailed information accompanies all Direct such as illness, change of major, and disruption Stafford Loans and PLUS applications and of the program by unexpected events or some promissory notes and may also be found at period of academic difficulty could extend the www.studentaid.ed.gov. Please read this program to a fifth year. Therefore, the information carefully. minimum quantitative and qualitative standards of satisfactory academic progress (SAP) are Reapplying for Aid required by the federal government and Mary It is necessary to reapply for all financial aid Baldwin in order to continue to receive aid. based on family need. Students are required to Graduate students must have at least a 3.0 GPA submit updated family financial information and must successfully complete a minimum of each year. Most returning students will receive 67% of attempted work. One semester of a FAFSA renewal reminder from the federal satisfactory academic progress warning will be processor that they may complete a renewal permitted after a student falls below minimum FAFSA online at www.fafsa.ed.gov. For the SAP the first time. If, after the period of 2018–19 academic year and going forward, it warning, a student does not return to the will be possible to file the FAFSA October 1 standard minimum progress for that year, aid using the prior-prior year income and tax will not be offered again until minimum information. We encourage all students and standards are achieved. Appeals concerning families to use the IRS data retrieval process progress may be addressed to the MBU Office that is offered in the FAFSA. The reminder of Financial Aid and Student Campus will be sent to either the student’s e-mail as Employment. Students should bear in mind that reported on the FAFSA or to the home address these minimum standards are not reported on the FAFSA. If a student does not recommended progress. A student should receive a reminder, she may still be able to consult with her academic advisor to develop a complete a renewal FAFSA online. If she is program that permits graduation in four years unable to complete a renewal FAFSA, she may and work toward that goal. complete a new FAFSA. In either case, for a dependent undergraduate student (under the age of 24), both the student and a parent must submit FSA ID numbers or signatures for the FAFSA to be processed. The university will try to keep a student’s need based aid package as constant as possible through the undergraduate career. Students who reapply for aid must

25 Satisfactory Academic Progress (SAP) Max Hours For Financial Aid Hours to May Degree Complete Attempt Semester Minimum with Aid

Hours Earned GPA/Class Level Bachelors 126 189 Freshman 0–26 1.65 RN to BSN 120 180 Sophomore 27–57 1.75 MLitt 36 54 Junior 58–89 1.95 66 (including MFA 99 Senior+ 90–126 2.00 MLitt) MAT Elem or 39 58.5 Semester hours: This number of earned credit Middle School hours determines your class level. MAT Special Ed 42 63 MEd 34 51 Minimum GPA/Class level: This is the minimum cumulative GPA you must maintain MS – ABA 35 52.5 while classified at the specified class level. MS – Higher Ed 38 57 MBA 30 45 Completion Rate and Maximum Time MHA 39 58.5 Frame: You must maintain a 67% cumulative MSN 36 54 completion rate of the courses in which you enroll. You may not receive financial aid for MHA/MBA 45 67.5 MSN/MHA & coursework in excess of 150% of the required 48 72 hours for your degree. You must also have MSN/MBA achieved at least the minimum grade point DPT 125 187.5 average at each class level. OTD 117 175.5 PPOTD 30 45

MSPA 121 181.5

26 Academic Policy and Regulations for Undergraduate Programs * For information on graduate policies and at MBU for students in the College for regulations, please see the College of Women and University College; a minimum Education, Master of Business Administration, of 36 total semester hours taken at MBU for Murphy Deming College of Health Sciences, students in Baldwin Online and Adult and Shakespeare & Performance sections of Programs this catalog. Program Evaluation ACADEMIC REQUIREMENTS Students are required to participate in official FOR THE BACHELOR’S DEGREE activities designed to assess the effectiveness Each student must complete all three of the of the academic program as a condition for following: (1) General requirements for the graduation. These activities are required by government and accrediting organizations. bachelor’s degree, described below; (2) Requirements for one major, found in the Common Curriculum Requirements Undergraduate Course Descriptions section, All students must complete the requirements or an Independent Major found under of the Common Curriculum. For a list of Academic Rules for Student-Designed courses that meet the Common Curriculum Coursework in the following section; (3) requirements, see the Common Curriculum Electives to complete the 126 semester hours Courses section of this catalog. required for the degree, chosen from all courses offered, within the limits stated below. Note: The following Common Curriculum requirements apply to all matriculates from Required Credit Hours and Grade fall 2017 onward and replace the previous Point Average General Education and Core requirements. The following are the requirements for all Students who matriculated prior to fall 2017 bachelor’s degrees: should consult their advisors, MBU Online • a minimum of 126 semester hours Program office, or the Office of the Registrar • a maximum of 7 semester hours in physical with questions. and health education and a maximum of 15 semester hours in internships Learning Outcome One • a maximum of 6 semester hours of graduate- level coursework (unless admitted into a joint Demonstrate an understanding of the liberal bachelor's-master's program, in which case arts and sciences through: addition credits are allowed, and additional • Six or more hours (from two disciplines) of charges will apply) the humanities and history from the list of • cumulative, un-rounded GPA of at least 2.0 courses designated ‘H’ overall • Six or more hours (from two disciplines) of • cumulative, un-rounded GPA of at least 2.0 the arts from the list of courses designated ‘A’ in the major • Six or more hours (from two disciplines) of • a minimum of 18 semester hours in the the social sciences from the list of courses major, including the senior project, taken at designated ‘S’ Mary Baldwin University • Six or more hours (from two disciplines) of • A minimum of 36 total semester hours taken the natural sciences from the list of courses

27 designated ‘N’ • Two or more credit hours of coursework • Completion of at least one course with a emphasizing knowledge and practice of thematic emphasis from the list of courses physical fitness and health from the list of designated ‘T’ courses designated ‘P’ A liberal arts education provides students with A strong sense of identity and self-efficacy the knowledge, context, and critical thinking combined with an understanding of others abilities necessary for personal fulfillment and serve as a prelude for positive contribution to professional success in the 21st century. society as well as ethical and effective Students learn to weigh evidence, assess leadership. College coursework and co- multiple perspectives and interpretations, and curricular activities provide students with approach new ideas analytically. Students opportunities to engage with human diversity. learn how different disciplines address Areas of diversity include but are not limited common issues and become better equipped to: gender, race and ethnicity, socio-economic for participation in civic life. Liberal arts and status, religion, education, sexual orientation, sciences coursework consists of both a broad and cultural and linguistic heritage. Students sampling of different disciplines and learn to encounter the diversity of human opportunities for cross-disciplinary experience with respect and open-mindedness, exploration of important questions, problems, while also gaining the ability to express and challenges. themselves and their own values and beliefs creatively and with civility and clarity. Learning Outcome Two Learning Outcome Three Demonstrate an understanding of the self in relationship to the broader community Demonstrate the capacity to make a positive through: impact on the world by acquiring effective • Six or more hours of coursework skills and by addressing authentic issues and emphasizing engagement with diverse cultures problems through: in a global context. Either six hours of a single • Completion of ENG 102 or equivalent modern foreign language (‘F’) or six hours of • Completion of six or more credit hours of coursework designated “International” (‘I’) in writing emphasis coursework beyond ENG two different disciplines or a combination of 102 or its equivalent from the list of courses “International” courses and qualifying study designated ‘W’ abroad adding to six hours. • Completion of three or more credit hours of • Three or more hours of coursework oral communication emphasis coursework emphasizing the role of race and ethnicity in from the list of courses designated ‘O’ America from the list of courses designated • Completion of six or more credit hours of ‘D’ (for ‘diversity’) quantitative reasoning coursework from the • Three or more hours of coursework list of courses designated ‘Q’ (from two emphasizing the role of gender in shaping disciplines) identity and culture from the list of courses • Completion of INT 103 or equivalent designated ‘G’ • Completion of three or more credit hours of • One or more credit hour of community coursework focused on research from the list involvement credit from the list of courses of courses designated ‘R’ designated ‘C’ (Baldwin Online and Adult • Completion of three or more credit hours of Programs students may meet this requirement coursework addressing authentic problems through a portfolio — please see your advisor) and issues in one’s area of academic emphasis

28 (met through the senior requirement) from and an understanding of the creative problems courses designated ‘M’ (for ‘major’) and potential inherent in that work. • Participate in a special course designed to Mary Baldwin University enables graduates to make the student synthesize and draw be “confident, compassionate change- conclusions from the various methods and makers” through the power of materials in the student’s field. communication, investigation, and rational • Develop an alternate method for the thought. Graduates use words and numbers consideration and approval of faculty in the fluently and accurately to communicate. They discipline. are able to access information and evaluate Students must have a grade point average in the credibility of sources. They construct the major equal to or greater than 2.0, or solutions to challenges through the approval of major faculty, to register for the application of rational methods of analysis senior requirement. Except in the case of and give judicious consideration to the ethical special courses that fulfill the senior dimensions of their actions. requirement, the student should file and get approval of his/her senior requirement by Note: Common Curriculum courses may also faculty in the discipline by the end of the fall count toward majors, minors, or certificates, of the senior year. In the absence of special when appropriate. For more information on permission to the contrary, all senior rules and applicable courses, see the MBU requirements are supervised and evaluated by website or contact your advisor, the Office of ranked teaching faculty at MBU. Senior the Registrar, or the MBU Online Program require office. ments are listed on the student’s transcript as Senior Requirement: (title) with Senior Requirement grade. Senior requirements that, according to All graduates must complete a senior their majors’ guidelines, are deemed requirement for a minimum of three and a particularly meritorious are designated “With maximum of six semester hours of credit. It Distinction,” and this achievement is noted on will carry a letter grade. The senior the transcript. requirement must be supervised and evaluated by full-time faculty in the discipline unless BACHELOR OF SCIENCE DEGREE — they approve some other method of ADDITIONAL REQUIREMENTS supervision and evaluation. The purpose of the Each discipline may elect to offer the senior requirement is to serve as a context Bachelor of Science. At a minimum, each within which students may establish discipline will require: themselves as persons capable of independent • Six semester hours in mathematics at the scholarship on a significant level. Disciplines 200-level or above choose among the following options: • Three semester hours emphasizing quantitative reasoning/data analysis, and • Write and defend (orally or in writing) a thesis reflecting scholarship and originality • At least two 200-level lab science courses appropriate to the baccalaureate level of study. Note: Precise requirements will vary • Complete and report on a project that according to each major that has chosen to synthesizes learning and entails an application offer the BS and are noted in the of that learning to a task or problem of major Undergraduate Offerings section of this academic significance. catalog. • Produce and present a creative work or body of work, demonstrating mastery of a medium

29 PARTICIPATION IN Course Numbering COMMENCEMENT CEREMONY The following conventions apply to MBU’s A candidate for the baccalaureate degree may course numbering system: participate — or “walk” — in the May 100-level — introductory, generally no Commencement ceremony without having prerequisites completed the degree if he/she satisfies four 200-level — intermediate, may have conditions: prerequisites • No more than six credits remain after May 300-level — major courses, generally have Term prerequisites • A cumulative, un-rounded GPA of at least 400-level — senior projects 2.0 in the major 500-level and above — graduate courses • No outstanding financial obligations to the university or payment plan approved by the Course Numerical Suffixes Business Office These two-digit suffixes have specialized • The student has submitted a written plan or meaning beyond the course level: documented course registration to complete all 77 colloquium offered on a one-time basis requirements for graduation by the end of the 80 teaching assistantship following fall semester. Documentation must 87 internship be accepted by the head of the student’s major 90 directed inquiry department and academic administration no 97 CLEP credit later than the Monday preceding 98 portfolio credit in MBU Online Programs Commencement. only 99 experimental course in MBU Online The student’s transcript will not certify Programs only completion of the degree until all degree requirements have been met. No student may Grades “walk” in more than one ceremony for a The grading symbols used by the university single degree. The Commencement program are as follows: will designate students who are “walking.” A excellent B very good Modification of Requirement C competent A student who, in unusual circumstances, D minimum passing wishes to petition for an exception to the F failing requirements listed above must submit a NC no credit request, in writing, to a dean of the college no P pass later than February 1 of the year in which the CR credit by examination student expects to graduate. All waivers must I incomplete (temporary) be approved by the full faculty. NR no grade reported (temporary) ET extended time (temporary — MBU Online ACADEMIC CREDIT AND GRADING Programs only) Academic credit is expressed in semester AU audit (satisfactory) hours (s.h.). A semester hour of credit is W withdrawn equivalent to one 50-minute period of class per week or one 150-minute laboratory session per week, for one semester.

30 Grade Point Equivalents The dean forms a hearing committee Grade point equivalents are as follows (there consisting of the dean, the registrar, and two is no grade of A+): faculty members. The committee reviews the A 4.0 written appeal, hears statements from both the A- 3.7 student and the instructor involved, and B+ 3.3 approves or disallows a change. B 3.0 B- 2.7 Repetition of Courses C+ 2.3 Students may repeat a course in which a grade C 2.0 of C, D, F or NC was earned. Original grades C- 1.7 are not removed from the permanent record, D+ 1.3 but in the case of C, D or F grades, the lower D 1.0 grade is removed from calculation of the D- 0.7 cumulative grade point average. The original grade cannot be replaced by an NC. Students Grade point average is determined by dividing are allowed three graded attempts of a course. total grade points earned by the total semester Repeat work can be done at MBU or at hours credit attempted for a regular grade. another institution, subject to the guidelines for transfer of credit, and only if appropriate Grading Scale MBU faculty certify that the transfer course is A 93–100 sufficiently similar to the MBU course being A- 90–92 repeated. Students will receive only credit for B+ 87–89 transfer work, not grade points. However, the B 83–86 C, D or F grade earned in the MBU course B- 80–82 will be removed from calculation of the MBU C+ 77–79 cumulative grade point average. C 73–76 C- 70–72 Rules for Pass/No Credit (P/NC) D+ 67–69 • Courses taken P/NC are not included in the D 63–66 computation of grade point average. D- 60–62 • A student may choose the Pass/No Credit option for up to four semester hours of credit Grade Changes during each of the first three academic years. Requests for grade changes will not be • During the senior year a student may elect to considered if initiated by students later than take up to seven semester hours of credit on a the first week of classes in the calendar term P/NC basis, but the seven semester hours may following distribution of the official grade not all be taken during the same semester. which is being contested. • Grades of A through D- are designated as Pass. A student with questions about a grade should first contact the course instructor to determine • Students may change from the regular graded basis to P/NC or vice versa through the if there is an error. If so, the instructor must end of the withdrawal period, eight weeks for report the correct grade to the registrar a two-term course. immediately. If there is no error, and the student desires to contest the grade, the • Students may change a class from P/NC to regular grade through the last day of student must submit written reason(s) for the scheduled classes. appeal to the dean of the respective college. • No more than one course taken on a P/NC

31 basis may be counted toward the completion the end of the following semester or a grade of of a major. No more than one course taken on F is assigned. a P/NC basis may be counted toward the completion of a minor. Rules for Examinations and Make-Up • A course taken P/NC specifically to qualify Exams for the BS is excluded from the five semester To receive credit for a course, a student must hour limit on P/NC courses in the major or take the examination or its equivalent as minor. prescribed for the course by the instructor. A • All courses required by the instructor to be scheduled examination may be postponed for taken P/NC, including internships, are reasons beyond the student’s control such as excluded from the above limits. All such death in the family or illness. Approval for courses are designated in the course such postponement must be obtained from the description in the catalog. instructor and a college dean. Students who, • All physical education classes may be taken for other than unavoidable reasons, miss an for a grade or P/NC and are excluded from the examination receive a grade of F or No Credit above limits. (NC) for the course unless, because of extenuating circumstances, they are given Rules for Grades of Incomplete and permission by a college dean to make up the Extended Time examination. All postponed examinations • The temporary symbol of I may be given at must be rescheduled and taken at the earliest the end of a course if, for reasons beyond her practical date. Students involved must make control, a residential student is unable to these arrangements with a college dean and complete the course work. This policy also the course instructor. Failure to make such applies to MBU Online Program students who arrangements will be considered grounds for a are taking on-campus coursework. grade of F or NC for the course. • An Incomplete may be given only with the approval of a college dean and of the course Auditing Courses instructor. Students may audit courses; neither grade nor • Incomplete work must be completed by the credit is awarded. Auditors should observe the end of the next calendar term, that is, by the following standards: end of Term 3 for fall semester courses, and • Permission of the registrar and the instructor by the end of Term 1 for spring courses. In of the course must be secured before the end unusual circumstances, such as prolonged of the first week of class. illness, with the approval of the instructor, the • Minimum attendance of approximately 75 registrar may extend the time. percent of class meetings; • If the work is not completed within the time • Reading assignments and class participation specified, the registrar’s office will assign the to the satisfaction of the instructor; exemption grade awarded by the instructor based on the from papers, tests, examinations, or other work completed to date. written work. • Students taking online coursework are • Students who audit courses are, with the eligible for the temporary symbol of ET consent of the instructor and registrar, free to (extended time) for MBU Online Program drop out at any time without penalty. coursework only, with the exception of courses taught through the College of Education, upon permission of their instructor and their academic advisor, and upon payment ACADEMIC PROCEDURES of an ET fee. ET work must be completed by

32 Add-Drop Procedure Students are allowed to declare a major at the • To add or drop a course after initial end of their freshman year. They are expected registration, or to change a grading option, use to do so by the beginning of the junior year. an Add-Drop form, available from the The Major/Minor Declaration form, registrar’s office. A student may not add a obtainable from the Office of the Registrar, is course after the first week of classes. The used for this purpose. Appropriate faculty student’s faculty advisor must sign the form. signatures are required to encourage students • To register for MBU Online Program to learn all they can about their prospective courses during fall or spring terms, residential majors before declaring. A minor may be students must have junior status and a declared only after the student has declared a cumulative GPA of 2.5 or better. The student major. The Major/Minor Declaration form is must secure the approval of the advisor and used for this purpose and filed in the Office of the registrar on the appropriate form, available the Registrar. in the registrar’s office. • Drops completed during the first two weeks Defined Majors are listed at the end of this of each term do not appear on a student’s Academic Policies section. They have record. required courses of study, found in this • A student may withdraw from a course after catalog in the Undergraduate Course the second week, up through the eighth week Descriptions section. Defined majors must of a two-term course and the third week of a consist of at least 33 semester hours. For one-term course. Withdrawals are designated Independent Majors see Academic Policies with a W, which will appear on grade reports for Student-Designed Coursework. and the permanent transcript. Marks of W do not affect grade point average. Double Majors: Students declaring a double • If a student ceases attendance without major must fulfill all the requirements of each formally dropping or withdrawing from a major separately, including separate senior course, the student will receive a grade of F, requirements (unless otherwise noted). Double which affects grade point average, or NC, majors may be any combination of defined which does not affect grade point average. and independent majors. • Students may drop courses for documented medical or providential reasons at any time Minors: Each minor must require at least 18 within the current term or, in extenuating semester hours. No more than six semester circumstances, retroactively if requested with hours may be applied to both a major and a documentation in the semester immediately minor (extended to eight semester hours if following, upon approval by the registrar. there are only two courses) or to two or more They will be awarded grades of W. minors. To earn a minor, the student must • During May Term, a student may add classes have a cumulative unrounded GPA of 2.0 in only through the first day of classes. Courses the minor course of study. At least nine hours dropped on the first day will not appear on the applicable to the minor must be earned in transcript. Students may withdraw from a May work completed at MBU. Term course through the sixth day of classes Changing Majors and Minors in May Term, receiving a mark of W. The may be done student may change grading option up through by completing the appropriate section of the the sixth class day. Major/Minor Declaration Form and filing it in the Office of the Registrar. Declaration of Majors and Minors Overloads and Credit Load Limits

33 • Academic load limits for full-time students case basis. Courses with grades below C- are are shown in the chart below. not accepted. Coursework completed under • Enrollment in more than 18 semester hours Pass/No Credit and similar options is not per semester (unless the enrollment is for only accepted. Grade points or their equivalent will five courses) constitutes an overload. not be transferred. Overload fees will apply above 20 hours to all courses except fee-based applied music. If a transferable course taken at another • No student may enroll for more than 24 institution is deemed to be equivalent to an semester hours in a semester, or in more than MBU course in which the student previously one academic course during May Term except earned a C, D or F, the effect of the MBU in the case of certain May-term study abroad grade will be removed from the student’s courses. cumulative GPA. Appropriate MBU faculty • Overloads must be approved by the student’s must certify the general equivalence of the advisor and a college dean using forms transfer course. It is the student’s available in the registrar’s office. responsibility to furnish whatever evidence the • Students with cumulative GPA above 3.5 certifying faculty may find sufficient. can register during the regular registration No more than 90 semester hours of transfer period. credit can be counted toward the graduation Academic Normal Minimum Maximum requirement. No more than 10 semester hours Period Load Full-Time Full-Time may be transferred during any one summer (s.h.) Load Load program without the approval of the registrar. (s.h.) (s.h.) Fall 15 12 18 Credit earned at other institutions in programs Semester sponsored or cosponsored by MBU is not Spring 15 12 18 transfer credit and will be included in the Semester MBU cumulative GPA — e.g., Seven College May 3 3 5 Consortium, Oxford Program, etc. Term* Summer 10 GPA Amnesty (optional) GPA policy for students returning to MBU Full-Year 33 27 40 after at least five years. Total *Note: Normal progress toward graduation is A Mary Baldwin University undergraduate based on participation in two May Terms who has left college without completing a during a four year career, but participation in bachelor’s degree and is accepted into May term is not a requirement for graduation. MBCW, University College, or MBU Online has the option to treat their former Mary Transfer of Credit Baldwin work as transfer credit. Credit may be transferred for courses completed at other institutions that are A student may use this upon reacceptance to accredited by regional accrediting agencies or Mary Baldwin after five years of academic the American Association for Liberal inactivity.* The student must notify his/her Education. The course must be identifiable advisor in writing before the first day of the with MBU’s liberal arts curriculum. The semester to which they return. The request university considers the transfer of credit for must be approved by the registrar of the military training based on official American university. After completing a semester or Council on Education transcripts on a case by summer earning at least six semester hours

34 with a term GPA of at least 2.0, the student’s the student’s best interest or the best interest GPA prior to their readmittance would return of the college, a student will be granted a to zero and any prior courses in which the counseled withdrawal. A Withdrawal Form student received less than a ‘C-’ would be should be completed and an exit interview removed from the calculation of cumulative held. In addition, an appointment must be held GPA on the transcript. Further, prior MBU with the financial aid and business offices of coursework converted to transfer credit under the university. this policy will be treated like any other transfer credit and cannot be counted toward Disciplinary Withdrawal: Students may be the fulfillment of the minimum MBU hours required to withdraw from the university for required for graduation. disciplinary reasons, having been served a major penalty by the Honor Council, Judicial Students may only use this option one time Board, or administration. With the approval of while they are an undergraduate at Mary a dean of the college, an instructor may Baldwin University. require that a disruptive student withdraw from an individual class. * Academic inactivity is defined as adding no additional academic work to the MBU Academic Withdrawal: Students may be transcript for five calendar years of 12 months required to withdraw from the university for from the date of last entry of credit. academic reasons under the requirements for suspension or dismissal. If a student is on Withdrawals academic deficiency status at the time of Voluntary Withdrawal: Students who withdrawal, that status will apply if the withdraw from the university must reapply student should subsequently return to the through the Office of Admissions. Students university. are subject to the catalog and university requirements applicable to the student’s class Effect of Withdrawal, Suspension, or at the time of re-entry. In all cases of Dismissal: When students withdraw or are withdrawals, please refer to the Credit and suspended or dismissed, all outstanding Refund Policy listing in the Tuition section temporary grades (NR or I) will be converted this academic catalog for information to permanent grades based on the instructors’ regarding financial arrangements. Residential assessments of work completed as of the date students withdrawing from college must of withdrawal. Current work in progress will depart the Mary Baldwin campus within 48 be dropped or changed to W (withdrawal), hours of the official date of withdrawal. depending on the effective date of withdrawal. Students who are completing off-campus will Financial or Personal Withdrawals: be withdrawn after their Mary Baldwin Students may voluntarily withdraw for academic record has been inactive for one financial, medical, or personal reasons. The calendar year from the last additions to the student should complete a Withdrawal Form, academic record. an exit interview, and an appointment with the financial aid and business offices. Leaves of Absence Mary Baldwin College for Women and Counseled Withdrawal: A student may University College students may arrange a request and be granted a counseled withdrawal Leave of Absence by applying to the Student from the university. If, in the judgment of both Affairs Office (all other MBU students apply a dean of the college and the vice president of to their respective program director). A student engagement or designee, it is either in

35 student on leave may return to Mary Baldwin director) a statement certifying that the student University at the end of the stated period is mentally and/or physically able to resume without reapplying through Admissions. Upon classes at the university. A student who is on re-entry, the student continues under the academic deficiency status at the time he/she graduation requirements in effect at the time begins a leave of absence will continue on that of original entry. Only one leave of up to two status upon his/her return. A student who does consecutive semesters will be granted. Leaves not return at the end of the agreed leave period of absence are not granted in the last two must reapply through Admissions. Such a weeks of the semester. A student who does not student must meet the criteria of the Office of return at the end of the agreed leave period Admissions and will be subject to the catalog must reapply through Admissions. Such a and university requirements in effect at time student must meet the criteria of the Office of of re-entry. Admissions and is subject to the catalog and university requirements in effect at time of re- ACADEMIC POLICIES FOR entry. At the time the leave of absence is STUDENT-DESIGNED granted, all academic work in progress is given a final grade, including W (withdrawal), COURSEWORK as appropriate. The student is neither allowed Students have many options for tailoring their to finish “incompletes” while on leave of study to fit their needs. Among them are absence nor to enroll in new Mary Baldwin independent majors; minors, particularly credit work. In all cases of leaves of absence, interdisciplinary minors; pre-professional please refer to the Credit and Refund Policy preparation through internships and section of this academic catalog for community-based learning; directed inquiries information regarding financial arrangements. (independent study); teaching assistantships; Residential students leaving college must consortium exchange with other colleges; and depart the Mary Baldwin campus within 48 cooperative programs that offer dual degrees hours of the official date of leave. (bachelor’s and master’s) and majors not offered at Mary Baldwin. For more Counseled Leave: In certain circumstances, information not detailed below or in the the Student Affairs Office or program director General Information section of this catalog, may set conditions that must be met during the please see your academic advisor or contact leave of absence in order for the student to the registrar’s office. return. In such a case, the student may be required to furnish information concerning Independent Majors those conditions for review by the Student Students, in consultation with their advisors, Affairs Office or program director prior to may design their own majors. Independent his/her reentry to the university. majors are formed by combining courses from two or more disciplines to meet Medical Leave: A student may be granted a a student’s academic interests or to provide preparation leave of absence for medical reasons. In order for a career. The following general rules apply to obtain such a leave, the student must get to all independent majors: certification from an attending physician and present it and the request for leave to the • The independent major must consist of at least 36 semester hours. Student Affairs Office or program director. In order for a student to return from medical • The senior academic requirement consists of the writing and defense of a thesis or the leave, the attending physician must submit to completion of a project, study, or experiment. the Student Affairs Office (or program

36 This work must demonstrate an integration of average. Freshmen do not take directed the bodies of knowledge and approaches the inquiries except in special cases. If a directed independent major combines. inquiry substitutes for an existing course • Independent majors must be approved by the below the 300-level, the DI is designated 290; coordinator for independent majors. if it substitutes for a 300-level course, it is • In the case of independent majors, the senior designated 390. If a directed inquiry does not requirement approval and evaluation process substitute for an existing course, the instructor will include appropriate representation from determines the appropriate level based on faculty in the relevant areas. content. Any exceptions to those policies must • The proposal for an independent major must be approved by the registrar. have a coherent plan and must be accompanied by a written statement of Internships and Experiential purpose. The appropriate form may be Learning obtained in the registrar’s office and must be Internships and other forms of experiential filed with appropriate signatures at time of learning provide students with practical declaration of major. experiences in working with professionals in • The Major/Minor Declaration form, with the various career fields, and therefore are completed independent major form, should be valuable testing grounds for possible future filed in the registrar’s office at the close of the careers. Faculty may suggest opportunities; student’s sophomore year, but it must be filed students may discover possibilities no later than the first day of classes of the themselves; and the Spencer Center and the student’s final semester. Office of Personal and Professional • A maximum of 24 semester hours in one Development also can help. Normally students discipline can be counted toward the must be in good academic standing in order to independent major. engage in an internship. A student must • At least one of the disciplines involved must complete the internship application prior to offer a major. beginning the internship, including all • The independent major cannot be a variation necessary approvals. Failure to follow this of an existing major. process may result in not receiving credit for the experience. Directed Inquiries/Learning Contracts Internship credit is added to a student’s record Students are encouraged to work with faculty the semester in which it is completed. In all to design individual, nontraditional courses of cases, academic credit is awarded for study. To this end, most disciplines offer experiential learning only if the experience directed inquiries (learning contracts for MBU produces work that can be evaluated by the Online students) and, to advanced students, supervising professor. Unless otherwise teaching assistantships. For Mary Baldwin specified by the discipline, all internships are College for Women and University College taken on a Pass/No Credit basis. Students students, directed inquiries (DIs) can be must do a minimum of 50 clock hours of work supervised only by full-time faculty and can on-site to earn one semester hour of academic be taken only by full-time students. To credit. No more than 15 semester hours of register, the student must submit special forms internship credit may be applied toward the to the Office of the Registrar. Forms are graduation requirement of 126. A student may available in the registrar’s office. Students do not register for an internship after the fact not normally take more than one directed unless that internship was arranged with the inquiry per semester. They should have a C

37 supervising professor prior to the Students must have taken the course in which commencement of work on site. they are assisting or its equivalent. The student may register for experiential work as either a pre-professional experience or as a general career exploratory experience. A pre- ACADEMIC STANDARDS professional level internship is designated Academic Classification EXPL 387, where EXPL is the acronym for Standards/Satisfactory Progress the discipline (e.g., BIOL 387). A career Academic classification after the freshman exploratory internship is designated EXPL year is defined as a level of academic 287. Internships at the 387 level count toward accomplishment in terms of semester hours the major requirements. Internships at the 287 earned. level may apply to the major at the discretion of the faculty in the major discipline. To Achieve Minimum Standing As: Semester Hours Students who are off-campus due to Required: participation in experiential learning must Sophomore 27 assume responsibility for any additional costs Junior 58 of housing, meals, and transportation. Further Senior 90 information about internships may be obtained from the Office of Personal and Professional Development. Academic Honors Honors and Dean’s Lists: To be eligible for Summer Study the honors or Dean’s List — which are During the summer break, students in the compiled at the end of each official grading Mary Baldwin College for Women and period — a student must be a degree candidate University College may enroll in courses and must have earned a minimum of 12 offered online, through MBU Regional semester hours of credit for the preceding Centers, and in directed inquiries and grading period. Of that total, at least nine internships that require direct supervision by semester hours must have been on a regular- Mary Baldwin on-campus faculty. Students graded basis. There can be no grades below C are billed separately for summer courses and or incomplete or missing grades. Only work must abide by the policies and deadlines of the done with Mary Baldwin faculty is applicable. MBU Online Programs. In addition to meeting the above requirements, the following grade point averages must have Teaching Assistantships been attained during the preceding grading During any term, qualified students may assist period: Honors List: 3.75 or better, Dean’s in the instruction of courses with the approval List: 3.50–3.74 of the professor in charge. Tasks involve preparation of class materials, tutoring, Global Honors Scholars: A student who has teaching, and/or research. To register for achieved a cumulative GPA of 3.5 or higher in Teaching Assistantship 380, students must at least 24 semester hours of graded work at submit an application form, available from the Mary Baldwin University will be invited to registrar’s office. Credit for teaching apply to the Global Honors Scholars Program. assistantships is based on a minimum of 39 Students accepted into the honors program are clock hours of work for each hour of credit. expected to pursue an Honors Degree (requirements listed below). Students may

38 also enter the honors program as freshmen on Senior Requirement with Distinction: the basis of SAT scores, overall high school Students whose work for the senior records, written applications, and interviews. requirement shows exceptional merit as To continue in the program, all Global Honors judged by the members of discipline(s) Scholars are required to sustain their academic involved will have the citation “With excellence. Freshmen must achieve a Distinction” inscribed on their transcripts. minimum 3.25 in the first semester, a 3.3 cumulative GPA after the second semester, a Graduation with Latin Honors: The honors 3.4 after the third semester, and 3.5 designations of summa cum laude, magna cum cumulative GPA in subsequent semesters. All laude, and cum laude will be inscribed on the other Global Honors Scholars must maintain a diplomas and transcripts of students of 3.5 cumulative GPA. outstanding achievement in accordance with criteria established by the faculty. Honors Degree: The Honors Degree is awarded to a Global Honor Scholar upon Students who have earned greater than or successful completion of all phases of the equal to 50 credit hours but less than 63 Honors Program. Applications for candidacy credit hours at MBU: for the Honors Degree must be submitted to • Summa cum laude: Cumulative GPA greater the Honor Scholars Committee by November than or equal to 3.94 1 of the student’s senior year (March 1 for • Magna cum laude: Cumulative GPA greater January graduates). To be eligible as a than or equal to 3.88 but less than 3.94 candidate for the Honors Degree, a student • Cum laude: Cumulative GPA greater than or must be designated as an Honor Scholar for at equal to 3.7 but less than 3.88 least three semesters, complete a foreign Students who have earned 63 or more language through the intermediate level, credit hours at MBU: complete at least one lab science, currently • Summa cum laude: Cumulative GPA greater hold a cumulative GPA of 3.5 or higher, and than or equal to 3.9 must have earned nine semester hours of • Magna cum laude: Cumulative GPA greater Honors credit through Honors courses and/or than or equal to 3.8 but less than 3.9 Honors contracts. Upon application, the • Cum laude: Cumulative GPA greater than or student must submit a proposal for an equal to 3.6 but less than 3.8 independent honors project or thesis. The project or thesis must be subject to close Academic Probation supervision of a faculty member and must be Students may be placed on academic approved by an interdisciplinary examining probation if their GPA falls below the levels committee. Final approval for award of the outlined below: Honors Degree is made by the registrar on the recommendation of the Global Honors Minimum Cumulative GPA Scholars Committee. Students who complete Mid-year, first-time college students 1.50 an Honors Degree will have the citation End of first year/freshman standing 1.65 “Honors Degree” inscribed on their Sophomore standing 1.75 transcripts. (for all those other than students completing their first year) Rank in Class is determined by grade point Junior standing 1.95 average. Grade points are given only for work Senior standing 2.00 done on the regular graded basis. The university does not officially rank students.

39 Probation Procedures and Rules: Suspension Below Cumulative GPA: • A student on probation (and dependent End freshman year 1.50 student’s parents, where applicable) is notified End sophomore year 1.65 in writing of the improvements necessary. End junior year 1.85 • MBCW, University College, and PBTL students on academic probation may take no Immediate Suspension more than 13 semester hours of credit in a Students whose semester GPA is 1.0 or below semester, excluding May Term. Physical may be subject to immediate suspension, education is excluded from these limits. without having spent the usual period on • MBU Online Program students on academic probation. Such suspensions may be for one probation may take no more than seven semester or a full year. This rule applies to semester hours of credit in a semester, students at all levels and in the Mary Baldwin excluding physical education courses. College for Women, University College, • MBCW or University College students on PBTL, and MBU Online Programs. probation are required to meet with the Summary Suspension: Pending action of the associate provost for academic affairs and Judicial Board, Honor Council, other student success (or designee) periodically to administrative body, or civil courts, the status review progress and may be required to meet of a student should not be altered or her right other special provisions. to be present on campus and to attend classes ation • MBU Online Program students on prob suspended except for reasons relating to the may be required to consult with their advisor safety and well-being of students, faculty, or or meet other special provisions. university property. If such a threat to safety Academic Suspension and Dismissal and well-being exists, the dean of students Students may be suspended if their GPAs fall may summarily suspend the student until below the standards listed below. Except as resolution by the appropriate body is achieved. specified below, Mary Baldwin College for Dismissal: A student readmitted following a Women, University College, and PBTL suspension will be dismissed if the student’s students must also have been on probation for work requires academic probation and the one term immediately preceding suspension student has made unacceptable progress and have failed to meet the requirements toward raising her or his GPA to the required outlined during the term of probation. Except levels. Dismissal means that Mary Baldwin as specified below, MBU Online Program University will not consider the student for students must have been on academic readmission. probation for one full year without showing significant improvement. A student who is CONSORTIUM EXCHANGE suspended may not re-enroll before a year has Mary Baldwin and six other private elapsed. After one year the student desiring to institutions in Virginia (Hampden-Sydney, re-enroll must apply through the Admissions Hollins, Randolph-Macon, Randolph, Sweet office and must provide evidence that the Briar, and Washington and Lee) have joined problems that led to suspension have been in a consortium exchange through which mastered. Readmission is not automatic. students in the Mary Baldwin College for Students may appeal a suspension decision Women and University College may attend and subsequent to a student’s appeal the another of the participating colleges for a year university may, at its sole discretion, allow the or part of a year while remaining enrolled at student to return on probation. Mary Baldwin University. Application should

40 be made to the exchange officer in the their academic performance, are accepted into registrar’s office. Priority is given to juniors. the University of Virginia for two or more Mary Baldwin students must maintain a years of study, leading to a bachelor’s degree cumulative GPA of 3.3 to participate. in applied mathematics from MBU and a master’s degree in engineering from UVA. COOPERATIVE PROGRAMS/ Students who are interested in exploring this ARTICULATION AGREEMENTS option should contact the coordinator, Dr. John Ong, associate professor of mathematics, Guaranteed Admissions Agreement during their first semester at Mary Baldwin. with the Virginia Community College To enroll, they must maintain an overall (as System well as a math and science) GPA of B+ at the Mary Baldwin University and the Virginia university, and must complete the calculus and Community College System have adopted a physics sequences during their freshman year. Guaranteed Admissions Agreement to Students who are accepted into the program facilitate the transition from community generally have a 1700 SAT or 25 ACT score college to MBU. The articulation agreement or better. guarantees admission and full transfer of credit between all Virginia community Edward Via College of Osteopathic colleges and Mary Baldwin — for the MBU Medicine (VCOM) – Doctor of Online Programs, Mary Baldwin College for Osteopathy Women and University College. More Up to 10 qualified MBU students have the information about the guaranteed admissions opportunity to gain admission to VCOM program, including eligibility requirements, through the Guaranteed Acceptance Program can be found at by following a distinct academic protocol and www.marybaldwin.edu/admissions/transfer. by demonstrating high achievement. VCOM also offers the Early Acceptance Program — Guaranteed Admissions Agreement which encourages candidates from rural areas, with Richard Bland College low socio-economic status backgrounds, and As a member of the Council of Independent underrepresented minorities to enter health Colleges in Virginia (CICV), Mary Baldwin careers — for up to five MBU students. can offer guaranteed admission for graduates Interested students should consult with the of Richard Bland College, a two-year college pre-medical advisor for more information in Petersburg, Virginia. Richard Bland about the requirements and course schedules students must have graduated with at least a for VCOM guaranteed acceptance or early 3.0 GPA and with an associate in art or an acceptance, preferably early in their college associate in science to be eligible. career at MBU.

Mary Baldwin University and the Jefferson College of Health Sciences University of Virginia Dual Degree — Nursing Program in Engineering Mary Baldwin students seeking nursing Mary Baldwin University students may elect degrees may participate in the program at to participate in a dual degree program in the Jefferson College of Health Sciences (JCHS) various branches of engineering, offered by in Roanoke. The articulation agreement the School of Engineering and Applied between MBU and JCHS stipulates that, each Science at the University of Virginia. Under year, JCHS will grant priority admission to this program, qualified students attend Mary five qualified Mary Baldwin baccalaureate Baldwin for three years and then, based on

41 graduates who seek entry into their qualities in an attorney. Suggested courses accelerated bachelor of nursing program. include those with an emphasis in psychology, social processes, business, accounting, Washington and Lee University — writing, research, communication, and public Physics speaking. A student may receive a bachelor’s degree in physics by designing a major drawn from the For more detailed information and appropriate courses at both Mary Baldwin and recommended courses, visit the Pre-Law page our consortium partner Washington and Lee at www.marybaldwin.edu/academics/pre-law. University. Pre-Med and Pre-Health Sciences PRE-PROFESSIONAL Paul Deeble, advisor PROGRAMS Many students are interested in graduate school in health-related professions, ranging Pre-Law from traditional medical school to physician Laura van Assendelft, Mandi Montgomery assistant studies to physical therapy and Smith, advisors occupational therapy. We strive to support our Mary Baldwin University is committed to students in health-focused career exploration ensuring that students are prepared for the and endeavor to prepare them well for future rigors of law school and have the skills needed graduate studies. for a successful professional career. Medical schools, as well as health sciences MBU pre-law advisors suggest that students graduate programs, have specific admission gain first-hand experience in one or more legal requirements, but most are more concerned environments — though summer jobs and that applicants have a strong liberal arts internships at private firms, a circuit court background and have demonstrated an ability clerk office, or in a juvenile and domestic to excel, rather than requiring a specific major. relations court. They also recommend talking Most medical schools want entrants with a with and shadowing knowledgeable attorneys strong foundation in science and math, as well to get a feel for the job. Many students benefit as a strong overall GPA. from full-time employment as a paralegal after Achievement on the entrance examination — completing their bachelor’s degree, which Graduate Record Examination (GRE) or allows them to evaluate their interest in Medical College Admission Test (MCAT) — pursuing a law degree. is a nearly universal requirement of medical According to the Association of American schools and are required of many other Law Schools, there is no specific pre-law programs as well. Students usually take the major or curriculum. MBU recommends a MCAT or GRE in the spring of their junior strong liberal arts foundation, with an year and apply for admission the following emphasis on courses and majors that require summer/fall. Some students may apply for writing essays that are evaluated on the basis early decision in the summer. of reasoning and supporting evidence, as the Students who choose to major in biology may best undergraduate preparation. Students further designate an emphasis in biomedical should also consider taking courses that will science designed to provide broad-based help them develop their ability to work with scientific knowledge and skills. and motivate others, two very important

42 No college can guarantee admission to major requirements for the major, and fulfilled medical school or other graduate programs; the sophomore and junior residency however, at Mary Baldwin we have found that requirements. In addition, he/she must submit capable students who successfully complete a transcript after one year at the professional the designated pre-requisite courses and apply school showing at least 33 semester hours of themselves can gain admission to a good credit with no grade below a “C.” medical school or graduate program in the health sciences. We recommend that students For more detailed information and who are interested in health care participate in recommended courses, visit the Pre-Medical an internship in a medical/health care setting and Allied Health Fields page at early in their careers at MBU, as a valuable www.marybaldwin.edu/academics/pre-med addition to their academic records and to and/or the Murphy Deming College of Health evaluate their interest in a particular Sciences page at profession. The premedical advisor and the www.marybaldwin.edu/health_sciences. Office of Personal and Professional Development can help you explore options for STUDY ABROAD internships and shadowing. During May Term, students have the opportunity to participate in short-term trips Mary Baldwin undergraduates interested in organized and led by full-time Mary Baldwin applying to graduate programs in the Murphy faculty with expertise in the subject and Deming College of Health Sciences may do so location. A May Term trip lasts for about three their junior year for “conditional early weeks and gives students the opportunity to admission” provided they meet all admissions study or perform community service in requirements and are on track to complete locations such as France, Mexico, Italy, Costa the baccalaureate degree and prerequisite Rica, South Africa, Peru, and Japan. coursework in the senior year. Students should work with their faculty advisor to ensure that Students can also study or volunteer abroad their four-year plan allows for completion of for a summer, semester, or year, either at one all necessary prerequisite coursework. There of Mary Baldwin’s partner colleges or through are three early admission seats available each other universities and independent providers. year, and those opportunities will be offered to Mary Baldwin University has partnerships the most-qualified MBU applicants from each with several colleges in England, India, Japan, admissions pool. Faculty advisor Peru, South Korea, and Taiwan. For more recommendation is required in addition to the information about these programs, see the standard admission requirement for letters of descriptions listed below. recommendation. To find out more about study and service A Mary Baldwin student who has been abroad opportunities at Mary Baldwin accepted into a school of medicine, dentistry, University, visit the Spencer Center for Civic or veterinary medicine after her junior year and Global Engagement, contact the director may apply to the dean of the college to receive of international programs at a Mary Baldwin degree following the first [email protected], or visit year of professional school, thereby waiving the study abroad page at her senior year at Mary Baldwin. To get the www.marybaldwin.edu/spencer-center/study- pre-professional bachelor’s degree, the student abroad. must have completed 93 semester hours (36 at MBU), completed the general education and

43 MBU EXCHANGE AND PARTNER studies and internships to further their PROGRAMS experience. Kansai Gaidai: Kansai-Gaidai, which enrolls England around 13,500 students, is a private college in Oxford University: The Virginia Program at Hirakata, Osaka Prefecture, offering an Asian Oxford is a six-week summer session at St. Studies program specifically designed for Anne’s College of the University of Oxford. international students. Courses are taught in Six Virginia colleges, including Mary Japanese and English, though applicants are Baldwin, combine to offer a select group of required to have two years of Japanese students the opportunity to study the literature, instruction. Established in 1945, Kansai- history, and society of late 16th and early 17th Gaidai is located mid-way between Osaka and century England. Lectures and tutorials are Kyoto, in the commercial and cultural heart of conducted by British faculty. Students may Japan. earn six semester hours of English and history credit. Students from all majors at Mary Soka University: Soka, which enrolls ten Baldwin may apply to the program. For more thousand undergraduate and graduate students, information and application, contact Professor is Mary Baldwin's newest "sister school." It is of History Mary Hill Cole. located in the suburban city of Hachioji, less than an hour by train from central Tokyo. India International students may enroll for the fall, Lady Doak College: Lady Doak College, the spring, or summer sessions or for a full first women’s college in the city of Madurai, academic year. Soka offers visiting students a gives students the opportunity to spend a wide range of courses in Japanese and Asian semester or year in India. Since it was Studies as well as a full complement of established in 1948 by American missionary Japanese language courses. Katie Wilcox, the college has grown from 81 students to more than 3,000. Offering Perú undergraduate courses in 21 disciplines, Lady University of Virginia Program in Doak is committed to the empowerment and Perú: Spanish is not required to study in Perú academic development of women. for a summer, semester, or full academic year at the Universidad Católica in Lima. Courses Japan in anthropology, history, literature, Applicants for the programs in Japan must philosophy, and sociology are taught in have at least a “B” average and should contact English. Students can also take courses taught Amy Miller, assistant professor of Asian in Spanish with Peruvian students in arts and Studies. sciences, law, education, engineering, or any Doshisha Women’s College of Liberal Arts: of the disciplines taught at Católica. Doshisha Women’s College of Liberal Arts in Participants visit museums, archaeological Kyoto has been a “sister school” to Mary sites, explore Lima, and attend plays. Students Baldwin for more than 20 years. The college stay with families in safe neighborhoods. The is located across the street from the legendary University of Virginia operates this program Emperor’s Palace in one of Japan’s most in partnership with Mary Baldwin University. beautiful and historic cities. While attending South Korea Doshisha for a semester or year, students MBU immerse themselves in Japanese language and Sungshin Women’s University: students from all academic programs are culture. Students can also arrange independent

44 eligible to study for a semester or year at (NCCU) is noted for its humanities and social Sungshin Women’s University, in Seoul, sciences disciplines and is located in Taipei South Korea. Founded in 1936 by Dr. Lee City, the capital of Taiwan. Study at NCCU Sook-chong, Sungshin University currently gives students the opportunity to learn enrolls around 13,000 students. Previous study Mandarin Chinese, which is the official of Korean language is not required, but language of Taiwan. The partnership between participants can enroll in language courses MBU and NCCU will enable at least two while at Sungshin. Apartment-style housing is MBU students to participate in the exchange provided on campus in the international each year. Alternatively, the flexible residence hall. agreement allows up to four students to each pursue one semester of study per year. Contact Taiwan the director of international programs for more National Chengchi University: Established information. in 1927, National Chengchi University

UNDERGRADUATE MAJORS AND MINORS, FOUR-YEAR AND FIVE-YEAR PROGRAMS Major (M) Education (m) Minor (m) English (M,m) All majors (M) offer a bachelor of arts (BA) Exercise Leadership (m) * Bachelor of science (BS) also offered Film (m) ** Bachelor of social work (BSW) Francophone Studies (m) Global Poverty and Development (m) ***Bachelor of Science in Nursing (BSN) Health Care Administration (M, m) *Health Sciences (M) Majors and Minors History (M,m) History — Public (m) African-American Studies (m) Human Resource Management (m) Anthropology (m) International Affairs (M) Art History (m) Leadership Studies (m) Art — Studio (M, m) Liberal Arts and InterdisciplinaryStudies (M) Arts Management (M) Management (m) Asian Studies (m) Marketing (m) * Biology (M, m) Marketing and Communication (M) * Biochemistry (M) * Mathematics (M, m) * Business (M, m) * Mathematics — Applied (M) * Business Economics (M) Music (m) *Chemistry (M, m) ***Nursing (RN-to-BSN, post-licensure) Clinical Laboratory Science (M) Peacebuilding and Conflict Resolution (m) Communication (m) Performing Arts (M) Creative Writing (m) Philosophy (m) Criminal Justice (M, m) * Physics (M, m) *Economics (M, m) Political Science (M, m)

45 Project Management (m) * Psychology (M, m) Four-Year Master’s Degrees Public Health (m) Religious Leadership and Ministry (m) Business (BA/MBA) Religious Studies (m) Education (BA/MAT) Sexuality and Gender Studies (m) Spanish Language and Hispanic Cultures (m) **Social Work (M) Five-Year Master’s Degrees Sociology (M, m) Teacher Licensure Program (multiple majors Business (BA/MBA) and subject areas) Education (BA/MAT, BA/MS and BA/MEd) Theatre (m) Shakespeare and Performance (BA/MLitt) U.S. Poverty Analysis (m) Applied Mathematics/Engineering (BS/MS Women’s Studies (m) with UVA)

Common Curriculum

Learning Outcome One MUS 111 Music Theory I MUS 223 Piano Literature Arts (A) MUS 225 Beethoven ART 109 Fundamentals of Art and Design I MUS 226 Music and the Theatre ART 110 Fundamentals of Art and Design II PHIL/ARTH 234 Philosophy and the Arts ART 111 Drawing I THEA 101 Plays in Performance ART 112 Painting I THEA 105 Basic Theatre Production ART 113 Introduction to Watercolor THEA 110 Basic Theatre Production: ART 114 Ceramics I Costumes and Stage Management ART 115 Photography I THEA 114 Introduction to Theatre History ART 116 Pinhole Photography THEA 115 Introduction to Drama: Script ART 120 Printmaking I Analysis ART 122 Silkscreen

ART 124 Digital Photography and Digital Printmaking Humanities/History (H) ART 125 Introduction to Art Education ARTH 201 Arts of Asia: India, China, and ART 140 Materials as Metaphors Japan ARTH 101 Survey of Western Art: Prehistoric AS 106 Asian Civilizations to Gothic AS/REL 212 Asian Religions ARTH 102 Survey of Western Art: AS/REL 275 Buddhism Renaissance to Modern AS/REL 278 Hinduism ARTH 206 History of Photography ENG 111 Introduction to Literature FILM/MUS/THEA 150 Introduction to ENG 204 Children’s/Young Adult Literature Performing Arts ENG 208 British Literature before 1780 FILM/ARTH 254 Film Analysis ENG 209 British Literature after 1780 MUS 100 Introduction to Listening ENG/THEA 216 Introduction to Shakespeare MUS 105 Fundamentals of Music ENG 220 American Literature: Colonial to

46 Romantic PSYC 101 Introduction to Psychology as a ENG 221 American Literature: Realism to Natural Science Present PSYC 241 Sensation and Perception FREN 160 How to Live: Classic French Literature Social Sciences (S) HIST 101 Western Civilization to 1648 ANTH 120 Cultural Anthropology HIST 102 Western Civilization from 1648 ANTH 121 Human Origins and Archaeology HIST 111 Survey of U.S. History to 1877 CJ 234 Juvenile Delinquency HIST 112 Survey of U.S. History from 1877 CJ 240 Victimology HIST 241 British History to 1688 COMM 115 Mass Communication HIST 242 British History from 1688 ECON 101 Principles of Microeconomics INT 268 Truth, Beauty, and Persuasion: ECON 112 Economic Geography Histories and Theories of Writing and ECON 150 Experimental Economics Rhetoric POLS 100 Introduction to American PHIL 101 Introduction to Philosophy Government and Politics PHIL 102 Introduction to Ethics POLS 200 State and Local Government PHIL 110 Ethical Issues in Business PSYC 111 Introduction to Psychology as a PHIL 201 Greek and Medieval Philosophy Social Science REL 101 Old Testament (Hebrew Bible) PSYC 203 Abnormal Psychology REL 102 New Testament (Christian Bible) PSYC 210 Child Psychology SPAN 232 Approaches to Latin American PSYC 211 Adolescent Psychology Literature PSYC 231 Psychology of Personality THEA 217 Continental Renaissance Drama SGS 261 Sexual Minorities SGS 263 Dimensions of Human Sexuality Natural Sciences (N) SOC 100 General Sociology BIOL 100 The Living World SOC 110 Sociology of the Family BIOL 111 Principles of Biology SOC 112 Social Problems BIOL 112 Diversity of Life SOC 232 Deviance BIOL 141 Field Biology SOC 254 Social Psychology BIOL 142 Botany in the Field BIOL 148 Environmental Issues Thematic Seminar (T) BIOL 149 Environmental Issues Lab ANTH 227 Human Geography: People, Place BIOL 150 Field Ornithology and Culture BIOL 151 Human Health and Disease AS 272 Tibetan and Himalayan Cultures CHEM 101 Forensic Chemistry BIOL 348 Conservation Biology CHEM/BIOL 120 Nutrition for Health, BUAD 104 Perspectives on Sustainability Fitness, and Sport ED 115 Foundations of Education CHEM 121 General Chemistry I ENG 330 Nature in America CHEM/BIOL 145 Freshwater Chemistry and FREN 130 French Food Culture Biology FREN 225 Literature and Film in Translation INT 165 Earth Science HIST 235 Body, Mind, and Spirit: PHYS/CHEM 100 Exploring the Physical Renaissance and Reformation Europe, 1350– World 1650 PHYS 201 General Physics I HIST 243 The French Revolution HIST 244 Britain and World War I

47 HIST 325 Jacksonian America PHIL/REL 225 Martin Luther King and a HIST 264 Introduction to the African Philosophy of Civil Rights Diaspora PHIL 232 African-American Thought HIST 365 History of the Civil Rights PSYC 248 Forensic Psychology Movement REL 232 African-American Religion INT 118 Principles for Sustainable Living SOC 242 Race in Sociological Perspective INT 213 Bailey Colloquium SOC 248 Social Inequality PHIL 112 Knowing the Self SOC 264 Social Movements PHIL/REL 305 Science, Religion, and the SOWK 353 Social Work with Diverse Search for Meaning Populations PHIL/PSYC 306 Human Morality: Nature and SPAN 227 U.S. Latino Literature and Culture Nurture THEA 270 African-American Theatre PHIL/REL/AS 320 Peacemaking: Gandhi and Nonviolence Gender Studies (G) REL/HIST 204 Religion in America ANTH 202 Women, Gender, and Culture PSYC 307 Drugs and Behavior ARTH 221 Women in the Visual Arts SOC 205 Death and Dying AS 251 Gender in Asian Cultures SOC 262 Environment, Society, and the BIOL/WS 252 Biology of Women Sustainability Movement BUAD 250 The Female Executive: Strategies SOWK 272 Vulnerable Populations in Film in the Workplace THEA 218 Shakespearean Drama in Context ENG 235 Women’s Writing ENG 241 American Women’s Autobiography Learning Outcome Two ENG 372 Gender Topics in Literature Race and Ethnicity in the U.S. (D) FILM 275 Women and Film ANTH 212 Indigenous Peoples of North FREN 270 African and Caribbean Women America Writers BUAD/MKTC 334 Multicultural Marketing in HCA 235 Women’s Health Care Issues America HIST 203 Women in American History COMM 225 Culture, Identity, and HIST 346 European Women’s History from Communication 1700 ECON 215 Poverty and Inequality in the U.S. MUS 218/318 Women in Music ED 342 Culturally Responsive Teaching and POLS 209 Women and Politics Communication and Practicum PSYC 214 Psychology of Women ENG 364 African-American Literature REL 231 Women and Religion ENG 374 Diversity Topics in Literature SGS 235 Gender, Sex, and the Military HIST 217 The American West SGS/WS 245 Gender and Sport HIST 230 American Immigration History SGS 275 Trans Communities HIST 265 Survey of African-American SGS 338 Theories in Sexuality and Gender History to 1877 Studies HIST 266 Survey of African-American SOC 225 Sex Roles and Male-Female History from 1877 Relationships HIST 267 History of the Harlem Renaissance SPAN 246 Latin American Women Writers HIST 302 Virginia History THEA/WS 219 Women in Theatre and Drama INT 155 Permeable Borders WS 100 Focus on Women: An Introduction to MUS 151 History of Jazz Women’s Studies NUR 402 Community Health Nursing

48 WS 200/ PHIL 200 Contemporary Feminisms Global Understanding — and Gender Studies International Studies (I) WS 240 Gender and Popular Culture ANTH 208 Medical Anthropology ANTH 220 Language and Culture Community Involvement (C) ARTH 204 Latin-American Art after Cortez ANTH 215 Native Peoples and Museum AS 246 Modern Japan Interpretation AS 247 Modern India BUAD 214 Income Tax (VITA) AS 253 China in the Developing World CE 102 The Reflective Self in Community AS 270 Australia: A Cultural History CE 255 Food Insecurity and Public Education BIOL 250 Neotropical Ornithology CE 281 Civic Engagement and Social BUAD 305 Global Business Entrepreneurism BUAD/MKTC 336 Cross Cultural Global CE 287 Civic Engagement Internship Marketing ED 110 Practicum in Education COMM 280 Intercultural Communication ED 111 Practicum in Special Education ECON 102 Principles of International and HCA 287/387 Internship Macroeconomics HPUB 230 Introduction to Public History ECON 232 Topics in Economic Development HPUB 300 Special Topics in Public History ECON 253 International Trade INT 251 The Writer in the World: ECON 310 Global Labor Issues Professional Writing ECON 314 International Finance NUR 403 Community Health Practicum ED 336 Comparative Education PHIL 140 Community and Service Learning ENG 373 International Topics in Literature POLS 220 Special Topics in Campaigns and HCA 250 Global Health Care Elections HIST 246 Europe in the Twentieth Century, REL 130 Faith, Life, and Service 1900–1939 SOC 282 Community Service and Society HIST 247 Modern Europe, 1939–Present SOWK 355 Social Work Practice I HIST 255 The History of Russia THEA 211 Theatre in the Community NUR 407 Cultural Nursing: Uniting Our World Global Understanding — PHIL 211 Modern Political Thought: Global Foreign Language (F) Justice FREN 101 Beginning French I POLS 111 Comparative Politics FREN 102 Beginning French II POLS 112 International Relations FREN 201 Intermediate French I POLS 128 U.S. Foreign Policy FREN 202 Intermediate French II POLS 215 Politics of Developing Nations JPNS 101 Beginning Japanese I POLS 244 Politics of the Middle East and JPNS 102 Beginning Japanese II North Africa JPNS 201 Intermediate Japanese I POLS 295 Democracy in Africa and Latin JPNS 202 Intermediate Japanese II America SPAN 101 Beginning Spanish I POLS 311 Civil Wars and the Ethnic Conflict SPAN 102 Beginning Spanish II PSYC 281 Psychology of Global Social SPAN 150 Spanish Conversation Justice SPAN 201 Intermediate Spanish I REL 202 Judaism, Christianity, and Islam SPAN 202 Intermediate Spanish II SPAN 203 Advanced Grammar and Composition

49 SPAN 204 Spanish for Heritage Learners CHEM 122 General Chemistry II SPAN 210 Advanced Spanish Conversation CHEM/BIOL 145 Freshwater Chemistry and SPAN 215 Let’s Talk About Biology Movies/Hablemos de Cine ECON 101 Principles of Microeconomics SPAN 218 May Term Abroad ECON 301 Advanced Data Analysis SPAN 230 Latin American Culture and ED/MATH 156 Geometry for Teachers Civilization ED/MATH 158 THEA 208 London Theatre (abroad) ED 328 Student Assessment and Technology Integration Physical Fitness and Health (P) HCA/BIOL 261 Epidemiology EXLD 251 Personal Training INT 165 Earth Science PHE 100–123, or 221 (1 hour) INT 222 Social Science Statistics PHE 137–193 (1 hour) MATH 155–MATH 398 MUS 212 Music Theory IV Learning Outcome Three NUR 303 Nursing Informatics NUR 503 Managing Health Outcomes through Oral Communication (O) Informatics ARTH 205 19th Century Art PHIL 103 Introduction to Logic BUAD 401 Business Senior Seminar PHYS/CHEM 100 Exploring the Physical COMM 100 Public Speaking World ED 382 393 Student Teaching – PHYS 201 General Physics I HCA 310 Health Care Strategic Management POLS 300 Political Behavior HIST 239 Voices of Protest and Authority: PSYC 250 Behavioral Statistics Europe 1600 1800 – MUS 218/318 Women in Music Research and Information Literacy NUR 302 Professional Nursing Leadership and Management (R) NUR 501 Organization and Systems ANTH 244 Magic, Ritual, and Religion Leadership ARTH 203 Italian Renaissance Art: Early and PHIL 112 Knowing the Self High Renaissance PHIL 140 Community and Service Learning ARTH/HIST 222 History of American Art PHIL 235 Ethics, Community, and Leadership and Architecture REL/COMM 237 Meditation: Theory and ARTM 340 Museum Studies Practice BIOL 100 The Living World SGS 261 Sexual Minorities BIOL 381 Junior Seminar SOWK 156 Interviewing in Human Service BUAD 307 Business and Society Professions CHEM 222 Organic Chemistry II THEA 111 Voice, Diction, and Oral Reading ECON 272 Environmental Policy THEA 400 Seminar ED 310 Middle and Secondary Methods and Practicum ENG/THEA 216 Introduction to Shakespeare Quantitative Reasoning (Q) ENG 320 Renaissance Literature BIOL 245 Ecology ENG 328 The Rise of the Novel BUAD 209 Financial Decision Making EXLD 350 Exercise for Special Populations BUAD 260 Personal Finance HCA 300 Health Care Research Methods BUAD 340 Financial Management HIST 230 American Immigration History CHEM 101 Forensic Chemistry HIST 238 Tudor-Stuart England, 1450 1660 CHEM 121 General Chemistry I –

50 HIST 246 Europe in the Twentieth Century, ED 336 Comparative Education 1900–1939 ENG 111 Introduction to Literature HIST 247 Modern Europe, 1939–Present ENG 204 Children’s/Young Adult Literature HIST 265 Survey of African-American ENG 208 British Literature before 1780 History to 1877 ENG 209 British Literature after 1780 HIST 302 Virginia History ENG 220 American Literature: Colonial to HIST 346 European Women’s History from Romantic 1700 ENG 221 American Literature: Realism to HPUB 230 Introduction to Public History Present HPUB 300 Special Topics in Public History ENG 235 Women’s Writing INT 103 Information Literacy FILM 264 Screenwriting INT 213 Bailey Colloquium FREN 160 How to Live: Classic French NUR 305 Research in Nursing Literature PHIL/REL/AS 320 Peacemaking: Gandhi and HCA 235 Women’s Health Care Issues Nonviolence HIST 212 The United States: The PHYS 260 Introduction to Materials Science Revolutionary Generation, 1763–1817 POLS 260 Public Policy HIST 216 Hip Hop and History PSYC 212 Cognition and Cognitive HIST 325 Jacksonian America Neuroscience HIST 340 Revolutionary Europe 1789-1901 PSYC 310 Learning and Memory INT 251 The Writer in the World: REL 355 Greek Myth and Religion Professional Writing SGS 263 Dimensions of Human Sexuality INT 268 Truth, Beauty, and Persuasion: SOC 320 Research Methods Histories and Theories of Writing and SOWK 317 Social Work Research Rhetoric INT 270 Teaching Writing: Introduction to Writing Competency (W) Theory and Practice ANTH 320 Theories of Culture MUS 323 Piano Literature ARTH 302 Modern Art before 1945: From NUR 304 Contemporary Issues in Cézanne to Gorky Professional Nursing Practice AS 106 Asian Civilizations PHIL 101 Introduction to Philosophy AS 251 Gender in Asian Cultures PHIL 203 The Literature and Thought of AS 270 Australia: A Cultural History Existentialism AS/REL 275 Buddhism POLS 215 Politics of Developing Nations AS/REL 278 Hinduism PSYC 216 Multicultural Psychology BIOL 351 Exercise Physiology PSYC/BIOL 305 Physiological Psychology BIOL 354 Comparative Physiology SGS 275 Trans Communities BIOL 361 Animal Behavior SGS 338 Theories in Sexuality and Gender BUAD 200 Management Principles Studies BUAD/MKTC 336 Cross Cultural Global SOC 240 Community and Urban Sociology Marketing SOC 248 Social Inequality CHEM 230 Environmental Chemistry SOC 300 Sociological Theory CHEM 311 Analytical Chemistry SOWK 353 Social Work with Diverse CJ 300 Theory of Criminology and Criminal Populations Justice Systems SPAN 203 Advanced Grammar and COMM 221 Mass Media Writing Composition ECON 253 International Trade SPAN 204 Spanish for Heritage Learners

51 THEA 101 Plays in Performance FILM 401 Senior Thesis THEA 114 Introduction to Theatre History HCA 401 Senior Seminar THEA 115 Introduction to Drama: Script HIST 400 Senior Seminar Analysis HSCI 401 and 402 Senior Project WS 240 Gender and Popular Culture MATH 401 Senior Seminar MKTC 400 Senior Seminar Authentic Problems in the Major (M) MUS 401 Senior Recital ART 401–408 Senior Projects MUS 402 Senior Thesis BIOL 400 Senior Seminar NUR 408 Using Evidence-Based Practice in BIOL 401 Senior Research Nursing BIOL 402 Senior Colloquium PHYS 400 Senior Research BUAD 400 Strategy and Sustainability in PHYS 401 Senior Research Business Decisions POLS 400 Senior Seminar in Political Science CHEM 400 Senior Research PSYC 400 Senior Thesis — Critical Literature CHEM 401 Senior Research Review CJ 400 Senior Seminar PSYC 401 and 402 Senior Thesis — Data CJ 401 Senior Thesis Collection CLS 387 Clinical Laboratory Training II SOC 400 Senior Seminar ECON 401 Senior Project SOC 401 Sociology Senior Thesis ED 400 Senior Seminar and Project SOWK 400 Field Instruction in Social Work ENG 400 Major Seminar THEA 210 Problems in Production THEA 211 Theater in the Community THEA 401 Senior Project

52 Undergraduate Offerings Courses that fulfill Common Curriculum USAF, Evolution of USAF and Air and Space requirements are marked with the appropriate Power, Air Force Leadership Studies, and letter abbreviation next to the course name: National Security Affairs/Preparation for Active Duty), and a corresponding Leadership Arts (A) Laboratory for each year (where students Humanities/History (H) apply leadership skills, demonstrate command Natural Sciences (N) and effective communication, develop Social Sciences (S) physical fitness, and practice military customs Thematic Seminar (T) and courtesies). College students enrolled in Race and Ethnicity in the U.S. (D) the AFROTC program (known as “cadets”) Gender Studies (G) who successfully complete both AFROTC Community Involvement (C) training and college degree requirements will Global Understanding — Foreign Language graduate and simultaneously commission as (F) Second Lieutenants in the Active Duty Air Global Understanding—International Studies Force. (I) Physical Fitness and Health (P) The AFROTC program at the Virginia Oral Communication (O) Military Institute (VMI) has an agreement Quantitative Reasoning (Q) with Mary Baldwin University that allows Research and Information Literacy (R) MBU students to enroll in AFROTC and Writing Competency (W) become full-fledged cadet participants. For Authentic Problems in the Major (M) more information on AFROTC course descriptions, please review the Air Force section of the VMI website.

Aerospace Studies 103 The Foundation of the United States (U.S. Air Force ROTC) Air Force I Mary Baldwin University offers the aerospace Lecture Hours: 1 studies curriculum through the U.S. Air Force Lab Hours: 0 Reserve Officer Training Corps (AFROTC) Credit Hours: 1 program conducted at Virginia Military Institute. Part I of a survey course designed to introduce students to the United States Air Force and AFROTC is a nationwide program that allows provide an overview of the basic students to pursue commissions (become characteristics, missions and organization of officers) in the United States Air Force the Air Force. Prerequisite(s): Must meet (USAF) while simultaneously attending AFROTC membership requirements and be college. AFROTC classes are held on college seeking a commission. Fall semester only. campuses throughout the United States and Puerto Rico; students can register through 113 Leadership Lab for AS 103 normal course registration Lecture Hours: 0 processes. AFROTC consists of four years of Lab Hours: 1 Aerospace Studies classes (Foundations of the Credit Hours: 0

53 permission of Det 880 Commander. Fall Mandatory leadership lab that allows cadets to semester only. practice and demonstrate mastery of the leadership skills essential to an Air Force 213 Leadership Lab for AS 203 officer. Fall semester only. Lecture Hours: 0 Lab Hours: 1 104 The Foundation of the United States Credit Hours: 0 Air Force II Mandatory leadership lab that allows cadets to Lecture Hours: 1 practice and demonstrate mastery of the Lab Hours: 0 leadership skills essential to an Air Force Credit Hours: 1 officer. Fall semester only.

Part II of a survey course designed to 204 Evolution of USAF Air and Space introduce students to the United States Air Power II Force and provide an overview of the basic Lecture Hours: 1 characteristics, missions and organization of Lab Hours: 0 the Air Force. *Prerequisite: AS 103 or Credit Hours: 1 permission of the Det 880 Commander. Spring semester only. Part II of a course featuring topics on Air Force heritage and leaders; the introduction to 114 Leadership Lab for AS 104 air and space power through examination of Lecture Hours: 0 competencies and functions; and continued Lab Hours: 1 application of communication skills. Its Credit Hours: 0 purpose is to instill an appreciation of the development and employment of air power, Mandatory leadership lab that allows cadets to and to motivate students to transition from practice and demonstrate mastery of the AFROTC cadet to Air force ROTC officer leadership skills essential to an Air Force candidate. *Prerequisite: AS 203 or officer. Spring semester only. permission of Det 880 Commander. Spring semester only. 203 Evolution of USAF Air and Space Power I 214 Leadership Lab for AS 204 Lecture Hours: 1 Lecture Hours: 0 Lab Hours: 0 Lab Hours: 1 Credit Hours: 1 Credit Hours: 0

Part I of a course featuring topics on Air Force Mandatory leadership lab that allows cadets to heritage and leaders; the introduction to air practice and demonstrate mastery of the and space power through examination of leadership skills essential to an Air Force competencies and functions; and continued officer. Emphasis is placed on preparing application of communication skills. Its cadets for Field Training. Spring semester purpose is to instill an appreciation of the only. development and employment of air power, and to motivate students to transition from 303 Leadership Studies I AFROTC cadet to Air force ROTC officer Lecture Hours: 2 candidate. *Prerequisite: AS 104 or Lab Hours: 0

54 Credit Hours: 2 Credit Hours: 0

Part I of a course that teaches cadets advanced Mandatory leadership lab that allows cadets to skills in management and leadership. Special practice and demonstrate mastery of the emphasis is placed on enhancing leadership leadership skills essential to an Air Force skills. *Prerequisite: AS 204. Fall semester officer. Only Commission seeking cadets take only. AS 314. Non-commissioning cadets enrolled in AS304 must take LS 351. Spring semester 313 Leadership Lab for AS 303 only. Lecture Hours: 0 Lab Hours: 1 351 Leadership and Career Development II Credit Hours: 0 Lecture Hours: 0 Lab Hours: 1 Mandatory leadership lab that allows cadets to Credit Hours: 0 practice and demonstrate mastery of the leadership skills essential to an Air Force Required for those cadets not being officer. Only Commission seeking cadets take commissioned in the Armed Forces, and who AS 313. Non-commissioning cadets enrolled are enrolled in AS 304, MS 310, NS 205, or in AS303 must take LS 350. Fall semester NS 304. The class focuses on career only. preparation and research. networking skills, critical thinking, time management, and values 350 Leadership and Career Development I and ethics in the workplace. Lecture Hours: 0 Lab Hours: 1 403 National Security Affairs and Credit Hours: 0 Preparation for Active Duty I Lecture Hours: 2 Required for those cadets not being Lab Hours: 0 commissioned in the Armed Forces and who Credit Hours: 2 are enrolled in AS 303, MS 309, NS 308, or NS 303. The class focuses on knowing Part I of a course designed for college seniors yourself, career discovery and planning, that gives them the foundation to understand resume writing, and personal development. their role as military officers in American society. It is an overview of the complex 304 Leadership Studies II social and political issues facing the military Lecture Hours: 2 profession and requires a measure of Lab Hours: 0 sophistication commensurate with the senior Credit Hours: 2 college level. *Prerequisite: AS 304. Fall semester only. Part II of a course that teaches cadets advanced skills in management and 413 Leadership Lab for AS 403 leadership. Special emphasis is placed on Lecture Hours: 0 enhancing leadership skills. *Prerequisite: AS Lab Hours: 1 303. Spring semester only. Credit Hours: 0

314 Leadership Lab for AS 304 Mandatory leadership lab that allows cadets to Lecture Hours: 0 practice and demonstrate mastery of the Lab Hours: 1

55 leadership skills essential to an Air Force officer. Only Commission seeking cadets take officer. Only Commission seeking cadets take AS 414. Non-commissioning cadets enrolled AS 413. Non-commissioning cadets enrolled in AS404 must take LS 451. Spring semester in AS403 must take LS 450. Fall semester only. only. 451 Leadership and Career Development 450 Leadership and Career Development IV III Lecture Hours: 0 Lecture Hours: 0 Lab Hours: 1 Lab Hours: 1 Credit Hours: 0 Credit Hours: 0 Required for those cadets not being Required for those cadets not being commissioned in the Armed Forces, and who commissioned in the Armed Forces, and who are enrolled in AS 404, MS 410, NS 402, or are enrolled in AS 403, MS 409, or NS 408. NS 404. The class focuses on post-VMI career The class focuses on job search and graduate transition, salary negotiation, business ethics, school admission activities, business employment law, income tax preparation, correspondence, building a portfolio, basic money management and investing for recruitment, advanced interviewing skills, the future, 401 (k) plans, starting your own dressing for success, business etiquette, and business, and how much insurance is enough. using the internet in the job search.

404 National Security Affairs and Preparation for Active Duty II Lecture Hours: 2 African American Lab Hours: 0 Studies Credit Hours: 2 Amy Tillerson-Brown, coordinator

Part II of a course designed for college seniors Requirements for the Minor in that gives them the foundation to understand their role as military officers in American African American Studies society. It is an overview of the complex 21 semester hours social and political issues facing the military PHIL 232 profession and requires a measure of REL 232 sophistication commensurate with the senior HIST 265 college level. *Prerequisite: AS 403. Spring HIST 266 semester only. ENG 364 Two of the following: MUS 151, HIST 213, 414 Leadership Lab for AS 404 ECON 215, HIST 267, HIST 365, SOC 240, Lecture Hours: 0 SOC 248, SOC 264,THEA 270, or any Lab Hours: 1 colloquium related to African American Credit Hours: 0 Studies and approved by the director of the minor. Mandatory leadership lab that allows cadets to practice and demonstrate mastery of the leadership skills essential to an Air Force Civic Engagement Opportunities

56 • For-course credit internship opportunities that include local archival and oral history Civic Engagement Opportunities projects. Anthropology minors are encouraged to take • Various community and campus-wide ANTH 215: Native Peoples and Museum programming that includes Black Baby Doll Interpretation, which carries community Day; Martin Luther King Jr. Candlelight involvement core curriculum credit (C). March and Memorial Service; and Kwanzaa Students are encouraged to seek out global and Black History Month programs. engagement opportunities, particularly study abroad and anthropological field schools. Quest: A spiritual exploration program Along with anthropology faculty, the Spencer available to all students that includes a Center can help students find appropriate significant civic engagement component. opportunities.

Anthropology Anthropology Course Abigail Wightman, coordinator Descriptions 120 Cultural Anthropology (3 s.h.) (S) Anthropology is the study of the human An introduction to the study of humans as experience, divided into four main subfields culture-bearing beings. Through readings, — cultural anthropology, linguistic films, lectures, and discussions students come anthropology, physical anthropology, and to an understanding of the extent of human archaeology. The anthropology program at cultural diversity. Using societies from around Mary Baldwin University provides an the world as examples, students will study introduction to all four subfields but focuses cultural practices and beliefs regarding most extensively on cultural anthropology. As marriage, kinship, family life, uses of the study of contemporary human societies, technology, religion, political organization cultural anthropology attempts to describe, and social stratification. understand, and explain cultural practices in all human communities, including our own. In 121 Human Origins and Archaeology our increasingly multicultural communities, (3 s.h.) (S) the anthropology minor is particularly useful An introduction to the physical history of the to students who plan to work in museums, human species by studying our closest living education, historic and cultural preservation, primate relatives and analyzing fossil remains business and marketing, nonprofit community of early hominids. Students then study the organizing, international development and evolution of human culture from the origins of diplomacy, and health care. humankind to the beginnings of the first literate civilizations in the Old and New Requirements for the Minor in Worlds. The course concludes by looking at Anthropology physical variation, including the concept of 18 semester hours race, in contemporary human populations. Required Courses: ANTH 120 Cultural Anthropology 202 Women, Gender, and Culture (3 s.h.) ANTH 121 Human Origins and Archaeology (G) ANTH 220 Language and Culture Explores the relationship between gender, Three additional anthropology electives. Up to culture, and women’s status in communities three hours may be substituted with approval around the world. Students will examine the by the anthropology coordinator. relationship between “sex” and “gender,”

57 evaluate cross-cultural variations of women’s 220 Language and Culture (3 s.h.) (I) roles and status, be exposed to differing Explores language, a uniquely human constructions of gender and sexuality, and capability that makes us different from gain a greater appreciation of the influence of primates and other animals. Besides systems of power, such as race and introducing students to the basic definitions of colonialism, on women’s lives. language, this course also examines the complex relations between language and other 208 Medical Anthropology (3 s.h.) (I) aspects of human behavior and thought. Explores the ways in which culture influences Students will explore the relationship of the definition and treatment of diseases in language to human evolution, culture, social communities around the world. Students will context, identity, power, status, and gender. be exposed to such topics as the difference between disease and illness, the influence of 227 Human Geography: People, Place and disease on human populations throughout Culture (3 s.h.) (T) history, ethnomedicine, the relationship Combines perspectives from two closely between culture and Western biomedicine, related fields, human geography and cultural culture-bound syndromes, social suffering, anthropology, to focus specifically on the and stigma. relationships between people and the environments in which they live. The course 212 Indigenous Peoples of North America will be organized around four learning nodes (3 s.h.) (D) — people, places, flows, and maps — that An introduction to the cultural diversity of each include more specific learning North American indigenous peoples and the objectives. We will study how people — relationship between U.S. tribal communities including culture, technology, settlement and the federal government. Through readings patterns, religion, and language — have been that tie specific tribal communities to larger affected by, and continue to affect in turn, the issues, we will explore the effects of federal places that we live. We will also study the policies on indigenous communities, flows of people, money, cultures, information sovereignty and land rights, Indian activism, , and objects across space and time. In order to and contemporary issues such as language make sense of these global flows and spatial revitalization, identity, and reservation relationships, we will learn how to use and poverty. interpret maps.

215 Native Peoples and Museum 244 Magic, Ritual, and Religion (3 s.h.) (R) Interpretation (3 s.h.) (C) Explores religious belief and practice as a This course is a variation of ANTH 212 that cultural phenomenon in a global context, includes a civic engagement component. In paying particular attention to the relationships addition to an ethnographic and historical between religious institutions and their survey of Native North America, we will historical, social, and cultural contexts. actively apply course content at the Frontier Students will examine the intersection of Culture Museum of Virginia, particularly the religion with subsistence strategies, economic museum’s Native American (Late Woodlands) systems, political systems, and gender site, Ganatastwi. As a course which counts for structures. Topics include magic, witchcraft, Community Involvement (C) core curriculum sorcery, ritual, symbolism, possession, credit, students will be expected to conduct 15 identity, and health. volunteer hours. 320 Theories of Culture (3 s.h.) (W)

58 An introduction to the history and major process, creative problem solving, various theories of cultural anthropology. By reading means of artistic conceptualization, and the important pieces of anthropological literature, context of historical and contemporary art. students will be exposed to the many ways Because of the importance of process and anthropologists have defined “culture” and sequential learning in the visual arts, students implemented those definitions in desiring to major in studio art are encouraged anthropological research. In addition, students to take foundation courses — ART 109, ART will be introduced to significant ethical and 110, ART 111, and one of the 100-level art philosophical trends within the field, history courses — during their freshman year. especially as they relate to research design and This will put them on the optimal learning the production of knowledge. As a course that track in the major. Students who plan to counts as a writing emphasis (W) core qualify for a teaching license with certification curriculum class, this class focuses on in art education should complete the studio art improving writing through formal and major. Courses specific to endorsement are informal writing assignments and provides listed at the end of the studio art courses. opportunities to improve through rewriting. *Prerequisite: ANTH 120 or permission of the Civic Engagement Opportunities instructor. • Annual visual arts trips to Washington D.C. and New York City, open to the community • Regular public lectures by prominent artists, Applied Mathematics art historians, and art critics • Professional exhibitions in the university’s Please see Mathematics — Applied art gallery, open to the public • Required or recommended internships through our academic majors • Varied collaborative projects that involve Art and Art History other organizations and institutions, including Jim Sconyers, Jr., department chair student exchange exhibitions with other colleges The Department of Art and Art History offers • Art and art history faculty lectures and a minor in Art History and a major and a service at community organizations minor in Studio Art. • Exploring civic engagement through class projects and assignments Studio Art Barbara Holt, Colleen Pendry, Laura Requirements for the Major in Pogoretskiy, Nancy Ross, Martha Saunders, Studio Art Jim Sconyers, Jr. Students majoring in Studio Art select at least one area of emphasis. With planning it is The studio art curriculum at Mary Baldwin possible to have two areas of emphasis, which promotes a process-oriented and creative is recommended for students considering practice of the language of visual form, where graduate school. 39 semester hours are an emphasis is placed upon art making as a required for all areas of emphasis. thoughtful exploration of ideas. Students learn the following: perceptual skills, analytical and Each area of emphasis requires the following critical competence, and technical skills courses in addition to the requirements listed related to specific media, the importance of below:

59 ART 109 that cannot be met in the above areas of ART 110 emphasis. Some possibilities include ART 111 illustration, the artist’s book, video, and ARTH 101 installation art. This area of emphasis requires ARTH 102 the approval and guidance of the full-time One from 200 or 300-level ARTH studio faculty. One of ART or ARTH ART 407 (Note: For students selecting two areas of A small sequence of courses appropriate to the emphasis, the above requirements only need to medium/idea, to be approved by the full-time be taken once.) studio faculty.

Drawing Emphasis Requirements for the Minor in ART 112 Studio Art ART 120 21 semester hours ART 211 ART 109 ART 311 ART 110 ART 405 ART 111 One of ART or ARTH Three more art courses One of the following: ARTH 101, or ARTH Painting Emphasis 102 ART 112 ART 211 Studio Art Course Descriptions ART 212 109 Fundamentals of Art and Design I ART 312 (3 s.h.) (A) ART 401 Required for studio art majors. A practical One of ART or ARTH exploration of the basic elements and principles of art and design. ART 109 and Photography Emphasis ART 110 establish a foundation for effective ART 115 communication through the language of visual ART 116 form. Problems are addressed primarily ART 124 through black and white media. Some ART 215 attention will be given to three-dimensional ART 408 design. If possible, ART 109 should be taken One of ART or ARTH before ART 110, but the two courses do not have to be taken sequentially. Materials fee. Printmaking Emphasis ART 115 110 Fundamentals of Art and Design II ART 120 (3 s.h.) (A) ART 122 Required for studio art majors. Color theory, ART 124 color organization, and an introduction to ART 406 selected three-dimensional design elements, One of ART or ARTH aspects of sequential art, and various

processes of conceptualization. If possible, Extended Media Emphasis ART 109 should be taken before ART 110, This concentration is designed for the serious but the two courses do not have to be taken student who has a specific goal in studio art sequentially. Materials fee.

60 111 Drawing I (3 s.h.) (A) artistic medium. The course consists of Required for studio art majors. For students lectures, student presentations of works with who have had little or no experience in art as class discussions and critiques, along with well as those whose abilities have already technical instruction. Materials fee. been developed in high school programs. A basic-level course emphasizing perceptual 117 Software in the Visual Arts (3 s.h.) skills of drawing, expressiveness, and This course introduces a practical composition. Various media are explored. understanding of Adobe Photoshop, Adobe Materials fee. Illustrator and Adobe InDesign. External hard drive (250 GB min). 112 Painting I (3 s.h.) (A) Drawing experience helpful but not required. 119 Introduction to Film/Video Production An introduction to the basics of painting, (3 s.h.) emphasizing composition, value, and color. For course description, see FILM 119 in the Materials fee. Film listing.

113 Introduction to Watercolor (3 s.h.) (A) 120 Printmaking I (3 s.h.) (A) An exploration of traditional and experimental Designed as an introduction to materials and techniques in watercolor. Students will work techniques. Emphasis is given to monotype, from still life, the model, and the landscape. woodcuts/linocuts, the artist’s book, and Materials fee. intaglio printing. Students gain a working knowledge of printmaking processes. 114 Ceramics I (3 s.h.) (A) Materials fee. Basic instruction in clay through various hand building and wheel-throwing techniques and 122 Silkscreen (3 s.h.) (A) glazing options. Historical and contemporary An introduction to the process and techniques perspectives on clay will be explored through of screen printing (silkscreen). The course different projects. Also included will be includes class discussions and critique. concepts of 3D design as they pertain to the Materials fee. projects. Materials fee. 124 Digital Photography and Digital 115 Photography I (3 s.h.) (A) Printmaking (3 s.h.) (A) An introduction to technical and aesthetic An introduction to digitally based techniques issues of black and white photography (silver- associated with photography and printmaking. gelatin printing), with an emphasis on using The course includes Adobe Lightroom and the medium for personal and creative Photoshop workshops, intaglio photo- expression. Includes a series of assignments printmaking techniques using photo-polymer designed to increase understanding of basic emulsion, fresco transfers, polyester plate camera operation, darkroom techniques, and lithography, class discussions, and critique. artistic problem solving. Requires 35mm Materials fee. camera with manually adjustable aperture and shutter speed. Materials fee. 125 Introduction to Art Education (3 s.h.) (A) 116 Pinhole Photography (3 s.h.) (A) The prospective teacher is introduced to the This course builds a basic knowledge of black basics of art. The class focuses on the role and white pinhole photography as a creative and implementation of art, the terms and

61 concepts of visual art, and the value and scope emphasis on deepening understanding of of art within cultural history. A hands-on photography as a medium with unique aspect gives students a chance to experience aesthetic and physical qualities as well as and experiment with a variety of building technical proficiency. The course will materials. This course is required for consist of PowerPoint lectures, student prospective teachers seeking the K–12 art presentations, class discussions and critiques, education endorsement. Materials fee. along with technical instruction. *Prerequisite: ART 115. Materials fee. 140 Materials as Metaphors (3 s.h.) (A) Students explore various ways that existing 277 Topics in Art (1–3 s.h.) materials and objects — both artificial and Topics courses focus on specialized methods natural — can be used to create narratives or topics in art, such as theory, art criticism, and/or metaphors. Whether the student is media, intensive analysis of a specialized primarily interested in painting, drawing, period of art history, or areas of interest printmaking, photography, or working three- beyond the usual scope of departmental course dimensionally, the course will serve to expand offerings. Enrollment is limited. Interests of her visual and conceptual vocabulary. the students and faculty determine the topic. Materials fee. Emphasis is placed on class discussion and on presentations, both oral and written, or on a 211 Drawing II (3 s.h.) portfolio of studio work. This course expands the student’s concept and practice of drawing. Representational and 311 Drawing III (3 s.h.) abstract subjects are explored, emphasizing Attention is given to contemporary concepts perception, composition, and process. Figure and to helping the student develop an drawing is covered as well as drawing with individual direction in drawing. Further color and mixed media. Conceptual and development of technical, conceptual, and critical skills are developed. *Prerequisite: critical skills is encouraged. In ART 311, ART 111 or permission of the instructor. drawing is defined very broadly. It is possible Materials fee. to work three-dimensionally and with installation art. *Prerequisite: ART 211. 212 Painting II (3 s.h.) Materials fee. Providing experience in painting from the still life and model, and exploring issues relating 312 Painting III (3 s.h.) to abstraction, this course encourages further The purpose of this course is to help the development of technical and critical skills. It student begin to find her own artistic voice as also introduces the student to different a painter, as well as to continue developing painting languages, including working with technical, conceptual, and critical skills. In three-dimensional form. *Prerequisite: ART ART 312, painting is defined very broadly. It 112 or permission of instructor. Materials fee. is possible to work three-dimensionally and with installation art. *Prerequisite: ART 212. 215 Photography II (3 s.h.) Materials fee. The objective of this course is to build upon the student’s knowledge of black and white 387 Internship(s) (3 s.h.) photography as a creative artistic medium. Students are offered a variety of possibilities Students work with both silver gelatin and for hands-on experience in the fields of digital techniques. The course places equal graphic design or arts management.

62 Internships may occur either in or outside of Art Education Course Staunton. Experience will vary depending on Descriptions the type of firm and the kinds of projects It is strongly recommended that students currently being produced in that firm. planning a career in art education, in addition Arranged on an individual basis. to fulfilling the requirements of their selected emphasis in the studio art major, extend their 401 Senior Project in Painting M (3 s.h.) ( ) study with courses offering experience in The senior project in studio art is regarded as different media, often required for art the culmination of the major. Affording the educators. For example, a student with a opportunity for independent scholarship and studio art major and a painting emphasis creative work, the project is an important and should also take ART 140, ART 117, and exciting step that will help prepare the student perhaps ART 115. for professional activity and/or graduate work. The student is expected to produce and present 125 Introduction to Art Education (3 s.h.) for exhibition a cohesive body of work that (A) represents serious investigation of a theme or The prospective teacher is introduced to the specific idea. May be repeated for credit. It is basics of art. The class focuses on the role strongly recommended that students complete and implementation of art, the terms and two semesters (6 s.h.) of the senior project; concepts of visual art, and the value and scope although, only one semester is required. of art within cultural history. A hands-on Materials fee. aspect gives students a chance to experience and experiment with a variety of 405 Senior Project in Drawing M (3 s.h.) ( ) materials. This course is required for For course description, see ART 401. prospective teachers seeking the K–12 art Materials fee. education endorsement. Materials fee. 406 Senior Project in Printmaking (3 s.h.) (M) For course description, see ART 401. Art History Materials fee. Kerry Mills, Jenny Ramirez 407 Senior Project in Extended Media (3 s.h.) (M) The art history curriculum introduces students For course description, see ART 401. to historical inquiry, an understanding of the Materials fee. various styles and movements in art, theory of art, and the interpretation of art in the context 408 Senior Project in Photography (3 s.h.) of time, place, and purpose. Students learn (M) terminology, research methods, develop skills For course description, see ART 401. in organization, critical and logical thinking, Materials fee. and writing, and learn that art of the past is relevant today. Note: Directed Inquiries, teaching assistantships, and internships in studio art and Requirements for the Minor in studio art-related areas can be arranged Art History individually. 18 semester hours ARTH 101

63 ARTH 102 major works of art, including sculpture, Four additional ARTH courses at the 200- or ceramics, painting, and architecture, and 300-level associated styles from each period/dynasty. A focus on religion, literature, and regional Art History Course Descriptions philosophy will be a strong component as 101 Survey of Western Art: Prehistoric to well. Gothic (3 s.h.) (A) Introductory slide-lecture survey course 203 High Renaissance Art in Italy (3 s.h.) orients students to the elements and principles (R) of art, modes of expression, and thematic The quest for greater naturalism, classicism, content. The visual arts of the ancient world, and science in fifteenth and sixteenth century prehistory through the Medieval era, are Italy culminated in the harmonious balance considered in an historical context. Major evident in the art and architecture of monuments illustrate the influence of culture, Leonardo, Raphael, Alberti Bramante, social and religious organizations, and the Michelangelo, Titian, and Palladio, and would events of history. ARTH 101 and ARTH 102 influence all of Western civilization. Art and may be taken in any sequence or in part. civic, private, and religious projects are addressed in the context of noble and papal 102 Survey of Western Art: Renaissance to patronage, humanistic studies, culture, Modern (3 s.h.) (A) politics, and the changing religious climate. Introductory slide-lecture survey course Students develop critical skills through orients the student to the elements and analysis and research. Strongly recommended principles of art, modes of expression, and background: ARTH 102. thematic content. The visual arts of the Renaissance through Modern era (14th through 205 19th-Century Art (3 s.h.) (O) 20th century) are considered in a historical A study of the visual arts of nineteenth- context. Major monuments illustrate the century Europe from approximately 1780 to influence of culture, social and religious 1880, with a special focus on France, England, organizations, and the events of history. and Spain. From the revolutionary and ARTH 101 and ARTH 102 may be taken in turbulent art at the beginning of the century— any sequence or in part. Neoclassicism and Romanticism—to the fin- de-siècle works of Post-Impressionism and Symbolism at the close, this course will explore the interplay between art and history in a period legendary for political propaganda, sublime darkness, shocking realism, and the 201 Arts of Asia: India, China, Japan roots of modernism. Recommended (3 s.h.) (H) background: ARTH 102 Introductory slide-lecture survey course to the art and architecture of India, China, and Japan. 206 History of Photography (3 s.h.) (A) Covering nearly 4,000 years of art and history A survey of the history and evolution of still produced by a massive area of the world photography from its beginnings in the early — th Southeast and East Asia—the course will nineteenth century to the end of the 20 present the main lines of development of these century. Although photography developed cultures and their arts. Emphasis will be from evolving technological and technical placed on recognition and identification of processes, the “nature” of the medium has

64 been subject to debate ever since its inception 277 Topics in Art History (1–3 s.h.) in 1839. The course will examine the use of Topics courses focus on specialized methods photography for aesthetic, documentary, and or topics in art, such as theory, art criticism, “scientific” purposes, stylistic shifts by major media, intensive analysis of a specialized proponents of the medium, and interpretations period of art history, or areas of interest of subject matter based on social and cultural beyond the usual scope of departmental course concerns at specific moments in history. offerings. Recommended background: ARTH 102 302 Modern and Contemporary Art (3 s.h.) 210 Studies on Site (3 s.h.) (W) Students with strong background, love of art A study of the development of Modern, and/or history may apply for Studies on Site. Postmodern, and Contemporary art and artists, A small group travels to study art in locations covering the time period from the end of the that vary from year to year. Group nineteenth century to the end of the twentieth discussions, oral presentations, writing, century in both Europe and America. The flexibility and congeniality are important. course follows a chronological trajectory, Extra charge covers room, board, uncovering the evolution of influences, transportation, museum entrance fees, most themes, media, traditions, and contradictions meals. Applications due with deposit by within a historical, social, political, and November 1; notification of acceptance by technological context. Topics to be covered November 10. *Prerequisites: Two relevant will include Impressionism & Post- ARTH courses. Impressionism, Fauvism, Cubism, Futurism, Expressionism, the Bauhaus & de Stihl, Dada 221 Women in the Visual Arts (3 s.h.) (G) & Surrealism, Abstract Expressionism, Study of the role of selected women in the Minimalism, Pop Art, Conceptual Art, history and evolution of art from the medieval Performance Art, Environmental Art, Feminist era to the present. Emphasis on art of the 19th Art, and New Media Art. *Prerequisite: and 20th centuries. Traditional and feminist ARTH 102 perspectives will be examined. Recommended background: ARTH 102. Arts Management 222 History of American Art and Art coordinator: Jim Sconyers, Jr. Architecture (3 s.h.) (R) Music coordinator: Lise Keiter A survey of the arts in America, including Theatre coordinator: Theresa K. Southerington architecture, sculpture, and painting, from the Colonial period to the present. Cross listed as The arts management major provides the HIST 222. student whose field of interest is art, music, or theatre with skills in management appropriate 234 Philosophy and the Arts (3 s.h.) (A) for positions in arts organizations or for For course description, see PHIL 234 in the graduate study in arts management. Philosophy listing. Requirements for the Major in 254 Film Analysis (3 s.h.) (A) Arts Management For course description, see FILM 254 in the 45 semester hours Film listing. BUAD 200 BUAD 208

65 BUAD 230 THEA 114 or THEA 115 COMM 100 THEA 208 or approved substitution COMM 260 One course in theatre literature or history ECON 101 One course in theatre techniques ARTM 287/387 Two additional theatre courses Senior Project in area of concentration THEA 401 Required courses for area of concentration, as noted below Arts Management Course One course in each of the other two Descriptions concentrations 340 Museum Studies (3 s.h.) (R) The course is designed to introduce the Note: One or more of the following strongly student in history or art history to the history, recommended: purpose, and operation of museums, based on Art 117, Buad 307, Buad 350, Comm 115, the four functions that define a museum: Comm 221, Comm 240, Comm 245, or INT acquisition, preservation, exhibition, and 251 interpretation of objects. Introduction to museum governance, management, financing, Note: ECON 102 is strongly recommended, including the not-for-profit status, personnel, especially for students planning to pursue public relations, auxiliary services, and ethics graduate studies in business. are also considered.

Concentration in Art 287, 387 Internship(s) (3 s.h.) 21 semester hours Students gain hands-on experience in museum ARTH 101 and ARTH 102 work, arts organizations, and communications Two additional ARTH courses organizations on campus or in the area. ART117 Summer internships elsewhere are strongly ARTM 340 encouraged. Students gain experience in areas Senior Project such as museum work, public relations, Note: INT 150 Creating Community: Human exhibitions, researching, cataloging, and Rights and the Arts and INT 155 Permeable theatre operations. One internship is required; Borders are encouraged but not required. a second may be taken as an elective. Arranged individually. Concentration in Music 21 semester hours 400 Senior Project MUS 100 For course description, please consult faculty. MUS 111 At least 12 semester hours of music electives, including at least two three-credit music Asian Studies courses at the 200 level Amy S. Miller, coordinator MUS 402 Daniel Metraux, Noriko Donahue

Note: A music minor is recommended for this The minor in Asian Studies provides a broad concentration. background in the cultures, histories, languages, political systems, and religious Concentration in Theatre formations of Asia. By engaging a variety of 21 semester hours disciplinary perspectives, students become

66 attuned to Asia’s diversity—its many models to 6 s.h. for a pre-approved internship, either of social organization, political developments, in Asia or with an Asian company or historical transformations, and ideologies— organization in the United States. while gaining an overall understanding of Asia as a region of particular importance, both Civic Engagement Opportunities historically and in the contemporary global • English Conversation Partners — student context. Although study abroad is not required volunteers are paired with Mary Baldwin for the Asian Studies minor, it is both international students to help them with recognized and encouraged. Students are spoken English eligible to apply for one semester or one year • MBU Ambassadors — student volunteers programs with Mary Baldwin international assist with international student programming, exchange partners: Doshisha Women’s particularly during student orientation College in Kyoto, Japan; Soka University in • Cosmos International Club — student Tokyo, Japan; Kansai Gaidai in Osaka, Japan; organization Sungshin Women’s University in Seoul, South Korea; National Chengchi University in Asian Studies Course Taipei, Taiwan; or Lady Doak College, in Descriptions Madurai, India. Students may also study at 106 Asian Civilizations (3 s.h.) (H, W) other recognized institutions in Asia. Introduces students to aspects of traditional and modern civilizations of Central, East, Requirements for the Minor in South, and Southeast Asia, with an emphasis Asian Studies on key moments of political and cultural 18 semester hours change and transformation. AS 106: Asian Civilizations or AS/REL 212: Asian Religions 212 Asian Religions (3 s.h.) (H) 15 additional semester hours of Asian Studies An introduction to the world views and ritual courses from among those listed below (Or 12 practices of the major living religious additional s.h. if both AS 106 and AS 212 are traditions of South, Southeast, and East Asia. completed): Cross listed as REL 212. Contributes to the • JPNS 201, 202: Up to 8 credits for Japanese Peacebuilding and Conflict Resolution and language. *Prerequisite: JPNS 101, 102. Religious Studies minors. • AS 246 Modern Japan • AS 247 Modern India 246 Modern Japan (3 s.h.) (I) • AS 251 Gender in Asian Cultures A study of Japanese cultural, political and • AS 253 China in the Developing World economic history from the 19th century. • AS 270 Australia: A Cultural History Preceded by a brief introduction to its early • AS 275 Buddhism history. • AS 278 Hinduism • AS 320/PHIL 320 Peacemaking: Gandhi and 247 Modern India (3 s.h.) (I) Non-violence An examination of the emergence of India as a modern nation, followed by a look at With prior approval, intermediate level contemporary issues in India with roots in that language courses and Asian Studies courses history. taken at a recognized college or university in Asia may be included in the Asian Studies 251 Gender in Asian Cultures (3 s.h.) Minor. In addition, students may also earn up (G, W)

67 A study of the changing social, cultural, or with an Asian-related company or religious, and economic roles of women in a organization in the United States. variety of Asian cultures and historical contexts. Contributes to the minor in 320 Peacemaking: Gandhi and Nonviolence Peacebuilding and Conflict Resolution. (3 s.h.) (T, R) For course description, see PHIL 320 in the 253 China in the Developing World (3 s.h.) Philosophy listing. (I) Chinese political, economic, and cultural history from the 17th century to the present with an emphasis on 20th-century developments. Emphasis also on Taiwan. Autism Studies & Applied Behavior 270 Australia: A Cultural History (3 s.h.) (I, W) Analysis Historical analysis of the cultural and sociological development of Australia as a Please see College of Education modern nation. Topics include relations between native peoples and Europeans, evolution of a unique culture, and contemporary problems and prospects facing Australia today. This course is offered through Biochemistry MBU Online only. Please see Chemistry 275 Buddhism (3 s.h.) (H, W) An introduction to the diverse beliefs, practices, and traditions of Buddhism from their origins in India to their geographical and historical diffusion throughout Asia and Biology beyond. Attention will also be given to Paul Callo, department head Socially Engaged Buddhism. Cross listed as Kadrin Anderson, Paul Deeble, Mary Jane REL 275. Contributes to the Peacebuilding Epps, Jennifer Hancock, Eileen Hinks, and Conflict Resolution and Religious Studies Melissa Scheiber minors. In the Biology Department we believe that the 278 Hinduism (3 s.h.) (H, W) best way to learn science is by doing it — by An exploration of Hinduism’s diversity involvement in thoughtfully designed through a study of Hindu mythological and laboratory work which includes self-designed epic literature, sacred geography, ritual experiments and by exposure to current practices, and understandings of divinity. methods and questions in the field. We believe Cross listed as REL 278. Contributes to the that this is important even for non-biology Peacebuilding and Conflict Resolution and majors, because of both the understanding of Religious Studies minors. science that comes from it and the teamwork and analytical skills which are developed — 287, 387 Internship (1–3 s.h.) skills which are valuable in any setting. An internship in Japan or elsewhere in Asia,

68 Students who major in Biology integrate BIOL elective at the 200 level 2 4 technique and theory. Whether they are or above – contributing to faculty research or working on BIOL elective at the 300 level 2–4 a self-designed project, Biology majors have Minimum access to equipment and the opportunity to TOTAL of 39 conduct hypothesis-driven research at a high level intended to make an impression in graduate school and beyond. It is expected Supporting Courses: Required of all Biology that this research will incorporate majors sophisticated techniques and instrumentation 8 credit hours in Chemistry: and skill in using the primary research CHEM 121 General Chemistry I with lab literature; this culminates in an original and CHEM 122 General Chemistry II with lab substantial senior research project and the presentation and defense of a thesis. Requirements for Bachelor of Science in Biology Biology is available as a major (BS or BA) 39 semester hours in Biology plus 19 semester and minor. Within the Biology major, there hours in supporting courses are optional emphases in Biomedical Science The Basic Biology Core (listed above) with or Science Education. two BIOL electives at the 300 level instead of one and BIOL 401. Requirements for Bachelor of Arts in Biology Supporting Courses: 39 semester hours in Biology plus 8 semester 8 credit hours in Chemistry: hours in supporting courses CHEM 121 General Chemistry I with lab CHEM 122 General Chemistry II with lab The Basic Biology Core: Required of all 11 credit hours in Mathematics/Statistics: majors MATH 211* Calculus I MATH 212* Calculus II Any Statistics course Course Credit Hours BIOL 111 Principles of 4 Biology Biomedical Science BIOL 112 Diversity of Life 4 Emphasis BIOL 222 Genetics 4 The biomedical science emphasis is an interdisciplinary program designed to prepare BIOL 224 Cell Biology 4 students for admission to professional schools BIOL 245 Ecology 4 in the medical sciences, graduate study in BIOL 253 Zoology or BIOL fields related to basic science research, or 4 257 Botany employment in the rapidly growing BIOL 381 Junior Seminar 3 biotechnology and pharmaceutical industries. BIOL 400 Senior Seminar 1 BIOL 401 Senior Research or Requirements for the 2 BIOL 402 Senior Colloquium Biomedical Science Emphasis BIOL elective at the 200 level Minimum 42 semester hours 2 4 or above – The requirements for the BA or BS in biology Four of the following: CHEM 221, CHEM

69 222, PHYS 201, PHYS 202, BIOL 255, Civic Engagement Opportunities HCA/BIOL 261, BIOL 264, BIOL 265, BIOL • Civic engagement contracts with BIOL 151 327, BIOL 328, BIOL 329, BIOL 352, BIOL and BIOL 264/265 by working in local clinics 354, or BIOL 355 or health services. One of the following: ANTH 208, HCA 101, HCA 125, HCA 225, HCA/PHIL 230, HCA Biology Course Descriptions 245, HCA 250, PSYC 203, PSYC 210, PSYC 100 The Living World (3 s.h.) (N, R) 211, PSYC 305, PSYC 307, or SOC 260 This is a course recommended for non-majors. Students will seek answers to several Note: Students are encouraged to pursue questions: What should I eat? Why do we run? internships in the biomedical sciences (BIOL What do our genes do? Why do we need 387). bacteria in our bodies? How does what we do impact other species? This course will Science Education examine these themes through readings, videos, discussions, and oral presentations. Emphasis The science education emphasis, added to a 111 Principles of Biology (4 s.h.) (N) minor in education, prepares students for Lecture and lab. The biological sciences as a careers as science educators. process of inquiry, with emphasis on general principles including the structure and function Requirements for the Science of major biological molecules such as DNA, Education Emphasis RNA, protein, lipids, and carbohydrates. This 48 semester hours course emphasizes basic cell biology, The requirements for the BA in Biology, fundamental biochemical pathways, and including both BIOL 253 and BIOL 257 introductory genetics. This course provides One of the following: BIOL 141, BIOL 142, the foundation for all other biology courses BIOL 145 or BIOL 148 and BIOL 149, BIOL and is the first course in a two part sequence 150 with BIOL 112. Fall. Lab fee. One of the following: BIOL 264 or BIOL 265 BIOL 380: serve as a teaching assistant in a 112 Diversity of Life (4 s.h.) (N) lab science Lecture and lab. This course is intended to give students an introduction to the great Note: Students also should refer to the diversity of life on Earth, with emphasis on requirements for an education minor and for the body plans, ecology, and evolutionary teacher licensure. For more information, see relationships among organisms. This is the College of Education. second course in the introductory biology sequence which began with BIOL 111. Requirements for the Minor in Spring. Lab fee. Biology 120 Nutrition for Health, Fitness, and Sport 24 semester hours (3 s.h.) (N) BIOL 111 and BIOL 112 For course description, see CHEM 120 in the Three of the following: BIOL 222, BIOL 224, Chemistry listing. BIOL 245, BIOL 253, or BIOL 257 Additional courses in biology to total 24 141 Field Biology (4 s.h.) (N) semester hours. Field course. Focuses on the natural history

70 and ecology of plants and animals in and The plight of neotropical migratory birds is around the Shenandoah Valley. Spring emphasized. Alternate years, May Term. wildflowers, birds, and mammals are studied in the varied habitats found in the George 151 Human Health and Disease (3 s.h.) (N) Washington National Forest and St. Mary’s A study of the structure and function of the and Ramsey’s Draft wilderness areas. human body in order to understand how Students who take the course should like to disease impacts the living world. The effects hike. May Term. of disease on society are considered from the primary perspective of the biological sciences 142 Botany in the Field (4 s.h.) (N) with context offered within health care Field course. A detailed study of the plant management, the media, ethics, and species growing in local habitats, focusing on economics. This course does not count toward how elevation, soils, microclimate, and teacher licensure. ecological succession affect vegetation patterns of the region. Students who take this 211 Evolution (3 s.h.) course should like to hike. Offered Summer Evolution, the great unifying theory behind Week as needed. modern biology, is introduced with an emphasis on experimental evidence bearing on 145 Freshwater Chemistry and Biology the modern synthesis of evolutionary theory (4 s.h.) (N) and its bearing on topics such as disease, For course description see CHEM 145 in the aging, and social behavior. *Prerequisite: Chemistry listing. May Term. BIOL 111. Alternate years.

148 Environmental Issues (3 s.h.) (N) 222 Genetics (4 s.h.) The goals of this course are to introduce Lecture and lab. The study of genetic students to the basic principles of ecology that principles, including Mendelian inheritance underlie the major environmental issues of and gene regulation, in a variety of different today. This course is particularly appropriate organisms. The ethical and practical for students interested in the environment that implications of genetic research and the are majoring in business administration, genetic basis of disease are focal points of the communication, education, and the social course. Students develop problem-solving sciences. Requires BIOL 149 in order to count ability and conduct genetic experiments using toward a Biology major. classical and molecular methods. *Prerequisite: BIOL 111. Spring. Lab fee. 149 Environmental Issues Lab (1 s.h.) (N) Lab course. Students work on a variety of 224 Cell Biology (4 s.h.) projects dealing with population biology, Lecture and lab. Cell structure and function community structure, and the monitoring of including cell physiology, cell-cell signaling environmental pollution. Lab fee. and the role of cells in development and cancer are presented along with basic 150 Field Ornithology (4 s.h.) (N) biochemical concepts. The laboratory Field course. Students study the biology, introduces the main techniques of ecology, and behavior of wild birds, learn to cytochemistry, histology, enzymology, and identify birds (by sight and sound) and tissue culture. Spring. *Prerequisite: BIOL participate in a bird-banding research project. 111, Recommended: CHEM 121. Lab fee.

71 230 Studies in Biology (3 s.h.) 251 Exercise Testing and Training (3 s.h.) These colloquia will focus on topics not For course description, see EXLD 251 in the included in regularly scheduled biology Exercise Leadership listing. courses. Interests of the students and faculty will determine the subject. 252 Biology of Women (3 s.h.) (G) This course examines female biology from the 245 Ecology (4 s.h.) evolution of sex to reproduction to individual Lecture, lab, and field course. Students study health. This course emphasizes female life the interrelationships of living organisms with stages and basic biological concepts relating each other and their environments at the to cells and heredity. Cross listed as WS 252. population, community, and ecosystem levels. Suggested background: BIOL 111 or 151. The course includes a research weekend at the Duke University Marine Laboratory. 253 Zoology (4 s.h.) *Prerequisite: BIOL 112. Fall. Lab fee. Lecture and lab. Introduction to the evolution of form and function of the major animal 248/348 Conservation Biology (3 s.h.) phyla with emphasis on observing ecological (T: 348 only) adaptations and unraveling evolutionary Conservation biology is the study of the history through the use of contemporary diversity of life and its preservation. Students taxonomic methods. The laboratory involves taking this course will explore how substantial dissection. *Prerequisite: BIOL evolutionary processes result in the biological 112. Alternate years, Spring. Lab fee. diversity we see today, examine current threats to biological diversity, and engage in 255 Microbiology (4 s.h.) critical discussion of conservation ethics and Lecture and lab. The basic biology of bacteria economic tradeoffs. The course will cover the and other microbes, with emphasis on theoretical underpinnings of conservation as metabolic diversity, the disease process, and well as practical strategies that microbial ecology. The laboratory introduces conservationists apply to maintain biological methods for microbial culture and diversity in the field. *Prerequisite: BIOL 245 identification through student-designed or permission of instructor. Alternate years. experiments. This course is required for students in the Clinical Laboratory Science or 250 Neotropical Ornithology (4 s.h.) (I) Master of Science in Nursing programs. Study abroad. Neotropical ornithology *Prerequisite: BIOL 111, Recommended: introduces the diversity of birds, their CHEM 121. Fall. Lab fee. scientific study, and conservation in both tropical and temperate settings. We visit the 257 Botany (4 s.h.) tropics during spring break and study Lecture and lab. A study of how different migratory species in Virginia during a week of groups of plants have solved common May Term. Differences between resident and environmental challenges including support, migratory tropical birds introduce the concept transport, defenses, reproductive strategies, of bias in our perception. Students achieve a and modes of speciation. Laboratory work solid foundation in bird biology, ecology, and includes plant physiology experiments, behavior. Alternate years, May Term. preserved material, and field identification of local species and families. *Prerequisite: BIOL 112. Alternate years. Lab fee.

72 261 Epidemiology (3 s.h.) (Q) 305 Physiological Psychology (3 s.h.) (W) For course description, see HCA 261 in the For course description, see PSYC 305 in the Health Care Administration listing. Psychology listing.

264 Human Anatomy and Physiology I 324 Biochemistry I (3 s.h.) (4 s.h.) For course description, see CHEM 324 in the Lecture and lab. This is the first course in a Chemistry listing. two-course sequence that will introduce students to the structure and function of the 325 Biochemistry II (4 s.h.) human body. This course will begin with the For course description, see CHEM 325 in the study of cellular structure and processes. This Chemistry listing. will then be related to the structure and function of the different tissue types 327 Immunology (3 s.h.) throughout the human body. The body The physiology, cell biology, genetics, and systems that will be studied in this course will health implications of the immune system, include the musculoskeletal, nervous and with emphasis on the experimental evidence endocrine systems. In the lab, students will and reasoning behind our current use human models, human skeletons, understanding. This course is required of histological slides and cat dissection to students seeking to enter the clinical observe the structure of cells, tissues and body laboratory science program. *Prerequisite: systems. Also, physiology laboratory skills BIOL 224 or permission of instructor. used in both research and clinical settings will Alternate years. be introduced. *Prerequisite: BIOL 111. Fall. Lab fee. 328 Biotechnology (3 s.h.) Techniques of molecular biology are used to 265 Human Anatomy and Physiology II study topics ranging from cell-cell signaling to (4 s.h.) evolution and ecology; this course is taught as Lecture and lab. This is the second course in a a journal club in which students select, two-course sequence that will introduce present, and discuss a variety of current students to the structure and function of the research papers using these techniques. human body. This course will build off of the *Prerequisite: BIOL 222. Alternate years. material learned in Human Anatomy and Physiology I. The body systems that will be 329 Biological Imaging (4 s.h.) studied in this course will include the immune, Laboratory course. The study of the theory lymphatic, cardiovascular, respiratory, and methodology of multiple types of imaging digestive, urinary and reproductive systems. to include light and fluorescence microscopy, Human development and pregnancy will also Scanning Electron Microscopy (SEM), and be studied. In the lab, students will use human gel imaging for DNA and protein analysis . models, human skeletons, histological slides *Prerequisite: BIOL 111 or BIOL 112. and cat dissection to observe the structure of Alternate years, May Term. Lab fee. cells, tissues and body systems. Also, physiology laboratory skills used in both 351 Exercise Physiology (4 s.h.) (W) research and clinical settings will be Lecture and lab. An in depth study of Exercise introduced. *Prerequisite: BIOL 264. Spring. Physiology as it relates to normal physiology, Lab fee. fitness, performance and health. Topics include the history of exercise physiology,

73 neuromuscular, metabolic, cardiovascular, the biology core courses (BIOL 222, 224, 245, pulmonary, and endocrine responses to and 253 or 257) completed with a grade of exercise, research methods for improving “C” or better and overall GPA in biology of exercise performance and special 2.0 or higher OR permission of the considerations relating to environmental department. Spring. impacts on exercise training. This course will highlight the human adaptive response to 383 Advanced Study in Biology (2–3 s.h.) exercise in the context of the normal Topics of mutual interest to a group of physiology of the systems studies. The students and a professor are considered. laboratory portion will allow students to perform high level metabolic analyses and 387 Internship: Professional Experience in propose original research questions to extend Biology (2–3 s.h.) studies they select from the primary literature. Provides practical experience in a biology Lab fee. related career setting by working with professionals in a chosen career specialty area. 354 Comparative Physiology (4 s.h.) (W) Students work closely with a faculty member Lecture and lab. An examination of the and negotiate the terms of internship with the common cellular mechanisms underlying on-site supervisor. Credit is awarded on the many physiological processes using a basis of one semester hour per 50 hours of comparative approach emphasizing functional internship. Must be taken P/NC, and does not strategies for solving physiological problems. count as a 300-level elective towards the The laboratory allows students to perform major. self-directed experiments, based in the primary literature, on a variety of organisms. 400 Senior Seminar (1 s.h.) (M) *Prerequisite: BIOL 111. Alternate years. Lab Students complete planning for the project fee. designed during BIOL 381. Students refine the research/review plan and then participate in 361 Animal Behavior (4 s.h.) (W) journal article presentations on relevant Lecture, project development, discussion, and papers. Students meet in small groups to lab. The comparative study of animal behavior report progress on experiments and data from ecological and evolutionary points of acquisition or on writing of a critical review of view. Topics include innate and learned the research literature. *Prerequisite: BIOL behavior as two poles of the entire spectrum 381. Fall. of behavior, evolution of behavior patterns, social organization, sexual selection and 401 Senior Research (2 s.h.) (M) female choice, and applications of ethology to This research seminar includes the human behavior. *Prerequisite: BIOL 112. experimental portion of the senior research Alternate years. Lab fee. project developed during BIOL 381 and 400, combined with a lab meeting format in which 381 Junior Seminar (3 s.h.) (R) to present results, including formal oral This seminar focuses on experimental design, presentations of the project. The student scientific writing, data analysis, and prepares a written thesis and conducts an oral development of a senior research topic. defense of it, and takes the Major Field Students write a research proposal for review Achievement Test in Biology. *Prerequisite: by midterm. Required of all junior year BIOL 400. Spring. biology majors. *Prerequisites: at least two of

74 402 Senior Colloquium (2 s.h.) (M) areas of emphasis.) A bachelor of science in This colloquium includes the completion of a business is also available. critical review of the research literature focused on the topic developed during BIOL The second baccalaureate option available to 381 and 400, combined with small group students in undergraduate residential programs meetings to discuss progress on a is a Marketing and Communication major. comprehensive critical review paper, This unique major focuses specifically on including formal oral presentations of the marketing and communication theory and topic. The student prepares a critical review practice and equips students to understand, paper and conducts a summary oral assess, and navigate in a world that is presentation of it, and takes the Major Field increasingly diverse. Students will gain Achievement Test in Biology. *Prerequisite: knowledge and skills enabling them to BIOL 400. Spring. understand different contexts, cultures, and media and be able to leverage the power of effective, informed and targeted communication. There are two tracks available in the Marketing and Business Communication degree option: Integrated Cathy Ferris McPherson, department head Marketing and Communication Studies. Christina Cain, Sunghil Chung, Bruce Dorries, Students have the opportunity to become Janet Ewing, Jinyoung Kang, Claire Kent, effective and impassioned communicators, Lallon Pond decision makers, and team players. We prepare students to embark on the next Bachelor of Arts in Business phase of their lives, whether it is entering the The degree in Business is a preparation for work environment or pursuing graduate engaging in the world after graduation in studies, with a powerful skill set. Students will almost any endeavor, whether profit-seeking develop the ability to assess a situation, or not. The core of the program focuses on choose effective business tools, and adapt to three critical abilities: often complex and changing environments. • To communicate one’s ideas to others and to We offer several challenging and focused learn from them baccalaureate options for both undergraduate • To organize people and activities in order to residential programs and for distance learning effectively accomplish one’s goals students through the MBU Online. Our • To track and evaluate progress against those bachelor of arts in business has a strong goals broad-based core covering all the fundamental components necessary to understand the Students will be required to complete a series business world and the dynamic environment of business courses intended to provide a in which it operates. Students complete the foundation in essential business competencies core, as well as at least one area of emphasis, which will be supplemented by additional specific to their needs and interests. Emphasis coursework in one of seven emphasis areas. areas include: management, entrepreneurship, marketing, accounting, human resource Note for transfer students: Microeconomics management, sustainability, project and Macroeconomics credits transferred from management, and women’s leadership. (Note: another college meet the ECON 101 and 102 Students may complete no more than two requirements for the bachelor of arts in business, but only ECON 102 taken at MBU

75 meets the Global Understanding requirement. Requirements for the Bachelor of Students transferring the ECON 102 course Arts in Business from another college must meet this learning Emphasis in Entrepreneurship outcome from one of the other qualifying Undergraduate residential programs and courses at MBU. MBU Online Programs Requirements for the Bachelor of 45 semester hours Arts in Business Emphasis in Management BUAD 104 Perspectives on Sustainability Undergraduate residential programs and BUAD 200 Management Principles MBU Online Programs BUAD 208 Accounting Principles BUAD 209 Financial Decision Making 45 semester hours BUAD 220 Legal Environment of Business BUAD 222 Social Science Statistics BUAD 104 Perspectives on Sustainability BUAD 230 Marketing Principles BUAD 200 Management Principles BUAD 306 The Entrepreneur BUAD 208 Accounting Principles BUAD 400 Strategy & Sustainability in BUAD 209 Financial Decision Making Business Decisions BUAD 220 Legal Environment of Business BUAD 401 Business Senior Seminar BUAD 222 Social Science Statistics ECON 101 Microeconomics BUAD 230 Marketing Principles ECON 102 International and Macroeconomics BUAD 307 Business & Society BUAD 400 Strategy & Sustainability in Plus three of the following: Business Decisions BUAD 214 Income Tax (VITA) BUAD 401 Business Senior Seminar BUAD 313 Computerized Accounting for the ECON 101 Microeconomics Small Business ECON 102 International and Macroeconomics BUAD 338 Market Research BUAD 350 Project Management for Plus three of the following: Sustainable Impact BUAD 202 Organizational Behavior and BUAD 362 Consumer Behavior Interpersonal Communication CE 281 Civic Engagement and Social BUAD 250 The Female Executive: Strategies Entrepreneurism* in the Workplace COMM 240 Advertising BUAD 260 Personal Finance COMM/MKTC 300 Persuasive Campaigns BUAD 302 Managing Human Resources BUAD 305 Global Business Plus three of the following: BUAD 306 The Entrepreneur BUAD 313 Computerized Accounting for the BUAD 350 Project Management for Small Business Sustainable Impact BUAD 338 Market Research ECON 310 Global Labor Economics* BUAD 350 Project Management for INT 230 History and Theories of Leadership Sustainable Impact INT 330 The Practice of Leadership Seminar* BUAD 362 Consumer Behavior PSYC 245 Industrial/Organizational CE 281 Civic Engagement and Social Psychology* Entrepreneurism* COMM 240 Advertising *Not offered online COMM/MKTC 300 Persuasive Campaigns

76 *Not offered online BUAD 220 Legal Environment of Business BUAD 222 Social Science Statistics Requirements for the Bachelor of BUAD 230 Marketing Principles Arts in Business BUAD 340 Principles of Financial Emphasis in Marketing Management Undergraduate residential programs and BUAD 400 Strategy & Sustainability in MBU Online Programs Business Decisions BUAD 401 Business Senior Seminar 45 semester hours ECON 101 Microeconomics BUAD 104 Perspectives on Sustainability ECON 102 International and Macroeconomics BUAD 200 Management Principles Plus three of the following: BUAD 208 Accounting Principles BUAD 214 Income Tax (VITA) BUAD 209 Financial Decision Making BUAD 310 Intermediate Accounting I BUAD 220 Legal Environment of Business BUAD 311 Intermediate Accounting II BUAD 222 Social Science Statistics BUAD 312 Cost Accounting BUAD 230 Marketing Principles BUAD 313 Computerized Accounting for the BUAD 338 Marketing Research Small Business BUAD 362 Consumer Behavior BUAD 314 Tax Accounting BUAD 400 Strategy & Sustainability in BUAD 315 Accounting Information Systems Business Decisions BUAD 316 Advanced Accounting BUAD 401 Business Senior Seminar BUAD 317 Accounting for Non-profits and COMM 240 Advertising Government ECON 101 Microeconomics BUAD 318 Auditing ECON 102 International and Macroeconomics Note: Students planning to take the CPA Plus one of the following: exam should complete all accounting courses BUAD 334 Multi-Cultural Marketing in at the 300-level offered at MBU. America BUAD 336 Cross-Cultural and Global Requirements for the Bachelor of Marketing Arts in Business Emphasis in Human Resource Management Undergraduate residential programs and MBU Online Programs Requirements for the Bachelor of Arts in Business 45 semester hours Emphasis in Accounting BUAD 104 Perspectives on Sustainability Note: All upper division accounting courses BUAD 200 Management Principles are only offered online through MBU Online. BUAD 208 Accounting Principles 45 semester hours BUAD 209 Financial Decision Making BUAD 220 Legal Environment of Business BUAD 104 Perspectives on Sustainability BUAD 222 Social Science Statistics BUAD 200 Management Principles BUAD 230 Marketing Principles BUAD 210 Financial Accounting BUAD 302 Managing Human Resources BUAD 211 Managerial Accounting BUAD 400 Strategy and Sustainability in

77 Business Decisions BUAD 209 Financial Decision Making BUAD 401 Business Senior Seminar BUAD 220 Legal Environment of Business ECON 101 Microeconomics BUAD 222 Social Science Statistics ECON 102 International and Macroeconomics BUAD 230 Marketing Principles BUAD 307 Business & Society Plus one of the following: BUAD 400 Strategy & Sustainability in BUAD 202 Organizational Behavior and Business Decisions Interpersonal Communication BUAD 401 Business Senior Seminar PSYC 245 Industrial/Organizational ECON 101 Microeconomics Psychology* ECON 102 International and Macroeconomics Plus one of the following: Plus one of the following: BUAD 266 Social Trends and their Impact on BUAD 202 Organizational Behavior and Business Interpersonal Communication BUAD 305 Global Business BUAD 266 Social Trends and their Impact on COMM 280 Intercultural Communication Business ECON 310 Global Labor Economics* CE 281 Civic Engagement and Social Plus one of the following: Entrepreneurism* BUAD 350 Project Management for Plus one of the following: Sustainable Impact BUAD 250 The Female Executive: Strategies BUAD 387 Business and Civic Engagement in the Workplace Internship BUAD 260 Personal Finance BUAD 395 Business Practicum PHIL 110 Ethical Issues in Business PSYC 205 Techniques of Counseling and Psychotherapy Plus one of the following: PSYC 302 Psychological Testing (Note: BIOL 148 Environmental Issues PSYC 220 or 250 is a pre-requisite for PSYC BUAD 350 Project Management for 302) Sustainable Impact PSYC 313 Applied Behavioral Analysis* ECON 272 Environmental Policy* REL/COMM 237 Mediation: Theory and SOC 262 Environmental Sociology Practice* *Not offered online *Not offered online

Requirements for the Bachelor of Requirements for the Bachelor of Arts in Business Arts in Business Emphasis in Project Management Emphasis in Sustainability Undergraduate residential programs and Undergraduate residential programs and MBU Online Programs MBU Online Programs 45 semester hours 45 semester hours BUAD 104 Perspectives on Sustainability BUAD 104 Perspectives on Sustainability BUAD 200 Management Principles BUAD 200 Management Principles BUAD 208 Accounting Principles BUAD 208 Accounting Principles BUAD 209 Financial Decision Making

78 BUAD 220 Legal Environment of Business Three courses in mathematics at the 200-level BUAD 222 Social Science Statistics or above BUAD 230 Marketing Principles Two 200-level lab science courses BUAD 350 Project Management for Sustainable Impact *Not offered online BUAD 351 Project Quality Management Note: Students planning to enter a Master of BUAD 352 Project Scheduling Business Administration (MBA) program BUAD 353 Project Financial/Risk Analysis would benefit from taking: BUAD 400 Strategy & Sustainability in BUAD 305 Global Business Business Decisions BUAD 312 Cost Accounting BUAD 401 Business Senior Seminar BUAD 340 Principles of Financial ECON 101 Microeconomics Management ECON 102 International and Macroeconomics BUAD 336 Cross-Cultural and Global Requirements for the Bachelor of Marketing Arts in Business Emphasis in Women’s Leadership Bachelor of Arts in Undergraduate residential programs only Marketing and 45 semester hours Communication BUAD 104 Perspectives on Sustainability Please see Marketing and Communication BUAD 200 Management Principles BUAD 208 Accounting Principles BUAD 209 Financial Decision Making BUAD 220 Legal Environment of Business BUAD 222 Social Science Statistics Minor in Business Undergraduate residential programs and BUAD 230 Marketing Principles MBU Online Programs BUAD 250 The Female Executive: Strategies in the Workplace A minor in Business is highly desirable in BUAD 400 Strategy & Sustainability in today’s fast-paced environment. The minor Business Decisions will provide valuable theoretical BUAD 401 Business Senior Seminar understanding and practical application ECON 101 Microeconomics exercises in the areas of management, INT 230 History and Theories of Leadership marketing, accounting, and the legal INT 330 The Practice of Leadership* environment of business. Coursework will PSYC 214 Psychology of Women* also reflect the growing focus on sustainability WS 100 Focus on Women* practices and measures as a means to preserve our world. Students in any major area will *Not offered online benefit from pairing a business minor with Bachelor of Science in Business other majors and minors. Students seeking a bachelor of science in business must meet all of the requirements for Requirements for the Minor in the bachelor of arts in business in any of the Business emphasis areas, plus the following: 18 semester hours ECON/POLS 301 Advanced Data Analysis*

79 BUAD 104 Perspectives on Sustainability BUAD 230 Marketing Principles BUAD 200 Management Principles BUAD 350 Project Management for BUAD 208 Accounting Principles Sustainable Impact BUAD 209 Financial Decision Making BUAD 220 Legal Environment of Business Plus one of the following: BUAD 230 Marketing Principles BUAD 307 Business & Society PHIL 110 Ethical Issues in Business For those students whose major field is a non- business discipline, the completion of these Requirements for Certificate in core business courses satisfies the Entrepreneurship requirements for a minor in Business. Those 21 semester hours students who wish to further their study of business may earn a major in Business with an BUAD 104 Perspectives on Sustainability emphasis in one of the seven areas outlined BUAD 200 Management Principles above. To be eligible for a major in Business, BUAD 208 Accounting Principles the student must have earned a 2.5 GPA or BUAD 230 Marketing Principles higher in the core business curriculum. BUAD 306 The Entrepreneur Additional Business Plus two of the following: Department Minors BUAD 209 Financial Decision Making Undergraduate residential programs and BUAD 302 Managing Human Resources MBU Online Programs BUAD 338 Marketing Research BUAD 350 Project Management for Please see Human Resource Management, Sustainable Impact Marketing, Management, or Project BUAD 362 Consumer Behavior Management CE 281 Civic Leadership and Social Entrepreneurism* Certificate Programs Undergraduate residential programs and *Not offered online MBU Online Programs Requirements for Certificate in MBU offers certificates in the following areas: Human Resource Management Sustainable Business Management, Entrepreneurship, Human Resource 18 semester hours Management, and Marketing and BUAD 200 Management Principles Communication. Twelve semester hours must BUAD 302 Managing Human Resources be new coursework with MBU. PSYC 205 Techniques of Counseling and Requirements for Certificate in Psychotherapy Sustainable Business Management Plus one of the following: 21 semester hours BUAD 202 Organizational Behavior and Interpersonal Communication BUAD 104 Perspectives on Sustainability PSYC 245 Industrial/Organizational BUAD 200 Management Principles Psychology* BUAD 202 Organizational Behavior and Interpersonal Communication Plus one of the following: BUAD 208 Accounting Principles BUAD 266 Social Trends and their Impact on

80 Business with business-related activities. The Income BUAD 305 Global Business Tax Assistance Course (VITA) offers students BUAD 307 Business and Society such a co-curricular, Community Involvement COMM 280 Intercultural Communication (C) opportunity. They become IRS certified to ECON 310 Global Labor Economics* prepare tax returns for area residents. As the university’s gateway for civic engagement and Plus one of the following: global engagement options, the Spencer BUAD 350 Project Management for Center provides faculty who will work with Sustainable Impact students to pair their interests with appropriate BUAD 387 Business & Civic Engagement opportunities. Internship BUAD 395 Business Practicum Business Course Descriptions PSYC 302 Psychological Testing (Note: PSY 220 or 250 is a pre-requisite for PSY 302) Note: The following courses are available PSYC 313 Applied Behavioral Analysis* only through MBU Online: REL/COMM 237 Mediation: Theory and BUAD 211, BUAD 311, BUAD 312, BUAD Practice* 314, BUAD 315, BUAD 316, BUAD 317, BUAD 318, BUAD 340, and BUAD 360. *Not offered online 104 Perspectives on Sustainability (3 s.h.) Requirements for Certificate in (T) Project Management Provides an overview of sustainability from the perspectives of business, economics, 12 semester hours environmental/ecological studies, and sociology. It introduces the student to the BUAD 350 Project Management for triple bottom line concept and evaluation Sustainable Impact which focuses on financial, social, and BUAD 351 Project Quality Management environmental responsibilities. BUAD 352 Project Scheduling BUAD 353 Project Financial/Risk Analysis 200 Management Principles (3 s.h.) (W) Provides an overview of traditional Requirements for Certificate in management theory and practice and the Marketing and Communication growing literature on contemporary management. It also provides the student with 21 semester hours opportunities to read about and examine real- BUAD 230 Marketing Principles life applications. Highlights the principles and BUAD 338 Marketing Research practices of sustainable business management BUAD 362 Consumer Behavior from both a strategic perspective and an COMM 115 Introduction to Mass Media application-oriented perspective. COMM 240 Advertising *Prerequisite: sophomore standing or COMM 260 Public Relations permission of instructor. COMM 300 Persuasive Campaigns (OR an 202 Organizational Behavior and approved 300-level substitute) Interpersonal Communication (3 s.h.) Focuses on critical aspects of organizational Civic Engagement Opportunities behavior and interpersonal communication. Students may take course learning into their Covers topics such as systems theory; communities to help organizations of all types

81 organizational culture and learning; and 211 Managerial Accounting (3 s.h.) individual, team, and group dynamics, as well Offered online only. The second semester of as other vital areas such as conflict resolution accounting principles designed for students and negotiation. Understanding of the planning to major in Business with an centrality of communication in person-to- Accounting emphasis. Looks at financial person relationships, and recognition and accounting concepts/theories in greater depth acceptance of diversity are critical elements and examines principles of managerial on a micro and macro level. Organizational accounting. *Prerequisite: at least a ‘B’ in leadership and change management are BUAD 210. explored as elements of healthy and sustainable organizational cultures. Cross 213 VITA (Income Tax) Seminar (1 s.h.) listed as COMM 202. *Prerequisite: The goal for this one-term, one credit hour sophomore standing. course is to teach you about personal income taxes. You will learn about W-4 & W-2 forms, 208 Accounting Principles (3 s.h.) who is required to file taxes, how to determine Introduces students to financial statements and filing status, who can be listed as dependents, the concepts and transactions that underlie what is considered earned and unearned those statements. It focuses on understanding income – recognizing 1099 forms, what financial statements and the numbers that deductions can be taken, and much more. make up financial statements, giving students Items of particular interest to you will also be a rudimentary knowledge of debits and covered such as how to file your taxes if your credits, an understanding of basic accounting parent claims you as a dependent on their principles, and a greater understanding of the return, how to earn Educational Tax Credits, relationships between the numbers. Will also and how to deduct the interest you must pay examine the prevalence of corporate social on your educational loans. You will file a responsibility annual reports. return from start to finish; a paper and an electronic return. It will be fast-paced, but you 209 Financial Decision Making Q (3 s.h.) ( ) will learn a life- long skill. You, your family, Provides an introduction to the concepts, your friends will have to file income taxes the problems, and applications of decision making rest of your life. Why not learn how to do it as related to personal and corporate financial yourself now and learn to take advantage of management. Specifically, the principles of tax credits and deductions that will result in time value of money, risk/return trade-off, tax savings and more spendable income in stock and bond valuation, capital budgeting your pocket each year. This course is a techniques and practices including cost/benefit required pre-requisite for BUAD 214 taught analysis, capital structure, and working capital each Spring. management are covered in the context of the triple bottom line. *Prerequisite: BUAD 208. 214 Income Tax Assistance (VITA) (3 s.h.) C 210 Financial Accounting (3 s.h.) ( ) Introduces the conceptual foundation of Offers students a co-curricular Community accounting and the fundamental techniques Involvement (C) opportunity to become an involved in the preparation of corporate IRS-certified volunteer providing free basic financial statements. Includes the balance income tax return preparation with electronic sheet, income statement, and retained earnings filing to qualified individuals. All workers in statement. the United States must pay taxes and most have to file an annual tax return. Students study the conduct and ethics of working with

82 confidential data and how to administer retirement plans and annuities, real estate, quality information gathering interviews. options, and futures, focusing on the Once certified in each area, students study individual investor. Investment strategies and current tax law including tax credits, risk and return are evaluated as well as exemptions, and deductions preparing both techniques and procedures designed to aid in paper and electronic returns. Upon investment management. Course offered as successfully passing certification exams needed. Optional field trip to NYC financial students are IRS certified in tax law. They can district at additional cost. then answer tax law questions, explain tax law to clients, prepare or correct tax returns, and 250 The Female Executive: Strategies in the conduct quality reviews of completed tax Workplace (3 s.h.) (G) returns. Students are required to volunteer Examines the impact of women in key weekly at a local VITA site. Offered spring leadership roles, presenting how women only. *Prerequisite: BUAD 213 or permission establish and maintain effectiveness as of instructor. managers and leaders. Provides a historical perspective on women’s culture and their 220 The Legal Environment of Business changing roles. Topics include gender (3 s.h.) communication, leadership style development, This course is a basic introduction to legal political game playing, work and family concepts that affect businesses, employees, integration, networking and mentoring, sexual and individuals dealing with them. Topics harassment, perceived and real barriers to covered include the legal system of the United women’s job mobility, and professional States, constitutional and criminal law, torts, development planning. contracts, and agency law. Junior standing recommended. 260 Personal Finance (3 s.h.) (Q) Provides an overview of budgeting, financial 222 Social Science Statistics (3 s.h.) (Q) record keeping, income tax planning, For course description, see INT 222 in the consumer credit, insurance considerations, Interdisciplinary Studies listing. factors involved in buying or renting a home, investment strategies, stock market analysis, 230 Marketing Principles (3 s.h.) credit scores, and retirement planning. This course introduces the basic principles of Concepts and proven guidelines for successful marketing, including marketing strategy, financial planning are combined with real marketing communication, and the interaction world applications through readings, analysis between organizations and consumers. of cases, and outside research. Emphasis will be on economic, social, cultural, and legal environments in which 266 Social Trends and Their Impact on marketing occurs. Students gain understanding Business (3 s.h.) of traditional marketing concepts and current Introduces students to the significance of marketing thought, as well as practical sociocultural, political, and environmental experience through analytical and creative trends and their impact on how business projects. opportunities can grow or be hampered. Emphasizes a triple bottom line viewpoint 244 Investments (3 s.h.) while focusing on social trends such as the An introductory study of investment changing face of America, the Green management covering cash equivalents, movement, globalization, technology and money markets, mutual funds, stocks, communication upgrades, and changes in the corporate bonds, government bonds,

83 workforce. Twenty-hour service component development, startup, and operation. Includes required. Cross listed as INT 266. feasibility assessment, business-plan development, and start-up preparation. Case 287 Business Internship: Career studies will be used to build the skills Exploration (credit varies) required. *Prerequisites: BUAD 200, 208, and This level of internship provides the student 230 or instructor permission. with opportunities to observe and learn about job possibilities in an employment setting. A 307 Business and Society (3 s.h.) (R) log of daily responsibilities and a written This course explores how business processes summary are required. *Prerequisite: have affected, and been affected by, social, permission of a business faculty member. cultural, political, and legal environments throughout history. Students gain 302 Managing Human Resources (3 s.h.) understanding of current business trends and Covers the design/purpose of human resource events, with emphasis on the broad cultural (HR) management systems and examines contexts in which they occur, through current trends in a broader environment. Sustainable readings, case analyses, and class/Blackboard organizational culture requires appropriate discussions. *Prerequisite: sophomore design and implementation of HR policy. standing. Students study HR planning and organizational competitiveness, global HRM, 310 Intermediate Accounting I (3 s.h.) equal employment opportunity, job analysis This is a further consideration of issues and staffing, recruitment and selection, developed in accounting principles courses. training and development, performance Assignments focus on preparation and use of management and appraisal, compensation, meaningful financial statements. Among employer rights, union/management relations, topics considered are present value concepts, and characteristics of high-performance cash and marketable securities, receivables, organizations. *Prerequisite: BUAD 200 or inventory valuation, current liabilities, and HCA 101. long-term investments. *Prerequisite: At least a ‘B’ in BUAD 211 or instructor permission. 305 Global Business (3 s.h.) (I) Addresses issues involved in international 311 Intermediate Accounting II (3 s.h.) business for firms of all sizes. As business has Offered online only. A continuation of BUAD become global in nature, firms must focus on 310, this course includes topics such as international business to remain competitive. intangible assets, long-term liabilities, Students preparing for a managerial career stockholders’ equity, retained earnings, must understand the complexities and cultural dividends, and leases. *Prerequisite: BUAD aspects of international business. 310. Class/Blackboard discussions, case analyses, and a semester project are required. 312 Cost Accounting (3 s.h.) *Prerequisite: BUAD 200 or instructor Offered online only. Emphasis in this course, permission. which is a continuation of managerial accounting topics, will be on the uses of 306 The Entrepreneur: Starting, accounting data for decision-making at all Marketing, and Managing a Small Business levels of managerial responsibility. This (3 s.h.) course concentrates on the managerial Students participate in feasibility studies and functions of accounting specifically related to potential development of a new venture cost structures. *Prerequisite: BUAD 211 or involving creation, planning, assessment, equivalent.

84 313 Computerized Accounting for the interested in pursuing a career in accounting. Small Business (3 s.h.) *Prerequisite: BUAD 311. Utilizing a hands-on approach, students learn the accounting cycle through a popular small 317 Accounting for Non-Profit and business accounting software package. Government Organizations (3 s.h.) Realistic, virtual company cases are utilized to Offered online only. Examines governmental enhance the student’s comprehension of organizations (county, state, federal), which accounting. Students will learn how to set up a differ significantly from business chart of accounts, banking and reconciliation, organizations and, accordingly, have a payroll, cut purchase orders, manage different set of accounting activity standards. inventories, pay vendors, and generate Reviews accounting and reporting according financial statements through the accounting to the Governmental Accounting Standards software. Board (GASB) including budgeting, proprietary funds, and revenue funds. In 314 Tax Accounting (3 s.h.) addition, not-for-profit entities are examined, Offered online only. Focuses on the study of particularly regarding accounting for hospitals the principles of federal taxation and the and colleges/universities. concept of taxable income. The basic concepts of income taxation in the United States are 318 Auditing (3 s.h.) examined with an emphasis on recognizing Offered online only. Studies the types of the tax consequences of business decisions. audits and their purposes. Working papers, This is an elective course, which goes beyond internal controls, accounting systems, and the intermediate level, for students interested audit reports and programs will be studied, as in pursuing a career in accounting. well as auditing standards, professional ethics, *Prerequisite: BUAD 211 or equivalent. and Securities and Exchange Commission audit requirements. This is an advanced-level 315 Accounting Information Systems accounting course for the student who is (3 s.h.) serious about a career in accounting and is Offered online only. Examines the principal preparing for the CPA exam. *Prerequisite: functions of accounting processes using BUAD 310 or instructor permission. information technology in contemporary business. Examines models for the 330 Marketing Management (3 s.h.) sales/collection business process and Studies both management and marketing to acquisition/payment process. Reviews process prepare students to manage personnel within a rules, risks, and associated controls. marketing department. Students read leading Overviews general ledger architecture and theory and practitioner articles about Database Management Systems (DBMSs). management, marketing, and strategic Students develop an understanding of the planning of marketing activities. critical nature of accounting information flow. Prerequisites: BUAD 200 and BUAD 230. Course offered as needed. 316 Advanced Accounting (3 s.h.) Offered online only. This is an in-depth 334 Multicultural Marketing in America consideration of topics introduced in BUAD (3 s.h.) (D) 311. Emphasis will be given to the principles The United States is a mosaic of cultures and of preparing consolidated financial statements. backgrounds, and this course will look at the This is an elective course for students impact these growing subcultures have on a diverse market environment. In addition to learning strategic applications of

85 consumer/segment insights, students will be 350 Project Management for Sustainable encouraged to reflect on current biases in Impact (3 s.h.) advertising and other messaging, and through Students learn the responsibilities and their analysis understand the ethics and social essential tools and techniques required to responsibility involved with marketing to the successfully plan, manage, control, and multicultural consumer. Cross listed as evaluate a project in a complex environment. COMM 334. Demonstrates how these approaches can be successfully applied in the development and 336 Cross Cultural Global Marketing management of a major project. Sustainability (3 s.h.) (I, W) principles and practices will be studied and Studies marketing concepts and decision applied with a focus on environmental impact. making across cultures, both domestic and *Prerequisite: junior standing or instructor international. Emphasis on comparative permission. differences in markets, marketing functions, and socio-economic and cultural differences 351 Project Quality Management (3 s.h.) between domestic and international marketing. Students will gain insight and knowledge into Cross listed as COMM 336. *Prerequisite: quality and process improvement for creating BUAD 230. project or program deliverables. Specific topics include six sigma, lean, quality control, 338 Marketing Research (3 s.h.) testing, ISO, TQM, continuous improvement The study of the marketing research process and requirements verification. Special involves understanding and learning about emphasis will be placed on customer many different stages of the process, including satisfaction within a project environment. design, methodology, analysis, and interpretation. Students gain understanding of 352 Project Scheduling (3 s.h.) both qualitative and quantitative methods of This course provides an in-depth look at marketing research. The focus will be on scheduling in the complex world of enterprise providing students with a knowledge base that level projects. Students will learn how to plan allows them to become effective users and and create realistic project schedules, network preliminary “doers” of marketing research. diagrams and work breakdown structures. Practical application comes through Additional topics include scheduling with completion of consumer research projects. agile methodology, estimating activity Cross listed as COMM 338. *Prerequisite: duration, determining the critical path, BUAD 230. corrective actions, and generating reports. This course offers an extensive look at agile 340 Financial Management (3 s.h.) (Q) and scrum concepts through the view of real Offered online only. Studies the ways and world case studies. This course aligns with means by which a corporation raises funds, the Project Management Body of Knowledge uses financial resources, and evaluates the (PMBOK) teachings of the Project uses of funds. Sources of funds, asset Management Institute. management, financial planning, ratio analysis, and other techniques of evaluation 353 Project Financial/Risk Analysis (3 s.h.) are studied by means of problem solving and This class delves into the financial and risk case analyses. *Prerequisites: At least a ‘C’ in management of projects by focusing on BUAD 208, BUAD 211, ECON 101, and activity based forecasting, estimating ECON 102. management reserve, budgeting, and cost associated with projects. Additional topics

86 include identifying and categorizing risks, brief practicum proposal outline to the faculty developing a comprehensive risk management mentor. Upon approval, student and mentor plan, earned value management, and define the project’s timeline and its determining proper risk response strategies. It presentation. Projects MUST be approved in also includes other project management tools advance for fulfillment of the requirement. and methodologies used in managing projects. *Prerequisites: junior standing and faculty This class is designed to provide students with mentor approval. an advanced look into both qualitative and quantitative risk assessment and response 400 Strategy and Sustainability in Business planning with a focus on financial impact. Decisions (3 s.h.) (M) Designed for students to develop conceptual 360 Retail, Services, and Internet and analytical skills needed by managers in Marketing (3 s.h.) organizations. Focuses on strategy and Offered online only. Past, current, and examines case studies in sustainability for developing trends in retailing, services many different types of enterprises. marketing, and the Internet as a customer Emphasizes integration of business courses interface are examined in this course. and should directly precede BUAD 401. Emphasis is on consumer interaction issues Includes the strategic planning process, such as customer service, customer situational analysis, decision making in an satisfaction, and experiential marketing. uncertain environment, and effective Practical application is provided through a implementation of a strategic plan, including retail/service consulting project. organizational design and management. *Prerequisite: BUAD 230. Offered as needed. Covers a comprehensive case analysis process. *Prerequisites: senior standing and 362 Consumer Behavior (3 s.h.) completion of most pre-400 level major Explores the theories, principles, and current courses. perspectives related to consumer behaviors, motivations, and experiences. Students gain 401 Business Senior Seminar (3 s.h.) (O) understanding of cultural, socio-economic, Students demonstrate understanding of the self-concept, lifestyle, interpersonal, and principles of the business curriculum through perceptual factors in consumption. Cross the application of accumulated business listed as COMM 362.*Prerequisite: BUAD knowledge to one of the following options: 230. develop a business plan with social and environmental results and impact; complete a 387 Business Internship: Professional social audit and critical analysis of an existing Experience (credit varies) enterprise/industry using the Institute for Focuses on practical experience of a Supply Management triple bottom line professional nature. It can be a valuable guidelines; or develop a social responsibility testing ground for possible career case study. Students present their findings opportunities. It requires keeping a log of job orally and in writing for evaluation and critical responsibilities and writing a paper review. *Prerequisites: BUAD 400 and senior summarizing the experience and what was standing. learned.

395 Business Practicum (3 s.h.) Gives students the opportunity to apply theory and skills learned in business courses to the Business Economics practice of business. Begins with delivering a Amy Diduch, coordinator

87 The business economics major prepares you Maria Craig, Nadine Gergel-Hackett, Peter for working in a data-driven global economy. Ruiz-Haas The major is grounded in a thorough understanding of economic theory (which Mary Baldwin University offers majors in emphasizes analytical thinking) and is Chemistry (BA) and Biochemistry (BS) and a accompanied by courses in accounting, minor in Chemistry. Both independent and management and marketing. Quantitative profoundly collaborative, chemistry is central analysis skills are increasingly important in science and a major or minor in Chemistry or the business world; this major provides Biochemistry prepares students for rewarding students with multiple hands-on data analysis careers in industry, academia, and the public and research opportunities, leading toward a sector (government). These majors also BA in business economics. provide a strong background for pursuing advanced work in medicine, business, and Requirements for the Major in law. Students receive personalized Business Economics attention and real laboratory experience on 48–51 semester hours meaningful research projects. ECON 101 ECON 102 Requirements for the Bachelor ECON 254 of Arts in Chemistry ECON 303 33–34 semester hours BUAD 200 BUAD 208 CHEM 121 General Chemistry I (4 s.h.) BUAD 209 CHEM 122 General Chemistry II (4 s.h.) BUAD 220 CHEM 221 Organic Chemistry I (4 s.h.) BUAD 230 CHEM 222 Organic Chemistry II (4 s.h.) BUAD 307 CHEM 311 Analytical Chemistry (4 s.h.) INT 222 CHEM 321 Physical Chemistry (3 s.h.) ECON 301 or MATH 233 CHEM 400 Senior Research (2 s.h.) ECON 401 or BUAD 400 and 401 (contingent CHEM 401 Senior Research (2 s.h.) on coursework completed before senior year) Two of the following: ECON 112, ECON 232, Two of the following 4 courses: ECON 253, ECON 272, ECON 310, or ECON CHEM 230 Environmental Chemistry (3 s.h.) 320 CHEM/PHYS 260 Introduction to Materials One of the following: BUAD/COMM 202, Science (3 s.h.)* BUAD 266, BUAD 305, BUAD 362 or CHEM 324 Biochemistry I ( 3 s.h.)+ BUAD/ECON 387 (Internship) CHEM 325 Biochemistry II (4 s.h.)

NOTE: Business Economics majors are Additional courses required as strongly advised to take INT 251, MATH 211, prerequisites for completion of the above MATH 212, and a foreign language through at include: least the intermediate level. PHYS 201 PHYS 202 MATH 211 Chemistry MATH 212

88 +BIOL 111 and BIOL 222 are prerequisites for Six additional semester hours at the 200-level CHEM 324 or above *Note that CHEM/PHYS 260 cannot count Civic Engagement Opportunities towards both the Chemistry BA and the Courses throughout the physical science Physics Minor curriculum discuss the relevance of scientific Requirements for the Bachelor principles to public policy and social issues. Students lend their growing expertise to of Science in Biochemistry projects that examine exposure to lead and 52 53 semester hours – other heavy metals as well as the quality of CHEM 121 General Chemistry I (4 s.h.) local water. Students are encouraged, CHEM 122 General Chemistry II (4 s.h.) particularly through the local chapter of the CHEM 221 Organic Chemistry I (4 s.h.) American Chemical Society Student CHEM 222 Organic Chemistry II (4 s.h.) Affiliates, to engage local schools and CHEM 311 Analytical Chemistry (4 s.h.) organizations such as the Girl Scouts in hands- CHEM 321 Physical Chemistry (3 s.h.) on experience with science and tutoring. CHEM 324 Biochemistry I (3 s.h.)

CHEM 325 Biochemistry II (4 s.h.) CHEM 400 Senior Research I (2 s.h.) Chemistry Course Descriptions CHEM 401 Senior Research II (2 s.h.) 100 Exploring the Physical World (3 s.h.) BIOL 111 Principles of Biology (4 s.h.) (N, Q) BIOL 222 Genetics (4 s.h.) For course description, see PHYS 100 in the BIOL 224 Cell Biology (4 s.h.) Physics listing. Three additional semester hours in biology, to be chosen from BIOL 255, 327, or 328 101 Forensic Chemistry (3 s.h.) (N, Q) This course, intended for non-science majors, Three additional semester hours in will examine selected topics in forensic mathematics at the 200-level or above or science. Most of the analysis needed in PSYC 250 forensic examinations requires the use of chemical analysis and we will learn about the Additional courses required as tools and theories that are used in solving prerequisites for completion of the above crimes. Topics may include toxicology, include: fingerprint analysis, fiber identification, blood PHYS 201 typing and analysis, drug identification, and PHYS 202 DNA profiling. MATH 211 MATH 212 120 Nutrition for Health, Fitness and Sport (3 s.h.) (N) Requirements for the Minor in The study of nutrients and their effect on health, development, and performance. Topics Chemistry include metabolism of nutrients, the 22 semester hours relationship between energy intake and CHEM 121 expenditure, metabolic disorders, nutrition and CHEM 122 disease and supplements. Students will be able CHEM 221 to evaluate their own energy intake and assess CHEM 311 its effectiveness with their daily energy expenditure. Cross listed as BIOL 120.

89 121 General Chemistry I (4 s.h.) (N, Q) using modern spectroscopic instrumentation. The first of a two-course survey of the *Prerequisite: CHEM 122. Fall. principles of chemistry appropriate for science majors. Topics include stoichiometry, the 222 Organic Chemistry II (4 s.h.) (R) main classes of reactions, atomic and This course continues the survey of organic molecular structure, thermochemistry, and chemistry started in CHEM 221 using a phase behavior. The associated lab elaborates similar approach, and covering alkenes, on the material discussed in class and alkynes, radicals, and aromatic and carbonyl introduces laboratory techniques including the compounds. Mass spectrometry, and IR and use of modern instrumentation. Algebra and NMR spectroscopy, are covered in detail. The high school chemistry are strongly lecture and associated lab cover a broad recommended as background. Fall. Lab fee. spectrum of modern methods of organic synthesis and characterization. Student work 122 General Chemistry II (4 s.h.) (Q) is individualized and the design and execution A continuation of General Chemistry I. Topics of experiments is stressed. The course exposes include ionic equilibria, chemical the students to a wide variety of laboratory thermodynamics, chemical kinetics, techniques and develops their judgment in electrochemistry, materials chemistry, the choosing experimental methods. chemistry of main group elements and an *Prerequisite: CHEM 221. Spring. introduction to biochemistry. The associated lab elaborates on the material discussed in 230 Environmental Chemistry (3 s.h.) (W) class and introduces laboratory techniques and An introduction to the study of the the use of modern chemical instrumentation. environment and modern environmental *Prerequisite: CHEM 121. Spring. Lab fee. problems in terms of chemical structures and reactions. Chemical principles of equilibrium, 145 Freshwater Chemistry and Biology kinetics, and thermodynamics are used to help (4 s.h) (N, Q) understand our changing environment. Topics Field and lab course. Local streams will be include toxicological chemistry, aquatic studied as part of a long term project linking chemistry, atmospheric chemistry, and green their chemistry with land use and seasonal chemistry. *Prerequisite: CHEM 122. changes, and monitoring of plant and animal Alternate years. communities. The emphasis will be on the collection and analysis of water quality data. 260 Introduction to Materials Science May Term. Cross-listed as BIOL 145. (3 s.h.) (R) For course description, see PHYS in the 221 Organic Chemistry I (4 s.h.) Physics listing. A survey of organic chemistry, using the functional group approach, emphasizing the 270 Undergraduate Research (1–3 s.h.) properties, stereochemistry, preparative Students do original research in accordance methods, and reaction mechanisms of the with ability and background under the following principal classes of organic guidance of a member of the faculty. Students compounds: alkanes, alkenes, alkynes, alkyl are expected to devote 4 hours per week to the halides, alcohols, ethers, and epoxides. In the project for every credit hour. A written report associated lab, students develop competence will be submitted to the department each in organic synthetic work, product semester of enrollment. Cannot be used to purification, and analysis of their products meet elective course requirements for a major

90 or minor in chemistry. May be repeated for background: BIOL 224 and CHEM 222. credit. Total research credit to be used toward *Prerequisites: CHEM 324 or permission of an undergraduate degree not to exceed 6 instructor. Alternate years. hours. *Prerequisites: CHEM 122, consent of instructor and submission of a research 370 Undergraduate Research (1–3 s.h.) contract to the department. Students do original research in accordance with ability and background under the 311 Analytical Chemistry (4 s.h.) (W) guidance of a member of the faculty. Students Principles, techniques, and instruments used in are expected to devote 4 hours per week to the quantitative chemical analysis. Principles of project for every credit hour. A written report chemical equilibria, spectrophotometry, will be submitted to the department each electrochemistry, and chromatography. semester of enrollment. Cannot be used to Applications to gravimetric, titrimetric, meet elective course requirements for a major spectrophotometric, chromatographic, and or minor in chemistry. May be repeated for electrochemical analyses. *Prerequisite: credit. Total research credit to be used toward CHEM 122. Alternate Years. an undergraduate degree not to exceed 6 hours. *Prerequisites: CHEM 121, 122, 221, 321 Physical Chemistry: Thermodynamics, 222, consent of instructor and submission of a Statistical Thermodynamics, and Kinetics research contract to the department. (3 s.h.) Physical chemistry is the branch of chemistry 400, 401 Senior Research (2 s.h. each) (M) that establishes and develops the theoretical Seminar and independent research leading to foundations of chemistry. This course begins the completion of a thesis required of majors with an essentially macroscopic perspective in the senior year. The student, under then describes the approach used to connect supervision of staff members, experiences molecular properties to macroscopic research as it is carried out in practical phenomena. Cross listed as PHYS 321. situations and presents findings orally and in *Prerequisites: CHEM 122, MATH 212, writing. Satisfactory completion of the PHYS 202. Alternate years. research project and the oral defense of the thesis fulfill the senior requirement for 324 Biochemistry I (3 s.h.) chemistry majors. Studies of the major classes of biomolecules — proteins, carbohydrates, lipids, and nucleic acids — provide a structural and functional basis for the understanding of metabolism, energy production, and transfer of genetic Civic Engagement information. Recommended background: MBU Civic engagement courses provide BIOL 224 and CHEM 222. *Prerequisite: students with an opportunity to link course CHEM 221, either BIOL 222 or 224, or content with real-life issues and projects. As permission of instructor. Alternate years. part of a CE course, students complete a community-based experience that pertains to 325 Biochemistry II (4 s.h.) the course topic and thus becomes a “text” A continuation of the topics introduced in that enriches student learning with information CHEM 324. The associated lab introduces gleaned through firsthand experiences. During students to techniques of protein purification, class activities and independent assignments, enzyme assays, and kinetics. Recommended students critically reflect on their community experiences to integrate them with the course

91 material, drawing insights from their Internship are challenged to consider, reflect observations and interactions in the upon, and critically analyze a particular community setting. pressing community issue through participation in a community organization or Civic Engagement Course agency. A faculty member or the Spencer Descriptions Center Director will oversee the internship, 102 The Reflective Self in Community helping to negotiate responsibilities, learning (1 s.h.) (C) goals and professional skill development, and Faculty members intentionally link this 1 meeting regularly with the student to help credit class with a 3 credit disciplinary course facilitate learning. Students will develop an to enrich course content through the inclusion increased sense of social responsibility, of a 25 hour community engagement project empathy, and understanding of public policy in the course requirements. Classroom issues while connecting a major or minor with activities and assignments that facilitate community issues. critical reflection about personal agency in light of pressing social issues will help students integrate their experiential data with the course materials and facilitate learning. Various methods of reflection will be utilized. Clinical Laboratory 255 Food Insecurity and Public Education Science (3 s.h.) (C) Paul Deeble, coordinator Students complete a 25 hour service-learning placement at a local food bank, elementary Clinical laboratory science is the allied health school educational farm or food program to profession of those who perform the major gain firsthand experience with programs that laboratory diagnostic tests in hospitals, clinics, attempt to address food insecurity in the and research laboratories. Mary Baldwin community. Reflection, class discussion and University offers a major in clinical laboratory written assignments help students critically science in affiliation with local health care analyze current issues related to food facilities such as Augusta Health Medical insecurity, especially as it effects K-12 Center in Fishersville. Students complete all education and student readiness to learn. Mary Baldwin graduation and requirements of the major on campus before beginning the 281 Civic Engagement and Social clinical year at one of the affiliated schools. Entrepreneurism (3 s.h.) (C) All partner hospitals are fully accredited, and By developing leadership and business skills, their schools of clinical laboratory science are as well as nurturing compassion and a approved by the National Accrediting Agency willingness to work for social, economic and for Clinical Laboratory Science (NAACLS). environmental justice, this course empowers Upon completion of all Mary Baldwin students with tools to analyze organizations University graduation requirements, including that serve others, provide jobs, build local requirements for this major and the clinical wealth, and contribute broadly to economic year, the student graduates with a bachelor of and community development. arts degree from Mary Baldwin University CE 287 Civic Engagement Internship with a major in clinical laboratory science. (1–3 s.h.) (C) Like other health professionals, the student Students completing a Civic Engagement must not only complete the degree

92 requirements but also must pass the National *Note: Please see the Tuition and Fees section Registry Examination in order to be certified. of this catalog for billing and financial aid policy during the Clinical Year.

Requirements for the Major in Clinical Laboratory Science 77–83 semester hours, including the clinical Communication year Either an emphasis in biology with seven Bruce Dorries, coordinator courses in biology and five courses in chemistry, or an emphasis in chemistry with This field of study develops communication seven courses in chemistry including at least skills and knowledge, including oral one 300-level chemistry course and five presentation and writing, research, critical courses in biology, and in either case thinking, and visual literacy. It promotes including the following courses: effective and ethical practice by focusing on how people use messages to create meanings BIOL 111 in different contexts, cultures, and media. BIOL 255 Communication helps prepare students for BIOL 327 work in a wide range of careers, graduate CHEM 121 school, and for civic and global engagement. CHEM 122 CHEM 221 Major in Marketing and CHEM 222 One course in mathematics Communication Successful completion of the clinical year Additional courses to complete the first Please see Marketing and Communication requirement, above, and the total semester hours Requirements for the Minor in Communication Note: Recommended courses: PHYS 201–202 18 semester hours and PSYC 250. COMM 100 COMM 115 Clinical Laboratory Science and four of the following: Course Descriptions FILM/COMM 119 386, 387 The Clinical Year (15 s.h., 18 s.h.) BUAD/COMM 202 The clinical year is a 12-month training period COMM 217 typically beginning in July, but varying among COMM 221 programs. Upon acceptance into a clinical COMM 240 training program, the student registers at Mary COMM 245 Baldwin University for CLS 386 (fall COMM 260 semester, 15 semester hours) and CLS 387 COMM 280 (spring semester, 18 semester hours). The COMM 300 clinical training program is conducted by an affiliated hospital; grading is only pass/no Communication Course credit, and hospital officials are the sole arbiters of these grades. Descriptions

93 100 Public Speaking (3 s.h.) (O) meeting deadlines for Campus Comments, the The theory and practice of public speaking in Mary Baldwin student newspaper. a variety of professional and social contexts, focusing on how presentations can transform 225 Culture, Identity, and Communication speakers and audiences by creating an (3 s.h.) (D) environment for the civil exchange of ideas, This course considers the role of ethnicity, experiences, and opinions. race, culture, gender, class and sexual orientation in the construction of everyday 115 Mass Communication (3 s.h.) (S) social, cultural, and political experience and An exploration of media culture includes the discourse in the U.S. Students are encouraged history, economic structures, and special to actively engage in intercultural dialogue issues associated with various media with multiple cultural voices informed by the industries. Enhances media literacy and theoretically grounded perspective of minority explores how culture influences and is communication scholars and of others influenced by media. Students are encouraged representing a range of cultural experience. to become cultural critics of media. 240 Advertising (3 s.h.) 119 Introduction to Film/Video Production Examines the history, functions, practices, and (3 s.h.) criticism of advertising. Students learn the For course description, see FILM 119 in the creative process of the profession, as well as Film listing. ways to become more critical consumers of advertising messages. Includes community- 202 Organizational Behavior and service learning and a group project for a Interpersonal Communication (3 s.h.) nonprofit organization. Cross listed as MKTC For course description, see BUAD 202 in the 240. Recommended background: COMM 100. Business listing. 245 Social Media (3 s.h.) 217 Coding for Professional Develops knowledge and skills needed to Communication (3 s.h.) understand, critique and implement social An introductory course, offered on line, for media strategies for organizations as well as web design that covers HTML, and introduces individuals. Focuses on professional and other current tools. Students write code in a ethical use of social media. Topics include: text editor to help them develop coding skills, history of social media, critical analysis of with hands-on experience for assignments that relationships between social media and build pages. Programming knowledge audiences, and relationships with traditional includes coverage of languages such Python, media, as well as strategic communication, C++, Java. While not required, students and entrepreneurism on line. Class will benefit from knowledge of Adobe Creative develop projects for nonprofit organizations. Cloud suite of software (Photoshop, InDesign, Illustrator) covered in Art 117. 260 Public Relations (3 s.h.) The development and role of public relations 221 Mass Media Writing (3 s.h.) (W) and its centrality in democratic societies. An introduction to the basics of media writing, Students learn practices of the profession, covering a variety of writing styles, including strategies and tactics, and how to implement a journalism and public relations. Provides campaign. Includes the important role of practical experience in writing, editing, and research in public relations and related theory.

94 Study of business and media writing and a ENG 111 community service-learning project on behalf ENG/THEA 216 of a nonprofit organization. Cross listed as FILM 264 MKTC 260. Recommended background: any literature course in English numbered 200 COMM 100. or above excluding ENG 208, 209, 220, and 221. 280 Intercultural Communication (3 s.h.) (I) Course serves as an introduction to the field of intercultural communication by looking at the Criminal Justice practical application of theory and Douglas Davis and Beth Easterling, Co- research. Intercultural Communication focuses Directors on the importance of culture in our everyday lives, and the ways in which culture Criminal Justice provides students with a interrelates with and influences thorough knowledge of crime, criminal communication processes. The course will behavior, the police and courts, law and cover several general topics including: society, and theories of crime through identity, perception, communication skills, offerings within the disciplines of Business, culture, linguistic differences, stereotyping, Anthropology, Sociology and other disciplines and intercultural communication in education, related to this field of study. The major also medicine and business. This course is contains a strong applied component which designed to help us do all these things and offers students the opportunity to learn about become better communicators through the criminal justice system by taking courses intercultural awareness. such as police procedure, crime scene investigation, forensics, corrections and 300 Persuasive Campaigns (3 s.h.) judicial procedures. In addition, students will Course investigates a broad range of be offered internships in which they will work campaigns for products and services, politics, with crime agencies and police departments. public health, and social movement causes. Case studies and persuasion theories help Mission Statement students understand integrated marketing The mission of the Criminal Justice program communication strategies and tactics. Cross at Mary Baldwin University is to provide listed as MKTC 300. students with the ability to use critical thinking skills about issues related to criminal Creative Writing justice systems in the United States and Sarah Kennedy, Richard Plant, coordinators throughout the world. The program provides students with a strong background in the Liberal Arts by focusing on the social, cultural Requirements for the Minor in and political dimensions of criminal justice Creative Writing systems. Students examine how social 21 semester hours influences continually change the practice of ENG 245 criminal justice through applied coursework ENG 346 and practical experience. ENG 347 The major fosters writing, verbal Four of the following: communication skills, information literacy,

95 and the application of theoretical knowledge CHEM 101 Forensic Chemistry relative to the field. The program further ECON 215 Poverty, Inequality and Welfare prepares students to conduct scholarly PHIL 102 Introduction to Ethics or PHIL 235 research into the nature and sources of crime, Ethics, Community and Leadership as well as the criminal justice system. POLS 200 State and Local Government POLS 321 Constitutional Law I Requirements for the Major in POLS 322 Constitutional Law II Criminal Justice PSYC 203 Abnormal Psychology PSYC 248 Forensic Psychology 42 – 45 s.h. SGS 261 Sexual Minorities

SOC 112 Social Problems CJ Core: SOC 200 Drugs and Society CJ 100 Introduction to Criminal Justice SOC 248 Social Inequality CJ 211 Criminology

CJ 233 Comparative Criminal Justice Senior Requirement: CJ 234 Juvenile Delinquency INT 222 Social Science Statistics SOC 232 Deviance SOC 320 Social Research Methods ANTH 120 Cultural Anthropology or ANTH CJ 387 Senior Internship (May be waived if 227 Human Geography: People, Place and employment satisfies the requirements. CJ Culture Faculty approval required.)

CJ 400 or 401 Senior Seminar/Thesis CJ Electives: Select 3 CJ 141 Introduction to Information Systems Completion of the Criminal Justice Major CJ 210 Prisons and Punishment Field Test is required during fall of the senior CJ 215 Criminal Investigations year. CJ 220 Police Administration CJ 225 Public Safety Response to Disasters Requirements for the Minor in CJ 230 Crime Scene Investigations CJ 235 Law Enforcement and the Community Criminal Justice CJ 240 Victimology 21 semester hours CJ 241 Introduction to Computer Security CJ 100 CJ 245 Criminal Profiling CJ 211 CJ 250 Criminal Law CJ 233 CJ 255 Prosecution of Violent Crimes ANTH 120 or ANTH 227 CJ 256 Civil Liability for Criminal Justice SOC 232 CJ 260 Special Topics in CJ CJ 262 Girl Centered Initiatives Two of the following: CJ 215, CJ 220, CJ 225, CJ 265 Introduction to Homeland Security CJ 230, CJ 235, CJ 255, CJ 260, CJ 265 or CJ 270 Introduction to Terrorism BUAD 208 CJ 277 Colloquium CJ 300 Theory of Criminology & CJ Systems Criminal Justice Course Descriptions Interdisciplinary Electives: Select 2 100 Introduction to Criminal Justice (3 s.h.) BUAD 200 Management Principles This course provides a general overview of the BUAD 202 Organizational Behavior and social creation of crime and of social Interpersonal Communication responses to crime. Students analyze the social BUAD 208 Accounting Principles circumstances that produce crime in diverse

96 societies and cultures. They also study a 220 Police Administration (3 s.h.) variety of legal and law enforcement systems This course teaches the principles of that define and control crime. This course organization and administration of public focuses on the perspectives of all those safety agencies; studies the management of involved in the production of crime and on the line operations, staff and auxiliary services, critical analysis of those perspectives. investigative and juvenile units; introduces concepts of data processing; examines 210 Prisons and Punishment (3 s.h.) policies, procedures, rules, and regulations Major philosophies of punishment and related pertaining to crime prevention. history of prisons. Develops understanding of justification for punishment and how 225 Police Response to Disasters (3 s.h.) American prison systems do and do not reflect This course will explore the development of these justifications. public safety response to major incidents following the National Response Framework 211 Criminology (3 s.h.) (NRF), the Incident Command System (ICS), This course introduces students to social and the National Incident Management scientific theory explaining crime and criminal System (NIMS). Students will learn how to behavior, with an emphasis on sociological manage public safety resources in school theory. This is an introductory-level class shootings, major accidents including trains focusing on the basic principles of and planes, pandemics, terrorist attacks, and criminology from a sociological perspective. natural disasters including hurricanes, Course topics include basic concepts, different earthquakes, and fires. Students will conduct methods of measuring crime, diverse theories classroom exercises using real life or fictional of criminology, and a focus on the social events to manage major incidents and origins of crime and criminal behavior. catastrophes. They will learn to critically Criminology has captured the attention of analyze policy as well as specific events for political scientists, biologists, anthropologists, effectiveness in achieving practical, social and psychologists, and sociologists. Legislators, ethical goals. Students will learn how to politicians, mass media, law enforcement, the develop more useful procedures through courts, and the corrections system all have a analysis both failure and success for “lessons profound impact on the nature of crime. learned.” This course counts as an “applied,” Indeed, crime is an integral part of the fabric professional — training course for the major. of American life. Students are encouraged to take CJ 100 prior to taking this course. 215 Criminal Investigations (3 s.h.) This course covers the fundamentals of 230 Crime Scene Investigations (3 s.h.) criminal investigation including the gathering This course will explore all aspects of crime of investigative information from victims and scene investigation. The role of the Crime witnesses, the search and recording of crime Scene Investigator (CSI) is paramount to the scenes, and the principles involved in successful preparation and prosecution of a collecting and preserving physical evidence. case for criminal trial. Students learn how to There is a strong emphasis on investigative identify, collect, and preserve evidence at a policies, procedures, and practices that are crime or vehicle collision scene. Using a necessary and essential to secure the truth simulated crime or collision scene, students within today’s legal climate. will conduct a search for evidence, photograph, and sketch the crime scene.

97 Through the simulation, students will prepare untried methods to gain community a report and draw conclusions based on the commitment. This course counts as an evidence collected. Reconstruction of the “applied,” professional — training course for scene is an important part of the role of the the major. Students are encouraged to take CJ CSI and is used in determining final 100 prior to this course. conclusions. This course counts as an “applied,” professional — training course for 240 Victimology (3 s.h.) (S) the major. Students are encouraged to take CJ This survey course offers a broad introduction 100 and CJ 215 prior to this course. to victimology, the scientific study of victims. With a focus on criminal victimization, 233 Comparative Criminal Justice (3 s.h.) students will explore the history of This course features a detailed consideration victimology (including the emergence of a of the criminal justice system of selected victims’ movement), data on victimization, nations, in historical and cultural context. The types of victimization, the societal impact of essential features and functions of police, victimization, and policies related to courts, lawyers, jails, bail, and prisons are victimization. Special attention will be paid to compared for their effectiveness, as well as for exploring restorative justice policies and their role in assigning the label of “juvenile programs as responses to victims’ issues. delinquent” or “criminal.” The course includes theories of criminal behavior and reactions to 241 Introduction to Computer Security that behavior. (3 s.h.) This course is the study of principles and 234 Juvenile Delinquency (3 s.h.) (S) practices of computer and network security. This course examines how society treats Students will explore common threats to young people who break the law, the social information systems and the methods to causes of juvenile delinquency, and rates of prevent or mitigate the threat. Topics include juvenile delinquency. Students will explore malware, social engineering, application criminological and sociological theories security, network security, data security, relating to juvenile delinquency and apply cryptography, and network security. course concepts to current events and media reports. 245 Criminal Profiling (3 s.h.) Understanding what motivates individuals to 235 Law Enforcement and the Community offend is key to finding, trying, and convicting (3 s.h.) offenders. Serial offenders are individuals This course on Community Policing focuses who commit multiple crimes, thus inflicting on problem solving and the strategies and harm on society multiple times. This course skills necessary to build community/police will discuss actual serial offenders and the partnerships. The student examines traditional cases associated with them in an examination policing techniques and lessons learned of the use of linkage analysis associated with through trial and error. The student explores the crimes. Students will learn how criminal new and innovative programs aiding a police profiles are developed and why this is process department’s shift to Community Policing. is important within the criminal justice The student addresses the pitfalls encountered, system. and the citizens’ concerns and criticisms of Community Policing. The student examines 250 Criminal Law (3 s.h.) how these obstacles are resolved and explores The goal of this course is to help you

98 understand criminal law in the United States. terrorism are also examined in a global In particular, we will examine various aspects context. Students are encourage to take CJ of this law, to include the elements of 100 and CJ 233 prior to this course. particular offenses. We will explore all the major categories of crime and the criminal 270 Introduction to Terrorism (3 s.h.) prosecution of individual offenders. This is an introductory-level course that combines societally relevant sociological and 255 Prosecution of Violent Crimes (3 s.h.) criminological concepts. It explores, describes This course is to help the student understand and explains the history, scientific study, the role of the prosecutor in our justice societal impact, responses, and policies of system, specifically as it relates to violent victimization in the United States and beyond. crimes. In particular, students will examine Students will use theory to explore crime from various aspects of prosecution, including the perspective of victims. Students explore interacting with victims and witnesses, the various methodological tools used to engaging in plea negotiations, and preparation collect and analyze data pertaining to victims. and performance. Students will explore four This course requires students to explore the major categories of violent crime: Robbery, place of the victim within society at both the Aggravated Assault, Homicide, and Sexual micro and macro levels from a sociological Assault. perspective, learning important sociological terms and concepts along the way. Students 256 Civil Liability for Criminal Justice learn about and use major criminological (3 s.h.) theories as they relate to victims from a This course has been designed to provide sociological perspective and explore polices students with an overview of civil liability as related to victimization that impact all it affects each of the three components members of society. (Police, Courts and Corrections) of the criminal justice system. Specific attention will 300 Theory of Criminology and Criminal be given to US Supreme Court precedents and Justice Systems (3 s.h.) (W) evolving public sentiment, that affect the This course is one of four fulfilling the liability and the administration of criminal criminal justice senior requirement. Students justice personnel. become more familiar with some of the major theoretical traditions in the discipline. They 260 Special Topics (3 s.h.) write a scholarly paper on at least one social This course deals with topics that are unique scientific theorist or theoretical tradition. The in criminal justice and may be tied to specific course also introduces students to criminal events that effect change in the criminal justice as an academic profession. This course justice system. The topics are not part of the is offered every spring semester for MBCW regular course curriculum. students and at least one semester per school year for MBU Online students. 265 Introduction to Homeland Security *Prerequisites: CJ 100, CJ 211, CJ 233, and (3 s.h.) SOC 232. This course introduces the changing dynamics of homeland security at both the national and 387 Senior Internship (3 s.h.)* state levels to the student. It explores the This course is one of four fulfilling the various dynamics of providing security in criminal justice senior requirement. The senior different settings. The history and future of internship offers students a field experience in

99 one of a wide range of Criminal Justice analytical thinking, research, quantitative professions. Students keep a journal and work reasoning, and an understanding of computer with their advisor in order to benefit as much technology. The economics department offers as possible from this opportunity. Ideally, the an excellent combination of the liberal arts internship provides data that can be analyzed and career preparation. and developed as part of the senior thesis. *Prerequisites: CJ 100, CJ 211, CJ 233, and Requirements for the Bachelor SOC 232. of Arts in Economics 42 semester hours 400/401 Senior Seminar/Thesis (3 s.h.) (M) ECON 101 This course is one of four fulfilling the ECON 102 criminal justice senior requirement. Students POLS 100 in the senior seminar will conduct an in-depth POLS 111 or 112 investigation of a topic in criminal justice and ECON 303 write two scholarly analyses. Student in ECON 314 Senior Thesis will conduct research on a topic INT 222 in criminal justice and write a thesis ECON/POLS 301 or MATH 233 presenting their findings. In both cases, senior ECON 401 papers will demonstrate a significant Four electives in economics or related fields command of criminal justice theory, academic (including BUAD 307, MATH 212, MATH literature and research methodology. Ideally, 234 or POLS 300). At least two electives must both the seminar papers and thesis will be economics courses. analyze information acquired during the senior One Math course at or above MATH 159 internship. *Prerequisites: INT 222, SOC 320, or POLS/ECON 301. CJ 401 also requires CJ Note: Economics majors are strongly advised 300. to take BUAD 208, BUAD 209, INT 251,

MATH 211, and MATH 212. *Students may take up to 6 credit hours of internship toward their degree (CJ 38787). Internship credits above 3 s.h. will be taken in Requirements for the Bachelor lieu of the elective requirement. of Science in Economics 53–56 semester hours Note: Directed inquiries, teaching All of the requirements listed for the BA, plus assistantships, and internships in criminal the following: justice are arranged on an individual basis. MATH 211 MATH 212 MATH 301 or MATH 306 Two 200-level lab science courses Economics Amy McCormick Diduch, department head Requirements for the Minor in Economics Economics is available as a major (BA or BS) 18 semester hours and a minor. Through the lens of economics, ECON 101 students attain an extraordinarily powerful and ECON 102 flexible set of tools. Economics majors ECON 303 or ECON 314 develop highly desired skills such as INT 222

100 Two of the following: ECON 112, ECON 150, economic theories of international trade and ECON 215, ECON 232, ECON 253, ECON finance and explore controversies surrounding 272, ECON 277, ECON 254, ECON 272, exchange rates. Students learn the advantages ECON/POLS 301, ECON 303, ECON 310 or and disadvantages of specialization and ECON 314. discuss how trade policy can be seen as beneficial or harmful to development. Honors Credit *Prerequisite: ECON 101. Honor Scholars who are comfortable with calculus may take ECON 101 and/or ECON 112 Economic Geography (3 s.h.) (S) 102 for Honors credit. Please see Professor What brings resources and people together to Diduch for details. create an opportunity for exchange? What are the physical, economic, and political Civic Engagement Opportunities influences that affect this decision-making Courses provide important tools for analysis process? This course includes a review of of social problems. Courses include issues like methodologies used in economics and root causes and possible responses to poverty, economic geography to analyze the spatial education, health care, the environment, distribution of firms, consumers and cities and women’s labor market participation, the patterns of exchange between these impact of international trade on workers in groups. Theories and models of firm and developed and developing countries, and consumer behavior will be examined and immigration. ECON 215, PHIL 140, and SOC compared to actual patterns and clusters of 282, among others include service learning economic activity. components. Relevant internships can be arranged. 150 Experimental Economics (3 s.h.) (S) Through highly interactive games and Economics Course Descriptions experiments, students participate in market 101 Principles of Microeconomics (3 s.h.) decision-making, bargaining, and auctions, (S, Q) analyze experimental results, and determine Economics is the study of scarcity and choice whether models predict actual behavior. in response to incentives. Students learn how Students learn models of supply and demand, economists analyze choices, how markets market structure, public goods, and basic determine prices and quantities exchanged, techniques of game theory. and how individuals and businesses make optimal decisions. Students gain skills in cost- 215 Poverty and Inequality in the U.S. benefit analysis, the process of logical thought (3 s.h.) (D) behind basic economic models, using graphs This course focuses on methods of defining as analytical tools, and interpreting articles on and examining the extent of income inequality markets and decision-making. and poverty in the United States and engages in the public policy debates surrounding such 102 Principles of International and issues as welfare reform, discrimination, and Macroeconomics (3 s.h.) (I) labor market difficulties of low-skilled Students learn how economists measure workers. Students gain the critical thinking economic performance, how national skills necessary to assess poverty programs economies function and how to analyze and policies. national and international economic government policies. Students learn basic

101 222 Social Science Statistics (3 s.h.) (Q) analysis and discuss current and potential For course description, see INT 222 in the policy alternatives in both developed and Interdisciplinary Studies listing. developing countries. *Prerequisite: Econ 101. 232 Topics in Economic Development (3 s.h.) (I) 277 Economics Colloquium (3 s.h.) This seminar critically examines the goals of This course provides the opportunity for the economic development, measurements and extensive study of a special topic in which indicators of progress and growth for less students have expressed particular interest. developed countries, and policies directed The topic will change each time the course is toward development (including the concept of offered. In recent years, topics have included sustainable development). We discuss social science research on the Internet; progress in achieving the Sustainable economic transition from socialism to Development Goals and policy options for capitalism; and environmental policy. agriculture, education, women’s rights, health care, and international trade. *Prerequisites: 301 Advanced Data Analysis (3 s.h.) (Q) ECON 101 and ECON 102. Applied statistics builds on social science statistics. Students use data, theoretical 253 International Trade (3 s.h.) (I, W) models, and statistical techniques to explore This course examines the importance of, the relationships between variables, use computer size of, and the directions in foreign trade graphics and exploratory data analysis to within the world economy. Gains from trade, examine economic, social, and financial data. trade theory and policy, and barriers to trade Technical topics include index numbers, will be studied. Class discussions focus on forecasting, time series analysis, regression, current issues in world trade. Students correlation. Research projects involve data complete a series of research papers on the collection, statistical analysis, and international exchange of one particular interpretation of results. Cross listed as POLS commodity. Writing emphasis. 301. *Prerequisite: INT 222. *Prerequisites: ECON 101 and ECON 102. ECON 102 may be taken concurrently. 303 Intermediate Microeconomic Theory (3 s.h.) 260 Public Policy (3 s.h.) (R) This course presents the analytical methods of For course description, see POLS 260 in the consumer choice theory and the theory of the Political Science section. firm, including the use of indifference curves and budget constraints, welfare analysis of 272 Environmental Policy (3 s.h.) (R) perfectly competitive markets, cost Environmental issues are at the forefront of minimization, applications of game theory, many policy discussions around the world. implications of market structure for profit and Economic theory provides useful and output, and the impact of government policies important tools for analyzing and comparing on decisions of consumers and businesses. public policy options to global warming, *Prerequisite: ECON 101. resource use in developing countries, and allocation of scarce water resources. Students 310 Global Labor Economics (3 s.h.) (I) learn the tools to recognize and analyze This course addresses the concerns of workers environmental externalities, learn and evaluate on a global scale: how changes in international the use and effectiveness of cost-benefit trade, business practices and national

102 economic policies affect employment, wages, Please see College of Education unionization, child labor, and immigration. Students discuss the determinants of labor demand and supply, the benefits and costs of education and job training, and the impact of low wages in developing economies on English developed country wages. *Prerequisites: Richard Plant, department head ECON 101 and ECON 102. Ty Buckman, Ralph Alan Cohen, Matthew Davies, Kristen Egan, Sarah Kennedy, Paul 314 International Finance (3 s.h.) (I) Menzer, Katherine Turner This course examines the finance of Requirements for the Major in international trade and investment and the channels and institutions of world capital English flows. Focus will be on models of exchange 33 semester hours rate systems, open economy macroeconomic ENG 111 Introduction to Literature theory, international policy coordination, the ENG 208 British Literature to 1780 roles of the IMF and the World Bank, and the ENG 209 British Literature 1780 to the management of international debt. Students present follow international macroeconomic and ENG/THEA 216 Introduction to Shakespeare financial events and discuss current policy ENG 220 American Literature: Colonial to issues. *Prerequisites: ECON 101 and ECON Romantic 102. ENG 400 Major Seminar and five additional courses in English, 320 Economics and Finance of Health Care numbered above ENG 111, to include at least Systems (3 s.h.) three courses at the 300 level For course description, see HCA 320 in the Health Care Administration listing. Note: the department strongly recommends English Majors to study a foreign language 401 Senior Project (3 s.h.) (M) through intermediate level. The Senior Project requires the economics major to design and implement a major All Seniors must complete the Major Field independent research project on a topic of Test in English before graduation. interest to the student. The project draws on a student’s mastery of economic theory and Requirements for the Minor in quantitative reasoning and results in two English written and oral presentations. The student is 21 semester hours expected to discuss an appropriate research ENG 208 British Literature to 1780 topic with economics faculty before the ENG 209 British Literature 1780 to the beginning of the course. *Prerequisites: INT present 222 and ECON 254 or ECON 303. ENG/THEA 216 Introduction to Shakespeare ENG 220 American Literature: Colonial to Romantic and three additional courses in English, level Education and Teacher ENG 111 and above, to include at least one course at the 300 level Licensure

103 Minor in Creative Writing 103 English as a Second Language (3 s.h.) Prepares ESL students for academic writing, Please see Creative Writing with emphasis on analytical reading and on writing short essays that meet standards of Virginia Program at Oxford organization, logical development, sentence structure, grammar, spelling, and punctuation. University Emphasis on extensive composition and The History and English departments co- revision. Students taking 103 in fall should sponsor the Virginia Program at Oxford expect to take ENG 102 in spring. This course University. Working with British tutors in is offered on a pass/fail basis. courses devoted to Tudor-Stuart England, students can earn 3 s.h. of history credit and 3 111 Introduction to Literature (3 s.h.) s.h. of English credit that count toward the (H, W) history and English majors and minors. Provides an introduction to close reading of Interested English majors are urged to apply to poetry, fiction, and drama. Through class this program. For more information, see Mary discussion and regular writing assignments Hill Cole. students will gain an understanding and appreciation of literary genre. The course will also involve discussion and writing about how Civic Engagement Opportunities the elements of each genre — including • Civic Engagement contracts appropriate to setting, plot, imagery, sound, and rhythm — individual courses contribute to the meaning and effect of a • Teaching assistantships literary work. *Prerequisite: ENG 102 • Positions as tutors in the Writing Center or Vantage Point/Academic Success Center 204 Children’s/Young Adult Literature • Internships in web editing and publishing (3 s.h.) (H, W) with Outrageous Fortune An overview of the literary and historical • Editorial positions on Campus Comments, development of literature for children and Libations, or other publications young adults through selected authors and • Volunteer work in primary or secondary genres, both classic and contemporary. schools Students analyze literary elements, discuss • Participation in academic conferences and/or cultural and educational issues within the reading series genre, and consider the development of the • Internships in journalism, public relations, concept of childhood and literacy in a variety and editing of contexts. *Prerequisite: ENG 102.

English Course Descriptions 208 British Literature before 1780 (3 s.h.) 102 College English (3 s.h.) (H, W) Required for graduation. Designed to improve Works of major British writers from the writing, critical thinking, and ability to read Anglo-Saxons to 1780. Students will learn carefully. Classes are devoted to discussing about genre, contexts, and critical approaches student essays and texts by professional to literary texts; they will also consider how writers, with particular attention to the writing the English language has evolved over time. process, especially revision. Class will Classroom discussion will develop oral culminate in the production of a 1,500–2,000 presentation skills, and the term papers (which word research paper. students are encouraged to revise) will

104 develop writing skills. *Prerequisite: ENG 235 Women’s Writing (3 s.h.) (G, W) 102. Students will read works by women from across the English-speaking world, from the 209 British Literature after 1780 (3 s.h.) seventeenth century to the present day, in a (H, W) variety of genres. Analysis will be grounded Continuation of ENG 208. Study works of in feminist and gender theory and will major British writers from 1780 to the late consider the historical contexts of texts as well 20th century. *Prerequisite: ENG 102. as their significance for later readers. *Prerequisite: ENG 102. 216 Introduction to Shakespeare (3 s.h.) (H, R) 241 American Women’s Autobiography Discussion/performance course focusing on (3 s.h.) (G) examples of comedy, history, and tragedy, An introduction to the genre of autobiography each considered from the dramatic, poetic, and (“life-writing”) and some of the particular theatrical perspectives, with some attention challenges, both cultural and literary, faced by given to historical background and American women writers in shaping their characteristics and development of individual life stories. Full-length Shakespeare’s art. Cross listed as THEA 216. autobiographies read and discussed will *Prerequisite: ENG 102. include a slave narrative and works by first- generation American women. *Prerequisite: 220 American Literature: Colonial to ENG 102. Romantic (3 s.h.) (H, W) Study of representative selections, including 245 Introduction to Creative Writing writers such as Bradstreet, Poe, Hawthorne, (3 s.h.) Emerson, Melville, Stowe, and Douglass. An introduction to the basic elements of Students will develop close reading skills writing fiction and poetry, incorporating in through writing and discussion, and they will class exercises, frequent writing assignments, learn to analyze and compare literary works. and readings in contemporary fiction and Literary texts are also discussed in relation to poetry. Also introduces students to the their cultural and historical contexts, and writing workshop method of analysis and students will develop an understanding of critique. * Prerequisite: ENG 102. different genres. *Prerequisite: ENG 102. 315 Early English Drama (3 s.h.) 221 American Literature: Realism to A discussion and performance course studying Present (3 s.h.) (H, W) five to six plays written before 1640, A continuation of ENG 220. Representative including a sample of medieval drama. The selections from late 19th and 20th centuries plays are studied in chronological order so that are studied, including works by Twain, James, the student will gain some understanding of Chopin, Cather, Faulkner, Eliot, and Hughes. the development of the drama, as well as the Students will develop close reading skills evolution of the language, in the period. Cross through writing and discussion, and they will listed as THEA 315. *Prerequisite: ENG 111 learn to analyze and compare literary works. or any 200-level English Literature course or Literary texts are also discussed in relation to permission of the instructor. their cultural and historical contexts, and students will develop an understanding of 320 Renaissance Literature (3 s.h.) (R) different genres. *Prerequisite: ENG 102. A study of non-dramatic English poetry and

105 prose from Thomas Wyatt through John work. *Prerequisite: ENG 245 or permission Milton. This discussion course will cover the of instructor. major authors of the mid-sixteenth through the mid-seventeenth centuries and will provide an 347 The Writing of Poetry (3 s.h.) overview of several minor writers of the Emphasizes the process and craft of poetry period. Students will study the comparative writing. Classes are designed as workshops grammars of early and contemporary English and divided between periods of writing and and will be introduced to the literary theories periods of reading and discussing each other’s pertinent to study of the period, primarily New work. *Prerequisite: ENG 245 or permission Historicism and Cultural Studies, and will of instructor. write research papers on topics of their choice. *Prerequisite: ENG 111 or any 200-level 350 Modern Literature (3 s.h.) English Literature course or permission of the A survey of 20th-century literature, with instructor. particular emphasis on Modernist works from between the two World Wars. Through 328 The Rise of the Novel (3 s.h.) (R) reading, discussing, and writing about selected Detailed study of five or six major novels works, students will gain a greater from the 18th and 19th centuries, both as understanding of various Modernist responses literary masterpieces and as components of a to some of the paradigm shifts that broader cultural matrix. *Prerequisite: ENG characterized the 20th-century. *Prerequisite: 111 or any 200-level English Literature ENG 111 or any 200-level English Literature course or permission of the instructor. course, or permission of the instructor.

330 Nature in America (3 s.h.) (T) 364 African-American Literature (3 s.h.) This course will explore interdisciplinary (D) representations of nature and analyze how This course will focus on 19th and 20th these representations participate in the cultural century African-American fiction, poetry, production of American national identity. essays, and drama. Through writing and From its earliest conception, America has discussions, students will develop skills in paradoxically desired and disavowed nature, a analyzing and comparing literary works and paradox with deep historical roots and will consider contexts for African-American contemporary consequences. This course will writing. *Prerequisite: ENG 111 or any 200- explore how the dominant culture and level English Literature course or permission marginalized groups contend with this of the instructor. paradox, by analyzing how the theme of America as “nature’s nation” changes over 372 Gender Topics in Language and time. *Prerequisite: ENG 111 or any 200- Literature (3 s.h.) level English literature course or permission Intensive study of literature or English of the instructor. language with a specific focus on gender. Topics and instructors will vary. If there is no 346 The Writing of Fiction (3 s.h.) duplication of topic, may be repeated for Emphasizes the process and craft of fiction elective credit. writing. Classes are designed as workshops and divided between periods of writing and 373 International Topics in Language and periods of reading and discussing each other’s Literature (3 s.h.) Intensive study of literature or English

106 language with an international focus. Topics The Exercise Leadership minor requires 20 and instructors will vary. If there is no hours of course work and a 1 credit internship. duplication of topic, may be repeated for The minor has three tracks to prepare students elective credit. for work as a Personal Trainer, Athletic Coach or the Medical Fitness Field. 374 Diversity Topics in Language and Literature (3 s.h.) Requirements for the Minor in Intensive study of literature or English Exercise Leadership language with a specific focus on diversity. 21 semester hours Topics and instructors will vary. If there is no BIOL 111 Principles of Biology duplication of topic, may be repeated for BIOL 351 Exercise Physiology elective credit. CHEM 120 Nutrition for Health, Fitness, and Sport 375 Special Topics in Language and EXLD 245 Motor Learning Literature (3 s.h.) INT 287 Internship (in chosen track) Intensive study of a literary or English Courses from one of the following tracks: language subject, such as the work of one or two major authors, a recurring literary or Personal Training rhetorical theme, a genre, or a critical BUAD 200 Management Principles problem. Topics and instructors will vary. If EXLD 251 Personal Training there is no duplication of topic, may be repeated for elective credit. Coaching EXLD 220 Principles of Coaching 400 Major Seminar M (3 s.h.) ( ) SGS/WS 245 Gender and Sport Students will learn about and evaluate the various theoretical approaches that may be Medical Fitness used to analyze literary texts. They will also BIOL/HCA 261 Epidemiology develop their research expertise within their EXLD 350 Exercise and Special Populations chosen area of interest, in order to produce a research proposal and annotated bibliography. *Note: Must show current certification in First Once this proposal is approved, they will write Aid/CPR/AED to complete the minor. a research paper of 5,000–6,000 words (excluding notes and bibliography), Civic Engagement Opportunities culminating in a formal presentation and EXLD 251 Personal Training assists the MBU defense. *Prerequisites: senior standing and community with personal fitness plans during at least a 2.0 GPA in English major courses. the term it is offered. The Internship Experience required for the minor involves Note: Directed inquiries, teaching working with a local school or club sports assistantships, and internships in English can team or fitness or therapy center. be arranged on an individual basis. Exercise Leadership Course Exercise Leadership Descriptions Sharon Spalding, coordinator 220 Principles of Coaching (3 s.h.) A course to present the foundational knowledge that is essential for coaching any

107 sport. The course will present an overview of the exercise sciences related to coaching and teaching motor skills. The course will assist Film students in developing a coaching philosophy Allan Moyé, department head as well as providing principles, guidelines and tools that are essential to the coaching Film study emphasizes cinema as art form, profession. Recommended for students in the media industry, and social artifact. It exercise leadership minor or students who integrates courses from many disciplines to already assist with youth or scholastic sports. provide cultural, historical, and aesthetic Successful completion of the course will lead means to think about and create visual media. to the coaching certification required in many Students choose one of two tracks: film states for high school scholastic coaches. studies emphasizes critical, aesthetic, theoretical and philosophical approaches, 245 Motor Learning (3 s.h.) while film production emphasizes practice Motor Learning will cover the analysis, through courses in photography, scriptwriting, instruction, and rehabilitation of motor skills video production, and theater production, for as related to a variety of individuals who students who want to create movies, or study possess different interests and abilities. The photojournalism, or narrative photography, course will cover the stages of learning, skills and/or use video/film as a fine art. Mary classification, motivation and attention, Baldwin offers a major in Performing Arts effective instructions and demonstrations, with a concentration in Film, and a minor in practice schedules and effective feedback. Film. Those who wish to design an This course is part of the exercise leadership independent major in Film should discuss the minor, but may also be of interest to those possibility with their advisors and the director students interested in graduate work in of the Film minor. occupational or physical therapy. Requirements for the Major in 251 Personal Training (3 s.h.) The course includes techniques for assessing Performing Arts with a blood pressure, resting heart rate, body Concentration in Film composition, aerobic fitness, body composition, muscular strength and Core requirements: (18.5-20 s.h.) endurance. *Prerequisite: BIOL 351. MUS 100 or MUS 226 MUS 105 or MUS 111 350 Exercise for Special Populations (3 s.h.) THEA 114 or THEA 115 (R) THEA 121, THEA 111, THEA 105, THEA Students will learn to plan exercise for with 110, FILM 119, or 3 s.h. of THEA 210 clients who have cardiovascular, pulmonary, One PHE class that is dance, yoga, or fencing metabolic, orthopedic, neuromuscular, and MUS/THEA/FILM 150 cognitive disorders. This advanced course THEA 401, MUS 401, MUS 402 or FILM will cover the pathophysiology, medical 401: Senior Project management, exercise response and special considerations for exercise programing for Concentration in Film each of the diseases or disorders. Fulfillment of core requirements *Prerequisite: BIOL 351. From the core choose:

108 FILM 119 • Documenting local topics of human interest. FILM 401 • Required or recommended internships at area television, radio stations or video Additional requirements (15 s.h.) production companies. FILM 254 • Videotaping campus and local events of Three of the following: FILM 229, FILM 264, importance. FILM 275, or FILM 333 • Opportunities to attend national and One of the following: ARTH 206, ART 115, international film festivals as a student intern. THEA 115, or an additional film course from • Creating Public Service Announcements for above. campus broadcast. • Exploring civic engagement through class Requirements for the Minor in projects and group and individual Film with an Emphasis in Film assignments. Studies 21 semester hours FILM 254 FILM 333 Five of the following: ANTH 220, ARTH 206, AS 270, COMM 115, FILM 275, FREN 225, Film Course Descriptions HIST 246, HIST 247, PHIL 234, SOC 236, 119 Introduction to Film/Video SPAN 215, or special topics in art, Production (3 s.h.) communication, film, or theatre where Fundamental, practical, and theoretical appropriate. approach to video production. Emphasizes camera operation and composition, nonlinear Requirements for the Minor in editing and principles of editing (using Film with an Emphasis in Film FinalCut Pro), and related audio. Projects vary Production to emphasize broadcasting, documentary, 21 semester hours narrative filmmaking, and various forms of FILM 254 artistic expression. Cross listed as COMM Two of the following: ART 115, FILM 119, 119, THEA 119, and ART 119. or THEA 105 Four of the following: ART 115, ART 215, 150 Introduction to the Performing Arts ENG 246, FILM 119, FILM 229, FILM 264, (3 s.h.) (A) FILM 333, THEA 105, THEA 323, or special This course is an introduction to, and a topics in art, communication, film, or theatre requirement for, the Performing Arts major. where appropriate. Students will attend Theatre, Music, and Film events with lectures before and after each. Students will participate in discussions Civic Engagement Opportunities with professors from each discipline along • Special topics in film and filmmaking with readings, written response papers, and a include: group project geared to the student’s area of • Documenting special May Term projects in interest. Cross listed as MUS 150 and THEA conjunction with artist/activist Claudia 150. Bernardi of the Walls of Hope organization. These have included study abroad trips to El 229 Advanced Film/Video Production Salvador as well as in-state projects.

109 (3 s.h.) cultural medium. Weekly viewings and The art and theories of visual storytelling in a discussion of historical, international, concentrated hands-on workshop independent, and short films. Focuses on film setting. Students will create and produce their as art and expression by examining work of own short film/video — either narrative, great classic, independent, and international documentary, creative self-expression, filmmakers. Cross listed as THEA 333. commercial, or music — within the three week May-term period. Projects are oriented toward basic scripting, shooting, and editing. Cross-listed as COMM 229 and THEA 229. *Prerequisite: FILM 119 or permission Francophone Studies of the instructor. Anne McGovern

254 Film Analysis (3 s.h.) (A) Students can pursue a minor in Francophone A critical framework for watching and Studies. Minors become proficient in reading, analyzing popular and critically acclaimed speaking, writing, and understanding spoken films by examining dramatic, visual, and French and using their French ability to study technical elements, and by studying the art other subjects. They examine literary works and history of great filmmakers. Screenings and occasionally historical and artistic works each week of important silent, classic, representing France and other French- international and modern films. Cross listed as speaking regions. ARTH 254. Requirements for the Minor in 264 Screenwriting (3 s.h.) (W) Theory and practice of screenwriting, Francophone Studies 18 semester hours including concept, research, writing, revisions, FREN 201 and presentation. Analysis of successful FREN 202 scripts to discover appropriate styles and FREN 203 or study abroad (program chosen methods of writing. Workshop development after consultation with French faculty) of scripts emphasizing dramatic narrative for Two courses chosen from among the television and film. Cross listed as THEA 264. following: FREN 130, FREN 160, FREN

225, FREN 270, FREN 277 (as offered) 275 Women and Film (3 s.h.) (G) 1 s.h. of FREN 220 in conjunction with a An exploration of issues of representation and spectatorship relating to women and film from course in student’s major the 1920s to the present from a feminist and a critical studies perspective. Examines Civic and International Engagement Hollywood, independent, and international Opportunities cinema with an emphasis on women directors • Study abroad for a semester or year and filmmakers. Includes varied genres of film • Volunteer work in non-profit organizations and their production and reception in their • Internships specific social contexts. • Students abroad are required to learn about the social, cultural, and political reality of the 333 Film Theory and Criticism (3 s.h.) target country, thus getting involved with the An overview of the major theoretical and civic life of their host country. critical approaches to film as a complex

110 French and Francophone than four years of French may NOT take Studies Course Descriptions French 201 or 202. Students who pass 202 cannot take 201 at a later date without 101, 102 Beginning French (4 s.h. each) permission of the instructor. (F: both 101 and 102) Designed for those with little or no French. 203 Everyday French (3 s.h.) Through exercises, dialogs, skits, and A total immersion experience in language and controlled and creative writing, the student culture through conversation. will develop a basic proficiency in speaking, listening, reading, and writing. Students who pass 102 cannot take 101 at a later date 220 French across the Curriculum without permission from the instructor. (1 s. h., repeatable credit) 130 French Food Culture (3 s.h.) (T) Students apply their French language skills to How did French cuisine get its reputation? any other academic course taken concurrently. Through a variety of readings, films, and food They work with faculty in French, reading and tastings/ critiques, we will explore the concept discussing a variety of authentic multimedia of gastronomy as it has developed over time in documents as a supplement to the academic France. In addition to reading literary, course. *Prerequisite: FREN 202 or historical, and anthropological texts, students equivalent. will write formal literary analyses and explore, orally and in writing, their own gastronomic 225 Literature and Film in Translation experiences. Open to first-year undergraduate (3 s. h.) (T) residential programs students only. Study of translated novels and films from Francophone areas of the world (Québec, 160 How to Live: Classic French Literature North and West Africa, and the Caribbean) (3 s.h.) (H, W) that concern the making or undoing of This course introduces students to some of the individual and cultural identity. Some of the great works of French literature and film in contexts to be studied that contribute to the translation. Our approach will be close reading formation of identity are interactions of and literary analysis in discussion and writing, colonizer and colonized, male and female, and and the common theme will be an exploration child and adult. of what it means to be human and how to live well. Open to Baldwin Online and Adult 270 African and Caribbean Women Programs and first-year undergraduate Writers (3 s.h.) (G) residential programs students only. This survey course of modern francophone women’s literature, conducted in English, 201, 202 Intermediate French (4 s.h. each) includes works from North and Sub-Saharan (F: both 201 and 202) Africa and the Caribbean. Major themes of the course are the search for identity and the role Continues to build the student’s proficiency using exercises, dialogues, skits, and of language and writing in discovering and/or controlled and creative writing. At the end of asserting cultural and gender identities. the course, students will have a basic understanding of French and be able to carry 277 Colloquium (3 s.h.) on everyday conversations, read schedules, Special topics in Francophone language and pamphlets, and other texts of moderate culture. difficulty, and write fluently and accurately about everyday topics. Students with more

111 Health Care is a rapidly changing field. The Global Poverty and leadership and administration of programs and Development organizations in health care requires knowledge, skill, and a strong sense of caring Amy McCormick Diduch, coordinator for others. The major in Health Care Administration prepares students to enter, or The global poverty and development minor advance, into the management area in a gives students the tools to understand why variety of positions and organizations related some countries are rich and some are poor. to the health care field. The major can also be Students will compare policy options for a springboard for graduate work in many increasing incomes and opportunities in the related fields. The MBU Health Care developing world. Poverty in developing Administration Program is the only endowed countries, as in America, is a function of program of its type in the United States and education, gender, and age, but also of Canada. It is also a fully certified property rights, political voice, and low levels undergraduate member of the Association of of national income. Poverty may be reduced University Programs in Health by increasing economic growth, reducing Administration. The program has five named conflict and violence, addressing scholarships for Health Care Administration discrimination against women and girls, and majors. The program also coordinates the improving access to education. Public Health minor. Requirements for the Minor in Requirements for the Major in Global Poverty and Health Care Administration Development 54 semester hours 21 semester hours HCA 101 ECON 101 INT 222 ECON 102 HCA/PHIL 230 ECON 232 HCA/POLS 245 POLS 215 HCA/BIOL 261 Three of the following: ANTH 120, ANTH HCA 300 202, ECON 215, ECON 310, POLS 120, HCA 310 POLS 244, POLS 295, POLS 311, REL 130, HCA/ECON 320 or (with permission) another course related to HCA 330 the history, culture or politics of a developing HCA 387 (minimum of three semester hours) country, study abroad in a developing country, HCA 401 or service learning in a developing country. Two additional courses in HCA BUAD 208 BUAD 230 BUAD 302 Health Care ANTH 208 or SOC 260 Administration ECON 101 Donovan Branche, program director Senior Requirement: Successful completion Denise Osborn-Harrison, Eileen Hinks of HCA 401 with a grade of “C” or higher

112 Requirements for Major in Three of the following: HCA/PHIL 230, HCA Health Care Administration 240, HCA/BIOL 261, or HCA 330 with Emphasis in Public Health Civic Engagement Opportunities and Students seeking a BA in Health Care Global Awareness Administration with a Public Health emphasis • Each major completes an internship of 150 must fulfill all of the requirements for the BA, contact hours or more. As all health care plus the following: organizations attempt to improve the health HCA 125 status of the community they serve, so HCA 225 internships are a part of that effort at HCA 250 providing a “community benefit”. The work of

the intern through daily activities and projects Requirements for the Minor in will reflect the “community benefit” — both Health Care Administration inside the organization and perhaps outside 18 semester hours the organization as well. The HCA 387 HCA 101 internship therefore satisfies the university’s HCA/PHIL 230 civic engagement requirement of the Central HCA/BIOL 261 Curriculum as well as the internship Three additional HCA courses requirement of the HCA Program. In short, the “community benefit” aspect of the internship Requirements for the is tied to the helping of those served by the Certificate in Long Term Care organization. It is integrated into the daily activities of the intern. Administration • Almost every HCA course contains an 29 semester hours international component. HCA 101 • Possible student placements are available in HCA/PHIL 230 internships abroad. HCA 240 • HCA sponsored events on international HCA/BIOL 261 themes are presented throughout the academic HCA 310 year. HCA/ECON 320 • HCA faculty conduct research and make HCA 387 (must include at least 400 hours presentations on international topics. under supervision of a preceptor approved by the Virginia Board of Nursing Home Health Care Administration Administrators) Course Descriptions INT 222 101 Introduction to Health Care Requirements for the Administration (3 s.h.) This course introduces the nature, Certificate in Health Care organization, and functions of the continuum Management that delivers health services in the U.S. health 21 semester hours care system in a comprehensive fashion. HCA 101 Includes general management principles and INT 222 practices as found in health care organizations. HCA 310 Analyzes the nature and role of health policy. HCA/ECON 320 Reviews the roles of health care providers, managers, and consumers. Current issues

113 explored at global, national, state, and local as well as recognition, investigation, and levels. control of outbreaks (infectious and non- infectious); and the role of technological 125 Introduction to Public Health (3 s.h.) advances, including social media, in early This course provides an introduction to recognition. Alternate years. mission, functions, and scope of U.S. public health at local, state, and federal levels and to 230 Medical and Health Care Ethics (3 s.h.) major 20th century public health achievements This course provides an introduction to basic and 21st century challenges. Topics include: and intermediate principles and theories of definitions of public health; emphasis on ethics, especially as they are relevant to population, health promotion, and disease medicine and health care. These principles and prevention; balancing individual rights vs. the theories are applied to current issues in needs of society; health disparities related to medicine and health care, including: codes of age, gender, race, and ethnicity; and the ethics; caregiver obligations and patients’ ecological view of health within the context of rights; informed consent; medical biological, social, and environmental experimentation; genetic engineering; death determinants of individual and population and dying; operational concerns inside health health. The significant role of collection, care organizations; access to health care; analysis, and communication of surveillance allocation of health resources including data will be explored through readings and financial and human; social justice and health interpretation of current public health reports care policy. Cross listed as PHIL 230. of the Centers for Disease Control and Prevention (Morbidity and Mortality Weekly 235 Women’s Health Care Issues (3 s.h.) Reports). Alternate years. (G, W) This course explores current U.S. and global 222 Social Science Statistics (3 s.h.) (Q) issues in women’s health and disease through For course description, see INT 222 in the discussion and writing. Topics include: Interdisciplinary Studies listing. reproductive and maternal health; chronic diseases and their global burden; effects of 225 Public Health Issues (3 s.h.) social policies on women’s health; and impact Infectious diseases continue to challenge of gender-based violence, disasters, and public health practitioners in the United States conflicts on women. Students will evaluate and globally. These challenges include internet health sources; analyze and utilize emerging and re-emerging infectious diseases, narrative as a means of reflecting on health antibiotic resistance, food and water borne and illness; and communicate health issues to outbreaks, pandemics, and bioterrorism. This specific audiences. Alternate years. course will analyze concepts of disease transmission and conditions that promote the 240 Long-Term Care Administration emergence and re-emergence of diseases (for (3 s.h.) example, poverty, disasters, globalization, The historical development of long-term care climate change, and disruption of ecological and the role of health policy. Analysis of the habitats); historical aspects of infection roles played by long term care control and the changing landscape of facilities/organizations like nursing homes, infectious diseases; health care and home health organizations, assisted living community associated infections; the facilities, rehabilitation centers, continuing microbiome and its role in disease; prevention care retirement communities, and

114 organizations that deal with chronic health formulation/assessment of health care and care concerns. Issues include medical, public health management decisions since it is organizational, legal, financial, human the basic science of public health and it resources, and communication. Holistic utilizes principles of the scientific method. approach covers physical, mental, and social Epidemiology includes applications to: well-being. Tours/analyses of long-term care morbidity and mortality, and disease facilities included. Alternate years. prevention and wellness, as well as, disease transmission, diagnostic and screening tests, 245 Health Care Policy, Politics, and Law population studies and study design, and (3 s.h.) determination of causation. Includes Analysis of the factors that shape health care evaluation of peer-reviewed journal articles policy in the United States, including public for study design and proper conclusions and policy and various types of health care recognition of study limitations and potential policies, government structures and biases. Cross listed as BIOL 261. Alternate institutions responsible for making health years. policy, important actors in the health reform debate and implementation, and their 277 Colloquium (3 s.h.) strategies to influence policy. The stages of Special topics dealing with current issues the policy process are exemplified in case facing health care administration. studies of several significant health care policies, and health care law is reviewed. 287 Internship (3 s.h.) (C) Health reform efforts at the national, state, Off-campus experiential learning on an local, and institutional levels are analyzed. exploratory basis in health care facilities and Cross listed as POLS 245. health related organizations. Community service/benefit component required. 250 Global Health Care (3 s.h.) (I) Placement through the Health Care Much can be learned about the U.S. health Administration Program. Forms must be care system by comparing it to the operation submitted at registration. *Prerequisites: HCA of other countries’ systems. Canada, the 101 and sophomore HCA major status. Must United Kingdom, Germany, Japan, and be taken P/NC. Australia are among the countries that are explored by considering the elements of 300 Health Care Research Methods (3 s.h.) history, philosophy/values, levels of care, (R) provider/manager/consumer roles, and This course introduces the fundamentals of delivery systems. Comparisons are made in research in health care, including institutional terms of the health status of a population review boards; qualitative and quantitative served. The course also includes review of methodologies; working with primary and health issues facing the international secondary data; health services research; and community (e.g., communicable and evaluation studies. In addition, students will noncommunicable diseases, emergencies, identify and develop a topic for the senior etc.). Alternate years. project in HCA 401 Senior Seminar, undergo a program approval process for the topic, 261 Epidemiology (3 s.h.) (Q) prepare and submit IRB forms as appropriate, The fundamentals of distribution and and complete drafts of several components of determinants of health and disease in the senior project — the purpose, research populations. Epidemiology is applied to question, research methodology, significance

115 to the field of health care administration, and a insurance in the United States, including literature review. HCA majors must receive a purposes of the various plans (HMO, PPO, grade of “C” or better in HCA 300 to enter IPA, CDHP, etc.) and how they work. Offers HCA 401. *Prerequisite: INT 222. provider, manager and consumer perspectives. Analysis of the integration of health care 310 Health Care Strategic Management delivery systems and financial aspects, (3 s.h.) (O) including funding principles and practices, Course focuses on a variety of methods systems of reimbursement (like capitation, utilized in the organization of health care fee-for-service, and value-based) , and the role facilities and the delivery of services. The of health information technology. Strategic nature of planning is analyzed with particular initiatives reviewed such as population health attention paid to health policy, and strategic management, growth of companies and thinking and management, including internal services, etc. Examines public policy and external environmental assessments. initiatives. *Prerequisite: HCA 320. Alternate Health status of populations served will be years. addressed as it relates to population health management. Organizational behavior is 387 Internship (credit varies) (C) analyzed in depth including leadership Off-campus pre-professional experiential aspects. Different ways to organize and learning in health care facilities and related deliver care are analyzed such as Accountable organizations. Projects are under the Care Organizations and Patient Centered supervision of a qualified professional on-site Medical Homes. Course focuses on managing as well as a health care administration faculty change, as seen in health reform efforts, the member. Community service/benefit influence of payment systems, leadership, and component required. Placement through the technological and scientific innovations. Case Health Care Administration Program. Forms study methodology used. Strategic must be submitted at registration. management tools of analysis are reviewed *Prerequisites: junior or senior HCA major and used. Alternate years. status. Student must have a 2.0 GPA in the HCA major, a cumulative GPA of 2.0, and a 320 Economics and Finance of Health Care “C” in HCA 101 in order to enroll in this Systems (3 s.h.) course. Must be taken P/NC. Investigation of the factors and forces at work in setting health care costs and impacts of 401 Senior Seminar (3 s.h.) (M) those costs. Analysis of demand and supply The capstone course for the HCA major. concerns, reimbursement systems, insurance, Synthesizes material from the entire Medicare, Medicaid, governmental curriculum. Focus on health care regulations, legal issues, accessibility, administrators as professionals. Classroom budgeting processes and planning, and human material is integrated with experiential resources concerns. Health care financial learning through a major research project. management tools and techniques are This is the last course taken in the program by presented and used. Cross listed as ECON HCA majors. HCA majors must earn a grade 320. *Prerequisites: ECON 101 and BUAD of “C” or better in HCA 401 to satisfy the 208. Alternate years. senior requirement for the HCA major. *Prerequisites: HCA 300 with a grade of “C” 330 Issues in Health Care Finance (3 s.h.) or better, HCA 387, and senior HCA major Analysis of the nature and operations of health status.

116 Science OR Math 233 Statistical Methods and Theory I Health Sciences PSYC 101 Introduction to Psychology as a Natural Science (PSYC 111 Introduction to Jennifer Hancock (health sciences advisor), Psychology as a Social Science may substitute Paul Deeble, Jenna Holt with permission) HSCI 150 Introduction to Health Professions The health sciences major at Mary Baldwin HSCI 180 Medical Terminology University provides students with an HSCI 401 Research Methods and Evidence- interdisciplinary, liberal arts foundation in the based Practice natural and social sciences in order to prepare HSCI 402 Senior Project in Health Science them for graduate programs in health care. The health sciences major combines the long- Electives standing strengths of the undergraduate liberal A minimum of 27 credit hours. At least three arts program with the health sciences expertise credit hours must be at the 300 level and an of faculty within the Murphy Deming College additional twelve must be at the 200 level or of Health Sciences. The interdisciplinary above. nature of this major enables students to understand human health as a complex At least 6 additional hours in Biology from cultural, biological, psychological, and social among: dynamic. Students in this major should consult BIOL/CHEM 120* Nutrition for Health, with the health sciences advisor, Jennifer Fitness, and Sport Hancock, regarding graduate program BIOL 151 Human Health and Disease prerequisites to ensure that courses will fulfill BIOL 222 Genetics requirements needed to be admitted to BIOL 224 Cell Biology graduate programs in health care. BIOL 255 Microbiology Additionally, there are 3 and 4-year plans BIOL/HCA 261 Epidemiology available that have been structured specifically BIOL/PSYC 305 Physiological Psychology with the required prerequisites for students BIOL/CHEM 324* Biochemistry I interested in physical therapy, occupational BIOL/CHEM 325* Biochemistry II therapy, physician assistant, chiropractic, BIOL 327 Immunology dental and medical school. At least 3 hours in Chemistry from among: Requirements for Bachelor of CHEM/BIOL 120* Nutrition for Health, Arts in Health Sciences Fitness and Sport 56 semester hours CHEM 121 General Chemistry I CHEM 122 General Chemistry II The Health Sciences Core (29 credit CHEM 221 Organic Chemistry I hours) CHEM 222 Organic Chemistry II BIOL 111 Principles of Biology CHEM/BIOL 324* Biochemistry I BIOL 264 Human Anatomy and Physiology I CHEM/BIOL 325* Biochemistry II BIOL 265 Human Anatomy and Physiology II * May count for either BIOL or CHEM, but HCA 101 Introduction to Health Care not both. Administration INT 222 Social Science Statistics OR Psych 250 Introduction to Psychology as a Social

117 At least 6 additional hours in coursework from 150 Introduction to Health Professions among: (2 s.h.) ANTH 120 Cultural Anthropology Intended primarily for first-year students, this ANTH 208 Medical Anthropology course provides students planning a career in SOC 100 General Sociology health care or in a health-related field SOC 260 Medical Sociology information necessary for identification of SOWK 124 Aging career direction as well as an overview of the HSCI/ED 212 Lifespan Development various health professions and an introduction PSYC 203 Abnormal Psychology to the concepts of professionalism, cultural PSYC 210 Child Psychology competence, interdisciplinary health care PSYC 211 Adolescent Psychology teams, and health care policies. PSYC/BIOL 305 Physiological Psychology PSYC 307 Drugs and Behavior 180 Medical Terminology (2 s.h.) PSYC 311 Psychology of Adult Development This course provides an understanding of medical abbreviations and terms. It includes Other Major Electives: the study of prefixes, suffixes, word stems, EXLD 350 Exercise for Special Populations and technical terms. It emphasizes skills and HCA 125 Introduction to Public Health techniques in understanding and using medical HCA 225 Public Health Issues terminology accurately. Offered online only. HCA 230 Medical and Health Care Ethics HCA 235 Women’s Health Care Issues 212 Lifespan Human Development (3 s.h.) HCA 245 Health Care Policy and Politics Lifespan Human Development meets the HCA 250 Global Health MDCHS admissions requirement and also EXLD 251 Exercise Testing and Training meets the Virginia DOE licensure requirement PHYS 201 General Physics I for 3 hours of human growth and development PHYS 202 General Physics II coursework. This course will focus on theory, philosophy, and research on learning and Additional coursework to reach 27 credit human development from birth through late hours. adulthood, as well as real-life applications in these areas through experiential projects and Requirements for Bachelor of related assignments. Topics include physical, Science in Health Sciences psychosocial, emotional, cognitive, language, and gender development in family, school, All requirements listed above for the BA, with peer, and work contexts. Cross listed as ED the addition of: 212. MATH 211 and 212 PHYS 201 General Physics I and PHYS 202 401 Research Methods and Evidence-based General Physics II Practice (2 s.h.) (M) CHEM 121 General Chemistry I and 122 This course is the first semester of the two- General Chemistry II semester senior requirement for health science At least one 200- or 300-level lab course in majors. This course is intended to enable the Biology in addition to 264 and 265 student to critically read and evaluate scientific literature, with a focus on clinical Health Sciences Course research. The course will introduce the Descriptions research design, methods and statistics used in the clinical literature to help students develop

118 the necessary skills to critically analyze debates, historians analyze and interpret the research studies for use in evidence-based actions, thoughts, values, and challenges of practice. Question structure, hypothesis people in different cultures and eras. The development and research design will be discipline of History emphasizes the related to the different types of questions importance of historical perspective and asked in medicine, i.e. questions about context in seeking to understand the past. We therapy, risk, etiology, diagnosis, prognosis encourage the study of other cultures through and epidemiology. Students will also be academic travel and learning foreign introduced to how primary studies, systematic languages. History majors pursue careers in a reviews and meta-analyses are used to develop variety of fields, including law, teaching, clinical guidelines. *Prerequisite: Students business, the arts, government, and foreign will be required to have junior status, and service. received a C- or better in a statistics course (MBU courses: INT 222 or MATH 233 or Requirements for the Major in PSYC 250; or an equivalent transfer course) History and medical terminology course (MBU 36 semester hours course: HSCI 180). HIST 101 HIST 102 402 Senior Project in Health Science (1 s.h.) HIST 111 (M) HIST 112 This course is the second semester of the two- One 300-level history course semester senior requirement for health science HIST 400 majors. In this course, students will complete Six additional courses in history above the an evidenced-based capstone project related to 100-level health. The project will follow one of three possible project designs: experimental Note: HPUB 230 and HISP 226 may count research, literature review, or community- toward the history major. Teaching based health education. For each project, assistantships (no more than 3 s.h.) may count students will critically evaluate published toward the major. Students must complete studies related to their topic. Each student HIST 101, HIST 102, HIST 111, and HIST will present the design, results and 112 before enrolling in HIST 400. conclusions of their project in both a written and oral presentation. *Prerequisite: HSCI 401 Senior Requirement: Students fulfill the senior requirement by successful completion

of HIST 400. Students must have a minimum GPA of 2.0 in History courses before History enrolling in HIST 400, and they must have Amy Tillerson-Brown, department head passed at least 9 semester hours of MBU Clayton Brooks, Mary Hill Cole, Katharine history courses. Franzèn, Requirements for the Minor in History is the study of past and present worlds History that we explore in their own contexts through 21 semester hours in history written, oral, and material evidence. Using HIST 101 primary sources and engaging in historical HIST 102

119 HIST 111 102 Western Civilization from 1648 (3 s.h.) HIST 112 (H) Three history courses above the 100-level A survey of the civilization of Western European history from the scientific Note: The department urges history majors to revolution to the present. Topics include the complete foreign language study through the English Civil War, the French Revolution, intermediate level. Directed inquiries, nationalism and imperialism, the two World teaching assistantships and internships in Wars, the Russian Revolution, and the History can be arranged on an individual rebuilding of postwar Europe. basis. 111 Survey of U.S. History to 1877 (3 s.h.) Virginia Program at Oxford (H) The History and English departments co- A survey of the principal events, in sponsor the Virginia Program at Oxford. chronological order, of U.S. history to 1877. Working with British tutors in courses Students are introduced to the historical devoted to Tudor-Stuart England, students can method of asking questions about the past, earn 3 s.h. of history credit and 3 s.h. of analyzing events, and interpreting them. English credit that count toward the History and English majors and minors. History 112 Survey of U.S. History from 1877 majors are urged to apply to this program. For (3 s.h.) (H) more information, see Mary Hill Cole. A chronological survey of the principal events of U.S. history from 1877. Students are Civic Engagement Opportunities introduced to the historical method of asking Students may develop their historical skills by questions about the past, analyzing events, and working as interns in local museums, arts interpreting them. organizations, and historical societies. Other opportunities for civic engagement include 203 Women in American History (3 s.h.) working with MBU History faculty on oral (G) history projects in the local community, and A thematic study of the history of women in serving as a Changemaker Student Research America. This course examines the events and Archivist. For their civic engagement in trends that have special significance for HPUB 230 and HISP 226, students may women in American history. *Prerequisite: receive community service credit in the HIST 111 or HIST 112 or permission of common curriculum. Instructor. History Course Descriptions 204 Religion in America (3 s.h.) An introduction to the history of religion in 101 Western Civilization to 1648 (3 s.h.) (H) America, its forms, and the interaction of A survey of the civilization of Western religious convictions and American culture. European history from classical antiquity to Students will learn to analyze and compare the end of the Thirty Years’ War. Topics religious ideas and environments. Cross listed include Greek and Roman empires, as REL 204. transmission of cultures, organization of Christianity, medieval dynasties, and the 211 The United States: The Colonial Reformation. Experience, 1500–1763 (3 s.h.) In 1692, Tituba, a Native-American slave, was

120 tried as a witch in the town of Salem. This colonization efforts, personal experiences course examines how this came to be by during the war and emancipation, and the tracking the experiences of the Native peoples challenges of Reconstruction. of North America; the Spanish settlement of the West Indies; the settlement of Jamestown; 216 Hip Hop and History (3 s.h.) (W) the Puritans of New England; and the process Through our analysis of historical scholarship, by which slavery came to be entrenched in the in class discussions, and formal writing North American colonies. This course assignments this course uses hip hop lyrics to examines the ideas, cultural practices, and guide our analysis of U.S. history, from 1970. people who brought sweeping changes to the This course will examine the historical roots world in the aftermath of European contact of emergence of hip hop culture that overlaps with the Americas. with the “War and Drugs” and mass incarceration, gender wars and new forms of 212 The United States: The Revolutionary activism. Inspired by W. E. B. DuBois’ use of Generation, 1763–1817 (3 s.h.) (W) the musical bars and lyrics of Negro Spirituals When we think of how this nation was to introduce the chapters of his classic book created, we think of the founding fathers. But The Souls of Black Folk, this course will while Madison, Jefferson, Washington, and introduce each course topic with hip hop Adams were all important, what about the lyrics—written by descendants of the singers other founders — the men and women who of “sorrow songs” who continue to live not only debated what it would mean to be a beneath “the Veil.” Our analysis of hip hop citizen of the United States, but who built the lyrics and culture will address themes of towns and cities, plowed the fields, and taught oppression, power, identity, gender, politics the next generation exactly what it would and violence. Information presented in this mean to be an American? This course course will lead to the analysis of the political examines the events and people who economy of hip hop that includes racial participated in the nation’s founding, both the commodification and cultural appropriation, elites and the non-elites. It explores the hip hop masculinity and feminism, and processes of western expansion, the perceptions of urban life in particular. challenges faced by Native Americans confronting this new nation, and ideas about 217 The American West (3 s.h.) (D) the nature of freedom, citizenship, and The American frontier experience has government in the period of near constant provided fuel to an endless number of popular turbulence from the end of the Seven Years portrayals, from Davy Crockett to Deadwood. War, which set in motion the events that led to This lecture/discussion course seeks to the Revolution, to the end of the War of 1812, complicate these images of cowboys and which finally created a truly independent cattle trains by examining the social, political, nation. and economic dimensions of the United States’ various frontiers in order to integrate 213 The United States: Civil War and these peripheral places into the larger Reconstruction (3 s.h.) narrative of American history. Beginning with A study of the United States from the 1830s– the American Revolution, and ending with 1880s. This course examines the causes and World War I, this course emphasizes the consequences of the Civil War, political conjunction of place and time in influencing implications of disunion, national and regional the development of different frontiers, while at understandings of slavery and race including the same time examining what factors were

121 common to all American frontiers. Problems focus on the intertwined relationships of law, to be addressed include geography, race, gender, and prejudice in American technology, warfare, international politics, and immigration policy and practices. Field trip to Indigenous/European relations. New York City highly suggested.

222 History of American Art and 235 Body, Mind, and Spirit: Renaissance Architecture (3 s.h.) and Reformation Europe, 1350–1650 For course description, see ARTH 222 in the (3 s.h.) (T) Art History listing. This course focuses on the changes during three centuries that reshaped the European 224 Diplomatic History of the United States world: the devastation of the plague, a cultural (3 s.h.) explosion of artistry (theatrical, visual, and A study of the foreign relations of the United musical), the growth of learning and literacy States from the American Revolution to the through the spread of the printed word, the Iraq War. *Prerequisite: HIST 111 or HIST political power of newly centralized 112 or permission of Instructor. monarchies, the Protestant challenges to Catholicism, and the religious tensions that 227 History of the American South (3 s.h.) erupted into civil wars. At the same time, History of the American South from its intellectual and scientific discoveries altered founding to the present; its geography, old views of the human body, the universe, settlement, economy, politics, and culture. and the natural world. We will focus on the Focuses on the rise of sectionalism and intersecting topics of learning, instruction, secession, race and slavery, reform and Jim education, and acquisition of skills as we Crow, reconciliation and modernization, civil explore the educational experiences of women rights, immigration, and the Sunbelt. and men in universities, convent and grammar schools, guilds, and at home. 230 American Immigration History (3 s.h.) (D, R) 238 Tudor-Stuart England, 1450–1660 Watch a television news program or read a (3 s.h.) (R) newspaper’s opinion page, and it seems that An exploration of politics, culture, religion, someone will always be talking about and society. Topics include the Wars of the immigration. Whether in favor of open Roses, Parliament and monarchy, Henry borders or proposing to electrify the fence VIII’s marital and religious policies, Elizabeth between the United States and Mexico, it I’s court, the Civil War, family, sexuality, and seems that these debates are a major issue of gender. Recommended for students taking our time. But the issue of immigration and the English literature courses and the Virginia role of immigrants within the United States is Program at Oxford. not a new question: since 1790, the United States have decided who can and who cannot 239 Voices of Protest and Authority: (legally) immigrate to the United States. The Europe 1600–1800 (3 s.h.) (O) goal of this course is to demonstrate the An exploration of the controversies that historic role of immigrants in the United divided Europeans during the Enlightenment. States; to examine the hardships and prejudice Through texts and images of the period, we they have faced; and to explore strategies for will explore debates on the nature of political adapting and thriving in their adopted power, absolutism, education, women, race, homeland. Throughout the course, we will and family. In addition the course will

122 examine the popular culture, satires, and fascism, the Spanish Civil War, and autobiographical accounts that challenged appeasement. Exploring European culture ideas of liberty, equality, and fraternity. through foreign-language films is a key component of the course. 241 British History to 1688 (3 s.h.) (H) British history from the Romans to the 247 Modern Europe, 1939–Present (3 s.h.) Glorious Revolution that introduces historical (I, R) methods, sources, and key debates among A study of Europe from the beginning of the historians. Topics include the Norman Second World War to the present. Topics invasion, English law, the monarchy, include World War II and the Holocaust, the medieval town and village life, women’s development of the Cold War, women’s roles, gender relations, the Reformation, the movements and culture wars, European Civil War, and Restoration. This course offers relations with the superpowers, the revolutions historical background for English literature of 1989, and German reunification. Exploring courses and for the Virginia Program at European culture through foreign films in Oxford. English is a key component of the course.

242 British History from 1688 (3 s.h.) (H) 255 The History of Russia (3 s.h.) (I) A survey of British history from the Glorious A survey of the Russian state from its Kievan Revolution to the present. Topics include the origins to the present. Topics include Peter the power of the landed elite, party rivalries, Great’s westernization program, the expansion imperial expansion, the role of women in of the Muscovite state under Catherine the politics and industry, and British cultural Great, the Russian Revolution, Lenin and myths. This course offers an historical Stalin, communism, and the current crises background for courses in English literature. within the former Soviet Union.

243 The French Revolution (3 s.h.) (T) 264 Introduction to the African Diaspora An intensive study of the first six years of the (3 s.h.) (T) French Revolution, 1789–1794. Explores A survey course that investigates the dispersal major events and figures; economic, social, of African peoples to Europe, the Caribbean, political, and intellectual conditions; and and the Americas since ancient times. We will interpretations of the accomplishments of the explore the processes of acculturation and era. No knowledge of French language is resistance among people of African descent required; however, students who do their and the connections and relationships between research in French can receive credit toward Africa and the rest of the world. Major themes the French major. A key component of the include race and culture, the Mediterranean course is participation in all discussions and and Atlantic Slave Trades, African Liberation, projects. and interactions between diasporic Blacks and Africans. 246 Europe in the Twentieth Century, 1900–1939 (3 s.h.) (I, R) 265 Survey of African-American History to A study of Europe from the early twentieth 1877 (3 s.h.) (D, R) century to the outbreak of the Second World This course presents a chronological survey of War. Topics include the Great War and principal events in African-American History Russian Revolution, women’s movements, from its beginning in Africa, through the Civil sexuality and gender relations, the rise of War with particular focus on how Blacks

123 experienced, and responded to, the “peculiar history such as archaeology, oral, family and institution” of slavery in the Caribbean, local history, or special topics. Emphasis Central and South America and the United placed on class discussion and presentations. States. We will examine the development of Limited enrollment. slave culture, formation of free communities, rise of abolitionism, and life in the immediate 302 Virginia History (3 s.h.) (D, R) post-Emancipation era discussed with A survey of Virginia life and culture during emphasis on the action and experiences of the first four centuries of the colony and people of African descent. The African- commonwealth. Students conduct research American experience was not monolithic; about specific events or topics in Virginia location, condition of servitude, class, and history and present their findings in a research gender must all be considered when analyzing paper. *Prerequisite: HIST 111 or HIST 112 the African-American past. or permission of Instructor.

266 Survey of African-American History 325 Jacksonian America (3 s.h.) (T, W) from 1877 (3 s.h.) (D) Jacksonian America looks at a volatile and Using lectures, reading and writing exciting period in American history assignments; in class discussion and structured considering the theme of Democracy and debates this course surveys the history of Division, questioning how nationalism and African Americans from the end of participatory democracy can be fostered when Reconstruction to the present. The course faced with challenges (and opportunities) of critically analyses decisive political, social, considerable gender, racial, regional, class, and cultural events specific to African- and religious divisions. Students will learn American History through the examination of how to locate, evaluate, and utilize primary primary and secondary sources. Emphasis is and secondary sources to hear these diverse placed on the construction of “race” in each historical voices. Through guided steps, period as well as the diversity of the Black students will hone research and writing skills experience in America. by turning their source findings into effective thesis arguments. 267 History of the Harlem Renaissance (3 s.h.) (D) 340 Revolutionary Europe, 1789–1901 This course surveys the cultural, political, (3 s.h.) (W) literary, and artistic activities and celebrated Topics include the French Revolution, figures from the Harlem Renaissance era, late Napoleon, industrialization, Marx, political 1910s to mid-1930s. We will analyze the ideologies, suffrage movements, women, and unprecedented artistic outpouring of this era; the family. how politicians, civil rights activists, writers, artists, musicians, and ordinary people explore 346 European Women’s History from 1700 the character of the “New Negro”; and the (3 s.h.) (G, R) implications of race, gender, and skin color. With an emphasis on primary sources and This course will use primary source class discussion, we examine women’s lives in documents, documentaries and music to study the workplace, at home, in the professions, this era. and in politics. Topics include the education of women, laws governing marriage and 277 Colloquium (3 s.h.) property, women’s family relations as wives Colloquia focus on specialized methods in and mothers, and the dynamics of class and

124 gender. *Prerequisite: one of HIST 102, HIST The Public History minor prepares students 242, HIST 246, HIST 247; or permission of for professional careers at museums, instructor. presidential libraries, historic birthplaces, volunteer organizations, professional non- 365 History of the Civil Rights Movement profits, such as the National Trust for Historic (3 s.h.) (T) Preservation, and government agencies, such The struggle for African Americans to enjoy as the National Park Service and the National the rights of United States’ citizens has been Archives and Records Administration. Public an arduous battle waged in the face of historians also work as consultants, write systematic racism and domestic terrorism. commissioned histories, and research and This course analyzes the history of the direct film, radio, and television productions. American Civil Rights Movement (1940– The minor also provides prospective teachers 1965) placing emphasis on the following: The with resources and ideas for enriching involvement of ordinary citizens; the activities to support teaching history beyond centrality of religion in the movement; the classroom. decisive events and personalities; tactics; and consequences of the contemporary civil rights Requirements for the Minor in movement. This course will use primary Public History source documents, documentaries and music 21 semester hours in order to study this important protest Four of the following: ARTM 340, HPUB movement. *Prerequisite: one of HIST 112, 230, HPUB 300, HPUB 287, or HPUB 387 HIST 302, HIST 266; or permission of Two History courses at the 200-level or above instructor. One of the following: HISP 226, FILM 119, FILM 264, INT 251, or BUAD 200 400 Senior Seminar (3 s.h.) (M) An examination of the method of historical analysis and its specific application to a Public History Course research problem. Students prepare and Descriptions defend their senior history seminar paper 230 Introduction to Public History (3 s.h.) during the course. Research theme varies from (C, R) year to year. *Prerequisites: HIST 101, HIST The practice of history in museums, archives, 102, HIST 111, HIST 112. Students must have business, media, parks, historical societies, a minimum GPA of 2.0 in history courses and government agencies, including before enrolling in HIST 400. theoretical and practical issues confronting public historians today. Readings and guest Note: Directed inquiries, teaching lecturers address questions of audience and assistantships and internships in history can be authority in collecting and presenting history. arranged on an individual basis. Students explore the relationship between history and national, communal, and personal memory and the role politics can play in public history.

History — Public 300 Special Topics in Public History (3 s.h.) Amy Tillerson-Brown, coordinator (C, R) Special Topics in Public History is a seminar course that focuses on an aspect of the field of

125 public history. Students learn how to apply the arts or business major. The curriculum research, analysis, and writing skills of a provides students with a thorough historian to develop and complete a project understanding of human resource management which can benefit an audience outside of theory and practice and allows them the traditional academia. opportunity to select specific courses of interest based on their career goals and 287, 387 Internship (3 s.h.) objectives. Internships consist of 150 hours of practice in such areas as cultural resource management, Requirements for the Minor in cultural tourism research, curatorial services Human Resource Management and material culture, digital history, educational programming, exhibit design, Undergraduate residential programs and historical interpretation, and management of MBU Online Programs archives. In addition to their other activities, students keep a journal of their work 18 semester hours experiences. Students may work at a variety of BUAD 200 Management Principles approved organizations in Staunton or BUAD 302 Managing Human Resources elsewhere. PSYC 205 Techniques of Counseling and Psychotherapy (Note: PSYC 101 or 111is a prerequisite for PSYC 205) Plus one of the following: Human Resource BUAD 202 Organizational Behavior and Management Interpersonal Communication Claire Kent, coordinator PSYC 245 Industrial/Organizational Psychology* Human Resource Management (HRM) focuses on the recruitment and management of Plus one of the following: an enterprise’s greatest resource — its human BUAD 266 Social Trends and their Impact on capital. It is the organizational function that Business deals with issues related to people such as BUAD 305 Global Business compensation, hiring, performance BUAD 307 Business & Society management, organization development, COMM 280 Intercultural Communication safety, wellness, benefits, employee ECON 247 Global Labor Issues* motivation, communication, administration, and training. In order to maximize Plus one of the following: organizational effectiveness, human potential BUAD 350 Project Management for a — individuals’ capabilities, time, and talents Sustainable Impact — must be managed. Human resource BUAD 387 Business and Civic Engagement management works to ensure that employees Internship are able to meet the organization’s goals. BUAD 395 Business Practicum PSYC 302 Psychological Testing (Note: If you think your career path may lead you PSYC 220 or 250 is a prerequisite for PSYC into leadership or organizational development, 302) then the Human Resource Management minor PSYC 313 Applied Behavioral Analysis* may be the ideal supplement to your liberal REL/COMM 237 Mediation: Theory and Practice*

126 *Not offered online verbal communication skills and how to utilize them in a professional setting. Learners will conduct informational interviews, create strong resumes and cover letters, design an effective Interdisciplinary Studies LinkedIn page, complete a mock interview, Anne McGovern, director begin to build a professional network, and learn professional presentation skills. Learners will Courses within interdisciplinary studies derive access tools to explore and understand the their literature and methodologies from more world of work and take a closer examination of than one discipline. the options that are most intriguing to them. Second-year students may take this course Interdisciplinary Course during the fall semester. Descriptions MBU 101 Planning your MBU Degree BOLD 101 Baldwin Opportunities for (0.5–1 s.h.) Leadership and Development (.5 s.h.) This course emphasizes academic readiness, BOLD 101 is a one semester seminar taken by self-efficacy, and responsible connection to first-year students in undergraduate residential and participation in the Mary Baldwin programs. An important part of successful Community. Encourages students to use college transition, students will come to resources at the college in an informed and understand themselves in relation to the larger intentional manner, to foster productive Mary Baldwin community, and as scholars in relationships, to support academic success, pursuit of specific goals and outcomes. This and to facilitate understanding of the value of seminar is an opportunity for self-discovery, an education at MBU. for understanding the liberal arts in relation to Course sections in Baldwin Online and Adult self and career, and for establishing Programs also emphasize skills necessary for meaningful relationships with others on your successful adult learners, including navigating Boldly Baldwin journey. First-year students degree planning, using online technology, and take this course during the fall semester. understanding the philosophy and policies of the university. Students take this course their BOLD 102 Baldwin Opportunities for first semester at Mary Baldwin. Leadership and Development (.5 s.h.) A continuation of BOLD 101, 102 is a one MBU 102 An Investigation of the Arts term seminar taken by students in (1 s.h.) undergraduate residential programs during the This course introduces first-year students in spring semester of the first year. Students specific programs (Honors, PEG, Shakespeare continue their path of self-discovery, and and the Performing Arts, and the Arts begin to explore the connections between Gateway) to the liberal arts, using liberal arts and career/professionalism. Shakespeare as an integrating theme. BOLD 201 Preparing for Professional Life MBU 105 Success as an Adult Learner (1 s.h.) (1 s.h.) In BOLD 201, learners begin the crucial task of Required of students entering the Baldwin understanding the range of careers available Online and Adult Programs from Mary and considering which careers will best align Baldwin residential programs and with their interests and needs. Learners will recommended for Online and Adult students gain an in depth understanding of written and

127 returning after an extended time period. address the major academic and personal skill Focuses on the skills students need to be areas that affect student performance and successful adult learners, including developing quickly intervene with changes that can work self-awareness, cultivating independent across genres and academic disciplines. The learning skills, navigating degree planning, class will address strategies for dealing with using online technology, and understanding lengthy and complex readings, increase the philosophy and policies of Mary Baldwin student fluency in academic writing, University. Students must have already strengthen the analytical and evaluative skills completed MBU 101 or BOLD 101; taken in of scholarship, and develop individual plans to first semester. meet academic goals.

INT 103 Information Literacy (1 s.h.) (R) INT 130 Introduction to American Culture Required for graduation. This course will (3 s.h.) develop the research and critical thinking Survey of the history and culture of the United skills necessary for academic success. States designed specifically for international Information literate students recognize when students. Students will receive a broad history information is needed and know how to of the American nation since the colonial locate, evaluate, and use that information period, with a focus on such key episodes and effectively in academic and other settings. movements as the Revolution and founding of Topics covered include information creation, the nation, the Civil War, the industrial finding different types of information in a revolution of the late 1800s, America’s variety of resources, and appropriate use and emergence in global politics, the civil rights citation of information. Skills learned are movement, American feminism, and other common to all disciplines and lifelong modern developments. Students will also learn learning. about Staunton and Mary Baldwin University, set within this larger historical context. INT 118 Principles for Sustainable Living (3 s.h.) (T) INT 155 Permeable Borders (3 s.h.) (D) Sustainability means the capacity to endure. A multi-faceted course that utilizes the areas Sustainable living incorporates not only the of art, human rights, education and social and choices we make but also the impact we have political awareness. Mary Baldwin University on the future quality of our environment and students and faculty will collaborate with the lives of the next generation. Each student immigrant and other minority communities in will examine readings, complete assignments and around Augusta County on projects that and engage in discussion about how their lives will help to create a cultural bridge between can be enhanced through eco-friendly health the mission and activities of Walls of Hope, and consumer choices. Course materials will Perquin, El Salvador and the underserved integrate discipline materials from economics, communities of Staunton and Augusta psychology, sociology, ecology and health in County. order to inform the study of sustainability. Students will identify and plan for a INT 165 Earth Science (3 s.h.) (N, Q) sustainable and an enhanced quality of life. Earth science encompasses the geology, chemistry, biology, and physics of our planet. INT 120 Essentials of Scholarship (3 s.h.) Environmental degradation, natural resources, This course is designed for students who are energy, climate change, and geologic hazards facing academic challenges. It is designed to are among the most pressing issues facing

128 society in the 21st century. This course offers BUAD/ECON/HCA/POLS 222. an introductory survey of earth science *Prerequisite: Sophomore standing. through a survey of geology, oceanography, meteorology, hydrology and the study of the INT 230 History and Theories of solar system, with a focus on terrestrial- Leadership (3 s.h.) oriented processes that shape and have shaped Students develop a broad understanding of the our planet. Topics include formation, practice and process of leadership by evolution, structure, and composition of the enhancing knowledge and application of Earth, plate tectonics and the rock cycle, water leadership theories, styles, attributes and and nutrient cycles, climate change, energy skills; as well as by exploring the factors that and policy. This course is intended for the influence effective leadership including non-science major. gender, race, power, culture, and ethics. Additionally, they view leadership through the INT 200 Resident Assistant Training (1 s.h.) lenses of various disciplines in the social The resident assistant’s role as a peer sciences. This course is required for all counselor in the college residence halls is students seeking a minor in leadership studies facilitated through sessions in student including all students in the Virginia development theory, values clarification, Women’s Institute for Leadership. women’s health issues, sexuality, crisis intervention counseling, alcohol and drug INT 251 The Writer in the World: concerns of college students, leadership Professional Writing (3 s.h.) (C, W) training, small group communications, Application of rhetorical principles in drafting conflict mediation, and basic counseling skills. and revising professional documents. Case Required for all first-year resident assistants. studies examine common genres of writing in This course is offered on a pass/fail basis. communities and workplaces: proposals, reports, electronic mail, web content, issues INT 213 Bailey Colloquium (3 s.h.) (T, R) papers. Students gain appreciation for the The Bailey Colloquium is a small interacting demands of content, audience, and interdisciplinary honors seminar that counts structure and learn to use their writing time toward the Honors Degree. It is open to Honor more effectively. *Prerequisites: ENG 102 or Scholars; other strong students may be equivalent, or permission of instructor. admitted at the discretion of the professor. The colloquium fosters creativity and independent INT 258 Globalization and its Impact on thinking. Topics vary. World Affairs (3 s.h.) Introduction to the concept of globalization INT 222 Social Science Statistics (3 s.h.) (Q) and its economic and political impact on Students learn how to correctly interpret data selected countries and regions. tables, download data from online databases, manipulate the data in a spreadsheet, and INT 266 Social Trends and Their Impact analyze social science and business data with on Business (3 s.h.) Excel, SPSS, and Systat statistical software. Introduces students to the significance of Through an understanding of sampling, sociocultural, political, and environmental distributions, and summary statistics, students trends and their impact on how business acquire the means to understand and evaluate opportunities can grow or be hampered. quantitative reasoning in corporate, Emphasizes a triple bottom line viewpoint government, and news reports. Cross listed as while focusing on social trends such as the

129 changing face of America, the Green reflection, and experimentation to develop movement, globalization, technology and your leadership skills. The goals include communication upgrades, and changes in the understanding how leadership affects workforce. Twenty-hour service component organizational performance and identifying required. Cross listed as BUAD 266. those leader practices that are most effective in getting desired results. Students explore INT 268 Truth, Beauty, and Persuasion: executive leadership, team leadership, process Histories and Theories of Writing and improvement, and shared leadership while Rhetoric (3 s.h.) (H) relating these concepts to their experience in Introductory survey of high points in the leading an organization. This course is Western tradition of writing and rhetoric, required for all students pursuing a minor in including ancient Greece and Rome and the Leadership Studies. rise of English rhetoric during the Renaissance. The course also provides attention to evolving assumptions about text and authorship from the Enlightenment International Affairs through the 20th century, with a speculative look forward. *Prerequisite: ENG 102 or Laura Van Assendelft , coordinator equivalent. Mary Hill Cole, Amy Diduch, Amy Miller, Marina Omar, Abigail Wightman INT 270 Teaching Writing: Introduction to Theory and Practice (3 s.h.) (W) Requirements for the Major in Introduction to the major developments in the International Affairs history of writing instruction in the U.S. as 39 semester hours well as composition studies and writing One year (two semesters) of one foreign pedagogy. Students will practice collaborative language at the intermediate level or above writing and research, and, through observation ANTH 120 Cultural Anthropology and practice in MBU’s Writing Center, gain ECON 101 Principles of Microeconomics first-hand experience assisting student writers ECON 102 Principles of International and across the curriculum. Students who complete Macroeconomics this course and meet additional requirements POLS 112 International Relations may apply to work in the College’s Writing INT 222 Social Science Statistics Center. Offered 2017-2018. *Prerequisite: One Course in Research Methods: ECON 301 ENG 102 or permission of instructor. Advanced Data Analysis; Math 233 Statistical Methods I (Note: Additional courses INT 287, 387 Internship (credit varies) recommended) (C: 387 only) POLS 400 Senior Seminar OR ECON 401 Internships provide practical experiences in Senior Project (Note: ECON 401 requires working with professionals in field additional prerequisites) experiences and positions of responsibility on campus under the supervision of a faculty Choose two ECON electives: sponsor. • ECON 210 Food Population and Technology • ECON 232 Topics in Economic INT 330 Exploration of Leadership Development Development (3 s.h.) • ECON 253 International Trade This is an exciting opportunity to use action, • ECON 254 International Finance

130 • ECON 310 Global Labor Economics Japanese Course Descriptions 101, 102 Beginning Japanese (4 s.h.) (F: Choose two POLS electives: both 101 and 102) POLS 128 U.S. Foreign Policy • An introduction to the Japanese language with

• POLS 215 Politics of Developing Nations emphasis on understanding, speaking, reading,

• POLS 311 Civil Wars and Ethnic Conflict and writing. Students will be introduced to the kana writing system as well as elementary Choose two Area Studies electives: Chinese characters (kanji). Students must also

register for a language lab connected with Africa each course. JPNS 101 offered in the fall • POLS 295 Democracy in Africa and Latin semester; JPNS 102 in spring semester. America

• HIST 264 African Diaspora 201, 202 Intermediate Japanese (4 s.h.) (F: both 201 and 202) Europe Students continue to develop skills of reading, sh History from 1688 to the • HIST 242 Briti writing, and speaking of Japanese. Students present must also register for a language lab 1939 • HIST 246 Europe 1900– connected with each course. *Prerequisites: present • HIST 247 Europe 1939– JPNS 101, JPNS 102. JPNS 201 offered in the

• HIST 255 History of Russia fall semester; JPNS 202 in spring semester. Asia and the Middle East • AS/REL 212 Asian Religions • AS 246 Modern Japan • AS 247 Modern India • AS 251 Gender in Asian Cultures • AS 253 China in the Developing World Leadership Studies Roderic Owen, coordinator

Leadership Studies is a multi-disciplinary field combining theory and applied coursework in a Japanese variety of organizational and cultural contexts. Noriko Donahue The Business & Professional emphasis is designed for students who are aspiring Students learn to read, write, and speak entrepreneurs, future heads of non-profits, and Japanese through the intermediate level, There organization leaders. The emphasis on is no major or minor in Japanese; however, Community and Social Change is for students interested in Japanese Studies should motivated students in any field who are see the Asian Studies section in this catalog interested in social action – enhancing their for information on the Asian Studies minor. belief that direct intervention in community Students wishing to advance their knowledge change is possible and consequential as well of Japanese are invited to spend a semester or as teaching the skills and theory necessary to a full year at one of MBU’s sister schools in bring about such change. The military Japan: Doshisha Women’s College, Kansa leadership emphasis is for VWIL students Gaidai, or Soka University. who will commission into the one of the armed services. An internship is required for all military emphasis minors and is an optional

131 upper-level 3 s.h. elective for the other two Note: up to 3 s.h. may be used to substitute emphasis areas. for one course in one of the two leadership emphasis areas above. These include BOLD All VWIL students are required to complete 101, MS 109, MS 110, MS 209; other ROTC the leadership minor as part of their overall 1 and 2 s.h. leadership-oriented courses may leader development program. This minor is also contribute. also open to all MBU students and may complement both professional and liberal arts Military Leadership Emphasis majors. All VWIL students commissioning for the military must complete this Military Requirements for the Minor in Leadership emphasis (9 s.h.) Leadership Studies ROTC 3XX 21 semester hours ROTC 4XX INT 230 History and Theories of Leadership INT 287/387 INT 330 Exploration of Leadership Development Certificate in Leadership Studies One of the following: PHIL/REL 225 Martin Luther King and a The certificate is available to degree-seeking Philosophy of Civil Rights students also involved regularly in volunteer PHIL 235 Ethics, Community, and Leadership or campus activities or who have significant REL/COMM 237 Mediation and Conflict work experience. Adult learners may be either Resolution: Principles and Practices degree-seeking or non-degree-seeking students. One of the following: COMM 100 Public Speaking Requirements for the COMM 280 Intercultural Communication Certificate in Leadership THEA 111 Voice, Diction, and Oral Reading Studies Emphasis requirements (see below) 21 semester hours INT 230 History and Theories of Leadership Business and Professional Emphasis INT 330 Exploration of Leadership Three of the following: BUAD 200, BUAD Development 202, BUAD 250, BUAD 266, BUAD 307, BUAD 287/387, CJ 235, HCA 101, HCA 235, One of the following: HCA 245, REL 222, or SOWK 353. PHIL/REL 225 Martin Luther King and a Philosophy of Civil Rights Community and Social Change PHIL 235 Ethics, Community, and Leadership REL/COMM 237 Mediation and Conflict Emphasis Three of the following: CE 281, ECON 215, Resolution: Principles and Practices HIST 203, HIST 265, HIST 266, HIST 302, HIST 365, PHIL 320, POLS 220, REL 231, One of the following: REL 232, SGS 261, SGS 275, SOC 112, SOC COMM 100 Public Speaking 210, SOC 240, or SOC 248 COMM 280 Intercultural Communication THEA 111 Voice, Diction, and Oral Reading

132 Business Emphasis Liberal Arts and Three of the following: BUAD 200, BUAD 202, BUAD 250, BUAD 266, BUAD 307, Interdisciplinary Studies BUAD 287/387, CJ 235, HCA 101, HCA 235, HCA 245, REL 222, or SOWK 353. Please see College of Education

Community and Social Change Emphasis Three of the following: CE 281, ECON 215, Management HIST 203, HIST 265, HIST 266, HIST 302, Claire Kent, coordinator HIST 365, PHIL 320, POLS 220, REL 231, Management focuses on getting people REL 232, SGS 261, SGS 275, SOC 112, SOC together to accomplish desired goals. It 210, SOC 240, or SOC 248 includes the functions of planning, organizing, staffing, leading, and controlling. It also Note: up to 3 s.h. may be used to substitute encompasses the deployment and use of for one course in one of the two leadership human resources, financial resources, emphasis areas above. These include BOLD technological resources, and natural resources. 101, MS 109, MS 110, MS 209; other ROTC At Mary Baldwin, we approach this discipline 1 and 2 s.h. leadership-oriented courses may with an eye towards creating a sustainable also contribute. business culture while giving students a well- rounded view of basic management principles. Military Leadership Emphasis A minor in Management will give students Required courses: from across the college community the tools INT 287/387 to see the business world in an entirely new ROTC 3XX way. ROTC 4XX Requirements for the Minor in Note: The Military Leadership Emphasis is only available to students seeking Management commission. Undergraduate residential programs and MBU Online Programs Civic Engagement Opportunities Students pursuing this minor have three 18 semester hours options for practical experience: service in a BUAD 200 Management Principles non-profit community-based or advocacy BUAD 208 Accounting Principles organization, participation in field training for one of the U.S. armed forces, or a business Plus two of the following: internship. In each case the experience focuses BUAD 202 Organizational Behavior and on organizational leadership and specific Interpersonal Communication leadership skills of both student and employer BUAD 220 The Legal Environment of that serve a larger community-oriented Business mission. BUAD 250 The Female Executive: Strategies in the Workplace ECON 310 Global Labor Economics* INT 230 History and Theories of Leadership

133 Plus two of the following: media, as well as with the Office of External BUAD 302 Managing Human Resources Affairs. BUAD 305 Global Business • Class projects require production of BUAD 306 The Entrepreneur materials, including short documentaries, BUAD 350 Project Management for a news releases, and integrated marketing Sustainable Impact communication campaigns, for nonprofit INT 330 Exploration of Leadership organizations, such as Wild Virginia, the Development Community Childcare Center, and Project Grows. Note: Students majoring in Business with an • Seniors may choose a civic or global emphasis in sustainability and minoring in engagement focused case study, thesis, or a management need to select their courses project, e.g., developing the social media plan carefully in order to avoid more than a two- for a Veterans Administration Hospital. course overlap between a major and minor. Requirements for the Major in *Not offered online Marketing and Communication

Undergraduate residential programs and Marketing and MBU Online Programs Communication 45 s.h. with emphases in either Integrated Bruce Dorries, Claire Kent, and Catherine Marketing (Undergraduate residential Ferris McPherson, coordinators programs and MBU Online Programs) or Communication Studies (Undergraduate This interdisciplinary field combines residential programs) integrated marketing and communication studies. Students develop skills in oral 9 courses required for both tracks, 27 hours: presentation, writing, critical thinking, and ART 117 Software in Visual Arts: In Design, visual literacy. They also acquire knowledge Photoshop, Illustrator about the media, market research, audiences BUAD 202 Organizational Behavior and and consumer behavior. The major prepares Interpersonal Communication students for work in a wide range of careers in BUAD 230 Marketing Principles business, mass media, nonprofits, graduate COMM 100 Public Speaking school, as well as to pursue their passions in COMM 115 Mass Communication civic and global engagement. INT 222 Social Science Statistics MKTC 300 Persuasive Campaigns Civic Engagement and International MKTC 387 or COMM 387 Internships Experience MKTC 400 Senior Seminar • Internships provide non-profit organizations and governmental offices with public *Note: MKTC 401 Independent Research relations, advertising, video production, may serve as a required course for some writing, and editing. Examples: public students who meet discipline requirements. relations work for LEARN (the local literacy council), special event preparation and media Students with an emphasis in relations work for Riverfest, an environmental Communication Studies, choose six (6) teach-in, and Staunton Earth Day. courses from: • Students may conduct internships with local COMM 221 Media Writing

134 COMM 240 Advertising Marketing is defined by the American COMM 245 Social Media Marketing Association as the activity, set of COMM 260 Public Relations institutions, and processes for creating, COMM 280 Intercultural Communications communicating, delivering, and exchanging FILM/COMM 119 Video Production offerings that have value for customers, FILM/COMM 219 Advanced Video clients, partners, and society at large. Production Marketing practice tends to be seen as a FILM/COMM 264 Screenwriting creative industry, which includes research, INT 251 Professional Writing advertising, distribution, and selling. At Mary INT 268 Rhetoric and Writing Baldwin, students will view the marketing MKTC 401 Supervised Research function through the lens of sustainability and REL/COMM 237 Mediation and Conflict creating ethical and socially responsible Resolution: Principles and Practices business practices.

OR The importance of marketing oneself or one’s business cannot be underestimated. The Students with an emphasis in Integrated marketing minor allows students across the Marketing choose six (6) courses from: university to add this important skill set to any ART 218 Production for Print major they may choose to pursue, including BUAD 334 Multi-Cultural Marketing in business. This exciting curriculum will focus America on the theory and practice of marketing and its BUAD 336 Cross-Cultural & Global importance to any industry or organization. Marketing BUAD 338 Marketing Research BUAD 362 Consumer Behavior Requirements for the Minor in COMM 221 Media Writing Marketing COMM 240 Advertising COMM 245 Social Media Undergraduate residential programs and COMM 260 Public Relations MBU Online Programs FILM/COMM 119 Video Production 18 semester hours INT 251 Professional Writing BUAD 104 Perspectives on Sustainability MKTC 401 Supervised Research BUAD 230 Marketing Principles SOC 320 Sociological Research Methods BUAD 338 Marketing Research BUAD 362 Consumer Behavior Students should consult with their advisor to COMM 240 Advertising determine course selections best suited to their desired career path. Plus one of the following: RECOMMENDED (but not required): BUAD 334 Multi-Cultural Marketing in BUAD 208 Accounting Principles America BUAD 250 Female Executive BUAD 336 Cross-Cultural and Global Marketing Minor in Marketing Minor in Communication Claire Kent and Catherine Ferris McPherson, coordinators Please see Communication

135 Marketing and Communication 240 Advertising (3 s.h.) Course Descriptions Examines the history, functions, practices, and criticism of advertising. Students learn the 100 Public Speaking (3 s.h.) (O) creative process of the profession, as well as The theory and practice of public speaking in ways to become more critical consumers of a variety of professional and social contexts, commercial messages. Cross listed as MKTC focusing on how presentations can transform 240. Recommended background: COMM 100. speakers and audiences by creating an environment for the civil exchange of ideas, 245 Social Media (3 s.h.) experiences, and opinions. Develops knowledge and skills needed to

understand, critique and implement social 115 Mass Communication (3 s.h.) (S) media strategies for organizations as well as An exploration of media culture includes the individuals. Focuses on professional and history, economic structures, and special ethical use of social media. Topics include: issues associated with various media history of social media, critical analysis of industries. Enhances media literacy and relationships between social media and explores how culture influences and is audiences, and relationships with traditional influenced by media. media, as well as strategic communication,

and entrepreneurism on line. Class will 119 Introduction to Film/Video develop projects for nonprofit organizations. Production (3 s.h.)

For course description, see FILM 119 in the 260 Public Relations (3 s.h.) Film listing. Covers the development and role of public

relations and its centrality in democratic 202 Organizational Behavior and societies. Students learn practices of the Interpersonal Communication (3 s.h.) profession, strategies and tactics, and how to For course description, see BUAD 202 in the implement a campaign. Includes the important Business listing. role of research in public relations and related

theory. Study of business and media writing 221 Mass Media Writing (3 s.h.) (W) and a community service-learning project on An introduction to the basics of media writing, behalf of a nonprofit organization. Cross listed covering a variety of writing styles, including as MKTC 260. Recommended background: journalism and public relations. Provides COMM 100. practical experience in writing, editing, and meeting deadlines. 280 Intercultural Communication (3 s.h.)

(I) 229 Advanced Film/Video Production Course serves as an introduction to the field (3 s.h.) by looking at the practical application of For course description, see FILM 229 in the theory and research. Study focuses on the Film listing. importance of culture in our everyday lives,

and the ways in which culture interrelates with 237 Mediation and Conflict Resolution: and influences communication Principles and Practices (3 s.h.) (O) processes. General topics including: identity, For course description, see REL 237 in the perception, communication accommodation Religion listing. skills, linguistic differences, stereotyping, and

136 intercultural communication in education, 400 Marketing and Communication Senior medicine and business. Seminar (3 s.h.) (M) Practice in the conduct and presentation of a 300 Persuasive Campaigns (3 s.h.) marketing or communication case study, and Course investigates a broad range of development of a professional portfolio. This campaigns for products and services, politics, capstone experience in the major includes an public health, and social movement causes. assessment of student’s cumulative knowledge Case studies and persuasion theories help of the discipline. students understand integrated marketing communication strategies and tactics as well 401 Independent Research (3 s.h.) as ethical issues related to persuasion. Cross Individual students may qualify to conduct an listed as COMM 300. independent research thesis or project demonstrating understanding of 334 Multicultural Marketing in America communication and marketing issues. Topic (3 s.h.) (D) of student’s choice in agreement with the For course description, see BUAD 334 in the instructor. *Prerequisites: consult discipline Business listing. coordinator.

336 Cross Cultural Global Marketing (3 s.h.) (I, W) For course description, see BUAD 336 in the Business listing.

338 Marketing Research (3 s.h.) Mathematics For course description, see BUAD 338 in the John Ong, department head Business listing. Joseph Johnson, Christy Lowery-Carter, Mike

Riddell, Kari Salois 362 Consumer Behavior (3 s.h.) For course description, see BUAD 362 in the The mathematics curriculum at Mary Baldwin Business listing. emphasizes the development of a student’s ability to think and engage in the process of 387 Internship in Marketing and problem solving. Techniques associated with Communication (3 6 s.h.) – logic, analysis, data manipulation, computing, A communication-based, practical learning pedagogy, and the understanding of experience that bridges the academic and mathematical assumptions and structures are professional worlds. The student identifies the taught. Students will be exposed to both pure internship and negotiates the nature of her and applied mathematics, gaining analytical responsibilities with the supervising and practical skills necessary for succeeding organization, which works with the in industry, as an educator, or in graduate supervising professors to evaluate the school. student’s performance. Internship-agreement contract must be finalized before a student begins working with an organization. The Requirements for the Bachelor major is required to complete a three- of Arts in Mathematics semester-hour internship. 35 semester hours MATH 211

137 MATH 212 Education Emphasis, or elect to participate in MATH 231 a 3-2 program leading to the BA and a Master MATH 301 of Arts in Teaching (MAT) degree. Interested MATH 302 students should contact Dr. Ong or Dr. MATH 306 Johnson in the mathematics department in MATH 322 their first semester at college. Students in this MATH 398 program are encouraged to apply to be math MATH 401 tutors and are required to sign up for Math And additional courses in Math numbered 380, a teaching assistantship in mathematics. 2x/3xx to total 35 s.h. Note that a maximum of 3 s.h. of Math 380: Teaching Assistantship Requirements for the Bachelor may count toward the mathematics major. of Arts in Mathematics with Math Education Emphasis Requirements for the Bachelor 41 semester hours of Science in Mathematics MATH/ED 156 50 semester hours MATH/ED 158 All of the requirements listed for the BA, plus MATH 211 the following: MATH 212 PHYS 201 MATH 221 PHYS 202 MATH 231 MATH 2xx/3xx or 398 not counted in the BA. MATH 233 One other 200 or 300-level laboratory science MATH 250 course. MATH 301 MATH 322 Requirements for the Minor in MATH 380 Mathematics MATH 398 20 semester hours MATH 401 MATH 211 ED 115 MATH 212 MATH 231 The student’s senior project research topic And additional courses in Math numbered must be in the area of mathematics education. 2xx/3xx to total 20 s.h. Math 380 may not A member of the defense committee must be count toward the minor. from the education department.

For graduate study in mathematics: Program in Applied MATH 211, MATH 212, MATH 221, MATH Mathematics 231, MATH 233, MATH 250, MATH 301, MATH 302, MATH 304, MATH 306, MATH 311, MATH 322, MATH 370, MATH 398 in Please see Mathematics — Applied both the junior and senior year, MATH 401. Directed inquiry courses in Topology and Recommended Programs Complex Analysis are strongly recommended. Students in this program should also apply to For teachers of mathematics: be math tutors at the College. Students at Mary Baldwin University may obtain a BA in Mathematics with a Math

138 For graduate study in statistics or data 158 Geometry and Measurement for analytics: Teachers (3 s.h.) (Q) The course reviews concepts of geometry and Please see Mathematics – Applied section. measurement in the K-8 curriculum from a teacher and student perspective, with Mathematics Course particular attention to Euclidean geometry, Descriptions axiomatics, and deductive reasoning. Emphasis will be on exploration, inductive 155 Mathematics in Contemporary Society and deductive reasoning, problem solving, (3 s.h.) (Q) appropriate technology usage, and designing Students will investigate mathematical topics tasks to develop deeper understanding of in relationship to life in contemporary society. content as a student and future teacher. The course will emphasize quantitative Statistics will be addressed conceptually. In reasoning in the context of applications, addition, the course emphasizes the focusing on mathematical modeling and development of teaching styles with a focus critical analysis of real-world problems. on inquiry teaching and learning for the Topics to be covered may include basic concepts. Students will design tasks that foster probability and statistics, mathematical a deep understanding of geometry and modeling, finance, voting and appointment, statistics as they explore the concepts. Cross number theory and systems, and logic. listed as ED 158. Supplemental topics may be introduced depending on the interests of students enrolled 159 College Algebra (3 s.h.) (Q) in the course. Students are provided with a background in algebra appropriate for the application of 156 Numeration and Algebra for Teachers mathematics to other disciplines and for (3 s.h.) (Q) further study in mathematics. Topics include The course reviews content of the numeration, equations and inequalities, functions and computation & estimation, and algebra strands graphs, polynomial and rational functions, of the Virginia SOL for grades K-6 from a exponential and logarithmic functions, and teacher and student perspective. Students systems of equations. Emphasis is on logical develop deeper understanding of content, analysis, deductive reasoning, problem flexibility in solving problems, and an ability solving and modeling. *Prerequisite: MSAT to work with a variety of algorithms and 510 or MACT 20, or C- or higher in a Q manipulatives that are appropriate for this course. Fall and Spring semester. grade span. Representing abstract mathematical concepts in developmentally 171 Precalculus with Trigonometry (3 s.h.) appropriate ways is emphasized. Emphasis (Q) will be on exploration, problem solving, Algebraic, trigonometric, logarithmic and appropriate technology usage, and designing exponential functions are explored. The main tasks to develop deeper understanding of emphasis will be on developing trigonometric content as a student and future teacher. In functions and their properties, since they play addition, the course emphasizes the an indispensable role in the modeling of development of teaching styles with a focus physical phenomena and in the study of on inquiry teaching and learning for the calculus. Included is a MAPLE software concepts. Students will design tasks that foster project on modeling and problem solving. deeper understandings as they explore the concepts. Cross listed as ED 156.

139 *Prerequisite: MATH 159, MSAT 550 or of mathematics. *Prerequisite: MATH 211 or MACT 23. Fall and Spring semester. permission of instructor. Alternate years.

211, 212 Introduction to Calculus and 231 Discrete Mathematical Structures Analytic Geometry I, II (4 s.h. each) (Q) (3 s.h.) (Q) MATH 211 is required for mathematics This is an introduction to techniques of majors and recommended for majors in the theoretical mathematics. We will explore sciences and economics. We treat the basic logic, truth tables, deductive proof and the concepts of differential calculus and its principle of mathematical induction. applications, including limits, continuity, Algorithms, algebraic structures, discrete differentiation, the chain rule, the mean-value probability, counting methods, relations, and theorem, optimization problems, graph theory are also covered. Some of the antiderivatives, and the fundamental theorem topics have substantial application to of calculus. Transcendental functions are computer science. *Prerequisite: MATH 211. covered. *Prerequisite: Minimum C- in Fall semester. MATH 171. Fall semester. 233 Statistical Methods and Theory I MATH 212 develops the concept of the (3 s.h.) (Q) definite integral and its applications. An introduction to applied statistics and Integration of transcendental functions, theory. Topics include measures of central integration techniques, L’Hopital’s Rule, and tendency, discrete and continuous random improper integrals are covered. We complete variables, Normal distributions, Binomial the course with infinite series and the Taylor distributions, sampling distributions and the Polynomials.*Prerequisite: MATH 211. Central Limit Theorem, probability, Spring semester. correlation and regression, producing data from sampling and experiments, hypothesis 221 History of Mathematics: From Eulcid’s testing using the z, t, chi-square, and F Geometry to the 21st Century. (3 s.h.) (Q) distributions, confidence intervals, and This course examines the development of analysis of variance. The statistical software mathematics using a blend of chronological, package SPSS will be used to illustrate the cultural and historical great theorems material presented. *Prerequisite: B or higher approach. Topics include the conceptual and in INT 222 and MATH 159, PSYC 250, or axiomatic development of numeracy, MATH 211. Spring semester. geometry, algebra and calculus, as well as the development of reasoning and proof 234 Statistical Methods and Theory II throughout history. The first half of course is (3 s.h.) (Q) the axiomatic development of Euclid’s This is a second course in applied statistics geometry as expounded in the thirteen books and theory. Topics include analysis of of the Elements. We end the semester with variance, multiple linear regression, and focus given to differences between Euclidean nonparametric statistical methods. The and Non-Euclidean geometries. Throughout statistical software package SPSS will be used the course, students will explore and gain to illustrate the material presented. insight into the contributions made by various *Prerequisite: MATH 233. Offered as needed. cultures and significant individuals, including women mathematicians, in the global history 250 Mathematics and Programming (3 sh.) (Q)

140 In this course students examine mathematics iteration theory, numerical differentiation and through the lens of programming. In addition numerical integration, error analysis, stability to learning how to state and solve math and convergence of solutions. The computer problems in a programming language, the algebra system Maple is used. *Prerequisite: student will also learn some mathematics MATH 301 or taken concurrently. Alternate related to computer science topics. years. Comparison between different programming languages will be presented. Computer 306 Ordinary Differential Equations (3 s.h.) science topics might include computation, (Q) automata, programming paradigms, and This is the study of the theory and methods of complexity theory.*Prerequisite: MATH 211. initial value problems of first and second order Alternate years. equations as well as systems of first order linear equations with constant coefficients. 301 Multivariable Calculus I (3 s.h.) (Q) Methods such as integrating factors, Math 301 covers the first semester of undetermined coefficients, variation of Multivariable Calculus. Subjects include: parameters and the linearization of nonlinear vectors, the dot and cross product, functions of problems will be covered. Uniqueness and several variable, partial derivatives, chain rule existence questions will be discussed. in multiple variables, directional derivatives Differential equations is a powerful modeling and the gradient, and Lagrange multipliers. tool and can be applied to diverse areas of Next integration in two and three dimensions study including environmental and population including polar integrals will be covered. studies, radioactive decay, fluid flow, Time permitting, cylindrical and spherical epidemiology and much of engineering. coordinates will complete the Students will be required to make a course.*Prerequisites: MATH 212. Fall presentation in their area of interest. semester. *Prerequisite: MATH 212. Alternate years.

302 Multivariable Calculus II (3 s.h.) (Q) 311 Probability and Distribution Theory Math 302 is the second semester of (3 s.h.) (Q) Multivariable Calculus. Subjects include: Sample-point and event-composition methods continuation of multiple integrals from the for calculating the probability of an event; first semester, the calculus of vector valued Bayes’ rule; the binomial, geometric, functions, vector fields, integration over hypergeometric and Poisson probability vector fields, The Fundamental Theorem for distributions; mathematical expectations; Line Integrals, Green’s Theorem, Stoke’s moment-generating functions; Tchebysheff’s Theorem, and Gauss’s Theorem. Time theorem; continuous random variables and permitting, proof techniques in advance their probability distributions; multivariate calculus will be introduced.*Prerequisite: probability distributions; and functions of MATH 301. Spring semester. random variables. This course is recommended for students planning to work in 304 Numerical Analysis and Computing industry. *Prerequisites: 212. Offered as (3 s.h.) (Q) needed. This course surveys the techniques and algorithms of numerical computing, numerical 322 Linear Algebra (3 s.h.) (Q) solution of algebraic equations and differential This class develops the theory of vector spaces equations, interpolation, approximation, and and its underlying relevance to matrices and

141 systems of linear equations. Topics include the credit and all students who plan to attend vector space Rn, abstract vector spaces, graduate school in Mathematics must take elementary operations and systems of linear both courses. *Prerequisites: MATH 302, and equations, linear transformations, and MATH 322 or permission of instructor. Fall eigenvectors and eigenvalues. Emphasis is on semester. providing a bridge from the intuitive developments of lower level courses to the 401 Senior Seminar (3 s.h.) (M) more rigorous abstract courses in MATH 401 provides the structure under mathematics. All students will be required to which students complete their senior research make a presentation on an application area. projects. Students must sign up for 1 s.h. of *Prerequisites: MATH 211 and 231. Alternate Senior Seminar in the fall and 2 s.h. of Senior years. Seminar in the spring of their senior year. Each student completes a faculty-approved 370 Colloquium in Mathematics (3 s.h.) (Q) research project, writes a senior paper based Selected topics in higher-level mathematics on the results, and presents the results to the are offered which are not among our regular mathematics faculty. The student is required courses. The list below reflects the knowledge to write a paper and pass an oral examination and expertise of the current faculty and are on the theory related to her research area, as typical courses in an undergraduate well as propose her research project in the fall. curriculum. The colloquium is also used to She will perform her research in the spring introduce students to potential research areas. semester, and defend her senior research Topics include: Abstract Algebra II, Real project paper when done. This requirement Analysis II, Topology, Representation Theory, applies to Adult Degree Program students as Introduction to Homotopy Theory, Fourier well. *Prerequisite: MATH 398 or taken Analysis, Complex Analysis, Mathematical concurrently. Modeling, Partial Differential Equations, Women in Mathematics, Mathematics Note: Directed inquiries, teaching Pedagogy, Introduction to Functional assistantships, and internships are arranged on Analysis, Partially Ordered Groups, Graph an individual basis. Internships and teaching Theory, Problem Solving Seminar, and assistantships may include service-oriented Engineering Mathematics. Alternate years or work in the community for fulfilling civic through directed inquiry. engagement requirements.

398 Abstract Algebra I or Real Analysis I (3 s.h. each) (Q) MATH 398 alternates between abstract algebra one year and real analysis the next. Mathematics — Applied Both courses develop mathematical maturity John Ong, coordinator through the use of intuition, deductive logic and mathematical analysis. Abstract algebra Applied mathematics explores the connections studies the structures of axiomatic between mathematics and the physical world, mathematical systems such as groups, rings and uses mathematics in studying and solving and fields. Real analysis develops the real-world problems. In this interdisciplinary mathematical techniques necessary to major, students learn the techniques of understand the real line as well as functions on modeling, analysis, computing, simulation and the reals. MATH 398 may be repeated for data manipulation as applied to their area of

142 interest, such as engineering, biology, MBU-UVA cooperative program chemistry, physics, or economics. Students in Engineering (Option B) can pursue a BS with a major in applied Mary Baldwin University students may elect mathematics in three different ways, either at to participate in a dual degree program in the university or through the MBU-UVA engineering offered by the School of cooperative program in Engineering. Engineering and Applied Science at the University of Virginia. Qualified students The four year program in attend Mary Baldwin for three years and then, Applied Mathematics (Option A) based on their academic performance, are Students who are interested in the intersection accepted into the University of Virginia for of mathematics with another discipline at the two or more years of study, leading to a university should choose this option. Bachelor of Science degree in applied mathematics from Mary Baldwin University Requirements for the Bachelor and a master’s degree in engineering from the of Science in Applied University of Virginia. Interested students should contact Dr. Ong during their first Mathematics (Option A) semester at the university, and must sign up MATH 211 and complete the Calculus and Physics MATH 212 sequence during their freshmen year. MATH 231 MATH 233 Requirements for the Bachelor MATH 2xx/3xx MATH 301 of Science in Applied MATH 302 Mathematics (Option B) MATH 304 MATH 211 MATH 306 MATH 212 MATH 322 MATH 231 MATH 398 MATH 233 MATH 401 MATH 250 PHYS 201 MATH 301 PHYS 202 MATH 302 MATH 304 A minor in a discipline of interest. (Common MATH 306 disciplines include Biology, Chemistry, MATH 322 Physics, Business, Economics, Sociology, MATH 398 Philosophy, and Art and Literature, although MATH 401 most disciplines are possible.) CHEM 121 CHEM 122 Note: MATH 401 in this applied mathematics PHYS 201 program consists of an in-depth study of PHYS 202 mathematics in the student’s chosen minor. Plus 15 semester hours of coursework The committee formed for evaluating the transferred from the University of Virginia. student’s senior project must include both the Note: Credit that counts toward the master’s mathematics faculty and a member of the degree at U. Va. cannot be transferred. faculty from the minor discipline. Note: MATH 401 in this applied mathematics program consists of a study of partial

143 differential equations, or a comparable area of mathematics as applied to an engineering Military Science problem. The student will present her faculty- (U.S. Army ROTC) approved math 401 project in the spring of her third (last) year at the university. It is Mary Baldwin University offers the Military recommended that each student in the Science curriculum through the U.S. Army program complete an internship or a summer ROTC program conducted at Virginia Military course in engineering. Institute. The first two years of the program are open to eligible freshmen and sophomores. Participation at the junior and senior level is limited to cadets with Army ROTC advanced The four year program in level contracts. Applied Mathematics – 109 Introduction to the Army & Critical Statistics Emphasis (Option C) Thinking Students who are interested in statistical analysis or data analytics should choose this Credit Hours: 1 option. Orients cadets to information and Requirements for the Bachelor competencies that are central to a commissioned officer’s responsibilities in of Science in Applied today’s Army. Cadets will gain a basic Mathematics understanding of the Army values and culture, -Statistics Emphasis (Option C). officership and leadership skills. Cadets will also learn time management, health and MATH 211 physical fitness, critical thinking and basic MATH 212 military skills. Cadets will attend one field MATH 231 training exercise during the semester where MATH 233 they will focus on the practical application of MATH 234 the basic skills learned during the course. MATH 301 MATH 302 or MATH 250 110 Introduction to the Profession of Arms MATH 311 Credit Hours: 1 MATH 322 MATH 398 (preferably Real Analysis I) Continues to build upon the skills learned MATH 401 in MS 109 with greater emphasis on the PHYS 201 principles of ethical leadership. Cadets will PHYS 202 continue to learning the basics of leadership in Two electives in Applied Statistics from the demanding tactical scenarios. They will following courses: PSYC 250, ECON 301 or a practice and improve their basic military skills Biostistics course. There may be prerequisites in marksmanship, map reading and land for some of these courses. The student’s navigation and first aid. Cadets will attend one senior project research topic must be in the field training exercise during the semester area of Statistics. where they will focus on the practical application of basic military skills, and the use of teamwork in conducting collective tasks.

144 209 Innovative Team Leadership cadets for their responsibilities as Army officers. Emphasis is placed on the practical Credit Hours: 1 application of leadership and the mastery of effective planning, organizational and MS 209 explores the dimensions of creative communication skills within the framework of and innovative tactical leadership strategies Army doctrine. Cadets will examine Army and styles by examining team dynamics and leadership case studies and models in the two historical leadership theories that form the search for their own effective leadership style. basis of the Army leadership framework (trait and behavior theories). Cadets practice aspects Cadets are required to read selected works on of personal motivation and team building in military and organizational leadership the context of planning, executing and throughout the semester and must write short assessing team exercises and participating in analytical essays. *Corequisite: MS Leadership Labs. Focus is on continued 319 for commissioning cadets, or LS 350 for development of the knowledge of leadership non-commissioning cadets. values and attributes through an understanding of Army rank structure, and duties and basic 319 Lab for MS 309 aspects of land navigation and squad tactics. Credit Hours: 0 Case studies provide tangible context for learning the Soldier’s Creed and Warrior The MS Lab focuses on the practical Ethos as they apply in the Contemporary application of the subjects taught in the Operating Environment (COE). classroom during MS 309. Cadets will meet 210 Army Doctrine and Team Development rigorous leadership challenges, reinforced by consistent instructor evaluation and Credit Hours: 1 mentorship. Leadership exercises will include tactical scenarios as well as the development MS 210 introduces Cadets to Modern Army and delivery of small group instruction for doctrine as well as leadership ethics and other cadets. This extensive training program decision-making. The course highlights also includes physical fitness, marksmanship, dimensions of team building and land navigation, drill and ceremonies, mission development. Further study of the theoretical planning and written and oral communication basis of the Army leadership framework skills. Cadets are required to participate in one explores the dynamics of adaptive leadership field training exercise each semester, in which in the context of military operations. Cadets they will practice both leadership and develop greater self-awareness as they assess teamwork and demonstrate their tactical and their own leadership styles and practice technical proficiency. This laboratory course communication and team building companions the MS 309 class, and all skills. Practical exercises give insight into the contracted cadets must take the appropriate importance and practice of teamwork and lab section simultaneously with this class each tactics in real-world scenarios. semester (non-contracted cadets who do not seek a commission will enroll in LS 350). 309 Adaptive Team Leadership 350 Leadership and Career Development I Credit Hours: 2 Lecture Hours: 0 This is the first course in the advanced MSL Lab Hours: 1 program, specifically designed to prepare Credit Hours: 0

145 planning and written and oral communication Required for those cadets not being skills. Cadets are required to participate in one commissioned in the Armed Forces and who field training exercise each semester, in which are enrolled in AS 303, MS 309, NS 308, or they will practice both leadership and NS 303. The class focuses on knowing teamwork and demonstrate their tactical and yourself, career discovery and planning, technical proficiency. This laboratory course resume writing, and personal development. companions the MS 310 class, and all contracted cadets must take the appropriate 310 Applied Team Leadership lab section simultaneously with those classes each semester (non-contracted cadets who do Credit Hours: 2 not seek a commission will enroll in LS 351).

Continues the lessons of MS 309, with greater 351 Leadership and Career Development II emphasis on the principles of ethical leadership. Cadets will be exposed to more Lecture Hours: 0 detailed information regarding the functions of Lab Hours: 1 Army commanders and staffs, and will learn Credit Hours: 0 about the duties and responsibilities of specific Army occupation branches. Through Required for those cadets not being Army values and codified leadership commissioned in the Armed Forces, and who dimensions, cadets will learn to practice are enrolled in AS 304, MS 310, NS 205, or ethical leadership in dealing with external NS 304. The class focuses on career challenges and with their own subordinates. preparation and research, networking skills, Superior-subordinate relations and practical critical thinking, time management, and values counseling techniques are integrated and ethics in the workplace. into leadership exercises. Cadets are required to read selected works on military 409 Mission Command and the Army organizational leadership throughout the Profession semester and must write short analytical Credit Hours: 2 essays. *Corequisite(s): MS

320 for commissioning cadets, or LS 351 for This course begins the cadet’s transition to non-commissioning cadets. commissioned officer. Cadets will receive 320 Lab for MS 310 information that enables them to make sound career decisions as they prepare for accession. Credit Hours: 0 The training emphasis moves from the individual and squad level to the platoon level. The MS Lab focuses on the practical Cadets will gain specific knowledge and skills application of the subjects taught in the that they will need as professional officers, classroom during MS 310. Cadets will meet including training and maintenance rigorous leadership challenges, reinforced by management, subordinate counseling and consistent instructor evaluation and development, Army staff operation and mentorship. Leadership exercises will include Military Justice. *Corequisite: MS tactical scenarios as well as the development 419 for commissioning cadets, or LS 450 for and delivery of small group instruction for non-commissioning cadets. other cadets. This extensive training program also includes physical-fitness, marksmanship, 419 Advanced MS Lab for MS 409 land navigation, drill and ceremonies, mission

146 Credit Hours: 0 Credit Hours: 2

The Advanced MS Lab focuses on the This course continues the lessons of MS practical application of the subjects taught in 409 and completes the transition from cadet to the classroom during MS 409. Emphasis is on commissioned officer. Cadets will continue to the practical knowledge and skills that cadets learn the specific management skills they will will need as commissioned officers and Army need as professional officers. Special platoon leaders. Cadets will practice training emphasis is give to “life skills” that cadets management and subordinate development will need as young lieutenants, such as through regular interaction with underclass personal financial management, moving, MS cadets. They will have numerous housing and orientation to Army pay and opportunities to exercise collective leadership benefits. Cadets will also become familiar reinforced by consistent instructor mentorship. with current Army operations worldwide. Through collective training, they will also Prerequisite(s): MS 409, or waiver from the maintain their basic military skills throughout Professor of Military Science. *Corequisite: the year. Cadets are required to participate in MS 420 for commissioning cadets, or LS one field training exercise each semester, in 451 for non-commissioning cadets. which they will play an active role in planning and conducting training for all MS cadets. 420 Advanced MS Lab for MS 410 These laboratory courses are companions to Credit Hours: 0 the MS 409 classes, and all contracted cadets must take the appropriate lab section The Advanced MS Lab focuses on the simultaneously with those classes each practical application of the subjects taught in semester. *Prerequisite: Completion of Cadet the classroom during MS 410. Emphasis is on Leaders Course (CLC) required for the practical knowledge and skills that cadets enrollment. will need as commissioned officers and Army 450 Leadership and Career Development platoon leaders. Cadets will practice training III management and subordinate development through regular interaction with underclass Lecture Hours: 0 MS cadets. They will have numerous Lab Hours: 1 opportunities to exercise collective leadership Credit Hours: 0 reinforced by consistent instructor mentorship. Through collective training, they will also Required for those cadets not being maintain their basic military skills throughout commissioned in the Armed Forces, and who the year. Cadets are required to participate in are enrolled in AS 403, MS 409, or NS 408. one field training exercise each semester, in The class focuses on job search and graduate which they will play an active role in planning school admission activities, business and conducting training for all MS cadets. correspondence, building a portfolio, This laboratory course companions the 410 recruitment, advanced interviewing skills, class, and all contracted cadets must take the dressing for success, business etiquette, and appropriate lab section simultaneously with using the internet in the job search. those classes each semester (non- commissioning cadets will enroll in LS 451). 410 Mission Command and the Company *Prerequisite: Completion of Cadet Leaders Grade Officer Course (CLC) required for enrollment.

147 451 Leadership and Career Development rigorous leadership challenges, reinforced by IV consistent instructor evaluation and mentorship. Leadership exercises will include Lecture Hours: 0 tactical scenarios as well as the development Lab Hours: 1 and delivery of small group instruction for Credit Hours: 0 other cadets. This extensive training program also includes physical fitness, land navigation, Required for those cadets not being drill and ceremonies, mission planning and commissioned in the Armed Forces, and who written and oral communication skills. Cadets are enrolled in AS 404, MS 410, NS 402, or are required to participate in one field training NS 404. The class focuses on post-VMI career exercise each semester, in which they will transition, salary negotiation, business ethics, practice both leadership and teamwork and employment law, income tax preparation, demonstrate their tactical and technical basic money management and investing for proficiency. This laboratory course the future, 401 (k) plans, starting your own companions the MS 429 class, and all business, and how much insurance is enough. contracted cadets must take the appropriate lab section simultaneously with those classes For Contracted or Seeking Cadets each semester. Instructor approval required. attending CLC after their senior year: *Corequisite: MS 429. 429 Adaptive Team Leadership 430 Applied Team Leadership Credit Hours: 2 Credit Hours: 2

This is the first course in the advanced MSL Continues the lessons of MS 429, with greater program, specifically designed to prepare emphasis on the principles of ethical cadets for the responsibilities as Army leadership. Cadets will be exposed to more officers. Emphasis is placed on the practical detailed information regarding the functions of application of leadership and the mastery of Army commanders and staffs, and will learn effective planning, organizational and about the duties and responsibilities of communication skills within the framework of specific Army occupation branches. Through Army doctrine. Cadets will examine Army Army values and codified leadership leadership case studies and models in the dimensions, cadets will learn to practice search for their own effective leadership style. ethical leadership in dealing with external Cadets are required to read selected works on challenges and with their own subordinates. military and organizational leadership Superior-subordinate relations and practical throughout the semester and must write short counseling techniques are integrated into analytical essays. Instructor approval leadership exercises. Cadets are required to required. *Corequisite(s): MS 439. read selected works on military organizational leadership throughout the semester and must 439 Lab for MS 429 write short analytical essays. Note: Instructor approval required. *Corequisite: MS 440. Credit Hours: 0 440 Lab for MS 430 The MS Lab focuses on the practical application of the subjects taught in the Credit Hours: 0 classroom during MS 429. Cadets will meet The MS Lab focuses on the practical

148 application of the subjects taught in the audition, as are other vocal and instrumental classroom during MS 430. Cadets will meet ensembles. rigorous leadership challenges, reinforced by consistent instructor evaluation and Requirements for the Major in mentorship. Leadership exercises will include Performing Arts tactical scenarios as well as the development and delivery of small group instruction for with a Concentration in Music other cadets. This extensive training program also includes physical fitness, land navigation, Core requirements: (18.5–20 s.h.) drill and ceremonies, mission planning and MUS 100 or MUS 226 written and oral communication skills. Cadets MUS 105 or MUS 111 are required to participate in one field training THEA 114 or THEA 115 exercise each semester, in which they will THEA 121, THEA 111, THEA 105, THEA practice both leadership and teamwork and 110, FILM 119, or 3 s.h. of THEA 210 demonstrate their tactical and technical One PHE class that is dance, yoga, or fencing proficiency. This laboratory course MUS/THEA/FILM 150 companions the MS 430 class, and all THEA 401, MUS 401, MUS 402 or FILM contracted cadets must take the appropriate 401: Senior Project lab section simultaneously with those classes each semester. Note: Instructor approval Concentration in Music required. *Corequisite: MS 430. Fulfillment of core requirements.

From the core choose: MUS 100 Music MUS 111 Lise Keiter, department head MUS 401* or 402 Sharon Barnes, Johanna Beaver, Kathleen Bell, Timothy Duncan, Pamela Fox, Andrew *Music Concentration Students pursuing the Gabbert, Jihye Lovelace, Lynne Mackey, Performance Track complete Music 401 Marie Masincup, Erin Murphy, Yvette (Senior Recital). All other Music Rodriguez, Rafael Scarfullery, David Tate, Concentration students complete Music 402 Anne Wick (Senior Thesis).

The music department offers a Major in Students in the Performance Track must pass a Performing Arts with a Concentration in formal audition at the end of their sophomore Music, a Minor in Music, and introductory year and must take applied lessons on their courses and electives for more casual music primary instrument or voice for a minimum of enthusiasts. In all its offerings, the department 6 semesters. (Music 301 is also recommended is committed to the exploration of music for Performance Track students who wish to within the context of the liberal arts. Vocal, pursue graduate study.) keyboard, and selected instrumental instruction is available to all students at Additional requirements (20-22 s.h.) beginning, intermediate, and advanced levels. MUS 112 The Mary Baldwin Choir has an active MUS 211 schedule and is open to all students by MUS 212

149 At least one Music History course at the 200 Performance Concentration level (3 s.h.) All core requirements for the minor in music At least one Music History course at the 300 A formal audition by spring semester of the level (3 s.h.) sophomore year At least 2 semesters of Applied Music Lessons A minimum of six credit hours of Applied (2-4 s.h.) Lessons At least 2 semesters of Music Ensemble (2 MUS 302 s.h.) At least two additional three-credit courses at the 200- or 300-level Also Recommended: At least 1 semester of Foreign Language. At least 2 semesters of Applied Piano (if Piano is not the student’s Primary instrument) (2 s.h.) Music Education Minor

(Please see the Performing Arts Section of the Please see Music Education in the College of Catalog for more information about the Education section. Performing Arts Major.) Civic Engagement Opportunities *Music Majors who entered Mary Baldwin • Performing in the community, as part of one prior to August 2016 should consult the 2015– of the music department’s ensembles 16 Catalog for a list of requirements. • Sharing talents with the community, through the Senior Project Major in Arts Management • Engaging with community members who attend on-campus concerts. with a Concentration in Music Music Course Descriptions 100 Introduction to Listening (3 s.h.) (A) Please see Arts Management A general introduction to western music from Gregorian Chant to the 21st century, as well as Requirements for the Minor in world music, jazz, and other popular styles, designed to refine the student’s listening skills Music and enjoyment. Emphasis will be on guided 21 25 s.h. – analytical listening to selected works by major MUS 100 composers. No previous musical experience is MUS 111 expected. MUS 112 Concentration requirements (see below) 105 Fundamentals of Music (3 s.h.) (A) An introduction to the structure of tonal music General Concentration intended for the student with little or no All core requirements for the minor in music formal musical training. Students will learn At least two three-credit courses at the 200- or the basics of reading music, and have an 300-level introduction to the keyboard, and to aural A minimum of four semesters of Applied skills training. This course is recommended Lessons, MUS 106, and/or MUS 108 for teacher licensure or for students who wish to take MUS 111. (This course is not open to

150 students who have passed Music 111 or the fee for approved majors or minors: 12, 30- equivalent.) minute lessons, $130; 12, 60-minute lessons, $195. (Reduced fees are based on certification 106 Mary Baldwin Choir (1 s.h.) by the music department at the beginning of A large performing ensemble open to all Mary each semester.) Students should consult their Baldwin students. The choir activities include teachers about which course is appropriate for a spring tour and concerts each semester. Can them. be repeated for credit. 120, 260 Applied Piano (credit varies) 108 Chamber Music Ensembles (credit varies) 121, 261 Applied Voice (credit varies) Admission by audition. Can be repeated for Priority for Applied Voice will be given first credit. Ensembles include Baldwin Charm, to majors or minors and then to students Bella Voce, Flute Ensemble, String Ensemble, registered for MUS 106 (Mary Baldwin MBU Marching Band, Jazz Combo, and Choir). All students in Applied Voice are chamber groups. Singers for Baldwin Charm required to enroll in MUS 106. and Bella Voce are selected by audition from the Mary Baldwin Choir. (Choir membership 123, 263 Applied Violin (credit varies) is a requirement for participation in either small vocal ensemble.) 124, 264 Applied Flute (credit varies)

111, 112 Music Theory I and II (4 s.h. each) 125, 265 Applied Cello (credit varies) (A: 111 only) These courses examine the role of harmonic 127, 267 Applied Guitar (credit varies) material in tonal music, viewed in several ways: harmonization exercises, analysis, and 128, 268 Applied Viola (credit varies) short compositions. There is a lab component, which will emphasize aural skills and 130, 270 Applied Saxophone (credit varies) sightsinging. Required for the major or minor. *Prerequisite: Ability to read music in both 141 Diction for Singers (2 s.h.) treble and bass clef and/or MUS 105. The course will include the application of the International Phonetic Alphabet, mainly to the Applied Lessons (1–2 s.h.) study of Italian, English, German, and French Individual voice, piano, and selected song literature. There will be a brief study of instrumental lessons are available to all its application to Spanish and Latin texts. students, on a space available basis, regardless Diction problems applicable to all song of present level of ability and prior music literature will be discussed. experience. Normally, approved majors and minors take Primary Applied Lessons (200- 150 Introduction to the Performing Arts level, two credits, and 60-minute lessons), and (3 s.h.) (A) most other students should take Elective This course is an introduction to, and a Applied Lessons (100-level, one credit, 30- requirement for, the Performing Arts major. minute lessons). Students with questions about Students will attend Theatre, Music, and Film their status should consult the music events with lectures before and after department. Fees: 12, 30-minute lessons, each. Students will participate in discussions $230; 12, 60-minute lessons, $450. Reduced with professors from each discipline along

151 with readings, written response papers, and a Majors.*Prerequisite: MUS 100 or permission group project geared to the student’s area of of instructor. interest. Cross listed as FILM 150 and THEA 150. 216, 316 History of Western Music from 1700 to the Present (3 s.h. each) 151 History of Jazz (3 s.h.) (D) A survey of western music from the late An examination of jazz as both a musical and Baroque to the present. As in MUS 315, sociological phenomenon; this course focuses primary emphasis will be on aural recognition on the musical developments that resulted in of the major styles of the last 400 years. Music jazz, the major jazz styles from New Orleans 316 is required for Music to the present, and musicians who have Majors.*Prerequisite: MUS 100 or permission strongly influenced these styles. of instructor.

200, 300 Topics in Music History 217 Choral Conducting (3 s.h.) (credit varies) Choral conducting is the choreography of One or more course topics will be chosen sound. In addition, it is the art of teaching and from such areas as: J. S. Bach, American communicating through verbal and gestural Music, the Art Song, World Music, and technique. The major goal of this course is to Chamber Music Literature. secure for the student the fundamental skills necessary for success as a conductor and 210 Accompanying (1 s.h.) teacher. Required for Music Education This course is for piano students. Each student students. will accompany voice or instrumental students in a performance. *Prerequisites: advanced 218, 318 Women in Music (3 s.h. each) piano skills and permission of instructor. (G, O: both) This course will examine the history of 211, 212 Music Theory III and IV women’s involvement with music as (3 s.h. each) (Q: 212 only) composers, performers, listeners, patrons, These courses are a continuation of MUS critics, and objects of musical representation. 111–112. Students will develop analytical This course includes examples drawn from techniques appropriate for the major styles western civilization, popular music, and world and genres of western music, from Gregorian music. chant to the present, with attention as well to the historical and cultural foundation of these 223, 323 Piano Literature (3 s.h. each) techniques. Focus will be on analysis projects, (A: 223 only; W: 323 only) composition, and aural skills. Required for A survey of the music, history, and music majors. *Prerequisite: MUS 112 or performance techniques of the keyboard from permission of instructor. the Baroque to the 21st century. Individual works will be selected for listening, discussion 215, 315 History of Western Music to 1700 and limited analysis. Emphasis will be on both (3 s.h. each) live and recorded performances. A survey of western music from antiquity to *Recommended background: MUS 100. the Baroque. The major emphasis will be on aural recognition of the various musical styles 226, 326 Music and the Theatre (3 s.h. each) current during the Medieval, Renaissance, and (A: 226 only) Baroque eras. Music 315 is required for Music An introduction to the opera and related

152 theatre music from their origins to the 21st *Prerequisite: Sophomore standing or century. Well known operas by Mozart, permission of instructor. Rossini, Verdi, Wagner, Puccini, and others will be treated in lectures and audio and video 400 Senior Seminar (3 s.h.) recordings. If possible, a field trip to hear an This seminar will focus on developing writing operatic performance will be scheduled. and research techniques appropriate to the field of music. 301 Junior Recital (1 s.h.) The Junior Recital is a half-recital (25–35 401 Senior Recital (3 s.h.) (M) minutes) that music majors with performance The Senior Recital is a full recital (40–55 emphasis present in their junior year. minutes) that majors with performance *Prerequisite: Students must have passed the emphasis present in their senior year. major audition and have junior standing. *Prerequisite: Students must have passed the major audition and have senior standing. 302 Minor Recital (1 s.h.) The Minor Recital is a half-recital (25–35 402 Senior Thesis (3 s.h.) (M) minutes) that music minors with performance The senior thesis affords students the concentration present in their junior or senior opportunity to conduct a large-scale, year. *Prerequisite: Students must have independent research project. This will passed their minor audition and have at least include a proposal, bibliography, a 30-page junior standing. thesis (at least one component of which must discuss or analyze music), and a final defense. 310 Music Education in the Elementary School (3 s.h.) Note: Directed inquiries, teaching This course will give students a foundation for assistantships, and internships in music can be teaching music at the elementary level. arranged on an individual basis. Observation and participation in public school classrooms will be arranged to integrate teaching theory and practice. The course will introduce standard methods and materials appropriate for teaching general and Naval Science vocal/choral music, including Orff and Kodaly systems, recorder, and autoharp. (U.S. Navy and U.S. Marine *Prerequisite: Sophomore standing or Corps ROTC) permission of instructor. MBU offers the naval science curriculum, 311 Music Education in the Secondary with Marine Corps option, through the U.S. School (3 s.h.) Navy and Marine Corps ROTC program This course will give students a foundation for conducted at Virginia Military Institute. teaching music at the middle and high school levels. Observation and participation in public Naval Science Course school classrooms will be arranged to Descriptions integrate teaching theory and practice. This 101 Introduction to Naval Science (1 s.h.) course is directed toward the vocal music A general introduction to sea power and the educator and will cover choral direction Naval Services. Emphasis is placed on the methods, materials, and strategies. mission, organization, regulations and broad

153 warfare components of the Navy and Marine 309 Naval Weapons Systems (Navy and Corps. Marine Option) (2 s.h.) Covers the principles of Naval weapons 102 Sea Power and Maritime Affairs (1 s.h.) systems, including the integration of Marine Continues the general concepts and history of Corps combat elements with a Navy Battle sea power, implementation of sea power as an Group. *Must concurrently register for either instrument of national policy and a study of NS 315, NS 413, or MS 450. the U.S. Naval strategy. 313 Amphibious Warfare I Lab for NS 303 203 Leadership and Management (1 s.h.) (Marine Option) (No credit) Introduction to the principles of Naval For students seeking a commission in the leadership, management, and command. Marine Corps. Emphasizes preparation for NROTC Officer Candidate School at 205 Navigation (Navy Option) (2 s.h.) Quantico, Virginia. *Concurrent enrollment in Provides a comprehensive study of the theory, NS 303 is required. principles, and procedures of ship navigation and coastal piloting. *Must concurrently 314 Leadership Weapons Tactics Lab for register for either NS 211 or MS 350. NS 304 (Marine Option) (No credit) For students seeking a commission in the 206 Evolution of Warfare I (Marine Marine Corps. *Concurrent enrollment in NS Option) (1 s.h.) 304 required. Explores the nature of warfare throughout Western history. 318 Navy Leadership Lab I for NS 309 (Navy Option) (No credit) 211 Navigation Lab for NS 205 (Navy For students seeking a commission in the Option) (No credit) Navy. *Concurrent enrollment in NS 309 is For students seeking a commission in the required. Navy. *Concurrent enrollment in NS 205 required. 402 Leadership and Ethics (Navy and Marine Option) (2 s.h.) 303 Amphibious Warfare I (Marine Seminar on leadership principles and Option) (2 s.h.) management techniques as they apply to the Historical survey of the projection of sea duties and responsibilities of junior officers. power ashore. *Must concurrently register for *Must concurrently register for NS 412, NS either NS 313 or MS 350. 414, or MS 451.

304 USMC Small Unit Leadership, 403 Evolution of Warfare II (Marine Weapons, and Tactics (Marine Option) (2 Option) (2 s.h.) s.h.) Seminar on leadership principles and Continuation of NS 303. *Must concurrently management techniques as they apply to the register for either NS 314 or MS 351. duties and responsibilities of junior officers. *Must concurrently register for NS 413. 308 Naval Engineering (2 s.h.) Familiarizes students with the types, 408 Naval Operations and Seamanship structures, and purpose of Navy ships. (Navy Option) (2 s.h.) Comprehensive study of the theory, principles

154 and procedures of naval operations. *Must relationship between peace and justice as well concurrently register for either NS 411 or LS as the skills and techniques emerging 450. from mediation, conflict resolution, and non- violence are encouraged to pursue a multi- 411 Naval Operations Lab for NS 408 disciplinary minor in Peacebuilding and (Navy Option) (No Credit) Conflict Resolution. Topics include older For students seeking a commission in the forms of faith-based pacifism and diverse Navy. *Concurrent enrollment in NS 408 forms of contemporary non-violent thought required. and protest, as well as the skills and resources necessary for interpersonal, organizational, 412 Navy Leadership Lab II for NS 402 and cross-cultural conflict analysis, resolution, (Navy Option) (No credit) and peacebuilding. Minor requirements are For students seeking a commission in the structured to support cross-disciplinary study, Navy. *Concurrent enrollment in NS 402 is a combination of theory and praxis, and — required. whenever possible — integration with a student’s declared major. 413 Marine Leadership Lab I for NS 403 (Marine Option) (No credit) This minor complements an academic major For students seeking a commission in the in any number of different liberal arts and pre- Marine Corps. *Concurrent enrollment in NS professional areas while also enriching 403 is required. students’ participation in various programs including Quest Interfaith, Spencer Global 414 Marine Leadership Lab II for NS 402 Citizens, CGIU, and VWIL and Leadership (Marine Option) (No credit) Studies. For students seeking a commission in the Marine Corps. *Concurrent enrollment in NS Requirements for the Minor in 402 is required. Peacebuilding and Conflict Resolution 21 semester hours

Nursing Three of the following core courses: (RN to BSN, post-licensure) COMM 280 Intercultural Communication PHIL/REL 225 Martin Luther King and a Please see Murphy Deming College of Health Philosophy of Civil Rights Sciences PHIL/REL 320 Peacemaking: Gandhi and Nonviolence PSYC 275 Social Psychology or SOC 254 Social Psychology Peacebuilding and REL/COMM 237 Mediation and Conflict Resolution: Principles and Practices Conflict Resolution Roderic Owen, coordinator Three of the following elective courses (with no more than two from any single discipline): Students with an interest in peacebuilding, ANTH 120, ANTH 202, AS/REL 212, AS global and cross-cultural diversity, and the 251, AS/REL 275, AS/REL 278, BIOL 148, BUAD/COMM 202, CE 281, CJ 235, COMM

155 225, ECON 215, ECON 272, HCA 125, HCA Concentration in Film 225, HCA 235, HIST 266, HIST 365, INT Fulfillment of core requirements 150, INT 155, PHIL 211, PHIL 232, PHIL 235, POLS 112, POLS 209, POLS 311, PSYC From the core choose: 214, PSYC 216, PSYC 245, PSYC 281, REL FILM 119 130, REL 202, REL 231, REL 232, SGS 261, FILM 401 SGS 275, SOC 112, SOC 232, SOC 240, SOC 248, SOC 262, SOC 264, SOWK 265, SOWK Additional requirements (15 s.h.): 353, and SPAN 227 FILM 254 Three of the following: FILM 229, FILM 264, Either a faculty-approved 3 s.h. internship (see FILM 275, or FILM 333 note below) or one of the following One of the following: ARTH 206, Art 115, experiential courses: CE 255, CE 287, PHIL THEA 115, or an additional film course from 140, SOC 282, REL 310, or SOWK 400 above

Note: The internship must include a mediation/conflict resolution or a community- service emphasis and be registered under one Concentration in Music of the following departments: Civic Fulfillment of core requirements Engagement, Communication, Philosophy, From the core choose: Religion, Political Science, Psychology, MUS 100 Sociology, or Social Work. MUS 111 MUS 401* or 402

*Music Concentration Students pursuing the Performing Arts Performance Track complete Music 401 Doreen Bechtol, Ralph Alan Cohen, Kerry (Senior Recital). All other Music Cooke, Matt Davies, Sarah Kennedy, Lise Concentration students complete Music 402 Keiter, Paul Menzer, Allan Moye, (Senior Thesis). J.P.Scheidler, Terry Southerington Students in the Performance Track must pass a Requirements for the Major in formal audition at the end of their sophomore year and must take applied lessons on their Performing Arts primary instrument or voice for a minimum of Core requirements: (18.5-20 s.h.) 6 semesters. (Music 301 is also recommended for Performance Track students who wish to MUS 100 or MUS 226 pursue graduate study.) MUS 105 or MUS 111 THEA 114 or THEA 115 Additional requirements (20-22 s.h.) THEA 121, THEA 111, THEA 105, THEA MUS 112 110, FILM 119, or 3 s.h. of THEA 210 MUS 211 One PHE class that is dance, yoga, or fencing MUS 212 MUS/THEA/FILM 150 At least one Music History course at the 200 THEA 401, MUS 401, MUS 402 or FILM level (3 s.h.) 401: Senior Project At least one Music History course at the 300 level (3 s.h.)

156 At least 2 semesters of Applied Music Lessons MBU offers a minor in both philosophy and (2-4 s.h.) religious studies as well as a minor in At least 2 semesters of Music Ensemble (2 religious leadership and ministry. s.h.) Philosophy is unlike any other field: it is Also recommended: unique both in its methods and in the nature At least 1 semester of foreign language and breadth of its subject matter. Philosophy At least 2 semesters of Applied Piano (if pursues fundamental questions in every Piano is not the student’s Primary instrument) dimension of human life, and its techniques (2 s.h.) apply to problems in many fields of study or endeavor. No single definition expresses the Concentration in Theatre richness and variety of philosophy: it is a Fulfillment of core requirements reasoned pursuit of fundamental truths, a quest for deeper understanding, a study of the From the core choose: principles of conduct, and a critical THEA 105 or 110 examination of the ways-of-knowing and THEA 114 experiencing. Philosophers seek to establish THEA 121 standards of evidence, provide rational and THEA 401 humane methods of resolving conflicts, and create methods and criteria for evaluating Additional requirements (17-21 s.h.): ideas and arguments. Philosophy develops THEA 210 taken twice students’ capacity to view the world from the THEA 221 or THEA 222 perspective of other individuals and other One of the following: THEA 217, THEA 218, cultures; it enhances one's ability to perceive THEA 219, or THEA 270 the relationships among diverse fields of Two electives from THEA or REN study; and it deepens one's sense of the (undergraduate students may take up to two meanings and varieties of human experience. graduate courses without additional fees) THEA 400 Religious Studies involves the study of religious history and modern religious issues Strongly recommended: in a manner that regards all spiritual traditions THEA 105 and THEA 110 equally. A minor in Religious Studies draws upon many of the same tools as philosophy, For course descriptions see the Film, Music, history, sociology, anthropology, and and Theatre sections of this catalog theology. Students will exercise strong respectively. analytical and original thinking skills and develop their ability to empathize with the perspectives and beliefs of fellow human beings. The religious studies minor provides Philosophy and an understanding of different religions including Christianity, Judaism, Buddhism, Religious Studies Hinduism, and Islam. These diverse belief Edward Scott, department chair systems have had a significant influence on Andrea Cornett-Scott, Katherine Low, Amy the lives of millions of people worldwide and Miller, Roderic Owen served as the foundation for community and culture and also provided a way to grapple

157 with fundamental values and questions about History Month events — Black Baby Doll human existence. Also, religious faith has Day, Martin Luther King Jr. Candlelight been the source of great artistic and literary March and Memorial Service, Kwanzaa, achievements — while at the same time, Annual Praise House Service served as the justification for many of the • Annual Peacebuilding and World Religions world's major conflicts, wars, and social presentations and campus guest speakers movements. Understanding the role religion • Support for diverse Spencer Center and plays in conflicts and social change — and the student club civic activities resources it may bring to their resolution — is • Internship opportunities: mediation and one key purpose for its study. conflict resolution, peacebuilding, interfaith programs Requirements for the Minor • International civic engagement through May Term course offerings in Philosophy

21 semester hours PHIL 101 or PHIL 102 PHIL 103 Philosophy Course Descriptions PHIL 201 or PHIL 211 101 Introduction to Philosophy (3 s.h.) Additional courses in Philosophy to total 21 (H, W) s.h. Involves the activity of philosophizing by practicing skills and methods of philosophical Note: The following Philosophy courses may inquiry and critical analysis. Issues examined be taken at the 300 level by declared minors: include free will and determinism, ethical PHIL 201, PHIL 203, PHIL 211, PHIL 232, decision-making, theories of knowledge, the and PHIL 234. existence of God, political philosophy, and theories of human nature. Requirements for the Minor in 102 Introduction to Ethics (3 s.h.) (H) Religious Studies Provides theoretical tools for ethical decision- 21 semester hours making; examines basic concepts of ethical REL 101 decision-making and several theories REL 102 including those of Plato, Aristotle, Kant, Mill AS/REL 212 and Bentham. Application is made to Additional courses in Religious Studies to contemporary moral issues. total 21 s.h. 103 Introduction to Logic (3 s.h.) (Q) Religious Studies Course Acquaints the student with basic terminology Descriptions and develops her analytic and logical reasoning abilities. Topics include distinctions Please see Religious Studies between truth and validity, induction and deduction, recognizing fallacies, testing the Civic Engagement Opportunities validity of arguments in concrete situations, • Civic engagement focus: PHIL 140 and understanding the importance of logic for Community and Service Learning the sciences. • Many programs and events jointly sponsored by Religion and Philosophy, such as Black

158 110 Ethical Issues in Business (3 s.h.) (H) 203 The Literature and Thought of A philosophical introduction to ethical inquiry Existentialism (3 s.h.) (W) and moral judgments in corporate and Explores the growth of existentialism as a business contexts. Ethical issues include major modern literary and philosophical advertising, profit margins, environmental movement. Besides philosophical literature, responsibility, and worker’s rights, and moral the student reads novels, poetry, and drama issues in business that concern the student. selected from the works of Kierkegaard, Online, blackboard-based course. Nietzsche, Dostoyevsky, Heidegger, Sartre, Camus, Hesse, Kafka, Tillich, and Buber. 140 Community and Service Learning Occasionally offered as a global honors (3 s.h.) (C, O) course. Students encounter practical community needs and goals, develop skills in critical thinking 211 Modern Political Thought (3 s.h.) and problem solving, and reflect on the Inquiry into the origins and development of relationship between theory and practice. modern and contemporary political theories — They explore their commitment to especially democracy, communism, socialism, community-oriented values, practice skills that and fascism. Students will examine ideas and enhance citizenship, and learn how to care for values undergirding these theories, including those in need. Combined course and internship view of human nature and modern includes hands-on experience in an approved conceptions of freedom, equality, community agency or religious or individualism, the social contract, and national humanitarian organization, and critical sovereignty. Special topics may include the reading, discussion, and written reflection politics of genocide, the nature of justice, about service work. Students make meanings of social equality, and the connections between personal and emergence of transnational forms of professional goals, their roles as liberal arts association and identity. Readings include the students, and their evolving commitment. works of thinkers such as Machiavelli, Hobbes, Locke, Rousseau, Marx, Hitler, 200 Contemporary Feminisms and Gender Rawls, Nussbaum, and Sandel. Studies (3 s.h.) (G) For course description, see WS 200 in the 225 Martin Luther King and a Philosophy Women’s Studies listing. of Civil Rights (3 s.h.) (D) Students will read King’s writings and 201 Greek and Medieval Philosophy (3 s.h.) speeches to discover how his intellectual (H) precedents grounded his arguments politically, Retraces the original steps taken by the morally and spiritually. One overarching goal philosophical imagination in the history of of the course is to see how King’s African- metaphysics; includes a careful interpretation American journey as a quintessentially of seminal works determinative for the American journey reconfigures the unfolding of that history, with particular relationship of religion, politics, and attention to the play of logos and the metaphysics into a meditation on what it formation of metaphor for expressing thought means to be human. Cross listed as REL 225; and being. Related themes include the Ethics option for the Leadership minor. Also existence of God, theories of ethics, refutation contributes to the minor in African American of skepticism, and the nature of persons. Studies.

159 230 Medical and Health Care Ethics (3 s.h.) 277/377 Colloquia in Philosophy (3 s.h.) For course description, see HCA 230 in the Topics not included in regularly scheduled Health Care Administration listing. philosophy courses. Intellectual interests of students and faculty determine the subject 232 African-American Thought (3 s.h.) (D) matter. Focuses on various intellectual resources created by African Americans in response to a 305 Science, Religion, and the Search for series of crises that shaped their history. Meaning (3 s.h.) (T) Students explore these responses as modes of A Global Honors course inquiry into the black consciousness and culture and as viable domains and methods of the sciences and options for the American experience. Includes diverse religions. Introduces methodologies of discussion of issues such as freedom, voice, Western science in their historical, community, history, worship, literature, and philosophical, religious, and institutional music as expressions of black experience. contexts. A parallel examination of Contributes to the minor in African American theological thought focuses on models of Studies. inquiry, views of nature, language, and symbols, and the relationship between the 234 Philosophy and the Arts (3 s.h.) (A) divine and the natural. Modern cosmology, This course examines perennial questions human genetic engineering, and developments concerning beauty in art and nature, the in quantum physics are among the topics for attribution of value, the relation of aesthetic examining the interactions between religion judgment and imagination to cognition and and science. Cross listed as REL 305. moral duty, and the implications of these questions for inquiries in related disciplines, 306 Morality: Human Nature and Nurture i.e. linguistics, psychoanalysis, and religious (3 s.h.) (T) studies. A primary theme will be the truth- For course description, see PSYC 306 in the value of aesthetic objects and their ontological Psychology listing. status as expressive entities or “spiritual objects.” Cross listed as ARTH 234. 320 Peacemaking: Gandhi and Nonviolence (3 s.h.) (T, R) 235 Ethics, Community, and Leadership An examination of the life, writings, and (3 s.h.) (O) ideals of Mahatma Gandhi and those Students learn about the moral dimensions of influenced by him who are powerful leadership and develop a critical advocates of nonviolent social change. Topics understanding of the ethical relationships include the emergence of peace activism and among character, leadership style and skills, peace studies and their roots in the philosophy community values, and the aims of leadership. of non-violent social change; sources of Students examine the nature and function of violent conflict; alternatives to violence; and leadership in the context of humanitarian cultural models of conflict management and causes, advancement of social justice, and the transformation that aim at resolving conflict in peaceful conflict resolution. Includes analysis non-violent ways. Cross listed as AS 320 and of major forms of moral reasoning and of REL 320. classic leadership case studies. Ethics option for the Leadership minor. 390 Directed Inquiry (credit varies) The student and supervising faculty member

160 undertake an advanced study of a selected participate in a variety of wellness activities. topic in philosophy. Strongly suggested for freshmen and sophomores. Note: Directed inquiries, teaching assistantships, and internships in philosophy 101 Advanced Fitness (1 s.h.) (P1) are available on an individual basis. Self fitness and Nutrition assessment as well as instruction in how to assess and plan group fitness. Required for VWIL freshmen. Current health issues will also be addressed. Physical and Health 102 Topics in Principles of Health (1 s.h.) Education (P1) Sharon Spalding, department head Covers current content related to specific Sheree Kiser, Melissa Anderson Morgan, topics in the Principles of Health. See the Renee Monger, Patty Davis and Jeremy West current course offerings list for the most up-to date topic offering. Physical and health education provides instruction through movement, cognitive 122 Stress Management (1 s.h.) (P1) development, and social experiences. The Students engage in self-examination of program emphasis is the acquisition of personal stressors. Emphasis on the practice of physical skills, which contribute to the stress reduction techniques. The student will development of healthful lifestyles and life- construct a personal stress management plan. long activity. Students must complete one class from PHE 100 through 123, and PHE 123 Consumer Health (1 s.h.) (P1) 221 (P1), as well as one credit hour from PHE Provides the student with knowledge and 137 through PHE 193 (P2), for a total of at skills to become a wise consumer of health least two credit hours. In addition to the basic products and services. instructional program in physical education, the department offers a minor in Exercise 137 Outdoor Recreation: Leadership Leadership (EXLD). Challenge Program (.5 s.h.) (P2) Experiential activities that encourage Minor in Exercise individual challenge, team building, Leadership communication, and trust. 139 Topics in Principles of Dance and Please see Exercise Leadership Health-Related Fitness (.5 s.h.) (P2) A current content-related class specific to topics in the Principles of Dance and Health- Related Fitness. See the current course Physical and Health Education offerings list for the most up-to-date topic Course Descriptions offering. 100 Fitness (1 s.h.) (P1) Self fitness and Nutrition assessment. Design 140 Yoga (.5 s.h.) (P2) and implementation of a personal fitness, Instruction in basic techniques of yoga. This wellness, and nutrition plan based on the course covers a brief history of yoga, a variety seven components of wellness. Students of yoga breathing techniques, proper

161 alignment instruction, and an opportunity to Instruction in a range of international dance develop a safe and effective yoga practice. styles set to eclectic world music. Class will include a brief warm-up followed by 141 Aerobics (.5 s.h.) (P2) technique and upbeat choreography influenced Instruction and participation in various types by a variety of genres from around the world. of aerobics. Aerobic activities may include interval training, spinning, stepping and a 146 Modern Dance (.5 s.h.) (P2) variety of other activities that will improve Instruction in the basic techniques of modern cardiovascular fitness. dance and improvisation. The students will have the opportunity to choreograph and 142 Weight Training (.5 s.h.) (P2) perform solo and group pieces. Instruction in basic techniques of weight training. 147 Historical Dance (.5 s.h.) (P2) Instruction in historical dance movement with 143 Fitness Walking (.5 s.h.) (P2) emphasis on American and European social Instruction in basic techniques of fitness dance from the 16th to 20th centuries. walking. May include use of Nordic walking poles or hiking. 148 Ballroom Dance (.5 s.h.) (P2) Introduction to basic ballroom dance skills 144A Beginning Ballet (.5 s.h.) (P2) including: steps, styling, leading and Instruction in beginning level ballet. Leotard following for American and Latin ballroom and tights required. Students may borrow dance forms. slippers from the dance department. This beginner-level class is offered at the PAC does 149 Folk Dance (.5 s.h.) (P2) not require an additional course fee. Instruction and participation in international folk dances primarily from European and 144B Intermediate Ballet (.5 s.h.) (P2) Middle Eastern countries. Instruction in intermediate level ballet skills. Leotard and slippers required. Consult the 150 Performance Dance Group (1 s.h.) (P2) physical education department for fees. Introduction to group dance experiences Students must provide own transportation. through dance technique training in a range of *Prerequisite: one year of ballet instruction genres, technical practice, and choreography after age 10, PHE 144A, or permission of rehearsal. The group will host, organize, and instructor. perform for a variety of dance-related events within the campus and local communities. 144C Advanced Ballet (.5 s.h.) (P2) This class may be taken additional times for Instruction in advanced level ballet skills. credit. *Prerequisite: permission of Leotard and slippers required. Consult the instructor. physical education department for fees. Students must provide own transportation. 151 Broadway Jazz Dance (.5 s.h.) (P2) *Prerequisite: three or more years of ballet Instruction in the basic techniques of jazz and instruction after age 10, PHE 144B, or musical theater dance styles with an emphasis permission of instructor. on choreography set to Broadway show tunes and songs from famous musicals. Technique 145 World Rhythms Dance (.5 s.h.) (P2) will emphasize body isolations, balance, rhythmic patterns, and expression.

162 176 Outdoor Recreation (.5 s.h.) (P2) 152 Hip Hop Dance (.5 s.h.) (P2) Provides physical activity through Instruction in a variety of Hip Hop dance participation in outdoor recreational activities. techniques and choreography, including both “old school” and new urban street style dance 177 Colloquium (credit varies) (P2) moves with influences from jazz and funk. Review current course offerings list for Class will include a warm-up and stretch subject matter. followed by hip hop technique practice and choreography. 179 Horseback Riding (.5 s.h.) (P2) Consult the physical education department for 155 Independent Activity — Health Related fees. Students must provide own (.5 – 1 s.h.) (P2) transportation. Activities to suit individual students with special needs or those who wish to do an PHE 179A Beginning – Horseback riding advanced activity not offered on campus. basics for the beginning for student with *Prerequisite: permission of instructor. minimal riding instruction or limited trail riding experience. Prerequisite: None 167 Outdoor Recreation (1 s.h.) (P2) Provides knowledge, experience, and skills in PHE 179B Intermediate – Riders improve outdoor adventures. Required for VWIL posting and sitting trot and learn to canter with freshmen. control. Prerequisite: Ability to control horse and post the trot. PHE 179A or six months of 170 Racquetball (.5 s.h.) (P2) English riding instruction Instruction in basic skills, rules, and strategies of racquetball for the beginner. Equipment is PHE 179C Advanced – Prepares riders for available. jumping and concentrates on improving the rider’s overall security and control. 171 Tennis (.5 s.h.) (P2) Prerequisite: Ability to walk, trot and canter Instruction in basic skills, rules, and strategies with adequate control. PHE 179B or one year of tennis for the beginner. Equipment is of English riding instruction. available. Students may continue their equestrian 172 Golf (.5 s.h.) (P2) program through independent study. Instruction in basic skills and rules of golf for the beginner. Equipment is available. 180 Scuba (1 s.h.) (P2) Instruction in the knowledge and the skills 173 Fencing (.5 s.h.) (P2) necessary to dive safely and enjoy the aquatic Instruction in basic skills, rules, and strategies environment. Successful completion earns the of bouting for the beginner. Equipment is student international certification (PADI). available. Consult the physical education department for fees. Students must provide own 174 Self-Defense (.5 s.h.) (P2) transportation. Instruction in basic techniques of self-defense. 183 Indoor Recreation (.5 s.h.) (P2) 175 Karate (.5 s.h.) (P2) Promotes physical activity through the skills Instruction in basic techniques of karate.

163 and knowledge in indoor recreational 221 Emergency Health Care (2 s.h.) (P1) activities. Provides knowledge and practical experience for emergency health care procedures. 185 Independent Activity — Sport Related American Red Cross Certification is awarded (.5 – 1 s.h.) (P2) after successful completion of ARC exam. Activities to suit individual students with special needs or those who wish to do an advanced activity not offered on campus. *Prerequisite: permission of instructor. Physics 189 Topics in Principles of Motor Skill and Nadine Gergel-Hackett Sport-Related Fitness (.5 s.h.) (P2) Provides content related to specific topics in Mary Baldwin University offers a minor in the Principles of Motor Skill and Sport- Physics and a major in collaboration with our Related Fitness. See the current course consortium school Washington & Lee offerings list for the most up-to-date topic University (W&L) in Lexington, Virginia. offering. A student pursuing the major is required to 190 Fall Varsity Sports (.5 s.h.) (P2) have a cumulative GPA of at least 3.3 and Varsity Athletes in soccer, volleyball, cross have an average GPA for at least 3 physics country, may enroll. *Prerequisite: courses taken at Mary Baldwin of at least 3.7 permission of instructor. Offered P/NC only. prior to registering for any courses at W&L. The student is also expected to provide 191Winter Varsity Sports (.5sh) (P2) her own transportation to W&L. Varsity athletes in indoor track and basketball may enroll. *Prerequisite: permission of instructor. Offered P/NC only. Requirements for the Major in Physics 192 Spring Varsity Sports (.5 s.h.) (P2) 41 semester hours Varsity athletes in tennis, outdoor track and PHYS 201 General Physics I softball may enroll. *Prerequisite: permission PHYS 202 General Physics II of instructor. Offered P/NC only. PHYS 207 Electrical Circuits PHYS 260 Introduction to Materials Science 193 Advanced Fencing (1 s.h.) (P2) CHEM/PHYS 321 Physical Chemistry I Provides skill development in the student’s Modern Physics* chosen weapon (foil or épée). Students are Optics* expected to compete intercollegiately as a part Electricity and Magnetism* of the class. *Prerequisite: PHE 173. Newtonian Mechanics* Quantum Mechanics* PHE 199 Fitness and Independent Mathematical Methods for Physics and Activities (2 s.h.) (P1 and P2) Engineering* Activities to suit individual students with PHYS 400 and PHYS 401 Senior Research special needs or those who wish to do an advanced activity not offered on campus. Additional courses required as prerequisites *Prerequisite: permission of instructor. for completion of the above include: MATH 211 MATH 212

164 MATH 301 by doing: hands-on activities linking core MATH 302 chemistry and physics principles to the real- MATH 306 world are emphasized. The objectives of the CHEM 121 course are to give an appreciation of the CHEM 122 process and content of physical science and to provide experience in learning by the inquiry *Courses offered at Washington & Lee method Cross listed as CHEM 100. Fall University yearly.

Requirements for the Minor in 201, 202 General Physics I, II (4 s.h. each) Physics (N: 201 only) A foundation for further study in physics, 18 semester hours biology, chemistry, and pre-medicine. Topics PHYS 201 include the phenomena of classical mechanics, PHYS 202 wave motion and sound, fluids, electricity, PHYS 207 magnetism, and light, each developed from PHYS/CHEM 260 first principles, often historic discoveries. CHEM/PHYS 321 Equations for physical laws use algebra, trigonometry, plane geometry, and calculus, as Additional courses required as prerequisites appropriate. Laboratories provide direct for completion of the above include:: familiarity with natural phenomena. MATH 211 Recommended background: high school MATH 212 physics. *Prerequisites: MATH 211 212, CHEM 121 – which may be taken concurrently. Yearly. CHEM 122 207 Electrical Circuits (4 s.h.) Note: Students may substitute Physics courses This laboratory-based course covers basic at Washington & Lee for PHYS 207, introductory level circuits, including basic DC PHYS/CHEM 260 and CHEM/PHYS 321. s, Please see you advisor for more information. Circuits, Ohm’s Law and Kirchoff’s Rule Resistance, Thevenin and Norton Equivalents, Op-Amps, digital circuits, and transient Civic Engagement Opportunities circuits.*Prerequisites: PHYS 201 and PHYS • Courses throughout the physical science 202. May term alternate years. curriculum discuss the relevance of scientific principles to public policy and social issues. 260 Introduction to Materials Science • Students are encouraged, particularly (3 s.h.) (R) through the local chapter of the American This course integrates the physics and chemistry Chemical Society Student Affiliates and the of materials with an emphasis on the state-of-the- national physics honor society Sigma Pi art in nanomaterials and nanotechnologies. Sigma, to engage local schools and Topics include: crystalline structure, bonding organizations such as the Girl Scouts in hands- in solids, band theory, defects, electricaland on experience with science and tutoring. thermal properties of materials, and a project researching nanomaterials and/or Physics Course Descriptions nanotechnologies in the current scientific 100 Exploring the Physical World (3 s.h.) literature. Cross listed as CHEM 260. (N, Q) *Prerequisites: PHYS 202 and CHEM 122, This is a course for students who like to learn

165 which may be taken concurrently. Spring supervision of faculty members, experiences alternate years. research as it is carried out in practical situations and presents findings orally and in 270 Undergraduate Research (1–3 s.h.) writing. Satisfactory completion of the Students do original research in accordance research project and the oral defense of the with ability and background under the thesis fulfill the senior requirement for physics guidance of a member of the faculty. Students majors. are expected to devote 4 hours per week to the project for every credit hour. A written report Note: Directed inquiries, teaching will be submitted to the department each assistantships, and internships in physics are semester of enrollment. Cannot be used to available on an individual basis. meet elective course requirements for a major or minor in physics. May be repeated for credit. Total research credit to be used toward an undergraduate degree not to exceed 6 hours. *Prerequisites: PHYS 202, consent of Political Science instructor and submission of a research Laura van Assendelft, department head contract to the department. Amy Diduch, Marina Omar, Mandi Montgomery Smith 321 Physical Chemistry I: Thermodynamics, Statistical Requirements for the Major in Thermodynamics, and Kinetics (3 s.h.) Political Science For course description, see CHEM 321 in the 39 semester hours Chemistry listing. POLS 100 American Government POLS 111 Comparative Politics OR POLS 370 Undergraduate Research (1–3 s.h.) 112 International Relations Students do original research in accordance ECON 101 Principles of Microeconomics with ability and background under the ECON 102 Principles of International and guidance of a member of the faculty. Students Macroeconomics are expected to devote 4 hours per week to the INT 222 Social Science Statistics project for every credit hour. A written report One Course in Research Methods: POLS 300 will be submitted to the department each Political Behavior; POLS 260 Public Policy; semester of enrollment. Cannot be used to ECON 301 Advanced Data Analysis OR meet elective course requirements for a major Math 233 Statistical Methods I (Note: or minor in physics. May be repeated for additional courses recommended) credit. Total research credit to be used toward POLS 400 Senior Seminar an undergraduate degree not to exceed 6 hours. *Prerequisites: PHYS 202, PHYS 260, Additional Courses in Political Science to consent of instructor and submission of a total 39 s.h. research contract to the department. One of the following PHIL courses may count 400, 401 Senior Research (2 s.h. each) towards the major: PHIL 201 Greek and (M: both 400 and 401) Medieval Philosophy; PHIL 211 Modern Seminar and independent research leading to Political Thought; PHIL 235 Ethics, the completion of a thesis required of majors Community, and Leadership in the senior year. The student, under

166 Senior Requirement: Satisfactory completion 112 International Relations (3 s.h.) (I) of POLS 400 Senior Seminar This is the basic course in which students apply tools of systematic study to relations Requirements for the Minor in among the actors in the international system: Political Science states, international organizations, and non- state actors (e.g., terrorist groups). The 18 semester hours POLS 100 American Government sources of states’ behavior, including ideological and strategic motivations, are POLS 111 Comparative Politics studied. The ways in which the global set of POLS 112 International Relations states operates as a system also are analyzed. Three additional Political Science courses

Civic Engagement Opportunities

• POLS 220 Special Topics in Campaigns and 120 Politics of Food (3 s.h.) Elections This course looks at production, consumption, • Civic engagement contracts associated with and import/export of food in a political any course in political science context. Food politics and policies have

• MBU Election Live Broadcast critical implications for the environment, for by the • Political science internships approved public health, for political equality, for budget political science faculty supervisor priorities, and for relations among states. This • Study abroad for academic credit through course looks at food politics through a series student participation in issues of public of “food fights”—both within the U.S. and concern and reflection on the public issues between the U.S. and its trade partners. We encountered will examine controversies over agricultural • Senior projects in political science designed subsidies, labeling requirements, taxation, to emphasize civic engagement farming practices, food safety, nutrition

guidelines, import/export laws, and education. Political Science Course Descriptions 128 U.S. Foreign Policy (3 s.h.) (I) 100 Introduction to American Government Students study the institutions and events that and Politics (3 s.h.) (S) have shaped the relations of the United States Students are introduced to political science by with the rest of the world. Diplomatic, covert, studying the U.S. Constitution, major and military techniques used to maximize U.S. institutions, political processes (elections and national interests are addressed. lobbying), and political behavior. 200 State and Local Government (3 s.h.) (S) 111 Comparative Politics (3 s.h.) (I) Students examine Virginia government and Students examine challenges to democratic public policy through a comparative analysis government by studying the domestic politics of all fifty states and their local of several non-U.S. political systems. governments. The course focuses on Particular attention is paid to social federalism, the structure and contemporary foundations of government. The status of the functions of state and local governments, and individual and the rights of minorities provide how these laboratories of democracy are themes for learning about the distinction managing diversity among competing social, between democratic and non-democratic political, and judicial pressures. political systems.

167 205 Political Parties and Interest Groups 220 Special Topics in Campaigns and (3 s.h.) Elections (3 s.h.) (C) Students examine the nature of political This course covers the politics of American parties and interest groups and the role they campaigns and elections, focusing on election play in American politics, including analysis laws, candidate recruitment, campaign of platforms, purposes, strategies and strategy, voting behavior, issues, and the roles influence in elections and policymaking. played by national, state, and local politics. Students engage in writing assignments, Students in this course also gain hands-on hands-on experiments, group exercises, and experience through planning and staging the oral presentations, including a mock political Mary Baldwin Election Live Broadcast, convention. including "war room" research, interviews, live reporting, film and sound crew, and voter 208 Congress and the Presidency (3 s.h.) engagement. The primary focus of this course This course explores the historical origins and changes each year to reflect presidential, contemporary operation of the United States gubernatorial, and midterm congressional Congress and the Presidency as separate but elections. equal branches, with an emphasis on the unintended consequences of divided 222 Social Science Statistics (3 s.h.) (Q) government and increased party polarization. For course description, see INT 222 in the Students will evaluate the institutional Interdisciplinary Studies listing. differences between Congress and the Presidency in representation, leadership, and 244 Politics of the Middle East and North processes through analysis of policymaking in Africa (3 s.h.) (I) domestic, budget, and foreign policy arenas. This course will introduce students to the Students will also gain hands-on experience contemporary political systems of the through a variety of simulations. countries of the Middle East and North Africa, the region stretching from Morocco to 209 Women and Politics (3 s.h.) (G) Iran. We will not be able to cover the politics Students examine the roles and influences of of each country in depth, but we will study women in politics and the effect of politics broad themes that are common throughout the upon their status and life choices. Students region: the struggle for independence; the analyze gender differences in patterns of problems of forming nation-states; the political participation, including voting, persistence of strong social forces; the role of working in campaigns, running for public individual leaders; the weakness of office, serving as elected officials, and institutions; the emergence and persistence of participating in various kinds of interest authoritarian regimes; the political reasons for groups. economic underdevelopment; the importance of oil in the formation of rentier states; 215 Politics of Developing Nations (3 s.h.) religion and politics; ethnicity and national (I, W) identity; and the pressures for expanded This course studies political problems in the participation and democracy as recently nations outside the affluent North of the globe. shown in the Arab Spring. The political options of democratic, military, and single party forms are analyzed. 245 Health Care Policy, Politics, and Law (3 s.h.)

168 For course description, see HCA 245 in the 300 Political Behavior (3 s.h.) (Q) Health Care Administration listing. Students investigate determinants of political behavior, including political socialization, 260 Public Policy (3 s.h.) (R) group differences, political efficacy, and civic This course explains the nature of public engagement. They develop skills in empirical policy and analyzes stages in its making, analysis as they measure and analyze public including problem identification and policy opinion and voting behavior. agenda, formulation, adoption, implementation, and evaluation. Case studies 301 Advanced Data Analysis (3 s.h.) (Q) in varied policy areas will show how the For course description, see ECON 301 in the process actually works, i.e., what the results of Economics listing. policy look like in the real world. Leadership roles of individuals, groups, and institutions will be reviewed in depth. Cross listed as ECON 260. 311 Civil Wars and Ethnic Conflict (3 s.h.) (I) 277 Colloquium (3 s.h.) This course is designed to address two These courses look into subjects best covered questions: first, what factors make a nation- in intensive group study experiences. Core state more or less susceptible to the outbreak readings and seminar discussions form of civil war? Second, what factors explain the common experiences for the group, and duration and outcome of civil wars (i.e., do individual projects refine understanding. they end in rebel victory, government victory, Offered as needed. or some sort of peace agreement)? We will look at different explanations offered for the 287 Internship (3 s.h.) above questions and will evaluate them based on their explanatory power. Students will have 295 Democracy in Africa and Latin a chance to apply their theoretical knowledge America (3 s.h.) (I) to current events. This course is designed to study the underlying processes of democratization in 321 Constitutional Law I: Structure and Latin America and Africa—in comparison to Powers (3 s.h.) the nations of Western Europe. We will try to This course is a case-method study of the answer the following questions using case- significant decisions of the U.S. Supreme studies from Latin America and Africa: what Court that define judicial, presidential, and are the similarities and differences between congressional powers and their limits. states of Latin America and Africa in their Federalism and administrative power also will experience with democratization? And, what be examined. can we learn about democratic stability by looking at the experiences of these regions? 322 Constitutional Law II: Civil Rights and We will discuss the politics, economics, and Liberties (3 s.h.) legacies of colonialism in the two regions and A case-method study of the U.S. Supreme how they may have influenced democratic Court decisions in the areas of First transitions in Latin American and African Amendment freedoms of speech, press, and states. religion. Constitutional protections in criminal law, the right to privacy and equal protection will be examined.

169 400 Senior Seminar in Political Science (3 s.h.) (M) Seniors majoring in political science or Psychology international affairs, or who include this Heather Macalister, department head discipline in an independent major, must Louise Freeman, Jenna Holt, Robin Hopkins, enroll in this course and complete an Chandra Mason, Patricia Murphy acceptable senior thesis on a major independent research project. Requirements for the Bachelor of Arts in Psychology

39 semester hours PSYC 101 PSYC 150 PSYC 111 or PSYC 231 or PSYC 275, or a Project Management social/personality psychology related Joe Sprangel, coordinator colloquium approved by the department head PSYC 203 or PSYC 205 Project management focuses on the PSYC 210 or PSYC 211 development of timely and profitable projects PSYC 241 or PSYC/BIOL 305 that are properly aligned with the goals of the PSYC 212 or 310 organization. The successful student will PSYC 220 learn the fundamentals of project PSYC 250 management, the tools needed to ensure a PSYC 360 or 381 quality project, navigation of the complex PSYC 400 or PSYC 401 and PSYC 402 world of enterprise level projects and Two additional elective courses selected from understanding how to define and reduce the following: project financial implications and risks. At PSYC 111 Psychology as a Social Science Mary Baldwin, we approach this discipline PSYC 203 Abnormal Psychology with an eye towards creating a sustainable PSYC 205 Techniques of Counseling and business culture while giving students a well- Psychotherapy rounded view of basic project management PSYC 214 Psychology of Women principles. PSYC 216 Multicultural Psychology PSYC 218 Psychology of Relationships Requirements for the Minor in PSYC 231 Psychology of Personality PSYC 232 Educational Psychology Project Management PSYC 235 Health Psychology Undergraduate residential programs and PSYC 245 Industrial/Organizational Baldwin Online and Adult Programs (online) Psychology PSYC 248 Forensic Psychology 18 semester hours PSYC 275 Social Psychology BUAD 200 Management Principles PSYC 277 Psychology Colloquium BUAD 208 Accounting Principles PSYC 302 Psychological Testing and BUAD 350 Project Management for Measurement Sustainable Impact PSYC 306 Human Morality (Honors BUAD 351 Project Quality Management Colloquium) BUAD 352 Project Scheduling PSYC 307 Drugs and Behavior BUAD 353 Project Financial/Risk Analysis PSYC 311 Adult Development

170 PSYC 313/513 Applied Behavior Analysis Mental Health Work: Students who plan to work in a mental health Majors must take a standardized achievement setting or enter a graduate program in clinical test in psychology during their senior year. or counseling psychology or a related field should take: PSYC 203; PSYC 205; PSYC 231 or 307; PSYC 302; PSYC 313; and an Requirements for the internship in mental health. Bachelor of Science in Physical/Occupational Therapy: Students interested in graduate studies in Psychology physical or occupational therapy should take: All of the requirements listed for the BA, plus PSYC 305, PSYC 310, PSYC 313, BIOL 111, the following: BIOL 264, BIOL 265, EXLD 251 and an Two mathematics courses at the 200 level or internship in a PT or OT setting. PSYC 235 is above. also recommended. (Note: this is an emphasis One additional lab science course at the 200 within the psychology major; it does not level include all pre-requisite courses for admission Senior Requirement: Satisfactory completion to a graduate program in PT or OT.) of PSYC 400 or 401/402 Elder Care: Students interested in working with the elderly or graduate work in gerontology should take: Requirements for the Minor in PSYC 111, PSYC 212, PSYC 307, PSYC Psychology 311, BIOL 151, HCA 240, SOWK 124, and 20 semester hours, with at least 3 semester an internship in an elder care setting. SOC 205 hours at the 300+ level is also recommended. PSYC 101 and PSYC 220 Forensic Psychology: One of the following: PSYC 111, PSYC 210, Students interested in graduate studies in PSYC 211, PSYC 231 or PSYC 275 forensic psychology should take: PSYC 203, One of the following: PSYC 203, PSYC 205, PSYC 205, PSYC 248, PSYC 249, PSYC or PSYC 313 302, PSYC 307, and an internship in a One of the following: PSYC 212, PSYC 241, forensic or criminal justice setting (PSYC 287 PSYC/BIOL 305, PSYC 307, or PSYC 310 or CJ 287). One other psychology course (3–4 hrs.) of the student’s choice, at the 200 level or higher, excluding PSYC 287, PSYC 387, and PSYC Civic Engagement and International 380. Opportunities Emphasis Areas • Long-established internships and volunteer opportunities with agencies such as Western Child Psychology: State Hospital, Woodrow Wilson Majors who plan an elementary teaching Rehabilitation Center, and area service license, a career in child care, or to enter a agencies graduate program in developmental • May term course in Europe psychology, educational psychology, or a related field should take: PSYC 203, PSYC 210, PSYC 302, and PSYC 310. PSYC 232 is Psychology Course Descriptions also recommended. 101 Introduction to Psychology as a Natural Science (4 s.h.) (N*)

171 A course with a required laboratory applied interest to prospective human service workers, component emphasizing the experimental including social workers, counselors, and method as a procedure for discovering the teachers. *Prerequisite: PSYC 101 or PSYC principles of behavior and mental processes. 111. Subject areas include psychobiology, sensation and perception, consciousness, 205 Techniques of Counseling and learning and memory, intelligence, Psychotherapy (3 s.h.) motivation, emotion, and stress. Weekly labs An overview of current approaches to enable students to explore a wide variety of counseling and psychotherapy including psychological phenomena by replicating psychodynamic, phenomenological, classic experiments and collecting and behavioral, cognitive, and feminist analyzing behavioral data. Must earn at least orientations, and family therapy and therapy a C- to declare the Psychology major. with children. Ethical and multicultural issues (*Does not meet VA DOE licensure pertaining to therapy are also considered. Of requirement for Natural Science) special interest to prospective human service workers, including mental health workers, 111 Introduction to Psychology as a Social social workers, teachers, and personnel Science (3 s.h.) (S) workers. *Prerequisite: PSYC 101 or PSYC This course is designed to introduce students 111. to the study of psychology as a social science. Content areas: the major theoretical 210 Child Psychology (3 s.h.) (S) approaches to the study of psychology, Examines cognitive, socio-emotional, developmental processes, personality and its language, and gender development from assessment, abnormal psychology, therapy, infancy through late childhood from different and social influences on behavior. theoretical perspectives, with an emphasis on methodology. Environmental and biological 150 Survival Skills for the Psychology influences on children’s behavior are Major (1 s.h.) considered. Implications for parents, teachers, Required for declared psychology majors. The and others who work with children are course fosters an understanding of the career discussed. * Prerequisite: PSYC 101 or PSYC field and the acquisition of the basic learning 111 or Sophomore standing. and professional skills necessary to succeed in the field. Topics include vocational 211 Adolescent Psychology (3 s.h.) (S) assessment, tools for academic success, This course focuses on the neurological, writing a literature review and an empirical socio-emotional, cognitive, and transitional paper, occupational choices, and preparing for aspects of adolescent development with an and applying to graduate school. emphasis on methodology. Topics include identity formation; sexuality; work and 203 Abnormal Psychology (3 s.h.) (S) leisure; and family, peer, and school A study of the major forms of abnormal influences on development. Students learn behavior focusing on adult psychopathology. how culture, generation, gender roles, and Topics include the definition and history of other psychological factors affect adolescent abnormal behavior, research methods, current behavior. * Prerequisite: PSYC 101 or PSYC theoretical perspectives classification, 111 or Sophomore standing. symptomatology and treatment of mental disorders, psychological health. Of special

172 212 Cognition and Cognitive Neuroscience national cultural diversity, we will also gain (3 s.h.) (R) knowledge of the impact of differences in An examination of the operations of the religion, class, age, gender, and sexual human mind, as well as the neural processes orientation. Offered online only. that support the mind. Classic cognitive findings are integrated with current research 218 Psychology of Relationships (3 s.h.) methods to more fully explore the link This course discusses and evaluates recent between mind and brain. Topics covered data, emphasizing heterosexual relationships, include the nature of consciousness, attention, but including data on other intrapersonal and memory, motor control, language, emotion, family relationships. It focuses on how problem solving, and cognitive relationships have evolved and the adaptive control. Emphasis is placed on critical significance of the roles of the individuals thinking and current methodological within them. Examines the psychological approaches. *Prerequisite: PSYC101 or principles that result in different behavioral BIOL111. strategies in response to changing societal demands, and addresses principles that 214 Psychology of Women (3 s.h.) (G) underlie adaptive, destructive, and abnormal This course takes a psychosocial behaviors within relationships. developmental feminist approach to understanding psychological and social 220 Experimental Psychology (4 s.h.) phenomena that pertain to women. We will This is a lecture/laboratory course that focuses examine theoretical perspectives on women’s on why and how experiments are conducted in psychology; cultural and societal images of psychology. Students will learn how to women; women in adolescence, young critically evaluate published psychological adulthood, midlife, and late adulthood; and research, design and conduct experiments, and issues of relationships, lifestyles, sexuality, use computers for statistical analysis of parenting, family, and work. Includes results. We will investigate variables, opportunity for community activism that methods, and problems pertaining to benefits girls and women. psychological research. In lab, students participate in data collection, design and 216 Multicultural Psychology (3 s.h.) (W) conduct experiments, and analyze results with In this class you will be studying human computer-generated statistics. *Prerequisite: behavior with respect to culture. It is minimum grade of C- in PSYC 101. becoming more broadly understood that one’s culture impacts development, personality, 231 Psychology of Personality (3 s.h.) (S) perceptions, cognition, social behavior and This course introduces each of the major views of “abnormality.” In order to theories of personality: psychoanalytic, scientifically study psychology and/or be more phenomenological, biological, behavioral, effective in interacting with others, we must social learning, humanistic, existential, and understand cultural differences and how we positive. Each is critically examined with each are affected by them. Some of the respect to its ability to explain human nature premises formed early in our discipline’s and generate strategies for assessing and history now need to evolve to retain truth and modifying personality. Considers findings relevance in our world. We will look at some relating to conflict, stress, aggression, self- of these as a way to understand our own concept, and multicultural influences on biases. As well as studying racial, ethnic, and

173 personality. *Prerequisite: PSYC 101 or 245 Industrial/Organizational Psychology PSYC 111. (3 s.h.) Students survey topics related to industrial and 232 Educational Psychology (3 s.h.) organizational psychology, including The application of psychological principles motivation, job satisfaction and values, groups and theories to educational settings, including in organizations, decision-making, leadership, elementary, middle, and secondary schools, job analysis and evaluation, and models and colleges, and other institutions (e.g., methods of employee selection. The businesses and industries) in which education requirements cover theory and conceptual or training is a goal. Students will learn how information as well as practical applications. to write educational objectives, analyze learning tasks, devise instructional strategies 248 Forensic Psychology (3 s.h.) (D) for accomplishing educational objectives, and Application of psychological principles and evaluate the outcomes of such strategies. research to legal issues. This course addresses police training in interrogation, profile 235 Health Psychology (3 s.h.) generation, and how to deal with special This course on the psychology of health and victims. Trial issues such as pre-trial publicity wellness, with a focus on mind-body effects, jury composition, and assisting connection, provides an overview of the field lawyers with their presentation and cross- of health psychology, one of the specialty examination techniques are addressed. Special areas of the discipline of psychology. Students attention to how the legal system influences will learn the history of health psychology, and is influenced by race, ethnic, religious, major theories in the field, and methods of and cultural differences. Alternate years. applying health psychology knowledge to promoting health and preventing disease. 249 Forensic Psychology II (3 s.h.) Particular attention will be given to the roles This is the second forensic psychology course of individual, social, cultural, and economic in a two-part series. This second course factors in health; including the relevance of focuses on the applied side of the discipline; age, gender identity, sexual orientation, and students will learn about the complex roles race. that forensic psychologists frequently play within the legal system. They will learn how 241 Sensation and Perception (3 s.h.) (N) to interpret criminal behavior, how forensics Introduces principles of sensation and their assessments are conducted, and how to protect involvement in our perception of the world. the rights of victims and special groups. Examines all sensory systems as to how they translate physical stimuli into information 250 Behavioral Statistics (3 s.h.) (Q) useful for processing by the brain. Investigates Required of all psychology majors. Overview roles of experience, context, attribution, and of the basic concepts and principles of other perceptual variables in the interpretation parametric and non-parametric statistics and of these stimuli. Personally conducted and how they are used in the behavioral sciences. computer generated demonstrations involving Students learn to conduct statistical tests on sensation and perception phenomena allow data sets and to thoughtfully critique the students to experience principles firsthand. conclusions of others. Topics include *Prerequisite: PSYC 101, BIOL 111, or BIOL descriptive and inferential statistics, 151, or permission of instructor. probability, correlation, linear regression, the z-test, the t-test, analysis of variance, and chi-

174 square. *Prerequisites: PSYC 220 and MATH An examination of the basic principles of 159 or equivalent. psychological assessment and a critical survey of the instruments used in schools, clinics, and 275 Social Psychology (3 s.h.) hospitals, including intelligence, aptitude, This course examines the ways our social achievement, vocational interest, and environment influences our thoughts and personality tests. Practice is given in behaviors. The course will focus on how administering, scoring, and interpreting individuals think about, relate to and influence representative tests. *Prerequisite: PSYC 220 one another. Students will examine how we or PSYC 250. Alternate years. form our attitudes and judgments and how those attitudes and judgments can affect our 305 Physiological Psychology (3 s.h.) (W) behavior. Specific topics to be examined Current concepts regarding the relationship are: social roles, conformity, persuasion, between brain function and behavior. Includes group influence, prejudice, aggression, the gross anatomical characteristics of the attraction, helping behavior, and conflict nervous system, functional characteristics of resolution. How all these phenomena impact neurons, research techniques used in our daily lives and our institutions will be neurophysiology, and the functional role of discussed. This course is not interchangeable the nervous system with respect to arousal, with SOC 254, also called Social Psychology. pain, sensory processes, sleep, sexual behavior, brain disorders, emotion, learning, 281 The Psychology of Global Social Justice and motivation. Cross listed as BIOL 305. (3 s.h.) (I) *Prerequisites: PSYC 101 and three semester This May Term offering will explore issues of hours in biology or permission of the social justice through the lens of social instructor. Alternate years. psychology, with a strong emphasis on international perspectives, organizations and 306 Human Morality: Nature and Nurture policies.. Readings include recent empirical (3 s.h.) (T) social psychological literature on the major This Honors colloquium focuses on the cross- themes of this course to include: human rights, disciplinary debate about the implications of human trafficking and prostitution, refugee research in evolutionary psychology, experiences and issues, labor laws and rights, neuroscience, and social sciences for our origins and responses to mass violence, and understanding of human morality. Students peace and conflict resolution. will move beyond the classic nature vs. nurture debates to understand newly merging 287 Internship: Career Exploration in models of the complex interaction between Psychology (1–3 s.h.) evolutionary accounts of human morality and This course provides the opportunity to diverse perspectives in ethical theory. Cross observe and participate with professionals listed as PHIL 306. Alternate years. performing psychology-related jobs in widely varied employment settings. Students must 307 Drugs and Behavior (3 s.h.) (T) apply for an internship to a member of the Examines drugs and their effects on human psychology faculty who will serve as the and animal behavior, with particular emphasis supervisor. The two negotiate the terms of the on the neural mechanisms underlying drug internship with the on-site supervisor. actions. Topics include the current clinical uses of drugs, drug abuse, addiction, and the 302 Psychological Testing and effects of drugs on motivation, memory, and Measurement (3 s.h.) learning. Drugs studied include alcohol,

175 antidepressants, antipsychotics, barbiturates, for establishing desirable behaviors and hallucinogens, narcotics, sedatives, and eliminating or reducing undesirable behaviors, stimulants. *Prerequisite: PSYC 101, BIOL maladaptive anxiety, and other unwanted 111, or BIOL 151 or permission of instructor. emotions. Alternate years. 360 History and Systems of Psychology 310 Learning and Memory (3 s.h.) (R) (3 s.h.) An in-depth look at how both humans and This course for senior psychology majors animals learn and retain information. examines the historical antecedents of Behaviorist and cognitive approaches will be contemporary psychology and the major covered, including classical and operant systems of psychology. Emphasis is placed on conditioning, working memory, semantic and the historical development leading to currently episodic memory, memory for skills and held positions on topic areas including actions, as well as forgetting. Attention will development, learning, motivation, sensation, also be paid to emotional and social influences perception, and cognition. on memory, and how memories change across the lifespan. Focus is given to empirical 381 Junior Seminar in Psychology (3 s.h.) articles and communication of empirical This course for junior psychology majors findings. *Prerequisite: PSYC101 offers the opportunity for thorough analysis and PSYC220, or permission of instructor. and critique of empirical journal articles in preparation for senior thesis. Taught like a 311 Psychology of Adult Development graduate seminar, this class will have students (3 s.h.) read journal articles in preparation for each This course is an advanced developmental class meeting and take turns presenting psychology seminar, focusing on articles to their classmates. Students will psychosocial, cognitive, and physiological prepare written critiques of articles chosen by development and issues of young adulthood, the faculty in each major topic area of midlife, and late adulthood, with an emphasis psychology. Successful completion of PSYC on women. Students will critique traditional 220 is strongly recommended. theories and perspectives on adulthood and apply contemporary feminist theory and 387 Internship: Professional Experience in research. Topics include research Psychology (2–3 s.h.) methodology; work and retirement; intimate Culminates a student’s preparation for entry- relationships, family, friendships, and level employment in a psychology-related caregiving; physical changes and sexuality; career by providing practical experience cognitive functioning and intelligence; working with professionals in a chosen career identity, generativity, and integrity. specialty. Students work closely with a faculty *Prerequisite: PSYC 210 or PSYC 211. member and negotiate the terms of the internship with the on-site supervisor. Credit 313 Applied Behavior Analysis (3 s.h.) is awarded on the basis of three semester Procedures for treating a variety of problems, hours per 150 hours of observation. Must be ranging from personal behavior problems to taken P/NC. abnormal behavior will be considered. Students will learn to design, conduct, and 400 Senior Thesis — Critical Literature evaluate programs for behavior change for Review (3 s.h.) (M) themselves and others. Considers procedures Senior thesis students integrate their learning

176 in the major by conducting a critical analysis HCA 125 of a comprehensive body of literature on a HCA 225 contemporary topic in psychology under the HCA 250 mentorship of a psychology faculty member. HCA/BIOL 261 All students make a formal oral presentation INT 222 of their results and present a final written thesis. *Prerequisites: PSYC 220 and PSYC 250. Religious Leadership 401 and 402 Senior Thesis — Data Collection (1.5 s.h. each ; 3 s.h. total across and Ministry two semesters) (M) Katherine Low, chaplain, director Senior thesis students integrate their learning in the major by conducting a data collection The Religious Leadership and Ministry Minor project over two semesters on a contemporary is offered to students of all faiths and topic in psychology under the mentorship of a backgrounds with a focus on interdisciplinary psychology faculty member. All students preparation for religious leadership in various make a formal oral presentation of their results types of career settings. The minor allows for and present a final written thesis. students to explore leadership styles in a *Prerequisites: grade of B or higher in both religiously diverse world, to learn about PSYC 220 and PSYC 250 serving organizations and their various Note: Teaching assistantships in psychology structures, and to prepare for more formal can be arranged on an individual basis. training in their respective institutions or seminaries. The minor also develops the student’s critical ability to identify the ways that faith, religion, and worldviews help to structure one’s sense of a meaningful and Public Health purposeful life and vocation. Donovan Branche, director Eileen Hinks Requirements for the Minor in Religious Leadership and Public health involves the study of population health, including protection and improvement Ministry of community health at local, national, and 21–23 semester hours global levels. The public health minor REL 101 or REL 102 introduces students to the wide variety of AS/REL 212 public health fields including administration REL 231 or REL 232 and policy, community health and education, PHIL 235 or INT 230 epidemiology and biostatistics, and medical BUAD/COMM 202 and public health research. Two of the following: REL 130, REL 202, REL 222, REL 237, REL 320, BUAD 208, Requirements for the Minor in BUAD 250, COMM 280, HIST/REL 204, SOC/REL 205, SOC/REL 284, or ANTH 244 Public Health 18 semester hours Note: Other courses appropriate for the major HCA 101 and/or to the career plans of the student may

177 be chosen and substituted for the above with upon many of the same tools as philosophy, the approval of the director. Directed inquiries history, sociology, anthropology, and and teaching assistantships are available on an theology. Students will exercise strong individual basis. analytical and original thinking skills and develop their ability to empathize with the perspectives and beliefs of fellow human Carpenter Preparation for beings. The religious studies minor provides an understanding of different religions Ministry Program including Christianity, Judaism, Buddhism, This unique program provides a bridge Hinduism, and Islam. between the intellectual rigor of the classroom and the living of faith in the world. The These diverse belief systems have had a program is not only for those students significant influence on the lives of millions of preparing for a religious vocation, but for people worldwide and served as the those with any major or career plans who are foundation for community and culture and interested in integrating faith and life. Both also provided a way to grapple with internships and volunteer opportunities are fundamental values and questions about also available. human existence. Also, religious faith has been the source of great artistic and literary Carpenter Quest Program achievements — while at the same time, Conducted by the chaplain as part of the served as the justification for many of the Carpenter Preparation for Ministry Program, world's major conflicts, wars, and social this unique program helps students integrate movements. Understanding the role religion religious commitment, intellectual plays in conflicts and social change — and the development, and service. The program resources it may bring to their resolution--is includes two years of spiritual direction, one key purpose for its study. academic courses, and enrichment activities that support individual efforts to make sense Requirements for the Minor in of life, learning, and faith. When students Religious Studies fulfill all the requirements of Quest, including 21 semester hours engaging in 100 hours of community service, REL 101 they are inducted into The Carpenter Society REL 102 in their junior or senior year. One of the following from Asian Religions: AS/REL 212, AS/REL 275, AS 278 Four of the following: REL 130, REL 202, HIST/REL 204, AS 212/REL 212, PHIL/REL Religious Studies 225, REL 231, REL 232, COMM/REL 237, AS/REL 275, AS/REL 278, SOC/REL 284, Katherine Low, coordinator PHIL/REL 305, REL/PHIL 320, REL 355, Andrea Cornett-Scott, Roderic Owen, Edward PHIL 101, ANTH/REL 244, HIST 365, Scott SOC/REL 205 Religious Studies involves the study of Note: Minors may take the following at the religious history and modern religious issues 300-level: REL 231, REL 232, AS/REL 275, in a manner that regards all spiritual traditions and REL 277 equally. A minor in religious studies draws

178 Minor in Religious Leadership texts in the synoptic gospels. This study and Ministry includes the history of the early church and some of its leaders, especially the Apostle Please see Religious Leadership and Ministry Paul.

130 Faith, Life, and Service (3 s.h.) (C) Civic Engagement Opportunities Focuses on the relationship between life, • Courses which include a civic engagement work, and faith. Students examine the component: REL 130 Faith, Life, and Service interaction between American culture and and REL 232 African American Religion religion. Through reading, discussion and • Quest: A co-curricular interfaith program guest lecturers, they gain an appreciation for with programming provided on campus the differing ways in which individuals and through the Office of the Chaplain. communities put together faith and respond to • Programs sponsored by Philosophy and the world. Religious Studies including Black Baby Doll Day; International Day of Peace, Martin 202 Judaism, Christianity, and Islam Luther King Jr. Memorial Service, Kwanzaa, (3 s.h.) (I) interfaith excursions, and others A study of the historical religions of the • Black History Month events: Oratorical Middle East and West: Judaism, Christianity, Contest with community participation, Gospel and Islam. Along with an analysis of the Extravaganza, Praise House Service beliefs, practices, and history of each tradition, • Participation in Habitat for Humanity and a comparative analysis is undertaken. Amnesty International • Internship opportunities through the Spencer 204 Religion in America (3 s.h.) Center For course description, see HIST 204 in the • International civic engagement: South History listing. Africa, India, Spain 205 Sociology of Death and Dying (3 s.h.) Religious Studies Course For course description, see SOC 205 in the Descriptions Sociology listing. 101 Old Testament (Hebrew Bible) (3 s.h.) (H) 212 Asian Religions (3 s.h.) (H) Introduction to the historical and cultural For course description, see AS 212 in the background of Hebrew Bible. Students are Asian Studies listing. introduced to the historical-critical method of study. The Biblical texts are approached from 222 Internship in Ministry (credit varies) the perspectives of the history, faith, and Students work with faculty and pastors to theology of Ancient Israel, from Abraham to learn and practice the basics of pastoral care, the return from exile. counseling, and ministry. *Prerequisite: permission of instructor. Offered as needed. 102 New Testament (Christian Bible) (3 s.h.) (H) 225 Martin Luther King and a Philosophy The formation and content of the New of Civil Rights (3 s.h.) (D) Testament in light of the entire Christian Bible For course description, see PHIL 225 in the are the focus, with special emphasis on Philosophy listing. developing the student’s ability to interpret

179 231 Women and Religion (3 s.h.) (G) 244 Magic, Ritual and Religion (3 s.h.) (R) A study of the role and treatment of women For course description, see ANTH 244 in the focusing primarily on the Judeo-Christian Anthropology listing. tradition. Beginning with the biblical texts, the study looks at both traditional and feminist 275 Buddhism (3 s.h.) (H, W) interpretation of scriptures concerning the For course description, see AS 275 in the “place of women.” Issues include biblical Asian Studies listing. imagery for God, the ordination of women, and inclusive religious language. 277 Studies in Religion (credit varies) Topics not included in regularly scheduled 232 African-American Religion (3 s.h.) (D) religion courses. Interests of students and Focuses on the African origin and African- faculty determine the subject matter. American recreations of religions and sects. Special emphasis on the liturgical and 278 Hinduism (3 s.h.) (H, W) homiletical (preaching) traditions of black For course description, see AS 278 in the women and men, and the role of the slave Asian Studies listing. church as a catalyst for civil rights in the contemporary black church. Examines the 284 Sociology of Religion (3 s.h.) evolution of womanist and black theological For course description, see SOC 284 in the critiques and the counter challenge of the Sociology listing. black Muslim movement. Contributes to the minor in African American Studies. 305 Science, Religion, and the Search for Meaning (Honors Colloquium) (3 s.h.) (T) 237 Mediation and Conflict Resolution: For course description, see PHIL 305 in the Principles and Practices (3 s.h.) (O) Philosophy listing. Topics include: why conflict resolution and mediation matter; the adversarial system and 320 Peacemaking: Gandhi and Nonviolence mediation as an alternative; the concept (3 s.h.) (T, R) of win-win; managing multiple and conflicting For course description, see PHIL 320 in the emotions; power, conflict, and morality; Philosophy listing. conflict styles and dysfunctional conflict practices; ethical negotiation and negotiating 355 Greek Myth and Religion (3 s.h.) (R) conflict resolutions; listening Examines the myths and religious beliefs, in conflict; disruptions in close relationships; a practices, and institutions of the ancients mediator’s role in working through conflict; Greeks. Primary sources for doing so include helping others manage conflict; Hesiod, Homer, and Greek dramatists and moral, religious, and cultural conflicts; poets. This course also examines theories of and managing moral conflicts. Topics interpreting myth and the influence of Greek are covered through faculty and student myth and religion in Western culture, presentations, critical readings and discussion, literature, art, and music. *Prerequisite: and analysis and role playing of mediation sophomore standing; often offered with a case studies. Cross listed as COMM 237; global honors designation. Ethics option for the Leadership minor. 390 Directed Inquiry (credit varies) The student and supervising faculty member

180 undertake an advanced study of a selected 202, or PSYC 218, or PSYC 214, or other topic in religious studies. approved substitution One of the following: HCA 235, SOWK 235, SOWK 353, WS 240, or other approved substitution

Civic Engagement Opportunities Sexuality and Gender SGS 226 Culture and Wellness and CE 255 Assisting Local Food Programs provide Studies students opportunities for civic engagement Kathy McCleaf, coordinator and applications to better understand class and gender. Students receive 3 credit hours Studies in gender and sexuality range from attributed to civic engagement when theoretical to practical, from institutional to participating in CE 255 and may contract for individual, and from policy to practice. CE hours in SGS 226 beyond what is required Students will explore the multiple dimensions in the course. of sexuality and gender framed in biological, psychological, and sociocultural analyses. An Sexuality and Gender Studies investigation of this field of study will be Course Descriptions useful for students entering into multiple 215, 315 Topics in Sexuality and Gender disciplines, such as sociology, psychology, Studies (3 s.h.) and education as well as pre-professional Special topics in sexuality and gender studies programs such as health care and social work. include but are not limited to studies in The interdisciplinary minor in sexuality and masculinities, bisexuality, sexual gender studies, grounded in the social consumerism, research issues and methods in sciences, offers students an opportunity to sexuality and gender studies, sexuality and the examine the field of sexuality and gender schools, constructions of sexual minority male through a bio-psycho-sociocultural and female cultures, religion and sexuality, perspective. Students interested in declaring and ethnicity and sexuality. an undergraduate major in Sexuality and Gender Studies should contact Kathy McCleaf 226 Culture and Wellness: Understanding for curriculum options to design an Access (3 s.h.) Independent Major. Students examine intersections of ethnicity, gender, sexuality, ability, and class as they Requirements for the Minor in impact access to wellness. Sexuality and Gender Studies 18 semester hours 235 Gender, Sex, and the Military (3 s.h.) One of the following: ANTH 120, PSYC 111, (G) or SOC 100 as a pre or co-requisite for SGS Students will focus on current issues in the 261, SGS 263, or SGS 275 U.S. military representing constructions of Two of the following: SGS 261, SGS 263, or gender — with a focus on masculinity. SGS 275 Students will engage in a critical investigation One of the following: SGS 226, or SGS 235, of the transitions to the Don’t Ask Don’t Tell or SGS 245, or SGS261, or SGS263, or SGS policy. In addition, students will exam the 275, or SGS 215/315, or SGS 338 history, politics, and constructions of a One of the following: SOC 248, or ANTH modern day warrior as it relates to American

181 society and those individuals serving in the the history, biology, theory, and psycho- military. Students will also examine foreign social-cultural ideologies that frame the lives militaries and make comparative analysis of this subset of gender minorities will guide relative to access with regard to issues of the student’s reading, discussion, and religion, sex, class, and race. research.

245 Gender and Sport (3 s.h.) (G) 338 Theories in Sexuality and Gender Conversations will guide class explorations Studies (3 s.h.) (G, W) regarding current and historical performance, Students are provided an opportunity to participation, and politics in sport relative to examine select theoretical frames that inform gender, sexual orientation, class and race. the study of sexuality and gender. Beginning Special emphasis will be placed on women’s with a variety of readings in gender, LGBT, sport experience. Cross listed as WS 245. and queer theories, students will discuss and research scholarly works and engage in 261 Sexual Minorities (3 s.h.) (S, O) discourse about the intersections and Students examine sexual minority culture. contributions of each as they inform the field Lesbian, gay, and bisexual, person’s of sexuality and gender studies. experiences will be explored utilizing an interdisciplinary approach. Discussion topics will include civil rights, access to education, ethnicity, religion, health and other bio- psycho-social cultural issues. Coursework will Social Work include understanding and reflecting on our Mary Clay Thomas, program director heterocentric culture while examining select Doris Dodson, Gauri Rai, May Guenin theories in sexual identity development, and Students interested in social work may receive sexual orientation. professional training by majoring in social work. This major requires a sequence of 263 Dimensions of Human Sexuality (3 s.h.) courses as described in the Social Work (S, R) section below, including supervised field Students are provided opportunities to develop instruction in a social service agency. This a level of sexual literacy. Scholarly inquiry field practicum, for 15 s.h. credit, provides an will aid personal decisions regarding sexuality opportunity to develop and translate while building awareness of the institutional theoretical concepts into professional practice. and cultural factors that affect policy and cultural ideologies relative to gender and Requirements for the Bachelor sexuality. Research efforts that apply critical of Social Work examination skills will be honed as students 51 semester hours explore topics such as intimacy, assertiveness, SOWK 153 internet dating, and sexual consumerism. SOWK 156 SOWK 235 275 Trans Communities (3 s.h.) (G, W) SOWK 275 Students are provided with an opportunity to SOWK 317 explore and better understand those identified SOWK 335 (by self or by other) with a gender variance SOWK 353 outside of the binary constructs of SOWK 355 male/female; man/woman. An examination of SOWK 365

182 SOWK 375 156 Interviewing in Human Service SOWK 400 Professions (3 s.h.) (O) Two of the following electives: SOWK 124, Students will acquire knowledge and develop SOWK 251, SOWK 262, SOWK 265, SOWK skills for effective communication which are 272, SOWK 307, SOWK 287/387, or SGS essential for helping individuals and families 261 in planning change, in the social work profession, as well as in other disciplines. Additional courses required as Emphasis on understanding and development prerequisites for completion of the above of interviewing skills. Class activities include include: role playing interviews. BIOL 151/252 INT 222 235 Human Behavior and Social POLS 100 Environment 1 (3 s.h.) PSYC 111 Provides basic framework for creating and SOC 100 organizing knowledge of human behavior and social environment. Social systems, life-span, Civic Engagement Opportunities and strengths approaches to understanding • SOWK 355 requires students to complete 25 HBSE introduced. Focus on individuals and hours of service learning in designated families and impact of larger environment on community agencies. these systems. *Prerequisites: SOC 100, • SOWK 400 engages students in the direct SOWK 153, PSYC 111, and either BIOL 151 practice of social work where they fulfill 450 or BIOL/WS 252. hours of a field placement. • The Social Work Club allows students to 251 Child Welfare Services (3 s.h.) work with area agencies to serve local Study of adoption, foster care, child care residents and provide needed community protective services, juvenile court, and other service. child welfare services for children in need of protection. We study the well-being of Social Work Course children and attitudes and values that define Descriptions parents’ and society’s responsibilities to children. 124 Aging (3 s.h.) Introduction to dynamics of aging, including 262 Girl-Centered Initiatives (3 s.h.) bio-psycho-socio aspects and special needs of This innovative training program educates aged persons. Participants will examine participants about effective, research-based society’s provisions for the aged and methods practices for addressing the needs of girls and used in working with their problems. young women who have experienced trauma and/or been impacted the juvenile justice 153 Introduction to Social Work (3 s.h.) system. Upon successful completion in this Explores career opportunities in social work. course, students will be certified by the Girl Special emphasis on the profession as it Centered Institute (GCI) through the Delores relates to practice with children, families, and Barr Weaver Policy Center to provide girl- other persons who experience problems with centered interventions in a variety of settings. adjustment to their social environment. This course is designed to enhance the skills Participants will study philosophies, values, of professionals and students in the fields of and attitudes that form a base for professional education, social services, child protection, practice.

183 mental health, and juvenile justice, as well as justice, and empower at risk populations. volunteer mentors, coaches, and leaders *Prerequisites: SOWK 153 and POLS 100. involved with girl-serving organizations. GCI participants/graduates will become more 287/387 Social Work Field Observation effective in including girls’ voices in their (3 s.h.) work by learning strategies for translating Through affiliation with a social service research into policies, processes, programs agency, students observe the nature of the and services that emphasize the safety, client-worker relationship. Perceptual dignity, and growth of girls. orientation and descriptive skills are emphasized through varied levels of 265 Mindfulness and Self Compassion observation. Internship requires placement for (3 s.h.) a minimum of 120 contact hours on a Self-care has been identified as one of the scheduled basis. Group supervision is also overlooked competencies in the social work required. *Prerequisites: SOWK 153 and profession. This course is intended to put the SOWK 156. student on a better path to manage stress by teaching specific, concrete tools that can be 307 School Social Work (3 s.h.) used to decrease emotional stress and enhance Teaches students the skills and knowledge life satisfaction. In this experiential course, needed to work in a school setting as a social students will be instructed in both informal worker. With an emphasis on planning, and formal practices of mindfulness and self- assessment, and successful interventions, compassion and how these practices can be students learn theoretical framework as used to provide a foundation of well-being. applied in a school setting. Students also learn Course material will consider the latest the value of interdisciplinary team planning, scientific findings regarding mindfulness and models of service delivery, program planning self-compassion. and the value of community resources. *Prerequisite: SOWK 153 272 Vulnerable Populations in Film (3 s.h.) (T) 317 Social Work Research (3 s.h.) (R) This course provides students an opportunity Designed to increase knowledge of research as to explore the enduring theme of vulnerable a tool for social work practice. Students populations in society with the use of selected acquire basic skills and knowledge to utilize references from a variety of sources and relate existing social research for practice-related this to commercial films. Students gain deeper decision making and the capacity to carry out understanding of vulnerable populations from systematic methods of inquiry in their practice a sociological and social work point of view setting. *Prerequisites: SOWK 153 and INT and practice skills in writing. 222.

275 Social Welfare Policy (3 s.h.) 335 Human Behavior and Social Describes and analyzes policies and services Environment II (3 s.h.) rendered by local, state, regional, national, and Provides basic framework for creating and international agencies and policy implications organizing knowledge of human behavior and for social work practice. Students prepare to social environment, along with social systems, advocate for social policy changes designed to lifespan, and strengths approaches acquired in improve social conditions, promote social HBSE I, to understand group organizational and community systems. Special attention

184 given to the impact of human diversity, can empower themselves for the purpose of discrimination, and oppression in the context improving the overall quality of life in of groups, organizations, and communities. communities. *Prerequisite: SOWK 365. *Prerequisites: SOWK 153 and SOWK 235. 387 Social Work Field Observation (3 s.h.) 353 Social Work with Diverse Populations For course description, see SOWK 287/387. (3 s.h.) (D, W) *Prerequisites: SOWK 153 and SOWK 156. Provides understanding of and sensitization toward cultural diversity, to include 400 Field Instruction in Social Work race/ethnicity, sex, sexual orientation, ablism (15 s.h.) (M) versus disablism, and social class in the Supervised field instruction in a social service context of social work practice and policy, as agency provides seniors opportunities to well as generally. Personal values toward acquire knowledge and skills in social work cultural identity, as defined above, are practice. The field work requires a semester explored and discussed in the context of social block placement, five days a week, 8 hours work values and practice. per day, for a minimum of 450 contact hours on a scheduled basis. An integrating seminar 355 Social Work Practice I (3 s.h.) (C) is also required. *Prerequisites: Completion of Assists students in developing knowledge and all social work and general education skills to work with individuals. Experiential required curriculum with a minimum grade of techniques are employed to aid in integration “C” in each social work course as well as of theory and practice. Many of the successful completion of the program’s videotapes, class exercises, case studies, and comprehensive exam. role plays focus on the implications of cultural diversity and include application to vulnerable populations. *Prerequisite: SOWK 153.

365 Social Work Practice II (3 s.h.) Sociology Assists students in developing knowledge and Bob Robinson, coordinator skills to work with families and groups. Russ Crescimanno, Sheila Smith, Daniel Experiential techniques are employed to aid in Stuhlsatz integration of theory and practice. Many of the videotapes, class exercises, case studies, and Sociology is the scientific study of the social role plays focus on the many implications of dimension of human experience. Sociology cultural diversity and include application to involves application of scientific principles vulnerable populations. *Prerequisite: SOWK and procedures in order to better understand 355. social interaction, social groups, organizations, and institutions. Many 375 Social Work Practice III (3 s.h.) sociologists are involved in research; others Assists students in developing the knowledge manage; some teach. Though specific areas of base necessary for understanding the expertise and abilities vary, sociologists contemporary American community, its command an arsenal of skills, knowledge, and structure, politics, its growth and/or decline, experience that can be put to good use in an and roles and functions of various human increasingly complex social world. service agencies and organizations within the community. Additional focus on how people

185 Requirements for the Major in • Several courses require a service component. Sociology • Service internships are encouraged. 39 semester hours • The student SOC CLUB offers many service SOC 100 opportunities each semester. ANTH 120 or ANTH 227 Sociology Course Descriptions INT 222 SOC 248 100 General Sociology (3 s.h.) (S) SOC 300 Designed to introduce the unique perspective SOC 320 of the sociologist through readings, SOC 400 or SOC 401 discussions, and lectures as well as Six additional Sociology courses observations focused on the everyday social Completion of Senior Achievement Test world. Deviant behavior, social class, and globalization are some of the more specific Senior Requirement: Completion of SOC topics. 400 or SOC 401 and completion of the Senior Achievement Test. 110 Sociology of the Family (3 s.h.) (S) Acquaints student with the field of marriage Note: In meeting the requirements for the and family from a sociological perspective. major, students may include two of the Focuses include mate selection, dating, following in lieu of sociology electives: premarital sex, the marriage contract, BUAD/INT 266, CJ 210, CJ 211, CJ 233, CJ parenthood, communal living, and divorce. 234, SOWK 124, SOWK 153, SOWK 272, Alternate years. SGS 226, SGS 261, SGS 318, SGS 338, or Anthropology courses approved by the 112 Social Problems (3 s.h.) (S) Anthropology and Sociology faculty. A This course applies a sociological perspective maximum of six semester hours of internship to a full range of social issues. Sociological credit (SOC 287 and/or SOC 387) may count theory and analysis help us to better toward the sociology major. understand and explain tensions within society such as those stemming from population, war, Requirements for the Minor in centralized power, environmental issues, race relations, poverty, gender inequality, sexual Sociology issues, drug addictions, family relations, and 18 semester hours health care. The course includes a service SOC 100 component. SOC 112 SOC 232, 254 or 300 200 Drugs and Society (3 s.h.) Three sociology electives, all of which must Acquaints student with the relationship among be Sociology courses and two of which must drug use, the individual, and society at large. be at the 200-level or higher. A maximum of Topics covered include regulation of narcotics three semester hours of internship credit (SOC and dangerous drugs; drugs, crime, and 287 or SOC 387) may count toward the violence; drugs and sports; tranquilizers and Sociology minor. depressants; and marijuana, cocaine, and the use of LSD. Civic Engagement Opportunities • The faculty aims to instill a sense of civic 205 Death and Dying (3 s.h.) (T) engagement and altruism. Topics covered through reading, discussion,

186 and lecture are: concepts of death, death rites 236 Men and Society (3 s.h.) of other cultures, experiences of death, Acquaints the student with men’s studies preparing for death, and contemporary using a sociological perspective in attitudes toward death. Recommended examination of portrayal of men in films. background: SOC 100. Alternate years. Students will understand male socialization process and development of personality in a 214 Sociology of Popular Culture (3 s.h.) changing society. Acquaints students with study of popular culture in America with a focus upon 240 Community and Urban Sociology sociological significance of such cultural (3 s.h.) (W) products as television, radio, magazines, and Examines relationships between humans and popular music. place and their effects on community from a sociological perspective. Students become 222 Social Science Statistics (3 s.h.) (Q) acquainted with ecological and socio-spatial For course description, see INT 222 in the perspectives regarding origins of urbanization, Interdisciplinary Studies listing. and social and psychological consequences of the urban environment. Recommended 225 Sex Roles and Male-Female background: SOC 100. Alternate years. Relationships (3 s.h.) (G) Examines nature and dynamics of male/female 242 Race in Sociological Perspective (3 s.h.) relationships. Traditional notions of (D) masculinity and femininity and changing sex Race is one of the most contentious aspects of role identities in modern society are analyzed. our national life; it is also one of the more Focuses upon socialization process, theoretical confusing concepts in sociology. This course attempts to explain sex role division, and offers students the opportunity to objectively biographical case studies of men and women. and systematically consider racial statuses and how they function as elements of “racialized” 232 Deviance (3 s.h.) (S) social systems. How do racialized systems This course will survey social theories that come into being, and why? What do they have been developed about deviant, non- actually look like? How are they reproduced conformist, behavior and will survey a over time? How are they legitimated selection of the many studies that have been (justified)? The focus will be on the conducted on this topic. The student will learn American colonies and the United States, but how deviance is socially constructed when we will also consider a full range of examples members of a society or group define the of racialization from the historical record. actions of others as being outside the The course will finish with an extended boundaries of normative, approved, behavior. analysis of race relations today, using Reactions by those in power emphasize these conceptual tools developed over the semester. boundaries, and these reactions are a major Students will write a term paper on the current force defining the culture of a society. racial issue of their choice. Classical sociological theorists often considered the creation of deviance as 248 Social Inequality D, W fundamental to the creation of integrated (3 s.h.) ( ) General survey course in social stratification. groups and societies. Time has only reinforced Topics include social inequality based on the validity of their insight. social class, race/ethnicity, gender, sexual orientation, age, and disability, drawing on a

187 variety of theoretical approaches. The focus is social and cultural dimensions of a full range on the United States, but significant attention of environmental “problems.” may also be given to a broad range of societies. The course considers current trends 264 Social Movements (3 s.h.) (D) and their historical development. Strongly This course analyzes organized, enduring, recommended background: a 100 level collective actions called social movements and sociology course. counter-movements by studying social context, organizational networks, resource 254 Social Psychology (3 s.h.) (S) mobilization, collective identity, group This course considers the development of self- solidarity, and leadership. identity, groups and group processes through social interaction. The focus is on the dynamic 282 Community Service and Society (3 s.h.) relationship between individuals and their (C) social context. Topics include the creation of This course is dedicated to the development of meaning, the social construction of reality, a sociological perspective through field work socialization, the social self, symbolic in community service. Class meetings draw interaction and communication, sociology of out fundamental sociological concepts and emotions, group dynamics, social control, theories as these pertain to the work of “non- deviance, social exchange and social profit” organizations dedicated to the public movements. welfare. These concepts and theories help inform service commitments through 260 Medical Sociology (3 s.h.) reflection in a journal and final paper. Examines health/illness issues as they relate to societal conditions and social identities. 284 Sociology of Religion (3 s.h.) Specific topics include social factors and This course examines diversity of religious health, the medicalization of life, the expression in human history, and major interrelationships of health and various social religious traditions in our world today. Much institutions, the health care delivery “system” of the course focuses on the United States and in the United States, and selected ethical includes discussion of religious affiliation and issues in medicine. Alternate years. organization, religiosity and conversion, social issues, political-economy, and social 262 Environment, Society, and the inequality. Cross listed as REL 284. Sustainability Movement (3 s.h.) (T) This course focuses on the “sustainability 287 Internship: Career Exploration movement,” a set of groups, organizations, (credit varies) and policies advocating human development Provides students with the opportunity to that insures the well-being of the social and observe sociology-related occupational natural worlds for future generations. This possibilities in actual employment settings. A movement is an attempt to resolve a long- maximum of 6 semester hours of internship standing dispute between those who place credit will count toward the Sociology major their hopes in unfettered technological and a maximum of three semester hours development and those who call for the toward the minor. *Prerequisite: permission preservation of “nature.” We will consider the of a member of sociology faculty. conceptual and organizational dimensions of the sustainability movement, as well as the 300 Sociological Theory (3 s.h.) (W) This course is designed to acquaint students

188 with the general development of sociological study within the field of sociology. theory from its earliest foundations to the *Prerequisite: SOC 320. modern era. The nature of theories and the historical context of the writers will be 401 Sociology Senior Thesis (3 s.h.) (M) explored in detail by focusing upon abstract Students work with their thesis advisor to concepts, propositions, major events and complete and defend their senior thesis. individual biographies. Some of the theories *Prerequisite: SOC 320. and theorists include Marx, Durkheim, Weber, Structural-Functionalism, Symbolic Note: Directed inquiries, teaching Interactionism, Feminism, and W.E.B. Du assistantships, and internships in sociology Bois. Furthermore, students will write one can be arranged on an individual basis. standard sociological research paper on a special topic in sociology using one or more of the theories covered in class to explain the issue or problem. *Prerequisite: SOC 100 and permission of the instructor. Spanish Language and Hispanic Cultures 320 Research Methods (3 s.h.) (R) Brenci Patiño, department head, Latin Designed to teach nature and techniques of American and Francophone Studies research process. Students learn to use theory in formulating hypotheses, ways in which to Students who minor in Spanish Language and collect data, and methods for analysis of data. Hispanic Cultures learn to speak, write, read, Course covers survey research, qualitative and understand the language. Literature, field research, classical experiments, and culture, history, art, and music enhance their unobtrusive methods. Recommended: senior learning experience. Students who participate standing. Highly recommended: INT 222 in May Term in a Spanish-speaking country *Prerequisites: SOC 100 and permission of participate in a total immersion experience the instructor. giving them opportunities to further their knowledge of the Spanish language and 387 Internship: Professional Experience Hispanic Cultures. Spanish courses provide (credit varies) the linguistic foundation to prepare students Provides students with opportunity to work for advance studies in Latin American with professionals in a sociology-related literature and cultural studies. occupational setting. A maximum of 6 s.h. of internship credit will count toward the Students can get additional Spanish language Sociology major and 3 s.h. toward the minor. credits by adding a one-hour credit in *Prerequisite: permission of a member of Languages Across the Curriculum to courses sociology faculty. taken in any other department. 400 Senior Seminar (3 s.h.) (M) The first third of the course includes seminar Requirements for the Minor in discussions on issues in sociological theory Spanish Language and Hispanic and professional development. For the Cultures (SPAN) remainder of the semester, students write their 20 semester hours senior research papers and give oral reports on SPAN 201 Intermediate Spanish Language I their work, drawing conclusions from areas of SPAN 202 Intermediate Spanish Language II

189 SPAN 203 Spanish Grammar and stage of language study concentrates on the Composition development of communication skills in SPAN 227 U.S. Latina/o Literature and everyday situations. Culture SPAN 230 Culture and Civilization of Latin 201, 202 Intermediate Spanish (4 s.h. each) America (F: both 201 and 202) This two-semester sequence continues to One of the following: develop the student’s proficiency in Spanish SPAN 210 Advanced Spanish Abroad language, enabling students to communicate SPAN 215 Let’s Talk About successfully in everyday situations. They will Movies/Hablemos de cine also build on their reading and writing skills. SPAN 218 May Term Abroad For students who have taken two or three SPAN 232 Approaches to Latin American years of Spanish in high school. Students with Literature more than three years of Spanish may NOT SPAN 246 Latin American Women Writers take Spanish 201 or 202. Additionally, SPAN 277 Colloquium (as offered) students who pass 202 cannot take 201 at a later date. *Prerequisite: SPAN 102 or Civic and International Engagement equivalent. Opportunities • May Term study abroad 203 Advanced Grammar and Composition • Study and volunteer for a semester or a year (3 s.h.) (I, W) in a Spanish-speaking country Intensive grammar review and amplification • Volunteer in non-profit organizations in the of knowledge of grammatical principles United States or abroad enable the student to achieve greater accuracy • Internships and idiomatic flavor in the use of oral and • Tutor Spanish-speaking community written language. This course is designed to members develop the student’s ability to write critical • Interpreter for Spanish-speakers essays in Spanish while providing an advance review of grammar. Special attention is given Spanish Language and Hispanic to developing strategies for planning, Cultures Course Descriptions developing, and organizing a scholarly writing assignment from the first to the final draft. 101, 102 Beginning Spanish (4 s.h. each) *Prerequisite: SPAN 202 or equivalent. (F: both 101 and 102) Designed to teach the student the basics of the 210 Advanced Spanish Abroad (3 s.h.) (I) Spanish language. The goal of this two- Study Abroad. Intensive oral and grammar semester sequence is to develop basic training designed to help the student achieve proficiency in Spanish in the four skills: more sophisticated expression in Spanish, listening, speaking, writing, and reading. For along with good pronunciation and intonation students who have never studied Spanish and a reasonable degree of speed. before or have taken only one year of Spanish *Prerequisite: SPAN 202 or equivalent. in high school. Students with more than two years of Spanish may NOT take Spanish 101 or 102. Additionally, students who pass 102 215 Let’s Talk About Movies/Hablemos de Cine (3 s.h.) (I) cannot take 101 at a later date. A conversation course for students interested 150 Spanish Abroad (3 s.h.) (F) in improving their speaking and listening Study Abroad. The student who is at an early

190 skills. We will watch a selection of Latin 230 Latin American Culture and American and Spanish movies and discuss the Civilization (3 s.h.) (I) language and cultural issues presented. The This three credit-hour course explores the movies also provide an excellent example of political, cultural and social landscapes of natural language in context. Students will Latin America through the study of historical, develop techniques for understanding oral cultural, literary texts, and films that deal with language, will learn to identify different the region. The course seeks to critically regional accents, and will acquire advanced- engage the students in the study of the socio- level speaking skill. *Prerequisite: SPAN 202 historical roots that inform present day Latin or concurrent enrollment. American cultural manifestations. Taught in English. 218 May Term Abroad (3 s.h.) (I) Study Abroad. Students spend the May Term 232 Approaches to Latin American abroad, where they live with native families Literature (3 s.h.) (H) while attending language and culture classes Introduction to literary analysis through close taught by native professors. With an MBU readings and interpretation of representative director, students visit museums and works by major Latin American writers. monuments of artistic and historic interest. All Students will learn to identify texts of travel and other expenses abroad are in different genres, and will become acquainted addition to the MBU tuition already paid for with the styles of the different periods of the semester. Provides a total immersion Hispanic literary history. Throughout the experience. course, the students will acquire the appropriate vocabulary and the critical skills 220 Spanish across the Curriculum that will allow them to write critical essays (1 s.h., repeatable credit) and comment on what a text says and how it Students apply their Spanish language skills to says it. *Prerequisite: SPAN 203. any other academic course taken concurrently. They work with faculty in Spanish, reading 246 Latin American Women Writers and discussing a variety of authentic (3 s.h.) (G) multimedia documents as a supplement to the This course focuses on the works of academic course. *Prerequisite: SPAN 202 or outstanding women writers from Latin equivalent. America. We will study the tradition of women’s writing in Spanish language: What 227 U.S. Latino Literature and Culture are its characteristics? Who are the (3 s.h.) (D) founding/canonical authors of this tradition? This course explores the complexities of the How do contemporary writers relate to this U.S. Latina/o experience through the study of tradition? The texts will be treated fictional and non-fictional texts by or about analytically; we will analyze form, structure, Latinas/os. Although most Latino groups are and rhetorical strategies. *Prerequisite: SPAN covered, this course studies Chicanos, Puerto 203. Ricans, and Cuban Americans in a more detailed manner. Students read, reflect on, and 277 Colloquium (3 s.h.) discuss texts from a variety of disciplines Special topics in Spanish language and/or including history, law, sociology, film studies, Hispanic cultures. public health, literature, and ethnomusicology. Taught in English.

191 One elective from THEA or REN Teacher Licensure (undergraduate students may take up to 2 (multiple majors and subject areas) graduate courses without additional fees) Please see College of Education Strongly recommended: Both THEA 105 and THEA 110

Senior Requirement: Successful completion of THEA 400 and an approved senior project registered as THEA 401 during the senior Theatre year. Terry K. Southerington, department head Doreen Bechtol, Kerry Cooke, Matt Davies, Sarah Kennedy, Paul Menzer, Allan Moyé, Major in Arts J.P.Scheidler Management/Theatre

Requirements for the Major in Please see Arts Management, Theatre Performing Arts with a Concentration in Theatre Requirements for the Minor in Theatre Core requirements: (18.5-20 s.h.) 21 semester hours THEA 105 or THEA 110 MUS 100 or MUS 226 THEA 114 MUS 105 or MUS 111 THEA 115 THEA 114 or THEA 115 THEA 121 THEA 121, THEA 111, THEA 105, THEA THEA 105 or THEA 110 not taken above OR 110, FILM 119, or 3 s.h. of THEA 210 FILM/THEA 119 One PHE class that is dance, yoga, or fencing THEA 210 OR 211 MUS/THEA/FILM 150 One of the following: THEA 217, THEA 218, THEA 401, MUS 401, MUS 402 or FILM THEA 219, or THEA 270 401: Senior Project Note: At least 9 semester hours must be taken Concentration in Theatre with on-campus MBU faculty. Fulfillment of core requirements From the core choose: 3-2 Program for BA/MLitt THEA 105 or 110 Students may pursue a bachelor of arts and THEA 114 master of letters (3–2 program) that allows THEA 121 completion of the BA in Performing Arts with THEA 401 a Concentration in Theatre and the MLitt in Shakespeare and Performance in five years. Additional requirements (14 s.h.): Students should see Terry Southerington THEA 210 taken twice during their freshman year to discuss THEA 221 requirements. One of the following: THEA 217, THEA 218, THEA 219, THEA 270, or THEA 400 Civic Engagement Opportunities • Theatre in the Community engages students in theatre communities beyond the university.

192 • Theatre students work with school and 114 Introduction to Theatre History: community theatres through service learning Greeks to the Renaissance (3 s.h.) (A, W) contracts or directed inquiries. Students are introduced to Western theatre • Student teachers with theatre majors are history and drama from the ancient Greeks to encouraged to incorporate theatre in their the Renaissance. Prerequisite for THEA 400. student teaching. • International course offerings explore the role of theatre in community and public life in London and Paris. 115 Introduction to Drama: Script Analysis (3 s.h.) (A, W) Theatre Course Descriptions Students learn a system of play script analysis 101 Plays in Performance (3 s.h.) (A,W) and apply it to significant plays of the modern Students are introduced to theatre by and postmodern periods. analyzing plays and viewing performances in professional, academic, and community 119 Introduction to Film/Video Production theatres. No previous knowledge of theatre is (3 s.h.) required. Course may be repeated for credit. For course description, see FILM 119 in the Course fee is approximately $175. Film listing.

105 Basic Theatre Production: Scene and 121 Acting I (3 s.h.) Light (3 s.h.) (A) The Theatre Department’s first level acting A brief introduction to the technical aspects of course. This course takes students through the production in set, lights, sound and props. beginning steps of developing the mind, body, Extensive work in MBU theatre productions is and voice of the actor. Through a series of required. No previous knowledge is necessary. exercises, speeches and scene work students will learn the basic tenents of acting including; 110 Basic Theatre Production: Costumes memorization, action, intention, character, and Stage Management (3 s.h.) (A) given circumstances, storytelling, script A brief introduction to the technical aspect of analysis and theatrical structure. Students will production in costumes and stage participate in scene work and monologues management. Extensive work in MBU theatre where the tools of the actor are honed through productions is required. No previous repetition and performance in front of their knowledge is necessary. peers. In class exercises along with outside rehearsal help the actor identify creative 111 Voice, Diction, and Oral Reading inspiration, experience the joys of risk-taking (3 s.h.) (O) in live performance, all in a format that Students set individual goals for development requires personal commitment as well as of the speaking voice, standard American commitment to others. No previous acting diction, clear and expressive speech, and poise experience is required. This course is a in public situations. The course is appropriate prerequisite for further acting courses. for students whose first language is English and for international students, who prepare 150 Introduction to the Performing Arts readings to demonstrate progress toward their (3 s.h.) (A) goals. This course is an introduction to, and a requirement for, the Performing Arts major. Students will attend Theatre, Music, and Film

193 events with lectures before and after For course description, see ENG 216 in the each. Students will participate in discussions English listing. with professors from each discipline along with readings, written response papers, and a 217 Continental Renaissance Drama (3 s.h.) group project geared to the student’s area of (H) interest. Cross listed as MUS 150 and FILM A survey of the canonized plays and dramatic 150. theory of the non-English Renaissance. This comparative study of the major theatrical and 208 London Theatre (3 s.h.) (I) theoretical works from the Italian Study-travel in London. Course fee includes Renaissance, Spanish Golden Age, and French air transportation from Washington DC, hotel, Neoclassical period explores how these theatre tickets, and all scheduled performances dramatic and critical works engage with their and activities. The course must be taken P/NC specific historical and cultural moment, and and may be repeated for credit. how they inform each other through cross- *Prerequisites: Application by November 1 cultural exchanges. Offered alternate and permission of instructor. Alternate years. years.*Prerequisite THEA 114.

210 Production Practicum (credit varies) 218 Shakespearean Drama in Context (M) (3 s.h.) (T) Directed experience in acting, directing, or Shakespearean Drama in Context is a course production in the Mary Baldwin University that asks students to study Shakespeare’s Theatre. When taken in May Term, working plays in the context of adaptation. It focuses conditions approximate those of the on Shakespeare as a playwright whose work professional theatre, as enrolled students work has been adapted over time, but also as a full time. The course may be repeated for playwright who frequently imitated and credit. *Prerequisites: Coursework or adapted the work of others in his own time. In experience at MBU in the area of so doing, students re-evaluate the concept of specialization and permission of instructor; no Shakespeare as "singular" and "unique," to permission required for May Term. understand his plays - and all plays - as part of a process rather than an end product. 211 Theatre in the Community (credit varies) (C, M) 219 Women in American Theatre and Supervised experience in acting, designing, Drama (3 s.h.) (G) stage management, producing, directing or A survey of American plays by and about other areas of hands-on work in theatre in the women and the contributions of American community. Students are encouraged to female theatre practitioners. This course traces propose work in theatre communities beyond the development of the role of women in the Staunton-Augusta region and to propose American theatre by examining the work of additional work that meets the criteria for diverse American female theatre artists global citizenship experience. *Prerequisites: (playwrights, directors, actors, producers, etc.) Course work or experience at MBU in area of from over the past 100 years of American specialization and permission of instructor. theatre history. Offered alternate years. Cross listed as WS 219. 216 Introduction to Shakespeare (3 s.h.) (H, R) 221 Acting II: Techniques (3 s.h.) Acting II is a continuation of THEA 121:

194 Acting I. The focus in Acting II is to deepen theatre practitioners. Cross-listed as AMST the student’s understanding of character 270. Offered every third year. through analysis and various acting techniques. Techniques may include practices 315 Early English Drama (3 s.h.) of Stanislavski, Rudolf Laban, physical acting For course description, see ENG 315 in the approaches, and numerous others. Students English listing. will engage in classroom exercises, monologues and scenes as vehicles for 321 Acting III (3 s.h.) creating and existing in the character defined This course allows students accomplished in by the play. Students will be challenged to acting to concentrate on their own areas of meet the demands of creating a fully difficulty or experience with specific emphasis developed, multi-faceted character through on portfolio and audition. This course may be actor’s script analysis. Students will be repeated for credit. *Prerequisite: permission generating character profiles which they work of instructor. Alternate years. to embody through rehearsals and bring to life in performance. Participation in classroom 323 Directing Methods (3s.h.) exercise and exploration, along with outside The director’s responsibilities and practices in rehearsals, is a major components of the work. play selection and analysis, casting, planning and coordination of technical elements, and 222 Acting II: Performance Styles (3 s.h.) conducting rehearsals and performances. For the intermediate to advanced student Focus on academic and community theatre. actor, this course explores the different Previous MBU acting and technical manners of physical and vocal expression experience is required. Students who enroll in from the Greek to modern times by examining this course are expected to take THEA 324. historical, cultural, and theatrical contexts, as *Prerequisite: permission of instructor. well as the performance techniques within Alternate years. each period. Students will apply this knowledge through a variety of practical 324 Directing Practicum (3 s.h.) exercises, presentations, group work, Supervised directing experience. Each student monologues, and scenes. Offered alternate casts and rehearses a one-act play and forms a years. concerted whole of the play text, actors, and production elements. Public performance 229 Advanced Film/Video Production constitutes the final exam. The course may be (3 s.h.) repeated for credit. *Prerequisites: THEA 323 For course description, see FILM 229 in the and permission of instructor. May term. Film listing. Alternate years.

264 Screenwriting (3 s.h.) (W) 333 Film Theory and Criticism (3 s.h.) For course description, see FILM 264 in the For course description, see FILM 333 in the Film listing. Film listing.

270 African-American Theatre (3 s.h.) (D) 400 Seminar (3 s.h.) (O) This survey traces the history of African- This final course for theatre majors surveys American theatre from 1959 to the present Western theatre history and drama from the through the study of representative plays and Restoration to the present. Through a series of paper projects, students examine canonized

195 plays in relation to their specific cultural and theatrical contexts. Required of the theatre major; open to other students by permission of Women’s Studies the instructor. *Prerequisites: THEA 114 and Heather Macalister, program director junior or senior standing. Alternate years.

401 Senior Project (3 s.h.) (M) Women’s Studies is a minor program at Mary Students demonstrate their ability to apply Baldwin University. Students wishing to their skills and knowledge to the work of the major in Women’s Studies may talk to their theatre, present and defend a written analysis advisors or the director about designing an of their work and experience, and evaluate independent major in Women’s Studies. their work against their contract goals and professional standards. *Prerequisites: senior Requirements for the Minor in status and permission of instructor. Women’s Studies 21 semester hours Note: Directed inquiries, teaching WS 100 assistantships, and internships in theatre can WS 200 be arranged on an individual basis. At least three of the following: ARTH 221, AS 251, BIOL/WS 252, BUAD 250, CJ/SOWK 262, ENG 235, FILM 275, FREN 270, HCA 235, HIST 203, HIST 346, HPUB U.S. Poverty Analysis 300*, MUS 218, MUS 318, POLS 209, PSYC 214, REL 231, SOC 225, SPAN 246, THEA Amy McCormick Diduch, coordinator 219, WS 240, or WS 245 No more than two of the following: HIST 213, Poverty in the United States is largely a MUS 151, PSYC 210, PSYC 211, PSYC 311, function of education, class, race, gender, age, REL 202, SOC 110, or THEA 115 and marital status. The minor in U.S. poverty analysis gives students the tools to understand *HPUB 300: MBC History; other rotating why poverty can persist in a high income topics courses and colloquia considered on country and compare the possible solutions. individual basis.

Requirements for the Minor in Civic Engagement Opportunities U.S. Poverty Analysis Co-curricular civic engagement opportunities 21 semester hours are available to WS minors through a variety ECON 101 of women-focused community service ECON 215 organizations in the Staunton area. Students SOC 248 may also arrange service-based internships in Three of the following: ECON 232, ECON the field. Consult the director or the Spencer 310, PHIL 102, PHIL 235, PHIL 320, POLS Center for more information. 120, POLS 209, POLS 260, REL 130, SOC 112, SOC 240, or (with permission) another Women’s Studies Course course relevant to the study of U.S poverty Descriptions issues. 100 Focus on Women: An Introduction to One three-credit service learning experience Women’s Studies (3 s.h.) (G) Examines the interdisciplinary nature of the

196 field as well as its applications in non- 240 Gender and Popular Culture (3 s.h.) academic contexts. What are the aims of (G, W) women’s studies and how are they put into This course explores the cultural and social practice? meanings of gender, and the intersections of gender with race and class, as seen through American popular culture. It investigates the popular images and stories that shape gendered/sexual identities as well as a variety 200 Contemporary Feminisms and Gender of theories and methods used in contemporary Studies (3 s.h.) (G) gender scholarship. Why is any attempt to define one monolithic vision of feminism inadequate? Explores 245 Gender and Sport (3 s.h.) (G) contemporary topics in women’s studies and For course description, see SGS 245 in the feminist theory as it examines various models Sexuality and Gender Studies listing. of feminism. Traces evolution of feminist thought and articulation of Queer Theory as 252 Biology of Women (3 s.h.) (G) structures from which current thinking on For course description, see BIOL 252 in the gender studies develops. Cross listed as PHIL Biology listing. 200. *Prereq: WS 100, any PHIL course, or permission of instructor. 277 Colloquium (credit varies) A one-time only special course, offered on an 219 Women in American Theatre and occasional basis. Drama (3 s.h.) (G) For course description, see THEA 219 in the Note: Directed Inquiries, teaching Theatre listing. assistantships, and internships in women’s studies can be arranged on an individual basis.

COLLEGE OF EDUCATION

Pam Bailey, Tiffany Barber, Emily Ely, Kathy The mission of the College of Education is to McCleaf, Melissa Morgan, Rachel Potter, prepare confident practitioners who apply Stephanie Sebolt, Sharon Spalding, Carla solid academic knowledge, strong leadership VanDevander, Alice Waddell, Tamra Willis, skills, and compassion for others to serve Angela Wilson learners in diverse communities. We support this mission by providing personalized paths The College of Education includes Education, to meet individual goals while modeling and Health, and Physical Education. For Health encouraging inquiry and reflection, integrating and Physical Education course offerings and theory and practice, and providing descriptions, please see the Undergraduate opportunities for exploration and innovation Section of the catalog. within a collaborative environment.

Our Mission Accreditation

197 The College of Education at Mary Baldwin Through the Post-Baccalaureate Teacher University is accredited by the Virginia Licensure Program, (PBTL) students who Department of Education and by the Teacher already have a bachelor’s degree can pursue Education Accreditation Council (now the initial licensure. This is a licensure program, Council for the Accreditation of Educator which takes into account all of the credits a Preparation or CAEP) for a period of seven student has already earned and applies those years from April 2015 to April 2022. This toward the goal of obtaining a Virginia accreditation certifies that Mary Baldwin teaching license. This program does not lead University’s professional education program to a graduate degree. All students enrolled in has provided evidence that it adheres to the program must devote their final semester accreditation standards. entirely to student teaching. For more information on PBTL, please contact the UNDERGRADUATE AND College of Education. POST-BACCALAUREATE Students seeking both initial licensure and a TEACHER LICENSURE graduate degree do so through the Master of Arts in Teaching program. For more (PBTL) OFFERINGS information, see the Graduate Offerings section below. There are multiple paths to teacher licensure for students at Mary Baldwin University and they are outlined below. AUTISM STUDIES & APPLIED BEHAVIOR Undergraduate students preparing to teach must complete all requirements for the BA or ANALYSIS BS, which includes a major. They must also Lori Wall, program coordinator complete professional studies requirements and any additional requirements particular to OVERVIEW: the area of licensure. One of the greatest challenges schools and caregivers face today is the sharp rise in Students pursuing Elementary Education children diagnosed with Autism Spectrum Disorder (ASD). Mary Baldwin University is Licensure are encouraged to pursue the helping to provide educators and others Liberal Arts and Interdisciplinary Studies — seeking employment in any human services major. Students seeking licensure to teach at field with comprehensive training and the middle or secondary level must major in — experiences in the field of ASD. Approved by the area in which they intend to teach (see the Virginia Autism Council, Mary Baldwin details below), and should minor in their discipline-specific education minor. University’s Comprehensive Certificate in the Area of Autism Spectrum Disorders will help those professionals work with and provide Undergraduate students may also minor in one support to individuals with ASD in schools of the education minors without pursuing and in the greater community. licensure. There are additional options for individuals who already hold a baccalaureate Behavior analysis focuses on the principles degree and for undergraduates who wish to that explain how learning takes place. obtain their undergraduate degree, master’s, Through decades of research, the field of and licensure in as little as four or five years. behavior analysis has developed many

198 techniques for increasing useful behaviors and reducing those that may cause harm or Additional Requirements (10 credit hours): interfere with learning. Applied behavior PSYC 101 Intro to Psychology as a Natural analysis (ABA) is the use of these techniques Science and principles to bring about meaningful and PSYC 203 Abnormal Psychology positive change in behavior. This major will ABA 400 Senior Seminar include coursework in Applied Behavior Analysis (ABA) which will provide a deeper Electives (choose 3 of the following courses: understanding about concepts and principles (any alternatives must be approved by the of ABA, behavior assessment, behavior coordinator of the major) change procedures, ethics and professional SOWK 251 Child Welfare Services standards, personnel management, as well as SOC 110 Sociology of the Family additional topics. SOC 260 Medical Sociology PSYC 212 Cognition and Cognitive Requirements for the Major in Neuroscience Autism Studies and ABA PSYC 241 Sensation & Perception PSYC 210 Child Psychology or ED 212 47-48 semester hours (students also receive Lifespan Human Development the Comprehensive Certificate in Autism ED 215 Foundations and Legal Issues of Spectrum Disorders) Special Education

16 credit hours of ABA coursework: Note: this major does require 12-17 graduate ABA courses (titles and descriptions) do not credit hours as part of the major; only up to 18 appear in this edition of the catalog, but will graduate credit hours may be counted toward be available online at a later date. MBU's the BA degree. current coursework sequences have been verified to meet the coursework requirements Students who wish to complete a Master of for eligibility to take the Board Certified Science in ABA will need to apply and be Behavior Analyst Examination® and Board admitted to the BA/MS program by the Certified Assistant Behavior Analyst beginning of their junior year. Examination®.

Students must wait until junior status to take Additional Requirements for Students these graduate courses, rare exceptions with doing the BA/Masters option, to be taken approval. post-BA: (offered online only)

5 additional credit hours of ABA coursework Autism Sequence (12 credit hours): offered ED 622 An Integrated Approach to online only (except that practicum requires 70 Exceptionality direct hours of fieldwork) IN 620 Inquiry into the Legal and Political ED 360 Characteristics and Assessment of Processes of Exceptionality Autism Spectrum Disorders IN 630 Methods of Professional Inquiry ED 361 Communication, Language, and ED 632 Inquiry Research Project Sensory Aspects of Autism Spectrum Total Graduate Credit Hours = 35 credit Disorders hours (17 taken as a BA student) ED 362 Social Skills Instruction and Behavior

Strategies for Students with ASD ED 363 Practicum Experience: Autism Spectrum Disorders

199 LIBERAL ARTS AND requirements for BA/MAT students. For more information, please see the Liberal Arts and INTERDISCIPLINARY Interdisciplinary Studies Major section of STUDIES (LAIS) myMBU, College of Education tab.

In addition to two tracks that are not intended to lead to teacher licensure, this major offers two tracks that provide prospective elementary LAIS Elementary Track (62-68 s.h.) and special education teachers the breadth of or Special Education Track (67-74 subject mastery that is expected both for s.h.) effective teaching of diverse students in a collaborative setting and for meeting CORE Requirements (40–46 sh) requirements set by the Virginia Department of Education. This major (specifically, the Civics (3 s.h.) tracks in elementary and special education) POLS 100 Intro to American Government and provides the best opportunity to prepare Politics highly-qualified classroom teachers within the four years of the undergraduate degree Economics: One of the following (3 s.h.) program. ECON 101 Principles of Microeconomics ECON 112 Economic Geography* This major (within these tracks) includes ECON 150 Experimental Economics content and professional studies requirements *NOTE: ECON 112 will satisfy the Economic for licensure. Therefore, students seeking and Geography requirement. If taking ECON licensure will also be required to meet 112, it is not necessary to also take ANTH 227 Education program admission requirements, or other ECON course. candidacy requirements, and successfully complete student teaching in order to qualify English: Two of the following (6 s.h.) for a Virginia Teaching License. ENG 204 Children’s/Young Adult Literature ENG 220 American Literature: Colonial to Requirements for the Major in Romantic Liberal Arts and ENG 221 American Literature: Realism to Present Interdisciplinary Studies Geography: One of the following (3 s.h.) The Liberal Arts and Interdisciplinary Studies ANTH 227 People, Place and Culture (LAIS) major consists of 62-71 semester ECON 112 Economic Geography* hours. Credits will vary depending on *NOTE: ECON 112 will satisfy the Economic endorsement area being sought and program and Geography requirement. If taking ECON in which the student has been accepted. 112, it is not necessary to also take ANTH 227 Students will complete the Core Requirements or other ECON course. in addition to a Track: Elementary, Special Education, Educational Foundations (not History (9 s.h.) intended to lead to licensure) or Humanities HIST 111 Survey of U.S. History to 1877 (not intended to lead to licensure). Exceptions HIST 112 Survey of U.S. History from 1877 to specified courses below must be approved. Plus one of the following: There will be minor differences in the HIST 101 Western Civilization to 1648

200 HIST 102 Western Civilization from 1648 ED 325 Classroom and Behavior Management ED 400 Senior Seminar and Project Math (9 s.h.) MATH/ED 156 Numeration and Algebra for TRACK Requirements: Special Education Teachers General Curriculum PK–12 (27-28 s.h.) MATH/ED 158 Geometry and Measurement ED 111 Practicum in Special Education for Teachers ED 115 Foundations of Education Plus one of the following: ED 205 Characteristics of Exceptionality MATH 155 Mathematics in Contemporary ED 215 Foundations and Legal Issues of Society Special Education MATH 159 College Algebra ED 218 Transitioning in the Special Education MATH 171 Pre-calculus with Trigonometry Environment ED 305 Classroom Management and Natural Science: Two of the following from Collaboration in Special Education Setting different disciplines with one course ED 323 Language Acquisition and Reading I containing a lab (7 s.h.) ED 324 Language Acquisition and Reading II BIOL 100 The Living World and Practicum (4sh) or ED 350 Content Area BIOL 111 Principles of Biology Reading BIOL 112 Diversity of Life ED 400 Senior Seminar and Project BIOL 141 Field Biology CHEM 121 General Chemistry I LAIS Educational Foundations Track INT 165 Earth Science (60-65 s.h.) PHYS 100 Exploring the Physical World CORE Requirements (33-36 s.h.) Psychology (3 s.h.) Students completing the Elementary Civics (3 s.h.) Education Track must complete: POLS 100 Intro to American Government and ED 212 Lifespan Human Development OR Politics PSYC 210 Child Psychology Economics: One of the following (3 s.h.) Students completing the Special Education ECON 101 Principles of Microeconomics Track must complete: ECON 112 Economic Geography* ED 212 Lifespan Human Development OR ECON 150 Experimental Economics PSYC 210 Child Psychology and PSYC 211 *NOTE: ECON 112 will satisfy the Economic Adolescent Psychology and Geography requirement. If taking ECON 112, it is not necessary to also take ANTH 227 TRACK Requirements: Elementary or other ECON course. Education PK–6 (22 s.h.) ED 110 Practicum in Education English: Two of the following (6 s.h.) ED 115 Foundations of Education ENG 204 Children’s/Young Adult Literature ED 205 Characteristics of Exceptional ENG 220 American Literature: Colonial to Individuals Romantic ED 323 Language Acquisition and Reading I ENG 221 American Literature: Realism to ED 324 Language Acquisition and Reading II Present and Practicum (4sh) Geography: One of the following (3 s.h.)

201 ANTH 227 People, Place and Culture ART 125* ECON 112 Economic Geography* ED 110 Practicum in Education* (Requires *NOTE: ECON 112 will satisfy the Economic PLP or fieldwork IN VIRGINIA) and Geography requirement. If taking ECON ED 111 Practicum in Special Education* 112, it is not necessary to also take ANTH 227 (Requires PLP or fieldwork IN VIRGINIA) or other ECON course. ED 215 Foundations and Legal Issues of Special Education History (9 s.h.) ED 218 Transitioning in the Special Education HIST 111 Survey of U.S. History to 1877 Environment HIST 112 Survey of U.S. History from 1877 ED 328 Student Assessment and Technology Plus one of the following: Integration HIST 101 Western Civilization to 1648 ED 305 Classroom Management and HIST 102 Western Civilization from 1648 Collaboration in Special Education Setting ED 323 Language Acquisition and Reading I* Math (3 s.h.) One of the following: ED 324 Language Acquisition and Reading II MATH 155 Mathematics in Contemporary and Practicum* Society ED 325 Classroom and Behavior MATH 159 College Algebra Management* MATH 171 Pre-calculus with Trigonometry ED 336 Comparative Education ED 342 Culturally Responsive Teaching and Natural Science: Two of the following from Communication different disciplines; lab science not ED 350 Content Area Reading required ED 360 Characteristics and Assessment of (6 s.h.) Autism Spectrum Disorders BIOL 100 The Living World ED 361 Communication, Language, and BIOL 111 Principles of Biology Sensory Aspects of Autism Spectrum BIOL 112 Diversity of Life Disorders BIOL 141 Field Biology ED 362 Social Skills Instruction and Behavior CHEM 121 General Chemistry I Strategies for Students with ASD INT 165 Earth Science ED 363 Practicum Experience: Autism PHYS 100 Exploring the Physical World Spectrum Disorders Other MBU online non-lab sciences with MATH/ED 156 Numeration and Algebra for BIOL or CHEM prefix Teachers* MATH/ED 158 Geometry and Measurement Psychology (3 s.h.) for Teachers* ED 212 Lifespan Human Development OR Other course with approval of the Director of PSYC 210 Child Psychology Teacher Education

TRACK Requirements: Educational *These courses require either hybrid Foundations (27 – 29 s.h.) coursework at an MBU location or fieldwork ED 115 Foundations of Education IN VIRGINIA. ED 205 Characteristics of Exceptional Individuals LAIS Humanities Track (57-60 s.h.) ED 400 Senior Seminar and Project At least SIX of the following: CORE Requirements (36-39 s.h.) ABA 313

202 Civics (3 s.h.) Natural Science: Two of the following from POLS 100 Intro to American Government and different disciplines; lab science not Politics required (6 s.h.) Economics: One of the following (3 s.h.) BIOL 100 The Living World ECON 101 Principles of Microeconomics BIOL 111 Principles of Biology ECON 112 Economic Geography* BIOL 112 Diversity of Life ECON 150 Experimental Economics BIOL 141 Field Biology *NOTE: ECON 112 will satisfy the Economic CHEM 121 General Chemistry I and Geography requirement. If taking ECON INT 165 Earth Science 112, it is not necessary to also take ANTH 227 PHYS 100 Exploring the Physical World or other ECON course. Other MBU online non-lab sciences with BIOL or CHEM prefix English: Two of the following (6 s.h.) ENG 204 Children’s/Young Adult Literature Psychology (3 s.h.) ENG 220 American Literature: Colonial to ED 212 Lifespan Human Development OR Romantic PSYC 210 Child Psychology ENG 221 American Literature: Realism to Present TRACK Requirements: Humanities (21 s.h.) Geography: One of the following (3 s.h.) At least three of these courses must be ANTH 227 People, Place and Culture taken at the 300-level. ECON 112 Economic Geography* English 111 Introduction to Literature *NOTE: ECON 112 will satisfy the Economic English Elective and Geography requirement. If taking ECON History Elective 112, it is not necessary to also take ANTH 227 History Elective or other ECON course. Humanities Elective Humanities Elective History (9 s.h.) ENG 400 or HIST 400 Senior Project (Must HIST 111 Survey of U.S. History to 1877 be an interdisciplinary project ENG/HIST in HIST 112 Survey of U.S. History from 1877 some capacity) Plus one of the following: HIST 101 Western Civilization to 1648 This major should be approved by the chair of HIST 102 Western Civilization from 1648 the department in which the student plans to complete the Senior Project Math (6 s.h.) Two of the following: ED 328 Student Assessment and Technology ELECTIVES for Humanities track: Integration ENGLISH ELECTIVES MATH 155 Mathematics in Contemporary ENG 208 British Literature Before 1780 Society ENG 209 British Literature after 1780 MATH 159 College Algebra ENG 216 Intro to Shakespeare MATH 171 Pre-calculus with Trigonometry ENG 235 Women’s Writing Additional other course meeting (Q) credit not ENG 241 American Women’s Autobiography counting for another requirement for this ENG 315 Early English Drama major ENG 320 Renaissance Literature ENG 328 The Rise of the Novel

203 ENG 330 Nature in America listed below may count as acceptable ENG 350 Modern Literature substitutes as long as minimum credit hours ENG 364 African-American Literature needed for the major or minor are accrued ENG 375 Special Topics in Language and (note that undergraduate students not admitted Literature (CC Designations may vary) to BA/MAT are only permitted to take two graduate level courses; however, exceptions OTHER LITERATURE ELECTIVES may be made with COE approval for students (Courses in this section typically not offered completing certificates or special course online.) sequences): FREN 270 African and Caribbean Women Writers Undergraduate Graduate FREN 225 Literature and Film in Translation SPAN 227 US Latino Literature and Culture ECON 112 IN 603 SPAN 232 Approaches to Latin American MATH 156 + 158 IN 601 Literature SPAN 246 Latin American Women Writers PSYC 210 ED 601

HISTORY ELECTIVES PSYC 211 ED 601 HIST 235 Body, Mind Spirit: Renaissance and Reformation Europe 1350-1650 ED 212 ED 601 HIST 238 Tudor-Stuart England 1450-1660 HIST 255 History of Russia ED 218 ED 627 HIST 264 Introduction to African Diaspora HIST 265 Survey of African-American ED 115 ED 602 History to 1877 HIST 266 Survey of African-American ED 205 ED 622 History to 1877 HIST 302 Virginia History ED 215 IN 620 HIST 325 Jacksonian America HIST 340 Revolutionary Europe, 1789-1901 ED 230 IN 605 HIST 346 European Women’s History from ED 300 ED 607 1700 HIST 365 History of the Civil Rights ED 310 ED 607 Movement ED 305 ED 625 OTHER HUMANITIES ELECTIVES: A 300-level course from Philosophy, ED 315 ED 624 + Religious Studies, Asian Studies, or Art ED 328/603 History. ED 323 ED 605 or ED 671 Any substitutions of courses in the major should be approved by the chair of the ED 324 ED 605 or ED 672 department in which the student plans to (or ED 606, if ED complete the Senior Project. 605 was taken for

ED 323) For the purposes of the LAIS major and all of the education minors, the graduate courses

204 ED 325 ED 625 ED 325 Any major other than LAIS (if planning to ED 328 ED 603 pursue a teaching endorsement in elementary education and choosing this minor instead of ED 350 ED 606 the LAIS major: must major in American Studies, History, Political Science, Economics, English, Math, Biology, MINORS IN EDUCATION Chemistry, or Physics.)

Students who declare a major in LAIS may Requirements for the Foreign not declare one of these minors due to too Language Education Minor or much curricular overlap. Students pursuing Theatre Arts Education Minor the BA/MAT may take graduate-level (18–21 s.h.) equivalents for some of these courses (see ED 110 above). Students pursuing licensure in any of ED 115 these areas will have additional requirements ED 205 as set forth by the Virginia Department of ED 212 or PSYC 210 and PSYC 211 Education. A minor in Education does not ED 325 sufficiently meet the requirements for a ED 350 Virginia teaching license. Students interested Foreign Language: must major or co-minor in in pursuing licensure should arrange to meet French, Spanish, or LALC. with an education advisor to go over specific Theatre Arts: must major or co-minor in licensure requirements. Theatre.

Requirements for the Art Education Requirements for the Music Minor Education Minor (18–21 s.h.) Lise Keiter, coordinator ED 110 (18–21 s.h.) ED 115 ED 110 ED 205 ED 115 ED 212 or PSYC 210 and PSYC 211 ED 205 ED 325 ED 212 or PSYC 210 and PSYC 211 ART 125 MUS 310 Must major in studio art; emphasis in one of MUS 311 painting, drawing, printmaking, ceramics, or Must major in music, either performance graphic design emphasis or music history and literature emphasis, including: MUS 217, a minimum of Requirements for the Elementary one year of piano, a minimum of one year of Education Minor voice, and a minimum of six semesters of (22 s.h.) choir. ED 110 ED 115 Requirements for the Special ED 205 Education Minor ED 212 or PSYC 210 (18–21 s.h.) ED 323 ED 111 ED 324 ED 115

205 ED 205 degree and Master’s degree. Students combine ED 212 or PSYC 210 and 211 up to 18 s.h. of graduate courses with ED 215 undergraduate work, leading to a Master’s ED 305 degree one year following completion of the Any major other than LAIS; a psychology Bachelor’s degree. Please see the following major or minor is recommended, but not sections below (BA/MAT, Bachelor’s/MEd, required. and Bachelor’s/MS) for specific program options, policies and requirements. Requirements for the Business Education Minor, English Education Course Restrictions Minor, Math Education Minor, Prior to admission to a Bachelor’s/Master’s Science Education Minor, History & program (see Admission requirements below), Social Science Education Minor students may only take two graduate courses (18–21 s.h.) (six semester hours). However, exceptions ED 110 may be made with COE approval for students ED 115 completing certificates or special course ED 205 sequences. Following admission to a ED 212 or PSYC 211 Bachelor’s/Master’s program, students may ED 325 take additional graduate courses, but will be ED 350 assessed an additional nominal fee to do so, Additional courses for Math Education: beyond the first six semester hours. No more MATH 156 or MATH 158 than 18 graduate semester hours may be taken Additional course for Science Education: prior to Bachelor’s degree conferral for ED 230 students in these programs.

Business Education (18 s.h.): must major or Terms of Graduate Study co-minor in Business. Students must be continuously enrolled in the English Education (18 s.h.): must major or co- program full time at least two semesters as a minor in English. Master’s degree seeking student following Math Education (21 s.h.): must major or co- conferral of the Bachelor’s degree. minor in Math. Science Education (21 s.h.): must major or co- Transfer Credit minor in one of the following Biology, Up to two graduate equivalent courses taken at Chemistry, or Physics. other institutions may be considered for History & Social Science Education (18 s.h.): transfer credit, if taken within 3 years of must major or co-minor in one of the admission, and if a grade of B or better is following: History, American Studies, earned. Please see Transfer Credit section of Political Science, or Economics. the Graduate Academic Policies for specific details. BACHELOR’S/MASTER’S

OPTIONS The College of Education offers three Bachelor’s/Master’s options. Each program is designed to allow an undergraduate student to complete coursework toward a Bachelor’s

206 BACHELOR OF ARTS/MASTER OF ARTS IN TEACHING BACHELOR’S/MASTER OF (BA/MAT) EDUCATION (BA/MEd or The BA/MAT is designed as a program which BS/MEd) allows students to complete a Bachelor of Arts The Bachelor’s/MEd allows undergraduate (BA), a Master of Arts in Teaching (MAT), students to complete both a Bachelor’s degree and teacher licensure upon MAT graduation. and a Master of Education. Students combine This program is available to undergraduate graduate courses with undergraduate work, students. Students combine graduate courses leading to a MEd one year following with undergraduate work, leading to a MAT completion of the Bachelor’s degree. All one year following completion of the BA students must complete the Required Core degree but prior to the start of their teaching Courses plus one concentration area. careers enriching their pre-service preparation. Concentration areas for this option are: Students interested in the BA/MAT should • Autism Spectrum Disorders arrange a meeting with an education advisor to • Environment-Based Learning thoroughly review all course requirements. Concentration areas for this option are: Program Requirements for the  Elementary Education Bachelor’s/MEd  Middle Education At least 18 semester hours must be completed  Secondary Education over the course of two or more semesters,  Special Education following Bachelor’s degree conferral.

Education Leaders Cohort Required Core Courses (16 s.h.) The Education Leaders cohort allows high IN 627 Contemporary Learning Theory for performing and motivated College for Women Diverse Learners and University College students to complete IN 629 Leadership in Education both the BA and MAT degrees in four years, IN 630 Methods of Professional Inquiry essentially accelerating through the ED 631 Technologies to Advance Learning undergraduate curriculum in three ED 632 Inquiry Research Project (Thesis) IN years (same BA requirements as all BA 630 is a pre-requisite for this class; ED 632 students), with one year remaining for must be taken post-Bachelor’s. graduate studies and student teaching. For ED 732, 733, 734 Inquiry Research Project more information on the Education Leaders Extension I, II, III (only if ED 632 is not program, please contact the College of completed in one semester) Education. Autism Spectrum Disorders (18 s.h.) Program Requirements for the ED 640 Characteristics and Assessment of BA/MAT Students with ASD At least 18 semester hours must be completed ED 641 Communication, Language and over the course of two or more semesters, Sensory Aspects of ASD following BA conferral. All students are ED 642 Social Skills Instruction and Behavior required to complete three Professional Strategies for Students with ASD Development Institutes (PDI’s). All PDI’s ED 643 Practicum Experience: ASD and required licensure assessments must be Graduate Education Elective complete prior to MAT graduation. Graduate Education Elective

207 Environment Based Learning (18 s.h.) ED 592 Behavior Analysis: Measurement and IN 626 Environment-Based Learning Assessment IN 634 The Intersection of Life and Land: ED 593 Ethics and Special Considerations in Issue-Driven Investigations Behavior Analysis ED 618 Natural Research: Plant and Animal ED 594 Fundamental Elements of Behavior Studies in the Outdoors Change and Change Procedures ED 620 The Outdoor Classroom Graduate Elective* or ED 595** EBL Elective Course (summer) Graduate Elective* or ED 596** EBL Elective Course (summer) * Students pursuing BCBA coursework must BACHELOR’S/MASTER OF take ED 595 and ED 596. For other students, SCIENCE (BA/MS or BS/MS) Graduate Electives can be chosen from any graduate course approved by program undergraduate The Bachelor’s/MS allows director(s) and MS advisor. students to complete both a Bachelor’s degree and a Master of Science degree. Students **Last offering of these courses. Students combine graduate courses with undergraduate must have begun the sequence no later than work, leading to a MS one year following Fall 2018. completion of the Bachelor’s degree. Higher Education (38 s.h.) Concentration areas for this option are: ED 655 Internship in Adult and Higher • Applied Behavior Analysis Education* • Higher Education ED 656 Introduction to Higher Education Professions Institute (1 s.h.) Program Requirements for the ED 657 Design, Assessment, and Response to Bachelor’s/MS Social Media and eLearning Structures At least 18 semester hours must be completed ED 658 Strategic Planning, Program over the course of two or more semesters, Evaluation, and Institutional Research following Bachelor’s conferral. All ABA- ED 659 Legal and Political Considerations of specific courses must be taken at MBU in Institutions of Higher Education order to meet Behavior Analysis Certification ED 660 Diversity, Inclusivity, and Social Board requirements. Justice in Higher Education ED 661 Resource Management and the Applied Behavior Analysis (35 s.h.) Economics of Higher Education Core Course Requirements (16 s.h.) ED 662 Theory and Practice of Student IN 627 Contemporary Learning Theory for Learning and Engagement Diverse Learners ED 663 Innovation and Change in Higher IN 629 Leadership in Education Education Leadership IN 630 Methods of Professional Inquiry ED 664 Adult Learners in the 21st Century ED 631 Technologies to Advance Learning ED 665 Quantitative Reasoning ED 632 Inquiry Research Project IN 630 Methods of Professional Inquiry ED 632 Inquiry Research Project

Courses for Concentration (18 sh) ED 732, 733, 734 (2 s.h.) Inquiry Research PSYC 513 Basic Concepts and Principles of Project Extension I–III (only if ED 632 is not Behavior Analysis completed in one semester)

208 NON-LICENSURE PROGRAMS *ED 655 students must have arranged AND CERTIFICATES internship/GA placement prior to enrolling. Recommended after 15 hrs coursework. The College of Education provides non- ***ED 665 is strongly suggested to take licensure as well as non-degree opportunities shortly after IN 630 or prior to ED 632. for students.

LICENSURE ENDORSEMENT Through the Bachelor’s/MEd and AREAS Bachelor’s/MS programs, students have the opportunity to combine undergraduate and Initial Licensure Endorsement Areas graduate work, in order to complete a • Elementary Education (PK–6) Bachelor of Arts or Science (BA/BS) and a • Foreign Language — French or Spanish Master of Education (MEd) or a Bachelor of (PK–12) Arts or Science (BA/BS) and a Master of • Middle Education (in a teaching subject area Science (MS). This option is available to all for grades 6–8) undergraduate students. • Music Education — Vocal/Choral (PK–12) • Secondary Education (in a teaching subject There are options for obtaining a certificate at area for grades 6–12) the graduate level or adding an area of • Special Education — General Curriculum endorsement to an already existing license. (K–12) Information about these options can be found • Theatre Arts (PK–12) in the Graduate Offerings section below. • Visual Arts (PK–12) UNDERGRADUATE AND Add-on Endorsements Add-on endorsements are not stand-alone POST-BACCALAUREATE endorsements. A student must seek another TEACHER LICENSURE endorsement simultaneously or already hold ADMISSION an active teaching license. Add-on endorsements offered are: REQUIREMENTS • English as a Second Language (ESL)* • Mathematics – Algebra I Undergraduate Requirements for the Teacher Education *Must complete the equivalent of a spoken modern foreign language through the Program (seeking licensure) intermediate level prior to applying for the including BA/MAT and PBTL ESL endorsement. Undergraduate students seeking admission to As soon as the student identifies an interest the Education program and undergraduate in pursuing teacher licensure, he or she students seeking admission to the BA/MAT should arrange a meeting with an education program must apply for acceptance by the end advisor to go over specific licensure of the sophomore year or upon completion of requirements. 53 semester hours. Undergraduate students in the Education Leaders Cohort may apply to the BA/MAT program as soon as admission criteria are met, even if a first semester

209 freshman. Application forms are available on • Have a minimum GPA of 2.5 in the last 60 the MyMBU College of Education tab. hours of coursework (undergraduates & PBTL) Through the Post-Baccalaureate Teacher • Have a minimum GPA of 3.0 in the last 60 Licensure Program, students who already have hours of coursework (BA/MAT) a bachelor’s degree can pursue initial • Submit official transcripts from all licensure. This is a licensure program, which institutions where college coursework was takes into account all of the credits a student completed has already earned and applies those toward • Submit two recommendation forms the goal of obtaining a Virginia teaching completed by people who have observed the license. This program does not lead to a professional and academic work ethic of the graduate degree. All students enrolled in the student and personality traits such as program must devote their final semester character, dependability, emotional stability, entirely to student teaching. Applications are interpersonal skills, and temperament, as available online. For more information on the evidenced by faculty and practicum teachers PBTL program, please contact the College of • Submit a one-page, typed writing sample Education. (topic provided on the application form) • Submit passing test scores as shown by one The College of Education in compliance with of the following options: our accreditor, the Council for the 1. Praxis Core* scores (Reading, Writing, Accreditation of Educator Preparation Math) (CAEP), has adopted a Levels of Program 2. SAT* or ACT* scores Progression rubric to meet new requirements. 3. Virginia Communication and Literacy Students are admitted and progress through Assessment* (VCLA) and Praxis Core varying levels of program progression. This Math* scores (or remedy option for process is outlined below. students who fail to achieve a passing score on the Praxis Core Math assessment Level One: but fall within a faculty-approved near- A Level One student is any student who has passing score band) begun to take Education courses who has not officially been admitted to the College of PBTL students only must also meet this Education. additional requirement: • Correct, fluent written and spoken English. Level Two: Non-native English speakers must submit a To move to Level Two, one must apply to the TOEFL score of 600 or above on the paper- College of Education and meet the program based test or 75 on the computer-based test entry requirements below. A Level Two with a minimum score of 18 in each section. student is any student who has been admitted Alternately an overall score on the IELTS of to the College of Education Teacher 7.0 or above may be accepted in lieu of the Education Program. These students are TOEFL allowed to take “methods” courses. *Acceptable minimum passing scores can be Level Two Program Entry Requirements: found at the following link: • Submit a completed application form http://www.doe.virginia.gov/teaching/educato r_preparation/college_programs/entry_assess ment.pdf

210 Level Three: been submitted to the Virginia Department of To move to Level Three, one must apply for Education for processing. “candidacy” meaning eligibility for seminar and student teaching and meet the candidacy Level Four Licensure Application requirements below. A Level Three student is Requirements: any student who has been admitted to  Successful completion of seminar and “candidacy” and is eligible for seminar and student teaching student teaching.  Successful completion of the Student Impact Project Level Three Candidacy Requirements:  Receiving an acceptable score on a  Completion of all pre-requisite courses dispositional assessment (completed by (courses in progress are acceptable) University Supervisor)  Have a minimum overall GPA of 3.0 in  Passed Praxis II, if applicable courses on licensure checklist  Passed RVE, if applicable  Resolved any remedies or conditions related  Completion of First Aid/CPR/AED training to Level Two admission  Completion of Civic Education Module, if  Received an acceptable score on a applicable dispositional assessment (completed by  Submit your licensure application, methods instructors) transcripts, and certified check (or money  Provide ACT, SAT or GRE scores in the top order)to the Licensure Coordinator for 50th percentile or processing  Praxis Core Reading with a minimum score  Completion of three Professional of 169 and Praxis Core Math with a Development Institutes for BA/MAT minimum score of 163 students only  Take and pass VCLA Reading and Writing assessment (applies to those student Periodic reappraisal of teacher candidates will teaching Fall 2019 and beyond) be made as the student progresses through the  Praxis II (if applicable) must be attempted program. Students who have a bachelor’s (not passed) and scores received (applies to degree and wish to seek initial licensure may those student teaching Fall 2019 and apply for admission into the Post- beyond) Baccalaureate Teacher Licensure Program.  RVE must be attempted (not passed) and These students follow the same admission scores received (applies to those student procedure as undergraduates and are evaluated teaching Fall 2019 and beyond) on the same criteria.  Completion of Child Abuse Recognition and Bachelor’s/MEd Requirements Reporting Training Undergraduate students must apply for  Completion of Dyslexia Awareness Training acceptance into the Bachelor’s/MEd program  Completion of Professional Ethics Module by the end of the sophomore year or upon completion of 53 credit hours. Application Level Four: forms are available on the MyMBU, College To move to Level Four, a student is of Education tab. proceeding toward licensure application. A Program Entry Requirements: Level Four student is considered a • Submit a completed application form “completer” of the MBU Teacher Education • Have a minimum GPA of 3.0 in the last 60 Program. His/her licensure application has hours of coursework • Submit two recommendation forms

211 completed by people who have observed the • suspension, or professional and academic work ethic of the • dismissal. student and personality traits such as Special Students character, dependability, emotional stability, Students who do not meet admission interpersonal skills, and temperament, as requirements but hold a bachelor’s degree evidenced by faculty and practicum teachers from an accredited institution are eligible to • Submit a one-page, typed writing sample enroll in education courses as special students. (topic provided on the application form) No financial aid services are provided to special students. Upon completion of 9 s.h. of Conditional Admission coursework, special students in non-CAEP Students who do not meet the full-admission governed MEd and MS programs may be criteria may be considered for conditional eligible for a status change to conditional or admission on the basis of strong evidence that full admission providing they have maintained they can succeed in a teacher preparation a 3.0 GPA in MBU coursework. Teachers program that requires maintenance of an seeking re-certification credits may enroll as average 3.0 GPA. Students who do not special students. One must be admitted to the provide qualifying program entry assessments Teacher Education Program in order to enroll but fall within a faculty-approved near-passing in ED 300, 310, 315, 607, or 624. score band may be admitted as conditional students to the Teacher Education Program. UNDERGRADUATE AND Working with an advisor, opportunities will be presented to address and remedy deficit areas. PBTL ACADEMIC POLICIES Conditionally admitted students must achieve AND STANDARDS a minimum 3.0 GPA in all professional studies coursework and complete all other Academic Progress admissions requirements in order to be PBTL students are under the same academic considered for full admission. In general, standards as undergraduate students. Please conditional admission status does not continue see the Academic Probation and Academic for more than three successive semesters. Suspension and Dismissal sections under Conditional admission is not available in all Academic Standards in the Undergraduate programs. Academic Policies section of the catalog for more detail. Moving from Conditional to Full Students fully accepted and enrolled as Admission Status undergraduates or post-baccalaureate teacher The College of Education monitors the licensure (PBTL) students at Mary Baldwin progress of conditionally admitted students at University may be permitted to take up to two the end of each semester. Course grades, graduate education courses. Undergraduate course instructors’ assessment of students’ students must adhere to the rules for taking writing and speaking skills, and professional online coursework found in the undergraduate qualities evaluations are considered in this section of the catalog. All students must review. The College of Education informs receive permission from the College of students and their academic advisors in Education with support from their academic writing regarding their status: advisor. • continued conditional admission, • admission to full degree-seeking status,

212 Examinations, Incompletes, of academic and student services, the student’s Grade Reports, Grade Changes advisor, and two faculty members. The committee reviews the written appeal, hears To receive credit for a course, a student must statements from both the student and the take the examination or its equivalent as instructor involved, and approves or disallows prescribed for the course by the instructor. a change. • The temporary symbol of I may be given at the end of a course if, for reasons beyond his Prior Learning Portfolios or her control, a College of Education (COE) student is unable to complete the course work. Students in the PBTL program may submit a • An Incomplete may be given only with the Prior Learning Portfolio (PLP) for approval of the dean of the College of requirements for ED 110/111. The PLP must Education and the course instructor. include a minimum of 60 verified classroom • Incomplete work must be completed by the hours; day-to-day substitute teaching does not end of the next calendar term, that is, by the count for PLP hours. PLP’s must be end of Term 3 for fall semester courses, and completed either while the student is enrolled by the end of Term 1 for spring semester in ED 115 through MBU or in their first courses. In unusual circumstances, such as semester in the Teacher Education Program. prolonged illness, with the approval of the For more information on the PBTL program instructor or the dean of the College of or PLP’s, please contact the College of Education, time may be extended. Education. • If the work is not completed within the time specified, the College of Education office will Requirement for Coursework, assign the grade awarded by the instructor Continuous Enrollment, and based on the work completed to date. Leave of Absence for PBTL • Note that the MBU Online policy regarding students ET (extended time) does not apply to COE Undergraduate students admitted to the coursework. Teacher Education Program who plan to roll • Professional Studies (Education) coursework into the PBTL program to complete may only be repeated twice for a total of three coursework and/or student teaching must attempts. begin and complete the coursework or student teaching within one calendar year from BA Requests for grade changes will not be graduation. If incomplete within one calendar considered if initiated by students later than year, students will be exited from the Teacher the first week of classes in the semester Education Program and will need to reapply following distribution of the official grade for program entry and meet any new licensure which is being contested. A student with requirements put into place by the Virginia questions about a grade should first contact Department of Education. the course instructor to determine if there is an PBTL students must take at least two courses error. If so, the instructor must report the (six semester hours) in the PBTL program, correct grade to the dean of the College of one of which must be a methods course, prior Education immediately. If there is no error, to applying for student teaching. Students are and the student desires to contest the grade, expected to remain enrolled continuously from the student must submit written reason(s) for the date of their initial registration for courses the appeal to the dean of the College of until completion of the degree. However, Education. The dean forms a hearing because of family emergencies or special committee consisting of the dean, the director situations, students may need to stop

213 registering for new course work for a semester • Completion of at least one practicum or two. The decision to do so should be made experience through MBU prior to the semester by the student in consultation with the advisor. of student teaching Students who do not enroll in education • Completion of Child Abuse Recognition and courses for three consecutive sessions (or one Reporting Training calendar year) are changed to “inactive” status • Completion of Dyslexia Awareness Training and given an exit date. Inactive students who • Completion of Professional Ethics Module wish to re-enter the program must reapply and • Take and pass VCLA Reading and Writing must pay a re-enrollment fee of $50, if assessment (applies to those student teaching accepted. Records of inactive students who Fall 2019 and beyond) wish to re-enter the program are reviewed for  Praxis II (if applicable) must be attempted reactivation. Certain conditions may be set for (not passed) and scores received (applies to re-entry into the program: e.g., if program those student teaching Fall 2019 and requirements have changed during the time beyond) students were on inactive status, they may have to meet the new requirements. Students  RVE must be attempted (not passed) and may also request a Leave of Absence. scores received (applies to those student Additional information on the undergraduate teaching Fall 2019 and beyond) Leave of Absence policy may be found in the undergraduate section of the catalog. Note: Approval for student teaching does not necessarily guarantee licensure approval. Seminar and Student Teaching Candidates for licensure must meet the requirements to move to Level Four Students who are admitted to Level Three — – Candidacy in the Education program are Completer and earn a grade of B- or better in eligible to apply for seminar and student student teaching and an overall 3.0 GPA on teaching during their final semester. courses on the licensure checklist. Additionally, candidates must successfully complete all relevant assessments for licensure Requirements for Seminar and as outlined in the Requirements for Teacher Student Teaching – Level Three Licensure section below and as required by Candidacy the Virginia Department of Education. • Submit an application to student teach prior to the published deadline, available online • Full admission to the Teacher Education Requirements for Initial Program and continue to meet requirements, Teacher Licensure Application resolving any remedies or conditional • Professional studies and teaching area admissions status requirements requirements approved by the Virginia • Overall GPA of 3.0 or higher (in courses on Department of Education licensure checklist) • Successful completion of student teaching • ACT, SAT, or GRE scores in the top 50th experience demonstrated by a grade of B- or percentile, or better • Praxis Core Reading minimum score of 169 • Successful completion of the Student Impact and Praxis Core Math minimum score of 163 Project • Received an acceptable score on a • 3.0 GPA (in courses on licensure checklist) dispositional assessment (completed by • Professional studies courses offered through methods instructors) MBU may not be taken for P/NC credit • Passing score on Praxis II assessment for

214 applicable endorsement area behaviors that are relevant to serving as or • Passing score on Virginia Communication becoming an effective educator -- but that are and Literacy Assessment (VCLA) not necessarily included in traditional • Passing score on the Reading for Virginia academic evaluation and individual course Educators (RVE) Assessment for Elementary grades. and Special Education licensure only • Successful completion of Child Abuse Graduate faculty, advisors, director of Recognition and Reporting training academic and student services and the dean of • Successful completion of certification or the College of Education review all students’ training in emergency first aid, hands-on professional qualities and dispositional traits cardiopulmonary resuscitation (CPR), and the through an evaluation process at admission, use of automated external defibrillators (AED) after the methods course, and after student • Successful completion of Dyslexia teaching. If in their judgment a pattern of Awareness training concern about professional qualities from • Successful completion of Professional Ethics either the course performance or practicum Module evaluations is evident, both the students and • Computer technology competency which is their academic advisors are notified in writing. embedded in the courses leading to teacher In an effort to address or remediate any licensure through a variety of demonstrations, concerns, students may be placed on warning applications, and projects or probation with conditions or stipulations. • Successful completion of Virginia State and Ongoing or grave concerns may result in Local Civic Education module (for dismissal from the Teacher Education Elementary, Middle History & Social Science, Program. and Secondary History & Social Science endorsements only) • Successful completion of a Virginia Board GRADUATE of Education-approved industry credential ADMISSION examination (for Secondary Business endorsement only) • Successful completion of three Professional Graduate Offerings Development Institutes for BA/MAT students only Mary Baldwin University offers two unique • Submitting your licensure application, graduate programs for teachers and transcripts, and certified check (or money prospective teachers: order) to the Licensure Coordinator for processing The Master of Arts in Teaching (MAT) balances liberal arts courses with professional Professional Qualities and studies, and includes requirements for initial Dispositional Traits teacher licensure in: 6 Evaluation of student dispositions has been an • Elementary PK– aspect of MBU’s COE program since its • Middle School 6–8 (Language Arts, Math, inception. It is also a requirement from our Science, and Social Studies) national accrediting agent, CAEP. In the • Secondary Education 6–12 (English, Math, COE, we refer to these as Professional and History & Social Science) Qualities and Dispositional Traits and focus • Special Education — General Curriculum on those characteristics, attitudes, and K–12

215 Through coursework, students may specifically Higher Education or Applied concurrently complete an add-on endorsement Behavior Analysis. in the following areas: • English as a Second Language (ESL)* The MS offers the following concentration • Gifted Education options: • Mathematics – Algebra I  Applied Behavior Analysis  Higher Education *Must complete the equivalent of a spoken modern foreign language through the Additionally, Mary Baldwin University offers intermediate level prior to applying for the a Comprehensive Certificate in Autism ESL endorsement. Spectrum Disorders and a Certificate in Environment-Based Learning. We also offer the approved course sequence for students The Master of Education (MEd) program pursuing board certification in ABA. flexibly addresses the needs of teachers who are already licensed, and other educators whose careers do not require a teaching Graduate education programs are license. nonresidential and are available on MBU’s Staunton campus and at our regional locations in Charlottesville, Richmond, and Roanoke. The MEd offers emphasis options in: Courses for the MAT, MEd and MS programs • Autism Spectrum Disorders are offered throughout the calendar year, • Elementary Education including a full complement of courses during • English as a Second Language (ESL)* the summer. Note that the MEd focus on • Environment-Based Learning Environment-Based Education has a summer • Gifted Education component offered on the historic Staunton • Leadership Campus; the MS in Higher Education is an • Reading Education** online-only program; the MS in Applied • Special Education Behavior Analysis is available fully online with some courses also available on the *Must complete the equivalent of a spoken Staunton Campus. modern foreign language through the intermediate level prior to applying for the ESL endorsement. Admission All students who matriculate at Mary Baldwin **Candidates pursuing this program must University agree to abide by the rules, hold a bachelor’s degree as well as a teaching regulations, and standards set by the college. license before starting the program, and must The college will offer the MAT, MEd or MS have successfully completed at least three to those who meet the established standards. years of full-time teaching before program Students who seek the MAT, MEd or MS completion/graduation. must be conditionally or fully admitted to the graduate program to be eligible for financial The Master of Science (MS) program aid services. The Declarations section of this flexibly addresses the needs of educators and catalog states Mary Baldwin’s policies on other professionals seeking careers in applied nondiscrimination, student privacy rights, and fields of education and/or clinical practice, other important provisions.

216 Admission Requirements for • Submit a one-page, typed writing sample (topic provided on the application form) the MAT • Correct, fluent written and spoken English. Applicants to the MAT program must submit Non-native English speakers must submit a the following to the College of Education at TOEFL score of 600 or above on the paper- Mary Baldwin University. The College of based test or 75 on the computer-based test Education, in compliance with our accrediting with a minimum score of 18 in each section. agency the Council for the Accreditation of Alternately an overall score on the IELTS of Educator Preparation (CAEP), has adopted a 7.0 or above may be accepted in lieu of the Levels of Program Progression to meet new TOEFL requirements. Students are admitted and • Submit passing test scores as shown by one progress through varying levels of program of the following options: progression. This process is outlined below. 1. Praxis Core* scores (Reading, Writing, Math) Level One: 2. SAT* or ACT* scores A Level One student is any student who has 3. Virginia Communication and Literacy begun to take Education courses in the MAT Assessment* (VCLA) and Praxis Core program who has not been conditionally or Math* scores (or remedy option for fully admitted to Mary Baldwin University’s students who fail to achieve a passing College of Education. score on the Praxis Core Math assessment but fall within a faculty-approved near- Level Two: passing score band) To move to Level Two, one must apply to Mary Baldwin University College of *Acceptable minimum passing scores can be Education and meet the program entry found at the following link: requirements below. A Level Two student is http://www.doe.virginia.gov/teaching/educato any student who has been conditionally or r_preparation/college_programs/entry_assess fully admitted to the MAT program. These ment.pdf students are allowed to take “methods” courses. Note: An interview is suggested and may be required. Level Two Program Entry Requirements: • Submit a completed application form Level Three: • Have a bachelor’s degree from a regionally To move to Level Three, one must apply for accredited institution “candidacy” meaning eligibility for seminar • Have a minimum GPA of 3.0 in the last 60 and student teaching and meet the candidacy hours of coursework requirements below. A Level Three student is • Submit official transcripts from all any student who has been admitted to institutions where college coursework was “candidacy” and is eligible for seminar and completed student teaching. • Submit two recommendation forms completed by people who have observed the Level Three Candidacy Requirements: professional and academic work ethic of the  Completion of all pre-requisite courses student and personality traits such as (courses in progress are acceptable) character, dependability, emotional stability,  Have a minimum overall GPA of 3.0 in interpersonal skills, and temperament, as courses on licensure checklist evidenced by faculty and practicum teachers

217  Resolved any remedies or conditions related  Completion of Civic Education Module, if to Level Two admission applicable  Received an acceptable score on a  MAT students, completion of four dispositional assessment (completed by Professional Development Institutes methods instructors) (BA/MAT students complete three.)  Provide ACT, SAT or GRE scores in the top  Submit your licensure application, 50th percentile or transcripts, and certified check (or money  Praxis Core Reading with a minimum score order)to the Licensure Coordinator for of 169 and Praxis Core Math with a processing minimum score of 163  Completion of Child Abuse Recognition and Periodic reappraisal of teacher candidates will Reporting Training be made as the student progresses through the  Completion of Dyslexia Awareness Training program.  Completion of Professional Ethics Module  Take and pass VCLA Reading and Writing Students who do not provide qualifying assessment (applies to those student program entry assessments may be admitted teaching Fall 2019 and beyond) as conditional students to the MAT program  Praxis II (if applicable) must be attempted and work with their advisors for opportunities (not passed) and scores received (applies to to address and remedy any deficit areas. See those student teaching Fall 2019 and Conditional Admission below. beyond)  RVE must be attempted (not passed) and Admission Requirements for scores received (applies to those student teaching Fall 2019 and beyond) the MEd and MS Applicants to the MEd and MS programs must Level Four: submit the following to the College of To move to Level Four, a student is Education at Mary Baldwin University. In proceeding toward licensure application. A some cases, depending on program and Level Four student is considered a concentration, admissions requirements must “completer” of the MBU MAT program. comply with our accrediting agency, CAEP. His/her licensure application has been • Online application for admission/enrollment submitted to the Virginia Department of • A bachelor’s degree from a regionally Education for processing. accredited institution • Have a minimum GPA of 3.0 in the last 60 Level Four Licensure Application hours of coursework Requirements: • Correct, fluent written and spoken English.  Successful completion of seminar and Non-native English speakers must submit a student teaching TOEFL score of 600 or above on the paper-  Successful completion of the Student Impact based test or 75 on the computer-based test Project with a minimum score of 18 in each section.  Receiving an acceptable score on a Alternately an overall score on the IELTS of dispositional assessment (completed by 7.0 or above may be accepted in lieu of the University Supervisor) TOEFL  Passed Praxis II, if applicable • Two recommendation forms from  Passed RVE, if applicable professional educators (including higher  Completion of First Aid/CPR/AED training education faculty and administrators) and/or employers, school faculty and administrators

218 who have observed/supervised the applicant in Full Admission instructional, administrative, tutoring, training Students who meet all admissions or guidance roles (for degree-seeking requirements are admitted to the graduate students) education program as fully admitted degree- • A goal-statement essay (for degree-seeking seeking students. students) Conditional Admission Note: An interview is suggested and may be Students who do not meet the full-admission required. criteria may be considered for conditional admission on the basis of strong evidence that Students who do not meet the requirements they can succeed in a graduate teacher may inquire about conditional admission. Not preparation program that requires maintenance all programs are eligible. Students approved of a 3.0 GPA. Students who do not provide for conditional admission to the MEd or MS qualifying program entry assessments but fall programs should work with their advisors for within a faculty-approved near-passing score opportunities to address and remedy any band may be admitted as conditional students deficit areas. See Conditional Admission to the MAT program. Working with an below. advisor, opportunities will be presented to address and remedy deficit areas. Admission Decisions (MAT, Conditionally admitted students must achieve MEd, MS) a minimum 3.0 GPA in all graduate work and Admissions decisions are made by the policies complete all other admissions requirements in established through the Education Policy order to be considered for full admission. In Committee. The Mary Baldwin University general, conditional admission status does not Admissions office informs applicants, in continue for more than three successive writing, of their admission status and the date semesters. Conditional admission is not of the next orientation. At the time of available in all programs. admission, applicants are advised by the College of Education regarding any additional Moving from Conditional to Full undergraduate course requirements that must Admission Status be fulfilled as conditions of enrollment. Any The College of Education monitors the individual may be denied admission to the progress of conditionally admitted students at graduate Education program for the following the end of each semester. Course grades, reasons: course instructors’ assessment of students’ writing and speaking skills, and professional • Attempting to obtain admission by qualities evaluations are considered in this fraudulent means or through misrepresentation review. The College of Education informs of material facts students and their academic advisors in • Falsification of records or documents writing regarding their status: • Conviction of any felony • continued conditional admission, • Conviction of any misdemeanor involving • admission to full degree-seeking status, moral turpitude, sexual offense, drug • suspension, or distribution, or physical injury • dismissal. • Failure to meet stated program admission requirements

219 Special Students of Financial Aid and Student Campus Students who do not meet admission Employment at the time of application. To requirements but hold a bachelor’s degree qualify for aid, students must be accepted in from an accredited institution are eligible to the graduate Education program (not special enroll in education courses as special students. students), meet registration deadlines each No financial aid services are provided to semester, and make satisfactory academic special students. Teachers seeking re- progress in the work attempted. Aid is certification credits may enroll as special awarded pending approvals of federal and students. One must be admitted to the Teacher state agencies. Education Program in order to enroll in ED 607 and ED 624. Aid for Which Graduate Students May Qualify

(Subject to approval and funding by federal Admission Requirements for and state agencies) the Comprehensive Certificate How to Type of Enrollment Repayment in Autism Spectrum Disorders Apply and Aid Status Required Comments • A bachelor’s degree from a regionally accredited institution. (This requirement can File the be waived on a case-by-case basis for FAFSA. individuals without undergraduate degrees Unsub- Borrow from who are professionally serving individuals sidized full-time, monetary federal with autism and who demonstrate the Stafford half-time repayment government capability to handle graduate-level work.) Loan through the • Minimum 3.0 (B) average in last 60 semester college. Not hours of coursework.

need based. Graduate Tuition and Fees

2018-2019 Tuition for all courses in the graduate GRADUATE ACADEMIC education program is determined on an annual POLICIES AND STANDARDS basis and is detailed on the MBU website. Academic policies applicable to graduate In addition, the following fees apply: students are published in this catalog. Other Initial Registration Fee $50 statements of program policies are maintained Re-Enrollment Fee $50 (See Requirement for in the College of Education. Policies may be Continuous Enrollment below) amended at any time by the faculty, who Technology and Library Fee $60/semester determine the date at which amended policies Graduation Fee $100 (all students pay this fee become effective. The completion regardless of participation in Commencement) requirements for each student are those in effect on the date of first enrollment as a fully- Financial Aid accepted, continuously enrolled, degree- seeking student. Occasionally, some Mary Baldwin makes every effort to assist exceptions may apply if changes are made to students who need to obtain funding for teacher licensure regulations at the state level. education. Students should contact the Office Students are required to report name, address,

220 e-mail, and telephone number changes to the was earned must be repeated with a successful registrar and to the graduate program. grade earned prior to enrolling in any further Students may petition for exemption from courses. If the particular course is unavailable academic policies. The request must include during the next semester, with advisor the recommendation of the student’s advisor. recommendation and Dean approval, the Petitions are granted only for cause, and only student may be permitted to proceed with with the approval of the Education Policy other coursework until such course becomes Committee. A petition for exemption from or available, at which time, the course with the D modification of a completion requirement may or F grade must be repeated before proceeding be granted only by the graduate faculty. with any other courses. Coursework in the College of Education may only be repeated Academic Progress twice for a total of three attempts. Degree-seeking graduate education students are required to maintain a minimum A student who has been suspended for cumulative GPA of 3.0 in graduate work to academic reasons may reapply for admission remain in good standing and to graduate from to the degree program after completion of the terms of the suspension. The College of the program. No more than one “C” may be counted on the student’s records. To maintain Education will review the student’s degree-seeking status in the program, students application for readmission as well as the must repeat any other courses in which they applicant’s previous performance and the reasons for suspension; additional information receive a grade of “C” or lower. The original grade is not removed from the permanent may be requested from the applicant and record, but the lower grade is removed from his/her references, and from other relevant the GPA calculation. Repeated work must be professional and educational sources. The done at MBU. In order to be recommended by College of Education communicates the readmission decision to the applicant. Mary Baldwin University’s MAT or MEd program to the Commonwealth of Virginia for an initial teaching license or for an additional Auditing Courses endorsement on an existing license, a student The instructor approves audits on a space must earn a letter grade of “B-” or better in available basis. Students who audit courses are ED 609, ED 610 or ED 614 (Student expected to meet all reading and oral Teaching) or ED 608 or ED 615 (Field discussion requirements for the course. Full Experience). A student whose GPA falls tuition applies to audited courses. below 3.0 at the end of any semester is placed on warning. At the end of the second semester Code of Conduct during which a student’s GPA is below 3.0, The provisions of the college’s Code of the student’s record is reviewed by the Conduct apply to graduate students. College of Education, which may place the student on probation for a stated period, attach conditions to the probation, or dismiss the Contact Hours student. To be removed from probation or to The syllabus of each graduate course includes complete the degree, a student must fulfill any a schedule of class contact hours required for conditions attached to the probation. the course. The syllabus includes goals, In the event that a student earns a grade of D requirements, assignments, and attendance or F in any course in the graduate program, and grading policies, as well as criteria for the course in which the unsatisfactory grade

221 evaluating students’ writing and speaking assign the grade awarded by the instructor skills. based on the work completed to date.

Copyright Policy Requests for grade changes will not be The college enforces all provisions of considered if initiated by students later than copyright law. Students are responsible to the first week of classes in the semester inform themselves of the law, particularly following distribution of the official grade with respect to copying. which is being contested. A student with questions about a grade should first contact the course instructor to determine if there is an Course Substitution Policy error. If so, the instructor must report the Students who are in a program pursuing correct grade to the dean of the College of licensure who have taken a licensure-required Education immediately. If there is no error, course at another institution at the and the student desires to contest the grade, undergraduate level in the last five years with the student must submit written reason(s) for a grade of B or better may request taking the appeal to the dean of the College of another graduate elective in lieu of taking a Education. The dean forms a hearing graduate version of an undergraduate course committee consisting of the dean, the director they have already taken. This may be done for of academic and student services, the student’s no more than two courses. Note that course advisor, and two faculty members. The substitutions are not accepted for ED 607 committee reviews the written appeal, hears unless the undergraduate equivalent was taken statements from both the student and the at MBU. instructor involved, and approves or disallows a change. Examinations, Incompletes, Grade Reports, Grade Changes Grades To receive credit for a course, a student must The following general grading scale is used by take the examination or its equivalent as the college’s graduate Education program. prescribed for the course by the instructor. (There is no A+.) Specific course grading • The temporary symbol of I may be given at scales may be noted in the syllabus for each the end of a course if, for reasons beyond his class and are determined by the course or her control, a COE student is unable to instructor. Please carefully read your course complete the course work. syllabus. • An Incomplete may be given only with the approval of the dean of the College of A = 4.0 Education and of the course instructor. A- = 3.7 • Incomplete work must be completed by the B+ = 3.3 end of the next calendar term, that is, by the B = 3.0 end of Term 3 for fall semester courses, and B- = 2.7 by the end of Term 1 for spring semester C+ = 2.3 courses. In unusual circumstances, such as C = 2.0 prolonged illness, with the approval of the C- = 1.7 instructor or the dean of the College of D+ = 1.3 Education, time may be extended. D = 1.0 • If the work is not completed within the time D- = 0.7 specified, the College of Education office will F = 0

222 P = Pass withdrawn from the University. Inactive NC = No Credit students who wish to re-enter the program must reapply and must pay a re-enrollment fee A minimum 3.0 GPA is required to earn a of $50, if accepted. Records of inactive graduate degree at Mary Baldwin University. students who wish to re-enter the program are The grade point average is determined by reviewed for reactivation. Certain conditions dividing the total grade points earned by the may be set for re-entry into the program: e.g., total semester hours credit attempted in the if program requirements have changed during graduate Education program. Transfer courses the time students were on inactive status, they are not included in the GPA. may have to meet the new requirements. Students may also request a Leave of Honor System Absence, which upon approval, gives the student one calendar year of inactive status The provisions of the college’s Honor System without being withdrawn. Leave of Absence apply to graduate students. Students are requires the approval of the Dean of the responsible for understanding the provisions College of Education. There is no re-entry fee of the Honor System and seeking information and the student returns under the same catalog from professors as to the application of the requirements prior to the Leave. Honor Code to course activities.

Moral and Ethical Responsibility Research on Human Subjects Federal, state, and college policies regarding Graduate students may not engage in behavior research on human subjects apply to all or actions that endanger themselves or others, research involving MBU students, faculty, or either while on MBU’s property or while staff as researchers or as subjects, including engaged in a program or activity connected research undertaken in the graduate Education with the college and/or its programs. Students program. are required to comply with professional standards of schools in which they engage in practicum or research, interning, student Transfer Credit teaching, or other activities connected with the The graduate Education program may accept college and/or its programs. up to six hours of transfer credit from another accredited graduate program. Such transfers Requirement for Continuous will be considered only if all of the following Enrollment, Leave of Absence conditions are met: Students are expected to remain enrolled • The Dean of the College of Education determines on the basis of catalog and course continuously from the date of their initial materials submitted by the student that the registration for courses until completion of the course content is identifiable with the aims degree. However, because of family and philosophies of the graduate curriculum. emergencies or special situations, students he credit was earned in a regionally may need to stop registering for new course • T accredited graduate program. work for a semester or two. The decision to do so should be made by the student in • The credit was earned no earlier than three consultation with the advisor. Students who do calendar years before the student’s admission to the program, and a grade of B or better was not enroll in graduate education courses for earned. three consecutive sessions (or one calendar year) are considered “inactive” and are

223 The student is responsible for determining in committees, and administration upon request advance of enrollment whether courses taken or as necessary. in the graduate program can be transferred to another graduate program or will satisfy Course Enrollment Priorities credential requirements outside Virginia. After Graduate education students are enrolled in the drop deadline, a determination that courses courses according to the following priorities: are not transferable is not grounds for refund candidates for graduation in the MAT, MEd or of tuition or fees. MS first, followed by fully admitted degree- seeking MAT, MEd or MS students, GRADUATE ACADEMIC conditional students, and special students. PROCEDURES Orientation Add-Drop Students are required to participate in an Once the semester has begun, graduate online orientation prior to enrollment. students may add an additional course to their registration during the first week of the Sequence of Courses semester. A graduate student may drop a Each graduate education student’s advisor course without penalty during the first two recommends a sequence of courses which weeks of each semester for semester long takes into account the student’s preparation courses. A course may be dropped for medical and educational needs. or providential reasons at any time, upon approval of the Dean of the College of Professional Qualities and Education. The Dean in consultation with the Dispositional Traits teaching t eam determines the student’s final Evaluation of student dispositions has been an course grade when the course is dropped after aspect of MBU’s COE program since its the official drop period. These policies also inception. It is also a requirement from our apply to practica, field experiences, and national accrediting agent, CAEP. In the student teaching enrollments. Please see the COE, we refer to these as Professional Tuition and Financial Aid section of this Qualities and Dispositional Traits and focus catalog for the policy concerning tuition on those characteristics, attitudes, and refunds. behaviors that are relevant to serving as or

becoming an effective educator -- but that are Advising not necessarily included in traditional Each graduate student is assigned an advisor academic evaluation and individual course who is a member of the education department. grades. The advisor assists the student in making course selections, meeting competency Graduate faculty, advisors, director of requirements, enrolling and participating in academic and student services and the dean of Professional Development Institutes, and the College of Education review all students’ preparing for the final project. The advisor professional qualities and dispositional traits reviews academic progress and performance through an evaluation process at admission, related to professional qualities and after the methods course, and after student dispositional traits standards. He or she may teaching. If in their judgment a pattern of make recommendations concerning a concern about professional qualities from student’s status to the graduate faculty, either the course performance or practicum

224 evaluations is evident, both the students and the remaining master’s degree requirements. their academic advisors are notified in writing. The MAT program offers close contact with In an effort to address or remediate any faculty members and advisors and extensive concerns, students may be placed on warning observation and hands-on experience in the or probation with conditions or stipulations. classroom. Ongoing or grave concerns may result in dismissal from the Teacher Education Practicum Requirement Program. The practicum experience is designed for MAT students who are preparing to teach as a MASTER OF ARTS IN career. Students have the opportunity to TEACHING (MAT) observe and assist teachers in the classroom, and to discuss their experiences with the instructor and other students. Students are Overview required to complete 140 clock hours of The Master of Arts in Teaching (MAT) is practicum experience. Through this designed to offer realistic, practical experience, students become familiar with the preparation for enriched classroom teaching dynamic culture of schools and classrooms through a balanced program of liberal arts and and their curricula, teaching strategies, and professional studies. All courses are team- organizational and management features. taught by graduate faculty members and Students learn more from the practicum classroom teachers who serve as “teaching experience if they actively assist in the partners.” Courses throughout the 39–45 classroom. The student should confer with the semester hour program focus on inquiry — the cooperating teacher regarding graduate course processes by which students and teachers ask assignments to be completed in the practicum questions, study, and learn about human and plan how the MAT course assignments experience. Program coursework includes can best be accomplished. In practicum, requirements for initial teacher licensure in the students work under the supervision of an areas of Elementary Education (PK–6), experienced teacher and begin to apply the Middle Education (6–8), Secondary Education knowledge and skills gained in MAT courses (6–12), and Special Education – General in the context of today’s classrooms. The Curriculum (K–12). Those who already hold a practicum requirement also includes valid teaching license can earn additional completion of a practicum journal, endorsements in Gifted Education (K–12), documenting the student’s actual time in the Elementary Education (PK–6), English as a classroom (clock hour form) as well as Second Language (ESL), and Special activities and reflections upon the classroom Education (K–12). To be recommended for experiences. Students should refer to the teacher licensure, students must complete all “Graduate Practicum Handbook” available on relevant program requirements and receive the the MyMBU College of Education tab for MAT degree. Students may opt to complete additional information on this requirement. Virginia Department of Education licensure Requirements for the Master of requirements in advance of receiving the MAT degree, with an option called Licensure Arts in Teaching First. In the Licensure First option, students Required minimum credit hours: 39 complete licensure requirements for their area of endorsement, and apply for an initial Required courses: teaching license, while continuing to complete ED 601 Inquiry into Human Growth, Development, and Diversity

225 ED 602 Meaning and Purpose: The Student teaching sequence: Foundations of Education ED 609/610/614 Student Teaching/Internship ED 603 Thoughtful Assessment and (6 s.h.) Technology Integration ED 611 Seminar (2 s.h.) ED 605 An Integrated Approach to Language ED 613 Reflective Synthesis Project (1 s.h.) Arts (not required for secondary education) ED 606 Integrating Literacy to Improve Additional requirements: Content Area Learning • Any additional content courses or co- requisite requirements for specific ED 607 Instructional Strategies for Inquiry- endorsement areas based Classrooms (except those pursuing • Participation in four Professional special education licensure) Development Institutes ED 625 Classroom and Behavior Management • Minimum GPA of 3.0 in program • To be processed for licensure, students must Select 3 of the following 5 courses earn a B- or better in Student Teaching Secondary education students select 2, one • Satisfactory oral and written language skills of which must be in the discipline area • Satisfactory performance on professional sought. Middle education students select 3, qualities and dispositional traits standards one of which must be in the discipline area • Participation in required student and is sought. program evaluations IN 601 Inquiry in Mathematics (required for • Passing scores on applicable standardized elementary licensure) tests required by the Commonwealth of IN 603 Inquiry in Social Sciences Virginia, which, depending on licensure IN 605 Inquiry in Natural Sciences (required sought, may include: Praxis II, VCLA, and the for elementary licensure) RVE IN 608 Inquiry in the Arts and Humanities • Successful completion of certification or training in emergency first aid, hands-on Additional required courses for students cardiopulmonary resuscitation (CPR), and the pursuing special education licensure: use of automated external defibrillators (AED) IN 620 Inquiry into the Legal and Political • Successful completion of Virginia State and Processes of Exceptionality Local Civic Education module (for ED 622 An Integrated Approach to Elementary, Middle History & Social Science, Exceptionality and Secondary History & Social Science ED 624 An Inquiry Approach to endorsements only) Differentiated Curriculum and Instruction • Computer technology competency which is ED 627 Collaborations and Transitions for embedded in the courses leading to teacher Exceptional Students licensure through a variety of demonstrations, applications, and projects Additional required courses for students • Successful completion of Child Abuse pursuing secondary education licensure: Recognition and Reporting training ED 622 An Integrated Approach to • Successful completion of a Virginia Board Exceptionality of Education-approved industry credential ED 624 An Inquiry Approach to examination (for Secondary Business Differentiated Curriculum and Instruction endorsement only) • Successful completion of Dyslexia Awareness training

226 • Successful completion of Professional Ethics Requirements for the Master of Module Education Required minimum semester hours: 34 s.h. Master of Education (All courses 3 s.h. unless noted.)

(MEd) Required Core Courses (for all areas of emphasis except Higher Education and Overview Reading Education): The Master of Education (MEd) is a professional degree designed for those who IN 627 Contemporary Learning Theory for seek advanced study in education and related Diverse Learners fields. The program is intended for teachers IN 629 Leadership in Education who are already licensed or individuals who IN 630 Methods of Professional Inquiry are pursuing careers that do not require (4 s.h.) teacher licensure. ED 631 Technologies to Advance Learning The degree and following areas of emphasis ED 632 Inquiry Research Project consist of a minimum of 33 graduate semester ED 732, 733, 734 Inquiry Research Project hours, focused on a common set of 15–16 Extension I, II, III (2 s.h. each) (only if ED semester hours of core coursework, and 632 is not completed in one semester) followed by an area of emphasis of the student’s choice. The areas of emphasis are: Plus completion of at least one of the following areas of emphasis: • Autism Spectrum Disorders • Elementary Education (with additional Autism Spectrum Disorders licensure option) ED 640 Characteristics and Assessment of • English as a Second Language (ESL) Students with Autism Spectrum Disorder • Environment-Based Learning ED 641 Communication, Language, and • Gifted Education (with add-on licensure Sensory Aspects of Autism Spectrum Disorder option) ED 642 Social Skills Instruction and • Leadership Behavioral Strategies for Students with • Special Education (with additional licensure Autism Spectrum Disorder option) ED 643 Practicum Experience: Autism Spectrum Disorder The degree and following area of emphasis Two additional 3 s.h. graduate courses consists of a minimum of 36 graduate approved by the advisor semester hours. This area of emphasis does not have a common set of 15–16 semester Elementary Education hours of core coursework. The complete list of ED 605 An Integrated Approach to Language coursework is below. Arts

ED 606 Integrating Literacy to Improve

• Reading Education Content Area Learning ED 607 Instructional Strategies for Inquiry- based Classrooms ED 608 Field Experience in Elementary Education

227 ED 625 Classroom and Behavior Management Two additional 3 s.h. graduate courses IN 605 Inquiry in Natural Sciences approved by the advisor. Note: Additional co-requisites apply and are determined following a detailed transcript Leadership analysis. IN 628 Public Policy and Community Relations in Education English as a Second Language IN 631 Curriculum Development and Design ED 645 Linguistics for ESL Teachers IN 632 Education Law ED 646 Culturally Responsive Teaching and IN 633 Assessment and Planning for Communication with Practicum Instructional Improvement ED 647 ESL Assessment and Curriculum Two additional 3 s.h. graduate courses Design approved by the advisor. ED 648 Literacy Instruction for ESL Students (Some courses may require the director’s ED 649 Methods of ESL Instruction with approval.) Practicum ED 608 Field Experience: ESL Special Education Students are required to have completed a IN 620 Inquiry in the Legal and Political modern, spoken language through the Processes of Exceptionality intermediate level before finishing the ED 622 An Integrated Approach to program. Prior college coursework will apply Exceptionality to this requirement. ED 624 An Integrated Approach to Differentiated Curriculum and Instruction Environment-Based Learning ED 625 Classroom and Behavioral IN 626 Environment-Based Learning Management: Theory and Practice IN 634 The Intersection of Life and Land: ED 627 Collaborations and Transitions for Issue-driven Investigations Exceptional Students ED 620 The Outdoor Classroom: EBL ED 608 Field Experience in Special Education Program Development, Implementation, and Evaluation Requirements for the Two additional Environment-Based Learning courses Master of Education in One additional 3 s.h. graduate course approved by the advisor. Reading Education

Gifted Education Candidates pursuing this program must hold a ED 603 Thoughtful Assessment and bachelor’s degree as well as a teaching Technology Integration license before starting the program, and must ED 615 Gifted Education Field Experience have successfully completed at least three (1 s.h.) years of full-time teaching before program completion.

ED 622 An Integrated Approach to Required minimum semester hours: 36 s.h. Exceptionality (All courses 3 s.h. unless noted.) ED 623 Advanced Studies of Gifted Learners ED 624 An Inquiry Approach to ED 606 Integrating Literacy to Improve Differentiated Curriculum and Instruction Content Area Learning

228 ED 624 An Integrated Approach to Comprehensive Certificate Differentiated Curriculum and Instruction ED 631 Technologies to Advance Learning in Autism Spectrum ED 648 Literacy Instruction for ESL Students Disorders ED 671 Literacy Diagnosis and Remediation I with Practicum* (4 s.h.) Overview ED 672 Literacy Diagnosis and Remediation II with Practicum* (4 s.h.) One of the greatest challenges schools and ED 673 Child and Adolescent Literature for caregivers face today is the sharp rise in Educators children diagnosed with Autism Spectrum ED 674 Word Knowledge, Phonics, Spelling, Disorder (ASD). Mary Baldwin University is Vocabulary helping to provide educators — and others ED 675 Literacy Leadership with Practicum* seeking employment in any human services (4 s.h.) field — with comprehensive training and IN 630 Methods of Professional Inquiry experiences in the field of ASD. Approved by (4 s.h.) the Virginia Autism Council, Mary Baldwin ED 632 Inquiry Research Project University’s Comprehensive Certificate in the ED 732, 733, 734 Inquiry Research Project Area of Autism Spectrum Disorders will help Extension I, II, III (2 s.h. each) (only if ED those professionals work with and provide 632 is not completed in one semester) support to individuals with ASD in schools and in the greater community. * These courses must be taken in the Each course in the four-course sequence (12 following order: ED 671, ED 672, ED 675. semester hours) meets online 4–6 times Furthermore, these classes have a 30-hour throughout the semester and is supplemented practicum requirement in three different with additional online requirements. Students settings that correspond to each course; for at may complete the certificate program as a least 20 hours of each practicum, the teacher special student or as a degree-seeking student candidate must show evidence of direct (in combination with an MAT or MEd). teaching. Requirements for the Additional degree requirements: Comprehensive Certificate in PSYC 210 Child Psychology (3 s.h.) or ED Autism Spectrum Disorders 601 Inquiry into Human Growth, Development, & Diversity (3 s.h.)** ED 640 Characteristics and Assessment of ED 120 Understanding Exceptional Students with Autism Spectrum Disorder Individuals (3 s.h.) or ED 622 An ED 641 Communication, Language, and Integrated Approach to Exceptionality Sensory Aspects of Autism Spectrum Disorder (3 s.h.)** ED 642 Social Skills Instruction and Behavior Professional Ethics Exam Strategies for Students with Autism Spectrum Employment Verification Disorder ED 643 Practicum Experience: Autism **Students must have completed two Spectrum Disorder equivalent prerequisites prior to starting the program or complete during the program. Earning the Comprehensive Certificate in Autism Spectrum Disorders requires:  3.0 in the 4-course sequence

229  not more than one C range grade in the Verified Course Sequence in 4-course sequence Applied Behavior Analysis  a B- or better in ED 643, the practicum course Overview

The BACB® has approved a four-course MASTER OF SCIENCE (MS) sequence at Mary Baldwin University toward eligibility for taking the Board Certification Applied Behavior Analysis Exam to be a Board Certified Assistant (BACB Fourth Edition Task List) Behavior Analyst (BCaBA). This sequence is well-suited to those in teaching, social work, Students matriculating after Fall 2018 may not mental health, criminal justice and behavioral do this concentration. services field. Additional requirements for IN 627 Contemporary Learning Theory for eligibility to take the BCaBA exam include an Diverse Learners undergraduate or graduate degree in an IN 629 Leadership in Education approved field and supervised fieldwork. IN 630 Methods of Professional Inquiry MBU will work with students to assist in (4 s.h.) setting up field placement experiences, though ED 631 Technologies to Advance Learning there may be an additional required cost for ED 632 Inquiry Research Project (Thesis) IN private supervision of those hours. Please see 630 is a pre-requisite for this class; ED 632 the Behavior Analyst Certification Board® must be taken post-Bachelor’s. website for more details about degree and PSYC 513 Basic Concepts and Principles of fieldwork requirements (www.bacb.com). Behavior Analysis (4 sh) (Must take Fall Mary Baldwin University also has BACB® 2018)* and faculty approval for an additional two ED 592 Behavior Analysis: Measurement and courses (a six-course sequence in total) Assessment (Must take Spring 2019)* towards eligibility for taking the Board ED 593 Ethics and Special Considerations in Certification Exam to be a Board Certified Behavior Analysis (Must take Fall 2019)* Behavior Analyst (BCBA). This sequence is ED 594 Fundamental Elements of Behavior well-suited to those in teaching, social work, Change and Change Procedures (Must take mental health, criminal justice and behavioral Spring 2020)* services field. Additional requirements for ED 595 Special Topics in Behavior Analysis eligibility to take the BCBA exam include a (Must take Fall 2018)* graduate degree in an approved field and ED 596 Societal Considerations for Behavior supervised fieldwork. MBU will work with Analysis (Must take Spring 2019)* students to assist in setting up field placement *Last offering of these courses. experiences, though there may be an additional required cost for private supervision ED 732, 733, 734 Inquiry Research Project of those hours. Please see the Behavior Extension I, II, III (2 s.h. each) (only if ED Analyst Certification Board® website for 632 is not completed in one semester) more details about degree and fieldwork requirements (www.bacb.com). Behavior Analysis Certification Board®

230 Requirements for the BCaBA Online students should take this course their course sequence final semester (fall or spring only). Professional (ED) Course PSYC 513 or PSYC 313 Basic Concepts and Descriptions Principles of Behavior Analysis 110 Practicum in Education (3 s.h.) (C) ED 592 Behavior Analysis: Measurement and This course is designed to provide students Assessment who are contemplating teaching as a career to ED 593 Ethics and Special Considerations in acquire early and varied experiences in area Behavior Analysis school classrooms. Students will meet several ED 594 Fundamental Elements of Behavior afternoons with their practicum supervisor for Change and Change Procedures the practicum seminar. A minimum of 60 hours will be spent in the classroom, with the Requirements for the BCBA exception of College for Women and course sequence University College students, who will complete a minimum of 90 hours during May Term. Students must complete this course PSYC 513 Basic Concepts and Principles of prior to the senior year. Behavior Analysis ED 592 Behavior Analysis: Measurement and 111 Practicum in Special Education (3 s.h.) Assessment (C) ED 593 Ethics and Special Considerations in This course is designed to give students who Behavior Analysis are contemplating a career in special ED 594 Fundamental Elements of Behavior education an opportunity to observe and assist Change and Change procedures teachers in the classroom. A minimum of 60 ED 595 Special Topics in Behavior Analysis hours will be spent in the classroom, with the ED 596 Societal Considerations for Behavior exception of College for Women and Analysis University College students, who will complete a minimum of 90 hours during May Term. Students should complete this course EDUCATION COURSE prior to the senior year. DESCRIPTIONS 115 Foundations of Education (3 s.h.) (T) Applied Behavior Analysis The goals of this introductory course are: to (ABA-prefix) Course acquaint students with the historical, Descriptions philosophical, and societal influences that ABA 400 Senior Seminar (3 s.h.) (M) have shaped educational theory and practice; This course is the capstone course for the and to enhance students’ skills in reading, Autism Studies and ABA Major. In this writing, thinking, and discussing critically and course, students will demonstrate a clear analytically. understanding of the pedagogy and processes involved in working with individuals with 125 Introduction to Art Education (3 s.h.) Autism Spectrum Disorders (ASD). A (A) research project will be required culminating For course description, see ART 125 in the Art in a formal presentation and defense. and Art History, Art Education listing. Residential students are expected to take ABA 400 in the spring of their senior year. MBU

231 156 Numeration and Algebra for Teachers psychosocial, emotional, cognitive, language, (3 s.h.) (Q) and gender development in family, school, For course description, see MATH 156 in the peer, and work contexts. Mathematics listing. 215 Foundations and Legal Issues of 157 Computer Technology for Teachers Special Education (3 s.h.) (3 s.h.) Prospective teachers learn the foundation for This online course prepares teachers to use educating students with disabilities, including: computer technology within the classroom to historical perspectives, theories and enhance, augment, and enlarge opportunities philosophies, and current trends in the field of for learning. Offered as needed to MBU special education. They develop an Online Program students. understanding and application of legal aspects and regulatory requirements associated with 158 Geometry and Measurement for the identification, education and evaluations Teachers (3 s.h.) (Q) of disabled students. Emphasizes ability to For course description, see MATH 158 in the analyze ethical issues and to apply accepted Mathematics listing. standards of professional behavior.

205 Characteristics of Exceptionality 218 Transitioning in the Special Education (3 s.h.) Environment (3 s.h.) Students demonstrate knowledge of This course is a requirement for students who definitions, characteristics, and learning and are seeking teacher licensure with an behavior support needs of children and youth endorsement in Special Education. Focus will with giftedness and identified disabilities, be on development of skills and knowledge in including: learning disabilities, emotional preparation for working with parents and disabilities, intellectual disabilities, families to provide post-secondary transitions developmental delay, autism, traumatic brain as well as transitions while in school, case injury, attention deficit disorders, other health management, consultation and collaboration. impairments, and multiple disabilities, among Emphasis will be on transition planning in the others. They develop understanding of typical IEP — Individualized Education Plan, patterns of development (physical, psycho- transition system delivery, independent living motor, cognitive, linguistic, social, emotional) skills, career development, community and educational implications of various resources, available agencies, self-advocacy, exceptionalities. guardianship, and implementation of inter- agency agreements for successful transitioning 212 Lifespan Human Development (3 s.h.) to employment and self-sustainment. Students Lifespan Human Development meets the will develop an understanding of the best MDCHS admissions requirement and also practices in transitioning, the Model of meets the Virginia DOE licensure requirement Transition Pathways, transition assessment, for 3 hours of human growth and development Federal Legislation, transition provisions in coursework. This course will focus on theory, IDEA 2004, NCLB 2001, and alignment of philosophy, and research on learning and transition with Standards-Based Education. human development from birth through late Participants will learn how to become a adulthood, as well as real-life applications in transition leader for their students when they these areas through experiential projects and are a Special Education teacher, and they will related assignments. Topics include physical, know how to improve transition outcomes

232 during the school years as well as collaboration needed to assist and support postsecondary for youth with disabilities and students and families in successful transitions for youth placed at risk. within the K–12 school system and beyond.

230 Engaging PK–8 Students in Science 308 Field Experience: ESL (3 s.h.) (2 s.h.) This course serves as the 300 hour field This course will focus on the teaching and experience (150 direct instructional hours) for learning of science through inquiry. With an individuals adding ESL to an existing license inquiry approach, students in grades PK–8 are or pursuing an ESL endorsement concurrently engaged in their own learning as they search with another endorsement. ED 608 is the for answers and solve problems through graduate-level version of this course. hands-on, minds-on investigations. Students learn best when they do science in the context 310 Middle and Secondary Methods and of their own environments and when science Practicum (4 s.h.) (R) is integrated across the curriculum. This Experience with methods and materials for course will model such an inquiry-based grades 6-12. They demonstrate knowledge and science classroom that includes real and skills in setting goals and objectives, unit and relevant content; inside & outside studies; lesson planning, varying teaching techniques, project-based unit planning; scientific tools classroom management, individualizing and technology; diverse learner strategies; and instruction, measuring and evaluating alternative/authentic assessments. learning, selecting teaching materials, using multimedia, and developing an effective 300 Elementary School Methods and teaching style and confidence in speaking. A Practicum (4 s.h.) 30 hour field experience in a grade 6-12 Conceptualizes the teacher as one who makes classroom integrates theory with practice. and carries out decisions about curriculum and Students will be enrolled in a section of this instruction, based on principles of teaching course that is specific to the teaching and learning. Instructional planning and endorsement being sought. NOTE: Must be classroom management are emphasized. A 30 accepted to Level Two in the Teacher hour field experience in a PK–6 classroom Education Program in order to register for this integrates theory with practice. NOTE: Must course. Other students must obtain COE be accepted to Level Two in the Teacher permission. *Prerequisite for student Education Program in order to register for this teaching. course. Other students must obtain COE permission. Prerequisite for student teaching. 315 Differentiated Strategies in Instruction and Assessment for Special Education and 305 Classroom Management and Practicum (4 s.h.) Collaboration in Special Education Setting Students learn service delivery models, (3 s.h.) curriculum, instruction of students with Prospective teachers learn classroom and disabilities, and skills for application. Includes behavior management techniques and alternative ways to teach content, curriculum individual interventions, develop skills adaptation and modification, strategies for required to collaborate with regular education integration of students with disabilities with colleagues and with families of students with non-disabled peers, uses of technology in disabilities, learn and practice skills in learning. Examines procedures to develop, consultation, case management, and provide, and evaluate instruction consistent

233 with students’ individual needs: procedures (such as advanced phonics, vocabulary, for screening, pre-referral, referral, eligibility comprehension). Word study is an integral determination. Considers factors that may part of this course. Students will explore influence assessment findings, related ethical learning opportunities for children who are issues, application of results to guide moving along in the reading continuum more development of individual education plans. rapidly than their classmates. Strategies for Required 30 hour practicum. NOTE: Must be drawing children into literature and utilizing accepted to Level Two in the Teacher children’s trade books during reading Education Program in order to register for this instruction are included. Students will field course. Other students must obtain COE test literacy strategies introduced in permission. *Prerequisite for student ED323/324 in a 30-hour practicum placement. teaching. 325 Classroom and Behavior Management 323 Language Acquisition and Reading I (3 s.h.) (3 s.h.) This course presents behavioral, cognitive, This is a 3-credit course designed to develop a and psycho-educational theories along with thorough understanding of the complex nature behavior management strategies and positive of language acquisition and literacy. This behavior intervention plans. Emphasis will course focuses on reading instruction in lower include current research on behavior elementary grades (pre-kindergarten, management in the classroom for grades K– kindergarten, first, and second grade). Content 12, cognitive restructuring for the social includes but is not limited to phonological cognitive approach, and current practices. awareness, concepts of print, phonics, Strategies for learning how to help students vocabulary development, and comprehension. with intrinsic motivation will be taught. These Students will investigate formal and informal strategies can enable students to remain in diagnostic measures as well as corrective control of their behavior and make positive strategies to meet varied reading difficulties. choices. Focus will be on teaching students to Students will learn and apply evidence-based perceive situations in an appropriate manner reading practices to promote reading which will change their thought patterns achievement in diverse settings with varying regarding social situations and assist them in cultural and linguistic needs, including becoming efficient problem solvers. This English Language Learners. Students will focus views students as change agents become familiar with elements of a balanced whereby teachers guide them to manage their reading program. own behavior change as well as their own behavior patterns. Research has shown that 324 Language Acquisition and Reading II these strategies have significant impact on and Practicum (4 s.h.) interpersonal conflicts within the educational Learning to read and write is a developmental setting. Students will examine the structure of process that can be systematically advanced effectively managed whole group classrooms through the use of instructional strategies. as well as individual behavior management This 4-credit course is geared toward and the development of social behaviors. preparing teachers of upper elementary grades Response measures will be presented for use (3rd - 5th grades). The course provides future in data analysis for behavior management teachers with the knowledge and skills within the classroom. Participants will required to recognize, assess, and respond to development a behavior management plan for children’s learning needs in various areas their classroom which incorporates

234 management plans needed for individual The course will address basic foundations of students as they utilize skills for enhancing a linguistics in order to prepare teachers who supportive learning environment. may be working with ESL students, or who may be teaching language arts/literacy/English 328 Student Assessment and Technology in the K–12 classroom. This course meets Integration (4 s.h.) (Q) requirements for Middle School Language In this course on understanding and using Arts. ED 645 is the graduate-level version of assessment to measure and improve K–12 this course. student learning, students will explore the types and purposes of assessments used in 342 Culturally Responsive Teaching and today’s classrooms. Students will learn how to Communication (3 s.h.) (D) define expectations/objectives, select and This course examines multicultural education develop appropriate assessment tools, modify through a focus on the historical, sociological, assessment practices for individual needs, read and philosophical foundations of education. and interpret standardized test scores, reflect Special emphasis is placed on the role of upon student learning outcomes, and make ethnicity in the development of the United appropriate inferences and instructional States and its education system. Includes an decisions based upon assessment data. overview of multicultural/multilingual Additionally, students will explore best curricula with a special focus on practices related to integrating technology in culturally/linguistically-responsive instruction the classroom to engage and assess students. and assessment techniques. ED 646 is the graduate-level version of this course. 336 Comparative Education (3 s.h.) (I,W) This course examines historical, cultural, 343 ESL Assessment and Curriculum political, and economic forces that shape Design (3 s.h.) education in the United States and in This course is designed to prepare teachers to international settings. We will explore the provide linguistically and culturally relationship between education, culture, and appropriate assessment for English Language society in the global context. Students will Learners (ELLs) in grades K–12, focusing on critically reflect upon their own educational utilizing assessment to design appropriate experiences and their perspectives and beliefs curricula. ED 647 is the graduate-level about education. Students will compare version of this course. aspects of the U.S. education system to those aspects in an international setting of their 344 Literacy Instruction for ESL Students choice. (3 s.h.) This course provides an overview of second 341 Linguistics for ESL Teachers (3 s.h.) language (L2) methods and materials, This course provides teacher education focusing specifically on the teaching and students with an overview of the development learning of L2 literacy skills: reading and of language in the context of culture and writing. Additional attention will be given to historical concepts. The historical vocabulary and grammar. Class sessions will development of language (English and other focus on theory and practice related to these languages) is reviewed. Students will four important components of language understand the basic principles and learning. In addition, students will critique methodologies of linguistic science, while popular 12 textbooks currently in use around learning how to discuss language issues in an the world, evaluate already developed lesson informed way with linguists and non-linguists.

235 plans, develop lesson plans of their own, ED 361 Communication, Language, and engage in short demonstration lessons that Sensory Aspects of Autism Spectrum showcase state-of-the-art teaching techniques, Disorders (3 s.h.) and complete a literature review on a topic of This is the second of four courses in Autism personal interest. ED 648 is the graduate-level Sequence. This course provides students with version of this course. an overview of typical language acquisition and development as compared with students 345 Methods of ESL Instruction and with Autism Spectrum Disorders. The course Practicum (4 s.h.) emphasizes the visual aspects of language This course examines classroom assessment learning as well as the notion of and instructional best practices in order to “communication as behavior” and addresses meet the needs of a diverse student population the role of assistive and augmentative in grades K–12, in particular the needs of communication technologies to support students whose primary language is not individuals on the Spectrum. Additionally, this English. This course includes a 30-hour field course introduces students to the common experience/practicum. ED 649 is the sensory integration issues often associated graduate-level version of this course. with Autism. The course provides classroom strategies for supporting individualized 350 Content Area Reading (3 s.h.) sensory and communication needs of children This course requires students to examine who have Autism Spectrum Disorders, research and instructional subjects including an introduction to applied concentrating on high school students and behavioral analysis techniques used for adults. Students design experiences that language development and collaboration with examine uses of content area texts capitalizing families and related service providers, as well on critical reading and writing. Course as focusing on the importance of teaching participants will field test all activities skill-generalization across multiple settings described and studied in this course. and situations. *Prerequisite: ED 360.

ED 360 Characteristics and Assessment of ED 362 Social Sills Instruction and Students with Autism Spectrum Disorders Behavior Strategies for Students with (3 s.h.) Autism Spectrum Disorders (3 s.h.) This is the first of four courses in the Autism This is the third of four courses in the Autism Sequence. This course provides an overview Sequence. This course provides students with of autism and related developmental an overview of typical social and behavioral disabilities across the lifespan, including development as compared with students with Asperger Syndrome and other pervasive Autism Spectrum Disorders. The course developmental disorders. The course will emphasizes the role of functional behavior cover assessment, diagnostic criteria and assessments and applied behavioral techniques identification, characteristics, collaboration as related to addressing challenging or with families, an overview of educational inappropriate behaviors that may be exhibited impact and trends, transitioning to adulthood, by persons with Autism Spectrum Disorders. controversial topics regarding etiology and Additionally, the course addresses social skill treatment, and an overview of national and deficits that persons with Autism may have state resources. and provides instructional strategies and techniques to address these issues in the classroom using methods that are purposeful

236 and individualized, including the role of peers. 382 Elementary Education (PK–6) This course will focus on collaboration with 383 Middle Education (6–8) families and related service providers, as well 384 Secondary Education (6–12) as the importance of teaching skill 385 Student Teaching in Art Education generalization across multiple settings and (PK–12) situations. *Prerequisite: ED 360. 389 Student Teaching in Foreign Language (PK–12) ED 363 Practicum Experience: Autism 391 Student Teaching in Theatre (PK–12) Spectrum Disorders (3 s.h.) 392 Student Teaching in Music Education This practicum experience concludes the (PK–12) Autism Sequence. It is intended to be a 393 Student Teaching in Special Education culminating experience so that students have (K–12) an opportunity to concretely demonstrate skills, techniques, and strategies learned in the 386 Student Teaching Seminar (2 s.h.) previous three courses. This course requires Seminar is held in conjunction with student that students complete a practicum experience teaching. This experience allows students to (minimum of 70 in-class hours) in a setting discuss and examine critical issues related to that serves children with Autism Spectrum student teaching. Spring semester only for Disorders. This could include a self-contained College for Women and University College setting, and inclusive setting, or a combination students. of the two; the population served must be between the ages of 2 and 21, inclusive. 400 Senior Seminar and Project (3 s.h.) (M) Students enrolled in the course will meet three This course is the capstone course for the times during the semester to process Liberal Arts and Educational Studies Major. experiences, share ideas, and engage in In this course, students will demonstrate a inquiry-based discussion. This is in addition to clear understanding of the pedagogy and ongoing on-line requirements. *Prerequisites processes involved in teaching elementary (or co-requisites): ED 360, ED 361, and ED school students. An action research project 362. associated with student teaching or other elementary classroom experience will be Student Teaching Courses (12 s.h. each) (O) required. College for Women and University Student teaching requires one semester College students are expected to take ED 400 working directly with students in a classroom while student teaching. MBU Online Program on a full-time basis, for a minimum of 12 students may choose to take ED 400 the term weeks under the direction of a classroom immediately prior, during, or immediately teacher and college supervisor. For students following student teaching. seeking endorsement in Art, Music or Special Education, the student teaching experience 510/511/512/513/514 Practicum (.5 s.h.) shall be split into 8 weeks in an elementary The practicum experience is designed for setting and 8 weeks in a secondary setting, to MAT students who are preparing to teach. total a 16-week placement. Student teachers This experience provides them with an may not work, take courses, or participate in opportunity to observe and assist teachers in varsity sports. Application must be made the the classroom, and to understand the ethical semester prior to student teaching. *Please see issues and the practice of accepted standards the Requirements for Approval to Student of professional behavior. Teach section above.

237 520 Applied Behavior Analysis Practicum measurement systems to obtain data in an (credit varies) applied setting, 2) designing and Students will be engaged in a series of implementing observational measurement practicum activities designed to develop systems, and 3) different methods for understanding of concepts, theories, and evaluating interventions to determine research related to the field of Applied effectiveness. Behavior Analysis. Students will learn to design and evaluate a program for behavior 593 Ethics and Special Considerations in change while understanding the procedures for Behavior Analysis (3 s.h.) establishing desired behaviors and reducing This graduate-level 45-hour course covers unhealthy and maladaptive behaviors, and both the ethical standards surrounding the apply this to a real setting. professional field of behavior analysis as well as the key concepts related to the 525 Special Education Applied Practicum implementation of assessment and (3 s.h.) intervention. This class emphasizes the This course provides students with 70 hours of Guidelines for Responsible Conduct (BACB) field-based experiences in K-12 special as well as content from the areas of: A. education, and explores the implementation of Identification of the Problem, C. Assessment, special education policies and best practices in D. Intervention, and E. Implementation, school-based settings. (This course does not Management, and Supervision (from the meet the requirements for an additional BACB Fourth Edition Task List). Behavioral special education endorsement. This is for Change Considerations (TC:01-TC:03) and students pursuing the MEd with a Behavior Change Systems (TS:01-TS:08) are concentration in Special Education who do not also reviewed. Upon completion of the class, want the additional endorsement of Special the student will have an understanding of both Education. This is not the pathway for the ethical standards and the application of students on a provisional license.) these standards and the concepts, as well as the applications necessary for both successful 577 Special Topics in Graduate Study interventions and assessment across a variety (credit varies) of settings. On an occasional basis, this course is offered to a student(s) to explore topics related to 594 Fundamental Elements of Behavior graduate education. Change and Change Procedures (3 s.h.) This graduate 45-hour course covers in depth 592 Behavior Analysis: Measurement and concepts, principles, and processes related to Assessment (3 s.h.) the elements of behavior change. Specific This graduate-level 45-hour course covers the consideration is given to: 1) the appropriate basic concepts and principles of measurement use of reinforcement, 2) the concepts of and experimental design, as it relates to the shaping and chaining, 3) the proper use of profession of applied behavioral analysis. The mand, tact, intraverbal, and listener training, present course covers tasks from the content 4) the use of differential reinforcement, 5) areas of B. Measurement and the Basic discrimination procedures, 6) using Behavior Analytic Skills of Measurement and interventions based on antecedents, and 7) Experimental Design as outlined in the errorless learning procedures. This class BACB’s Fourth Edition Task List. Specific emphasizes the content areas of Fundamental emphasis will be given to: 1) selecting proper Elements of Behavior Change (TE-01 to TE-

238 21) and Specific Behavior Change Procedures theoretical, pragmatic and complex nature of (TP-01 to TP-13) from the Behavior Analyst language acquisition, and socio-emotional Certification Board’s Fourth Edition Task well-being of K–12 students are studied. List. Variations in physical, socio-cultural, ethnic, religious in the contexts of schools, families 595 Special Topics in Behavior Analysis (e.g. the effects of daycare and divorce), and (3 s.h.) society, as a whole, are studied through This graduate 45-hour course covers in depth difference and similarities. Developmental concepts, principles, and processes related to patterns for at-risk populations, students with the elements of behavior change. Specific disabilities and identified gifted students as consideration is given to measurement and related to age, level of involvement and effect data analysis, experimental design, behavior on learning are examined. Intervention change systems, intervention, implementation, strategies grounded in current research will management, and supervision within behavior focus on successful learning for K–12 analysis. This class emphasizes the content students. from the: A. Identification of the Problem, C. Assessment, D. Intervention, and E. 602 Meaning and Purpose: The Implementation, Management, and Foundations of Education (3 s.h.) Supervision as well as B. Measurement and Historical, philosophical, and sociological the Basic Behavior Analytic Skills of foundations underlying the role of education Measurement and Experimental Design as in the United States are studied. Contemporary outlined in the BACB’s Fourth Edition Task issues such as multicultural understanding, List (from the BACB Fourth Edition Task citizenship, moral education, and critical List). Behavioral Change Considerations thinking are examined. (TC:01-TC:03) and Behavior Change Systems (TS:01-TS:08) are also reviewed. 603 Thoughtful Assessment and Technology Integration (3 s.h.) 596 Societal Considerations for Behavior Methods of assessing student learning and Analysis (3 s.h.) achievement are discussed. With an awareness This graduate 45-hour course covers in depth of current standards of learning, curriculum concepts, principles, and processes related to criteria, and scoring rubrics, students will the elements of behavior change. This class focus on the learning tasks, developing emphasizes the Guidelines for Responsible criteria, assessments and tests appropriate to Conduct (BACB) as well as discretionary the student’s interests and levels of content. Upon completion of the class, the development. Students will obtain an student will have an understanding of both the understanding of the various types of ethical standards and application of these assessments, the different functions they can standards and the concepts, and will also have serve, and reflect on their uses and limitations reviewed a number of ethical dilemmas that with diverse students/learners. Students will will aid in their future ethical conduct as have a working knowledge of teacher and behavior analysts. commercially made assessments. With each assessment, students will learn how to use 601 Inquiry into Human Growth, data to guide instructional decision making. Development, and Diversity (3 s.h.) Current trends and issues in assessment, such Normal patterns of human development as standardized tests, diagnostic assessments, during the K–12 school years, including the high-stakes testing, and school accountability

239 will be discussed. Additionally, students will student-driven strategies in practical ways to explore best practices related to integrating facilitate learning and ultimately foster technology in the classroom to engage and independent learners. Additionally, you will assess students. explore, try, and consider ways to integrate technology to enhance content learning. It is 605 An Integrated Approach to Language encouraged that you take ED605 prior to this Arts (3 s.h.) course, if possible. Prepares pre-service teachers to teach reading and writing in elementary and middle school. 607 Instructional Strategies for Inquiry- Content delivered in this course is intended to Based Classrooms (3 s.h.) help future educators improve literacy Students develop pedagogical skills in the outcomes for all students, including those with areas of classroom management, varying abilities, linguistic and cultural differentiating instructional goals and challenges, and reading-related disabilities. objectives, writing lesson and unit plans, and Students enrolled in this course explore assessing student progress. Graduate students research-supported literacy practices and develop a range of instructional options from consider ways to differentiate instruction, such which to choose when working in as selecting appropriately leveled text and heterogeneous classrooms. Using current providing spelling activities at students’ standards of learning (SOLs), curriculum developmental spelling stages. The course criteria, and scoring rubrics, students focus on emphasizes assessment and instruction of the the learning tasks by planning effective five components of effective reading lessons and developing criteria, assessments instruction as identified by the National and tests appropriate to the children’s interests Reading Panel including (a) phonemic and levels of development. Students will be awareness, (b) phonics, (c) fluency, (d) enrolled in a section of this course that is vocabulary, and (e) comprehension. Best specific to the teaching endorsement being practices of technology, as well as sought. NOTE: Students must be accepted to opportunities to explore and gain familiarity Level Two in the Teacher Education Program with their use, are integrated into the in order to register for this course. Other curriculum. students must obtain COE permission.*Prerequisite for student teaching. 606 Integrating Literacy to Improve Content Area Learning (3 s.h.) 608 Field Experience: Elementary, Special This course explores how teachers can assist Education, or ESL (3 s.h.) upper elementary and secondary students in This is a 300-hour classroom experience (150 the process of reading to learn. You will hours must involve direct instruction) for learn how to increase student content learning licensed teachers seeking an additional through reading and writing activities. The endorsement in either Elementary, Special course encourages you to apply your Education for the General Curriculum, or understanding of how basic reading skills ESL. Students receive mentored practice in influence students’ ability to comprehend planning, instructing and assessing student content area curriculum. You will explore learning. In addition, they develop an ways to assess and build comprehension of understanding of the ethical issues and the content areas with a variety of texts including practice of accepted standards of professional expository and narrative. This class behavior and legal factors applied to emphasizes how teachers can use engaging, exceptional students in the general curriculum.

240 Students enrolling in ED 608 seeking an committee of three from the graduate faculty. additional endorsement must have completed *Prerequisite: IN 630. or be concurrently enrolled in all required endorsement area courses. 613 Reflective Synthesis Project (1 s.h.) In a final paper graduating students reflect on 609 Student Teaching: Elementary (6 s.h.) and analyze their entire MAT experience, A (minimum) 12-week classroom placement including course work, practica, and student requires full classroom teacher responsibility teaching. They synthesize their understanding for a minimum of five consecutive weeks, and of what it means to be an inquiring teacher, accumulates a total of 300 hours with a both conceptually and practically, who minimum of 150 clock hours of direct cultivates inquiry in K–12 students. *ED 613 instruction within the grade level range of the is to be taken concurrently with ED endorsement area sought. Students receive 609/610/614 or ED 612. mentored practice in planning, instructing and assessing student learning, as well as the 614 Student Teaching: Special Education ethical issues and accepted standards of for the General Curriculum (6 s.h.) professional behavior. A 12-week (minimum) classroom placement requires full classroom teacher responsibility 610 Student Teaching: Middle and for a minimum of five consecutive weeks, and Secondary Grades (6 s.h.) accumulates a total of 300 hours with a A (minimum) 12-week classroom placement minimum of 150 clock hours of direct requires full classroom teacher responsibility instruction. Students receive mentored for a minimum of five consecutive weeks, a practice in ethical issues, accepted standards total of 300 hours with a minimum of 150 of of professional behavior, planning, instructing direct instruction. and assessing student learning. Addresses assessment, evaluation, differentiated 611 Seminar (2 s.h.) instruction, best practices, and technology to Students explore with peers the insights and promote K–12 student learning within the understandings they gain in the Student scope and sequence of the general curriculum Teaching (ED609/610/614) or Professional while addressing individualized needs and Development Project (ED612). During the implementing IEPs. seminar students critically analyze their own teaching through written and oral 615 Gifted Education Field Experience (1 presentations. *ED 611 is to be taken s.h.) concurrently with ED 609/610/614 or ED612. For certified teachers seeking an add-on endorsement in Gifted Education, this 612 Professional Development Project practicum/field experience includes 45 (3 s.h.) instructional hours of successful teaching In lieu of student teaching (for teachers who experience with gifted students in a hold a collegiate professional license), heterogeneously grouped (mixed ability) students choose among options for their classroom or a homogeneously grouped professional development: a classroom (single ability) classroom. Students receive research project, a supervision project, or a mentored practice in planning, instructing and self-designed project. The project is planned assessing student learning, developing an with the student’s advisor and presented to a understanding of ethical issues and accepted standards of professional behavior.

241 616 Nature Journaling Across The in plant and animal studies, ask questions and Curriculum (3 s.h.) develop plans for finding answers, observe Educators study a variety of journaling and collect data in natural settings, and present techniques and artistic medium for observing results and conclusions. Participants will plan and documenting the natural world, including curriculum for effective “environment-based the use of field sketching, map making, daily learning” instruction by implementing logs, data collection, observational notes, and strategies and techniques presented in class. writing for reflection. The course is designed The course will address learning standards for to: 1) introduce educators to strategies for all grade levels. improving the artistic, written and reflective abilities of K–12 students using nature 619 Trout In The Classroom (3 s.h.) experiences; 2) encourage educators to use the Educators learn to implement the science- outdoors around the school and community as based curriculum, Trout in the Classroom sites for nature-related observation, (TIC) developed through the conservation documentation, and artistic/written organization, Trout Unlimited. In TIC expression; and 3) help educators develop programs, students in grades K–12 raise trout school-based curriculum strategies for from eggs, monitor tank water quality, engage integrating art with science and writing in stream habitat study, and release their trout through nature journaling. in a local state-approved stream. The course focuses on integrating TIC across the 617 Math in the Garden (3 s.h.) curriculum, finding resource support and Educators learn how to use the garden and funding, and tank set-up and maintenance. local environment to teach standards-based Field experiences include stream/watershed math skills to students in grades K-8. Using studies, data collection and field technology outdoor connections, the course will address practice, and fisheries biology. the concepts, practice, and applications of math, from basic operations to geometry and 620 The Outdoor Classroom: EBL data analysis. Educators will learn ways to Program Development, Implementation make math more meaningful for students, and Evaluation (3 s.h.) through problem-solving and task- A variety of pedagogical issues related to oriented strategies that help answer the environment-based learning (EBL) are question, "Why do we have to learn this?" The studied, including: outdoor learning methods, course will include field trips to gardens, an management of students and materials, historic cemetery, and natural areas for program and student assessment, working implementation practice. with special needs students and diverse populations in the outdoors, lesson planning, 618 Natural Research: Plant and Animal technology, curriculum resource development, Studies in the Outdoors (3 s.h.) area mapping, and schoolyard habitat The goal of this course is to help educators get development and management. their students “wild about science.” Using wildlife and habitat studies as the focus, the 621 Storytelling: A Pathway to Curriculum course provides elementary, middle and high Integration (3 s.h.) school educators the skills needed to work The oral tradition of storytelling provides a with students as they design and perform their window into the context of culture and own field-based investigations related to the environment; the process addresses content local environment. Educators will participate standards in language arts, science, and social

242 studies. Educators come to understand how to are discussed with current issues in the field of use this timeless tradition as a tool for gifted education, including: alternative motivating student learning while enhancing approaches to identification for special the oral and writing abilities of K–12 students. populations of gifted learners and meeting Students learn to observe, reflect upon and needs of gifted learners with multiple document their own sense of place in time. exceptionalities. Advocacy skills for gifted, identification, holistic assessment, appropriate 622 An Integrated Approach to models and strategies, alternative programs Exceptionality (3 s.h.) and options in delivering appropriate services Characteristics of students with learning are emphasized. disabilities, emotional disturbance, intellectual disabilities, developmental delays, autism, 624 An Inquiry Approach to Differentiated traumatic brain injury, multiple disabilities, Curriculum and Instruction (3 s.h.) giftedness, overlapping exceptionalities. These Recognizing that students in today’s and other health impairments are studied classrooms are widely diverse, attention is across age-span/developmental issues, levels given to the scope and sequence of the general of severity, cognitive functioning, language education curriculum (including the Standards development, emotional and behavioral of Learning and the state accountability adjustment, social development, related system) and to strategies to promote medical aspects impacting learning, and successful integration of students with cultural/ethnic and socioeconomic factors. disabilities with their non-disabled peers at the Various forms of communication including elementary, middle, and secondary levels. verbal, non-verbal, and written; skill Included: the use of technology to support development in understanding the dynamic learning, strategies to develop, provide and influence of the family system and evaluate instruction consistent with students’ cultural/environmental milieu as applied to the individual needs (including educational education of exceptional students and implications of various disabilities). Diverse emphasis on case management and learning needs for all students, including collaboration with other entities, including exceptional learners, through curriculum students, parents, general education teachers, development and differentiation, skill administrators, paraprofessionals and agencies development plans, individual assessment responsible for implementing IEPs on the strategies, and flexible planning and grouping continuum of placements. Practical strategies are studied. Particular complexities applications of service delivery, curriculum, regarding literacy and numeracy acquisition and instruction related to exceptional learners are addressed with assignments targeted at is explored. demonstrating differentiated instruction in these areas. Environmental factors, 623 Advanced Studies of Gifted Learners connections among conceptual, curricular and (3 s.h.) social/emotional issues, effective strategies for With historical background in gifted working collaboratively with professionals, education, students develop a deep parents/families and students in and with other understanding and appreciation for the school settings are addressed. NOTE: Students cognitive, social, and emotional characteristics must be accepted to Level Two in the Teacher of gifted learners and skills in meeting Education Program in order to register for this associated educational needs of these gifted course. Other students must obtain COE learners. Multiple perspectives on intelligence permission.*Prerequisite for student teaching.

243 625 Classroom And Behavioral transition services and effective models of Management: Theory And Practice (3 s.h.) instruction for secondary transition. Strategies Theories and practices associated with to develop and foster family and professional establishing, implementing, and maintaining partnerships honoring diversity and culture, classroom and behavioral management while emphasizing the role of collaborative procedures are emphasized, along with planning in the preparation and delivery of preventing behavior problems and modifying developmentally appropriate services for classroom environments to enhance student exceptional learners is explored through learning. Response to Intervention theory collaboration with all stakeholders — (RTI) and strategies are included. Participants students, families, teachers, related service develop and analyze specific techniques to providers, paraprofessionals, and other school increase positive behavior and decrease staff — to develop communication and inappropriate behavior that affects learning. leadership skills conducive to implementing Methods of behavioral/environmental quality student programs. assessment are addressed. 628 Reading on the River (3 s.h.) 626 Chesapeake Classrooms (3 s.h.) In this course, educators learn to build upon This course is provided in partnership with the students’ natural curiosities to develop an Chesapeake Bay Foundation (CBF). Educators environment-based literacy program for choose from any of the five-day Chesapeake students in grades K–12. By connecting Classroom summer sessions offered by CBF research-supported literacy instruction to (www.cbf.org/chesapeakeclassrooms) and experiences in the outdoors, educators can complete the MBU requirements. Chesapeake create reading and writing activities that are Classrooms equips educators with the relevant and motivational for students. In the knowledge, skills, and confidence to include course, educators study pedagogical skills and the environment in the K–12 curriculum and strategies that align instruction to local and involve students in outdoor learning. state literacy standards. Methods, resources, Educators explore the watershed and examine and technology for teaching foundational the connection between land-use and water reading skills and for using informational text, quality through hands-on, standards-based literature, writing, and assessments are investigations and action projects. Note: MBU explored. students must be accepted into the Chesapeake Classrooms program before registering for this 629 The Trail to Every Classroom (3 s.h.) course. This course is offered in partnership with the Appalachian Trail Conservancy and the 627 Collaboration and Transitions for National Park Service to provide graduate Exceptional Students (3 s.h.) credit for the high-quality professional Understanding the educational process of development program, The Trail to Every transitions from childhood to adulthood for Classroom (TTEC). The TTEC course exceptional students, including developing provides K–12 educators with the tools and independent living skills, pre-vocational and training needed to implement a place-based career skills, self-advocacy/self-determination curriculum and to conduct service-learning skills, and pursuit of post-secondary education with students on the Appalachian Trail (A.T.). is studied with legal and regulatory During the course, educators develop their components related to transition planning own experiential learning curriculum based on within the IEP, including the provision of state educational standards that integrate a

244 hands-on study of the A.T. The TTEC that they are available to do so. The student program goals are to: engage youth in must be enrolled during all fall and spring volunteer activities; encourage a love of semesters until completing and defending the learning; promote healthy lifestyles; create a project. The student must be enrolled in ED conservation ethic; and to form a respect for 632 (or ED 732, 733, or 734) during the the Appalachian Trail. Note: MBU students semester that the project is defended. If a must be accepted into the TTEC program semester of enrollment is skipped (other than before registering for this course. summer) prior to completing the project, a grade of F will be entered for ED 632 (NC for 631 Technologies to Advance Learning thesis extension courses, 732, 733, 734, if (3 s.h.) applicable) and the student will be withdrawn Students explore the application of from the program. If the student reapplies and contemporary technologies to advance is readmitted to the program, ED 632 must be teaching and learning through investigating a retaken at the full 3 semester hour tuition rate. wide variety of media and technological The previous F will remain on the record resources. Students in the course will develop though removed from GPA calculation once an understanding of how educational repeated with a successful grade. technology can enhance, augment, and enlarge opportunities for PK-12 student learning. 640 Characteristics and Assessment of Students with Autism Spectrum Disorders 632 Inquiry Research Project (3–9 s.h.) (3 s.h.) Students work with their assigned project This is the first of four courses in the proposed chair to identify a research question and 12-credit Autism Certificate Program. This develop a project for investigation. Through course provides an overview of autism and comprehensive scholarly study, the student related developmental disabilities across the presents conclusions that offer innovation or lifespan, including Asperger Syndrome and resolution to their research question to a other pervasive developmental disorders. The faculty panel. Must be completed at MBU. course will cover assessment, diagnostic *Prerequisite: IN 630. criteria and identification, characteristics, collaboration with families, an overview of Special note about ED 632: Students not educational impact and trends, transitioning to completing ED 632 within the semester will adulthood, controversial topics regarding be required to maintain ongoing enrollment in etiology and treatment, and an overview of the extension course series, ED 732, 733, 734, national and state resources. the 2 semester hour continuance/extension of the course. Students will be billed per 641 Communication, Language, and semester that the student continues work on Sensory Aspects of Autism Spectrum the project. Students may choose to not enroll Disorders (3 s.h.) during summer months, provided that the This is the second of four courses in the 12- student does not plan to use college resources credit Autism Certificate Program. This (including faculty support) on the project and course provides students with an overview of provided that the student does not plan to typical language acquisition and development defend in the summer. If the student plans to as compared with students with Autism work with their project chair or defend the Spectrum Disorders. The course emphasizes project during the summer, the student must the visual aspects of language learning as well first check with the project chair to make sure as the notion of “communication as behavior”

245 and addresses the role of assistive and course program for the 12-credit Autism augmentative communication technologies to Certificate. It is intended to be a culminating support individuals on the Spectrum. experience so that students have an Additionally, this course introduces students opportunity to concretely demonstrate skills, to the common sensory integration issues techniques, and strategies learned in the often associated with Autism. The course previous three courses. This course requires provides classroom strategies for supporting that students complete a practicum experience individualized sensory and communication (minimum of 70 in-class hours) in a setting needs of children who have Autism Spectrum that serves children with Autism Spectrum Disorders, including an introduction to applied Disorders. This could include a self-contained behavioral analysis techniques used for setting, and inclusive setting, or a combination language development and collaboration with of the two; the population served must be families and related service providers, as well between the ages of 2 and 21, inclusive. as focusing on the importance of teaching Students enrolled in the course will meet three skill-generalization across multiple settings times during the semester to process and situations. *Prerequisite: ED 640. experiences, share ideas, and engage in inquiry-based discussion. This is in addition to 642 Social Sills Instruction and Behavior ongoing on-line requirements. *Prerequisites Strategies for Students with Autism (or co-requisites): ED 640, ED 641, and ED Spectrum Disorders (3 s.h.) 642. This is the third of four courses in the 12- credit Autism Certificate Program. This 645 Linguistics for ESL Teachers (3 s.h.) course provides students with an overview of This course provides teacher education typical social and behavioral development as students with an overview of the development compared with students with Autism of language in the context of culture and Spectrum Disorders. The course emphasizes historical concepts. The historical the role of functional behavior assessments development of language (English and other and applied behavioral techniques as related to languages) is reviewed. Students will addressing challenging or inappropriate understand the basic principles and behaviors that may be exhibited by persons methodologies of linguistic science, while with Autism Spectrum Disorders. learning how to discuss language issues in an Additionally, the course addresses social skill informed way with linguists and non-linguists. deficits that persons with Autism may have The course will address basic foundations of and provides instructional strategies and linguistics in order to prepare teachers who techniques to address these issues in the may be working with ESL students, or who classroom using methods that are purposeful may be teaching language arts/literacy/English and individualized, including the role of peers. in the K–12 classroom. This course meets This course will focus on collaboration with requirements for Middle School Language families and related service providers, as well Arts. as the importance of teaching skill- generalization across multiple settings and 646 Culturally Responsive Teaching and situations. *Prerequisite: ED 640. Communication (3 s.h.) This course examines multicultural education 643 Practicum Experience: Autism through a focus on the historical, sociological, Spectrum Disorders (3 s.h.) and philosophical foundations of education. This practicum experience concludes the four- Special emphasis is placed on the role of

246 ethnicity in the development of the United 651 Structure, Power, and Freedom: States and its education system. Includes an Perspectives on U.S. Higher Education overview of multicultural/multilingual (3 s.h.) curricula with a special focus on culturally/ This course will acquaint students with the linguistically-responsive instruction and history, purposes, origins, structures, and assessment techniques. challenges of the complex system of post- secondary education in the U.S. The course 647 ESL Assessment and Curriculum will consider the different uses to which Design (3 s.h.) higher education has been applied. We will This course is designed to prepare teachers to examine the European roots of American provide linguistically and culturally higher education and will explore a broad appropriate assessment for English Language array of issues, controversies, traditions, and Learners (ELLs) in grades K–12, focusing on reforms. utilizing assessment to design appropriate curricula. 655 Internship in Adult and Higher Education (3 s.h.) 648 Literacy Instruction for ESL Students The purpose of this course is for students to (3 s.h.) experience workplace environments in adult This course provides an overview of second and/or higher education. Students will language (L2) methods and materials, complete a minimum of 120 hours working in focusing specifically on the teaching and such a setting (at least 20 of which need to be learning of L2 literacy skills: reading and in a second setting or second type of writing. Additional attention will be given to experience). Students who are currently vocabulary and grammar. Class sessions will employed in adult and higher education will focus on theory and practice related to these need to complete a minimum of 20 of these four important components of language hours in another office or capacity to broaden learning. In addition, students will critique their experience. Students will be given popular L2 textbooks currently in use around assignments to demonstrate their reflection the world, evaluate already developed lesson and analysis of how these experiences relate to plans, develop lesson plans of their own, philosophical, cultural, and political aspects of engage in short demonstration lessons that the field. showcase state-of-the-art teaching techniques, and complete a literature review on a topic of 656 Introduction to Higher Education personal interest. Professions Inventory/Institute (1 s.h.)

649 Methods of ESL Instruction with Students will be given an opportunity to Practicum (4 s.h.) demonstrate knowledge of the general scope This course examines classroom assessment of administrative capacities of an Institution of and instructional best practices useful in order Higher Education (IHE) and to articulate goals to meet the needs of a diverse student and aspirations for their own involvement in population in grades K–12, in particular the the field, including synthesizing prior related needs of students whose primary language is experience, when applicable. not English. This course includes a 30-hour field experience/practicum. 657 Design, Assessment, and Response to Social Media and eLearning Structures (3 s.h.)

247 This course addresses higher education use of and no longer can be managed by an in-house social media to provide information, legal team. The purpose of this course will be communicate and engage students via popular to introduce to learners the most pressing legal social media platforms such as Twitter, issues that present challenges for institutions Facebook, Instagram, and Pinterest. Discover of higher education and examine how these the impact of student driven social media, issues have been managed. Key issues to be such as Whisper, Vent, YikYak, and how to addressed include such topics as academic deal with the social influence of these sites on freedom and tenure; student conduct both in the institution. The course covers the and outside of the classroom; student privacy philosophy, foundations, benefits, and and well-being, affirmative action; sexual challenges associated with eLearning harassment; sponsored research and including all variety of online experiences, intellectual property. Legislation to be open educational resources, and other examined, as it pertains to all institution eLearning resources. constituents, include: Title VI, Title IX, FERPA, HIPPA, Title VII, Equal Pay Act, 658 Strategic Planning, Program ADA Compliance and Sexual Orientation and Evaluation, and Institutional Research Gender Identity discrimination policies. (3 s.h.) Students will engage in policy considerations Institutional Research has become a through case study an legal case review. ubiquitous function in higher education in the 21st century. Drawing on the understanding of 660 Diversity, Inclusivity, and Social Strategic Planning and alignment of Program Justice in Higher Education (3 s.h.) evaluation will form the understanding of the The purpose of this course will be to examine role that Institutional research plays in the life and explore how diversity, inclusivity and of an institution of higher education. This social justice affect the educational climate in course will examine the functions IR serves in institutions of higher education. Students will planning, evaluation, and external participate in case studies, readings, accountability and will be introduced to discussions and debates. The complexity of several common techniques. The course will understanding how diverse identities are use case studies with actual data, such as data experienced will be explored. Understanding from CIRP, NCEE, and OPEN Doors the importance of inclusivity in practice and databases to enable students to gain policymaking underscores the focus on issues experience in getting data to “tell stories” that in social justice. This course is part of a three are relevant to decision-makers. Students will course approach that will draw the learn about external accreditors and foundations for understanding the multiple accountability and will gain practice in bodies of research that underpin student making accreditation decisions through case identity development, learning models and studies. Students will need some basic facility best practices for engaging today’s learners. with Excel spreadsheets and knowledge of Course work is designed to interest those basic statistical terms such as means and individuals interested in pursuing work in medians. student affairs, administration, non-profits, human resource management and other areas 659 Legal and Political Considerations of where a more complex understanding of Institutions of Higher Education (3 s.h.) diversity and social justice can assist with Legal and Political Considerations in colleges decision making, policy development and and universities has become more complex furthering a personal understanding of the

248 complexity of student, faculty and staff lives learning efforts. This course is part of a three in institutions of higher education and in the course approach that will draw the communities that they serve. foundations for understanding the multiple bodies of research that underpin student 661 Resource Management and the identity development, learning models and Economics of Higher Education (3 s.h.) best practices for engaging today’s learners. Students will examine and experience through simulations the challenges and rewards of 663 Innovation and Change in Higher managing the fiscal obligations of an Education Leadership (3 s.h.) institution of higher education. Fiscal Based on a foundation of how Colleges and responsibilities of a college or university Universities are organized and administered include supporting its mission through including critical functions and divisions, this deliberate and close development with course examines effective processes, institutions strategic planning process. techniques, and strategies for making change Learning through exercises in budgeting, as well as approaches to innovation in the fast analysis and reporting with actual data sets changing higher education environment. and institution scenarios, students will come to Theories and practice of leadership in a higher understand the large institutional view as well education context will be integrated as the individual department or program throughout the course. perspective on funding allowances and expenditures. Reporting obligations to 664 Adult Learners in the 21st Century government agencies, trustees; faculty and (3 s.h.) staff salaries and the management of an The purpose of this course will be to examine institution’s infrastructure expenditures will and explore adult learning theory and student be examined. Close analysis of revenue intellectual and psychosocial development in streams from tuition, state and federal aid, institutions of higher education. Students will grants and institutional advancement efforts participate in case study analysis, readings, will also be considered. discussions, theoretical debates, and personal analysis. Students will understand the 662 Theory and Practice of Student complexity of learning environments and the Learning and Engagement (3 s.h.) impact that student identity development has The purpose of this course is to enhance your in modeling the learning environment for ability in creating effective learning student success. This course is part of a three environments and high-impact initiatives that course approach that will draw the promote learning and engagement on a foundations for understanding the multiple broader campus level. The exposure and study bodies of research that underpin student of key theories of cognitive development and identity development, learning models and meaning-making will result in a greater best practices for engaging today’s learners. understanding of how we come to know Understanding the importance of multiple (known as “epistemology”) and how to perspectives when approaching the practical facilitate deep learning with individuals, utilizing theory will be emphasized. Course groups and populations. You will engage in work is designed to interest those individuals activities that increase self-awareness, provide interested in pursuing work in student affairs, opportunities to practice facilitation of small enrollment management, administration, non- groups and allow you to generate effective profits, human resource management or other approaches to constructing campus-wide areas that may provide service or learning

249 opportunities to today’s 21st Century Adult awareness, (b) early phonics, (c) fluency, (d) Learner. vocabulary (e.g., specific word instruction), and (e) comprehension of literary text, as well ED 665 Quantitative Reasoning (3 s.h.) as (f) elements of writing. Additional topics include oral language development, guided With the emergence of evidence-based reading, and remediation for students with practices and evaluation of educational dyslexia or related reading difficulties. research reaching a new level of importance in Students must complete a 30-hour practicum leadership and management, quantitative in grade K-2 in which they will implement reasoning and analysis skills will be crucial class-related assessments and strategies. for leaders as they make decisions for their institutions. This 3 semester hour course will 672 Literacy Diagnosis and Remediation II develop students’ quantitative reasoning and with Practicum (4 s.h.) analysis skills with a focus on the following: This course is designed to prepare students to understanding descriptive statistics, including teach reading and language arts in upper mean, median, mode, standard deviation; elementary grades (3rd–8th grade). With reporting quantitative measures; inferential higher grades being a focus in this class, statistics, including group differences, the use students will focus on helping kids “read to of covariates, and linear modeling. The learn” as opposed to “learning to read”. Like application of quantitative reasoning skills for ED 671, the emphasis is on differentiating executing and reviewing quantitative research instruction to meet varying and diverse designs. student needs. The course emphasizes assessment and instruction of the following topics: (a) advanced phonics, (b) fluency, (c) vocabulary (e.g., word learning strategies), (d) 671 Literacy Diagnosis and Remediation I comprehension of literary and informational with Practicum (4 s.h.) text, (e) writing (e.g., self-regulated strategy This course is designed to prepare students to development), and (f) new literacies of the teach reading and language arts in early Internet. Students will administer and analyze elementary classrooms (PreK-2nd grade). the Qualitative Reading Inventory (QRI). This class focuses on how students learn to Students must complete a 30-hour practicum read and is a prerequisite to ED 672. Students in grade 3–8 in which they will implement will learn to regard the language arts (reading, class-related assessments and strategies. writing, speaking, listening, literature study) Prerequisites: ED 671 as an integrated whole. Content delivered in this course is intended to improve learning of 673 Child and Adolescent Literature for all students, including those at risk for or with Educators (3 s.h.) learning disabilities, as well as students with This course focuses on different genres of cultural or linguistic diversity. Students will literature for children and adolescents. consider ways to differentiate (i.e., Students will learn how to select and interpret individualize) instruction to meet a wide array the quality of reading material at different of learner needs. Specifically, the course reading levels. In addition, the course emphasizes assessment and instruction of the emphasizes how literature plays a role in five components of effective reading improving literacy acquisition of students. instruction as identified by the National Topics include: (a) multicultural literature, (b) Reading Panel (including (a) phonological censorship and protocols, (c) creating life-long readers, and (d) integrating literature into the

250 classroom. The course explores recent 732 MEd Inquiry Research Project research and practice associated with children Extension 1 (2 s.h.) and adolescent literature. Students who did not complete ED 632 must register for ED 732, the first in the 674 Word Knowledge: Phonics, Spelling, extension course series (ED 732, 733, 734), and Vocabulary (3 s.h.) during all fall and spring semesters following This course prepares you to assess students’ the semester in which ED 632 was taken until spelling stages and to use diagnostic they have completed and defended their information to improve students’ word project. If students plan to work with their knowledge. You will develop word study project chair or defend their project during the lessons based on varying developmental needs summer, they must also register for one of students. The course emphasizes (a) the session during summer, after confirming the history and theory of word knowledge and availability of their project chair. ED 732, spelling development, (b) the developmental 733, 734 will appear on the transcript as stages of spelling, (c) vocabulary knowledge, Pass/No Credit. The ED 732, 733, 734 series and (d) the relationships of word knowledge may be taken once each for a maximum of with oral language development, phonemic three semesters. If the student has not awareness, phonics, comprehension, and defended his or her thesis upon the conclusion writing. of ED 734, the student receives a grade of F for ED 632 and NC for ED 734, and is 675 Literacy Leadership with Practicum withdrawn from the program. If a semester of (4 s.h.) enrollment is skipped (other than summer) In this course, the roles of literacy leaders are prior to completing the project, a grade of F explored including, the reading specialist and will be entered for ED 632, NC for the thesis reading coach. Emphasis is on organizing and extension course, and the student will be managing elementary and secondary reading withdrawn from the program. If the student programs. Students will learn ways to evaluate reapplies and is readmitted to the program, ED literacy programs and to set goals to improve 632 must be retaken at the full 3 semester hour literacy programs and instruction. tuition rate. The student must include a Specifically, students will evaluate school proposal outlining the timeline for completing wide measurements and discuss implications the project. The previous F will remain on the of reading programs/instruction based on record though removed from GPA calculation normative standards. In addition, you will once repeated with a successful grade. Offered examine methods to determine and every term. Fee: per semester hour. disseminate targeted, differentiated professional development. You will develop a 733 MEd Inquiry Research Project repertoire of strategies to coach teachers and Extension 2 (2 s.h.) model evidence-based reading instruction. This is the second extension in the three You must complete a 30-hour practicum with course extension series attempting to complete either a reading specialist and/or reading ED 632. Students who still need to complete coach, in which you work alongside these ED 632, after ED 732, must register for ED literacy leaders and complete class-related 733, during all fall and spring semesters leadership tasks. Prerequisites: ED671 and following the semester in which ED 732 was ED672 taken until they have completed and defended their project. If students plan to work with their project chair or defend their project

251 during the summer, they must also register for may be taken once each for a maximum of one session during summer, after confirming three semesters. If the student has not the availability of their project chair. ED 732, defended his or her thesis upon the conclusion 733, 734 will appear on the transcript as of ED 734, the student receives a grade of F Pass/No Credit. The ED 732, 733, 734 series for ED 632 and NC for ED 734, and is may be taken once each for a maximum of withdrawn from the program. If a semester of three semesters. If the student has not enrollment is skipped (other than summer) defended his or her thesis upon the conclusion prior to completing the project, a grade of F of ED 734, the student receives a grade of F will be entered for ED 632, NC for the thesis for ED 632 and NC for ED 734, and is extension course, and the student will be withdrawn from the program. If a semester of withdrawn from the program. If the student enrollment is skipped (other than summer) reapplies and is readmitted to the program, ED prior to completing the project, a grade of F 632 must be retaken at the full 3 semester hour will be entered for ED 632, NC for the thesis tuition rate. The student must include a extension course, and the student will be proposal outlining the timeline for completing withdrawn from the program. If the student the project. The previous F will remain on the reapplies and is readmitted to the program, ED record though removed from GPA calculation 632 must be retaken at the full 3 semester hour once repeated with a successful grade. Offered tuition rate. The student must include a every term. Fee: per semester hour. proposal outlining the timeline for completing the project. The previous F will remain on the Inquiry (IN) Course record though removed from GPA calculation Descriptions once repeated with a successful grade. The 577 Special Topics in Graduate Study student may apply for readmission, but must (Credit varies) include a proposal outlining the timeline for On an occasional basis, this course is offered completing the project. If the student is to a student(s) to explore topics related to readmitted, he or she must begin again by graduate education. taking ED 632. Offered every term. Fee: per semester hour. 601 Inquiry in Mathematics (3 s.h.)

This course is designed to emphasize 734 MEd Inquiry Research Project reasoning in mathematics, as applied to Extension 3 (2 s.h.) solving problems and as used in the logical This is the final extension in the three course development of mathematical systems. extension series attempting to complete ED Topics, processes, and problems are selected 632. Students who still need to complete ED from elementary to middle school learners. 632, after ED 733, must register for ED 734, The focus will be on strategies and methods during all fall and spring semesters following for planning and teaching. Operational the semester in which ED 733 was taken until definitions of various strategies and methods they have completed and defended their will be presented and modeled in order to project. If students plan to work with their bring about a more thorough understanding of project chair or defend their project during the school mathematics. Constructivist theory, summer, they must also register for one NCTM standards, VA Standards of Learning session during summer, after confirming the and meaningful mathematical tasks will guide availability of their project chair. ED 732, the presentations in this course. Students will 733, 734 will appear on the transcript as examine, analyze and construct meaning of Pass/No Credit. The ED 732, 733, 734 series mathematical ideas by working

252 collaboratively, responding to ideas, using will use methods of formal and contextual manipulatives, making presentations, creating analysis to assist with understanding and lessons, and providing analysis of lessons. interpretation artistic expression styles and the Students are involved in solving problems and appreciation of art (1) as formal constructions in presenting, explaining, and defending their in which meaning resides in selection and solution strategies.*Prerequisite: College arrangement of materials, and (2) as the Algebra. expressions of cultures, eras, and makers with distinctive qualities of mind and spirit, and 603 Inquiry in Social Science (3 s.h.) distinctive interpretations of natural and Questions social scientists ask about the human experiences. Instructional strategies for human experience, institutions and integrating arts and humanities across the interactions, and the methods of inquiry used curriculum are emphasized, as well as to investigate those questions are studied. exploring the nature of creativity and various Conceptual themes include economic goals of an arts integrated curriculum development and geography, (including generally. Writing and communication skills political systems, cultural themes, and regarding the practice of personal intellectual physical characteristics both nationally and inquiry, discussion controversial topics, and globally). The range of understandings and communications of complex ideas are skills K–12 students should develop when strengthened. participating in these investigations are explored. The course cultivates a conceptual 620 Inquiry into the Legal and Political framework for graduate students to plan and Processes of Exceptionality (3 s.h.) teach geography and economics. Historical and current foundations for legal and regulatory requirements influencing 605 Inquiry in Natural Science (3 s.h.) educational programs for students with a wide Students investigate the nature of science and range of exceptionalities are explored. The processes for acquiring scientific knowledge. Individuals with Disabilities Education Multiple branches of Natural Sciences are Improvement Act (IDEA), Section 504 of the explored through readings, discussions, Rehabilitation Act, the Javits Act, the activities and investigations. Guided discovery Americans with Disabilities Act, the Virginia of teaching science, involving hands-on Comprehensive Services Act and No Child experiments and active-learning techniques, Left Behind are considered. Current emphasizes the learning and teaching of regulations governing special education, science. Students examine ways to integrate including disciplinary policies, alternative inquiry-based science across the curriculum, placements along the continuum, rights and assess active science, use science education responsibilities of students, parents, teachers, tools and technology, and address the diverse and schools are examined. Communication characteristics of students and their learning and leadership skills needed for case environments. management, consultation, collaboration, conflict resolution/mediation, and professional 608 Inquiry in the Arts and Humanities decision-making used for IEP planning and (3 s.h.) transitioning students into adulthood are Students investigate various cultural legacies studied. Students consider their leadership of creative endeavor utilizing materials from abilities in becoming effective advocates and artistic practice, philosophy, literature, cultural committed, ethical, and persuasive leaders in criticism, and educational theory. Students the field, honoring the dynamics of culture

253 and family pertinent to educating exceptional be effective teacher leaders in their schools. It students. will focus on leadership styles, funding strategies, mediation strategies, and other 626 Environment Based Learning (3 s.h.) issues related to empowering teachers to The local environment provides numerous become school leaders. opportunities for connections to K–12 academic standards in all content areas and for 630 Methods of Professional Inquiry (4 s.h.) addressing big idea concepts via project-based This course will prepare students to conduct learning. In this course, students learn to scholarly research through a wide variety of integrate problem-based themes of the local resources. Using both primary and secondary community into the curriculum. Using the sources, students will learn how to search complex interconnections of natural and built traditional and contemporary documents for environments, educators from rural to urban furthering an answer to pressing research areas can facilitate investigations of real-world questions. Further, students will learn how to issues from a variety of perspectives: formulate a thesis and appropriately document historical, scientific, socio-cultural, economic, supporting evidence through literature reviews and personal. This course emphasizes the and research methodologies. Must be history, philosophy, and theory of using completed at MBU. Environment-Based Learning (EBL) to teach state and national standards. 631 Curriculum Development and Design (3 s.h.) 627 Contemporary Learning Theory for This course offers a critical analysis of the K– Diverse Learners (3 s.h.) 12 curriculum from a variety of disciplinary This course applies contemporary brain theory perspectives. It will include a review of research to a wide range of diversity present in historical developments, an analysis of today’s schools. This course covers the role of pressures affecting curriculum change and challenge, perception, patterning, and spatial status, an examination of curriculum-making memory and the total physiology as part of issues, and a consideration of current trends in learning. The underlying concept that each curriculum design and practice. brain is unique provides the fundamental concepts of differentiated curriculum. 632 Education Law (3 s.h.) A study of the relevant legal principles that 628 Public Policy and Community affect the operation, organization, and Relations in Education (3 s.h.) administration of schools in Virginia and the This course examines the influence of political United States, students examine how judicial and social constructs that affect decisions interpretation of common, statutory, and relative to education in both public and private constitutional law influences educational schools, including home schooling. Emphasis policy making. This course assists teachers is placed on the role of public education in the and others in related professions to gain greater community. Using current legislative knowledge about legal issues to help them issues at state and federal levels, the students effectively perform professional duties. will consider the impact of public policy on effective schools. 633 Assessment and Planning for Instructional Improvement (3 s.h.) 629 Leadership in Education (3 s.h.) This course emphasizes variables related to This course is designed to prepare students to both short and long-term planning as well as

254 assessment of curricular programs. Using a Psychology/ABA (PSYC) Course variety of assessment tools, students will learn Descriptions how to analyze data and make informed 513 Basic Concepts and Principles of decisions for program evaluation and Behavior Analysis (4 s.h.) classroom instruction. Discussions will also This undergraduate, 45-hour course is include the use of both quantitative and designed to cover the basic concepts and qualitative data in planning new curricular principles of behavior analysis, as it evolved programs. and derived from the earlier experimental analysis of behavior and as it related to the 634 The Intersection of Life and Land: profession of applied behavior analysts. This Issue-Driven Investigations (3 s.h.) class emphasizes the skills outlined in the This course is designed as a model of the Foundational Knowledge Accompanying the environment-based learning process with an BACB Fourth Edition Task List, and will emphasis on topics in social studies and cover this section in its entirety. It will outline geography. Students participate in an a brief history of behavior analysis, and topics investigation of a local socio/environmental related to conditioning and simple issue, focusing on the integrated relationship measurement concepts. The required books of environment to people and culture. will be paired with a virtual lab, designed to Investigations involve field trips and studies allow for experiential learning and a deeper of history, literature, ecological principles, and understanding of the concepts. cultural connections, and include strategies for implementing EBL projects with K–12 students.

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Master of Business Administration Joe Sprangel, dean of the College of Business environmental impact while making a good and Professional Studies; Sungil Chung, MBA living. Program Director; Karen Hiltz, Jinyoung Kang, Jan Triplett, Joanne Tritsch Accreditation SACS-COC The Master of Business Administration Mary Baldwin University is accredited by the (MBA) at Mary Baldwin University is part of Southern Association of Colleges and Schools the Susan Nolan Palmer Graduate Programs in Commission on Colleges (SACA-COC) to Business, funded by a generous gift from award bachelor’s, master’s, and doctoral alumna Susan Nolan Palmer ’67. degrees. Inquiries concerning accreditation Overview status only should be directed to: SACS-COC, 1866 Southern Lane, Decatur, GA 30033- Vision 4097; 404-679-4500. The vision of the MBA program at Mary Baldwin University is one where: Graduate Offerings Graduates of the program are developing or working for business organizations that For-Benefit Graduate Certificate conduct themselves as community citizens that Master of Business Administration (MBA) treat all stakeholders with respect and act in Master of Healthcare Administration/Master their mutual best interests. of Business Administration (MHA/MBA dual degree)* Mission Statement Master of Nursing/Master of Business The mission of the MBA program at Mary Administration (MSN/MBA dual degree)* Baldwin University is: Educating business leaders with the skills they *Note: Please see the Murphy Deming need to lead organizations that see possibility College of Health Sciences section of this in making a positive social and/or catalog for information.

256 Conditional Acceptance Students interested in taking one or two Admission courses may do so, but must still submit the General Requirements for Admission requested admissions materials. This option Mary Baldwin’s MBA coursework is designed can be used by those with a particular interest with similar rigor to other MBA degrees, but it in a specific offering or whose previous is intended to be accessible to those with degree work does not meet the admissions business and non-business undergraduate requirements. After completion of selected degrees. Prospective students will be courses, students may request full admission evaluated from a holistic perspective, and the to the MBA program. following admissions criteria will be taken Conditional Early Admission Program into consideration: Mary Baldwin undergraduate students are • Bachelor’s degree: If the degree is not in encouraged to apply to the MBA graduate business, accounting, or an approved program. In addition to the standard business-related field, the applicant will requirements, a letter of recommendation must take an exam to evaluate his or her level of also be submitted. In order to apply to this business knowledge. Based on exam program, students must meet with the results, applicants may be required to take undergraduate business advisor to plan one or more pre-MBA module courses. coursework and determine eligibility for this • GPA: Minimum standard of 3.0; program. Eligible students must meet all consideration given for work experience admissions requirements of the graduate and/or other degree work program and are limited to 6 credits prior to • Work experience: Preferred, but not graduation. Students must have graduated required. Prospective students should with a bachelor’s degree in order to submit a resume to have work experience matriculate to this program. taken into account as part of an overall application. Admission Decisions • Essay: A short written essay is required to Admission decisions are made by the MBA evaluate an applicant’s level of interest in Admissions Committee after applications are the program and writing capability. completed, the interview has been given (if • Interview: Individual interviews may be necessary), and the committee has reviewed requested by the review committee. applications in the context of the applicant pool. Applicants are informed of their Pre-requisite Courses admission status. Applicants are advised at Pre-MBA Module: Students without an the time of their admission regarding any undergraduate business or related degree will additional Pre-MBA course requirements that be required to take an internal exam to must be fulfilled as conditions of enrollment. determine their level of business knowledge. Based on the exam results, students may need to take one or more of the competency-based Financial Information pre-MBA modules. These will be online, self- paced and through a third-party source. Areas Tuition and Fees 2018–19 included in these core competencies are Tuition for all courses in the MBA program is accounting, business finance, business law, determined on an annual basis and is detailed management, and marketing. on the MBU website.

257 Financial Assistance The university enforces all provisions of Mary Baldwin makes every effort to assist copyright law. Students are responsible to students who need to obtain funding for inform themselves of the law, particularly education. Students should contact the Office with respect to copying. of Financial Aid at the time of application. To qualify for aid, students must be accepted into Advising the MBA program, meet registration deadlines Academic advisement is a process-oriented, each semester, and make satisfactory interactive professional relationship between academic progress in the work attempted. Aid advisor and advisee. Each MBA student is is awarded pending approvals of federal and assigned an advisor who supports the student state agencies. in career exploration, academic progress, and Aid for Which Graduate Students May performance related to professional standards Qualify and for their final project. (Subject to approval and funding by federal and state agencies) Academic Progress for Graduate Programs • Loans: Federal Unsubsidized Stafford Loans, All MBA graduate students must maintain a Grad PLUS Loans, Private Education Loans minimum cumulative GPA of 3.0 or better to • Outside scholarships remain in the good standing and graduate from the program. No more than one “C” may be counted on the student’s record. To maintain degree seeking status, that student must repeat Academic Policies any course that does not meet this standard. Students falling below a GPA of 3.0 in any Graduate Policies given semester may be placed on academic Academic policies applicable to MBA probation. A student may remain on academic graduate students are published in this section. probation for one additional semester in order Other program policies are provided to to reach a 3.0 overall GPA. If the 3.0 GPA is graduate students in the MBU Graduate not met at that time, the student may be Student Handbook. Policies may be amended dismissed from the program. Further details at any time by the faculty, who determine the on the MBA Academic policy may be found date at which amended policies become in the MBU Graduate Student Handbook. effective. Grades The grading symbols used by the MBA Honor System graduate program are as follows: The provisions of the MBU Honor System A Excellent apply to graduate students. Students are A-, B+ Very good responsible for understanding the provisions B Good of the Honor System and seeking information B- Competent from professors as to the application of the C Less than competent Honor Code to course activities. D, F Failing Copyright Policy

258 Specific course grading scales are noted in the courses or at the time set by the instructor and syllabus for each class and are determined by shown on the Incomplete Form. In unusual the instructor. circumstances, such as prolonged illness, with the approval of the instructor and the MBA Grade point equivalents are: Program Director, time may be extended. A = 4.0 If the work is not completed within the time A- = 3.7 specified, the registrar office will assign the B+ = 3.3 grade awarded by the instructor based on the B = 3.0 work completed to date. B- = 2.7 Academic Grade Appeal C = 2.0 A student with questions about a grade should D, F = 0 first contact the course instructor to determine The grade point average is determined by if there is an error. That contact must happen dividing the total grade points earned by the within 20 calendar days of the time the grade is assigned. If there is an error, the instructor total semester hour credits attempted in the must report the correct grade to the dean of the MBA graduate program. College of Business and Professional Studies Students on academic probation should meet immediately. If there is no error, and the with their faculty advisor and course student desires to contest the grade, the instructors on a regular basis to facilitate student must submit written reason(s) for the appeal to the dean of the College of Business their academic improvement. and Professional Studies within 10 days from the time the instructor denies the change request. The dean forms a hearing committee Transfer Credit consisting of the dean, the registrar, the The courses in the MBA program are student’s advisor, and two faculty members. arranged in a specific sequence with some The committee reviews the written appeal, unique content, and therefore we have limited hears statements from both the student and the ability to accept transfer of credits to this instructor involved, and approves or disallows graduate program. a change.

Incompletes Moral and Ethical Responsibility The temporary symbol of I may be given at MBA students may not engage in behavior or the end of a course if, for reasons beyond his actions that endanger themselves or others, or her control, an MBA student is unable to either while on MBU’s property or while complete the course work. An incomplete may engaged in a program or activity connected be given only with the approval of the MBA with the college and/or its programs. Students Program Director and the course instructor are required to comply with professional and with the submission of the Incomplete standards of schools in which they engage in Form. practicum or research, interning, student teaching, or other activities connected with the Incomplete work must be completed no later college and/or its programs. than the end of the next calendar term: that is, by the end of Term 3 for fall semester courses, and by the end of Term 1 for spring semester

259 Requirement for Continuous program are reviewed for reactivation. Certain Enrollment, Leave of Absence conditions may be set for re-entry into the Students are expected to remain enrolled program: e.g., if program requirements have continuously from the date of their initial changed during the time students were on registration for courses until completion of the inactive status, they may have to meet the new degree. However, because of family requirements. emergencies or special situations, students may need to stop registering for new course work for a semester or two. The decision to do Curriculum so should be made by the student in consultation with the program advisor. Course Sequence Students who do not enroll in graduate business courses for three consecutive All BUAD 500 level courses must be sessions (or one calendar year) are considered completed prior to beginning BUAD 600 level “inactive” and no longer receive mailings courses. The courses in the BUAD 600 level from the College of Business and Professional must be completed prior to beginning BUAD Studies. Inactive students who wish to re-enter 700. The sequence is shown in the below the program must reapply and must pay a re- diagram. Exceptions to this policy will require enrollment fee of $50, if accepted. Records of advisor or director approval. inactive students who wish to re-enter the

MBA Course Descriptions institutions and social structures in order to BUAD 511 Local Community (1.5 s.h.) make a positive impact on individuals, This course investigates the role of the communities, and the environment. While organization in engaging with its community. they may do this as for-profit organizations, Organizations that seek to make a positive the benefits that result go beyond those social change assume the tasks of generated for the firm (Stephan, Patterson, transforming the way in which people think Kelly & Mair, 2016). and behave, their social relationships,

260 BUAD 513 Global Community (1.5 s.h.) design, manufacture, distribution, information This course investigates the role of the provision, support services, and withdrawal organization in engaging with the community, and recall procedures. Many organizations on a local, regional and global scale. In doing collect or handle personal information and this, we take a global perspective and have a responsibility to protect the security of investigate the approaches taken by such information and the privacy of organizations to community engagement in consumers. the United States as well as in Europe, Asia, and elsewhere around the globe. BUAD 531 The Local Environment (1.5 s.h.) BUAD 521 Business to Business This course investigates the role of the Engagement (1.5 s.h.) organization in managing its environmental This course investigates the role of the impact. In doing this, we take a global organization in engaging in ethical conduct in perspective and investigate the approaches their dealings with partners, suppliers, taken by organizations to community contractors, customers, and government engagement in the United States as well as in agencies, as well as with competitors. Fairness Europe, Asia and elsewhere around the globe. and issues concerning socially responsible This considers the use of natural resources in behavior arise in the areas of anti-corruption; the design and production of goods and regulation and the relationship of the firm to services; in the construction and use of the its regulators; fair competition and anti- facilities in which they are produced, competitive activity; the promotion of delivered, and used; and in the materials and sustainable practi ces throughout a firm’s value methods used to transport them. It chain; and in the protection of property rights. contemplates cradle-to-cradle design and

usage of products and it further contemplates BUAD 523 The Consumer (1.5 s.h.) the events and developments organizations This course investigates the role of the need to consider in their long range planning, organization in providing products and based on anticipated changes in earth’s services to consumers. In doing this, environment. organizations have responsibilities to their customers that are in part shaped by regulation BUAD 533 The Global Environment and and contract, but also that stem from the Planning for Environmental Change concept of fair dealing and ethical conduct. (1.5 s.h.) Responsibilities include providing education This course investigates the role of the and accurate information; using fair, organization in managing its environmental transparent, and helpful marketing information impact. In doing this, we take a global and contractual processes; and promoting perspective and investigate the approaches sustainable consumption and designing taken by organizations to community products and services that provide access to all engagement in the United States as well as in and cater, where appropriate, for the Europe, Asia, and elsewhere around the globe. vulnerable and disadvantaged. In this course we will consider the global Responsibilities also involve minimizing risks implications of climate change. While from the use of products and services, through governments as well as individual

261 organizations are taking steps to control the ethically and within the bounds of the law, use of greenhouse gases and other pollutants other actors also participate in this process. as well as to mitigate their impact, the Chief among them are the regulators whose situation is far from being solved. task it is to ensure that other stakeholders — Developments in environmental technologies organizational customers and consumers, are explored as are the concept and application labor and the environment — are protected. In of sustainable development — both in terms this course, special attention is also given to of industrialization and infrastructure the regulations concerning online developments as well as in terms of communications and transactions. sustainable patterns of production and consumption. We also consider how to BUAD 551 The Workplace (1.5 s.h.) anticipate and plan for impending changes in This course investigates the role of the the global climate. organization in managing its workplace environment. The labor practices of an BUAD 541 Internal Governance (1.5 s.h.) organization encompass all policies and This course investigates the role of the practices relating to work performed within, organization in developing its internal by, or on behalf of the organization, including governance systems. In doing this, we subcontracted work. Labor practices extend consider organizational forms and methods of beyond the relationship of an organization governance. The B Corporation has a unique with its direct employees or the place in organizational structure as it responsibilities that an organization has at a represents a hybrid between traditional for- workplace that it owns or directly controls. profit and not-for-profit forms. Forms of They include the recruitment and promotion internal governance are also examined, of workers; disciplinary and grievance including the structures and processes needed procedures; the transfer and relocation of to establish policies and the types of policies workers; termination of employment; training that organizations may be expected to have. and skills development; health, safety, and The role of the board and of internal auditors industrial hygiene; and any policy or practice are also considered both as agents acting on affecting conditions of work, in particular behalf of the firm and in its best interest, but working time and remuneration. Labor also in the establishment of an organizational practices also include the recognition of culture. The role of transparency in supporting worker organizations and representation and ethical decision making is also discussed. participation of both worker and employer organizations in collective bargaining, social BUAD 543 External Governance (1.5 s.h.) dialogue, and tripartite consultation to address This course investigates the role of the social issues related to employment. organization in establishing and maintaining BUAD 553 The Worker (1.5 s.h.) organizational governance. Governance is a This course investigates the role of the system of mechanisms, both internal and employee in the organization. Employees are external to the organization. While internal mechanisms, such as directors, employee considered to be an organization’s greatest and most critical asset. An engaged and representatives, and owners, do much to dedicated workforce can generate value for ensure that the organization is operating

262 shareholders, for stakeholders, and for the general public. In this course, we consider BUAD 611 Management (1.5 s.h.) issues including compensation and benefits, This course investigates how organizations are working conditions and technology, and managed. The course begins with a brief “right-to-work” legislation. Also considered overview of the history of management theory are the concepts of participative decision and introduces contemporary studies of theory making and the best practices in developing and practice. We will consider multiple and engaging employees. Finally, a perspectives of management in order to comparison is made between the rights and understand how individuals relate to the firm protections of workers in the US and those in and how the firm relates to the local and other countries. global communities. We will address how management and managers have been viewed BUAD 560 Managerial Accounting and in the past and present and how organizational Finance (3 s.h.) forms and structures have evolved over time. The course introduces the student to key It will also address the critical functions of concepts, issues, tools, and vocabulary used management: planning, organizing, leading, by hospital administrators. This includes and controlling, with a special emphasis on understanding of key financial and managerial understanding individual and organizational accounting tools and concepts to healthcare behavior, motivation, leadership, problems through development of healthcare communication, and sustainability. financial statements, recording of transactions, financial statement analysis, full costing, differential costing, budgeting, and responsibility accounting. While my goals BUAD 613 Marketing (1.5 s.h.) cannot be to make you expert financial Marketing is defined by the American analysts within eight weeks, you will be able Marketing Association as “the activity, set of to evaluate important corporate concepts and institutions, and processes for creating, decisions coherently. communicating, delivering, and exchanging offerings that have value for customers, BUAD 561 Entrepreneurial Leadership and clients, partners, and society at large.” It is one Strategies in Healthcare (3 s.h.) of the core activities of any organization, The course introduces using proactive whether for-profit or not-for-profit, and entrepreneurial behavior through personal provides both the structure and the principles responsibility to organize employees to for communicating with customers, potential achieve a common goal using innovative customers, regulators, suppliers, and all of the approaches to take advantage of opportunities other external stakeholders in the firm. through effective and efficient change Marketing includes identifying the needs and management that optimizes risk to create a wants of potential purchasers, specifying dynamic environment for the benefit of an product or service design, assessing organization. This includes an overview of competitive offerings, identifying target supply chain management, outsourcing and markets, and developing a communications insourcing as well as mergers and strategy. The course is intended to enable the acquisitions. student to apply the principles of marketing

263 strategy to create sustainable products and ensure access to capital. They also enable services, and, in doing so, achieve a innovators to lower costs, create strategic competitive advantage in the marketplace. differentiation, reduce risk, and position themselves for competitive advantage over BUAD 615 Human Capital Management rivals less attuned to trends. (1.5 s.h.) Human capital management, which is also BUAD 619 Accounting & Finance (1.5 s.h.) known as human resource management The Accounting & Finance course will give (HRM), provides organizational leaders with the student the ability to identify, measure, the concepts and practices that align the analyze, interpret, and communicate structure, culture, and values of the firm with information describing the financial health of its human capital. Its purpose is to create a an organization. The accounting and finance strategic advantage for the organization disciplines are cornerstones of the enterprise though the recruitment and selection of system, as good financial management is vital employees, providing them with appropriate to the economic health of organizations – both compensation and a fulfilling work for-profit and not-for-profit. This course experience, and maximizing the mutual examines the principles, techniques, and uses benefit of employment for both the employee of accounting in the planning and control of and the employer. Human capital management business organizations from a management entails developing a code of ethics, perspective. We will study the concepts, establishing an organizational culture, theory, and practice of the cost-control managing the societal impact of business function of management. In doing this, we decisions, and improving the quality of life of will analyze what information is needed employees, their families, and the community within an organization; where to obtain this at large. It includes components such as the information; and how managers can use this recruitment and selection of employees, information to plan, control, and make compensation, benefits, training, and decisions. Topics include cost behavior and motivation as well as assessment. forecasting; capital budgeting; activity-based costing and management; costs of quality and BUAD 617 Entrepreneurship (1.5 s.h.) productivity improvement programs; cost- An entrepreneur is a person who pioneers volume analysis; and capital and operating change and, in the context of this course, budgeting. organizes, manages, and takes on the risks of a new enterprise. We will consider the trends BUAD 700 Apex Project (7.5 s.h.) and forces underlying the changing character The course must be taken during the student’s of the business-environment relationship and final semester at Mary Baldwin University how they are creating significant and is intended to be a platform for entrepreneurial opportunities for individuals demonstrating (1) the student’s and companies. Further, we develop the comprehensive knowledge of business concept of the “triple bottom line” approach, systems and functions and (2) the student’s which gauges organizational performance understanding of the concept of sustainability across economic, social, and environmental in designing a new enterprise or repurposing indicators. Those measures serve as indicators of fiduciary responsibility to a growing set of an existing one. This course is cross-listed concerned investors and therefore can help with MHA 701 and MHA 701.

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Murphy Deming College of Health Sciences Deborah Greubel, vice president and dean of health sciences Susan Stevens, associate dean for academic affairs

Our Mission The information provided in this Catalog is subject The mission of the Murphy Deming College of to change. The most up-to-date information is Health Sciences (MDCHS) is to prepare posted on the webpage compassionate and ethical health professionals https://go.marybaldwin.edu/health_sciences/ that strive for excellence through interprofessional collaboration that is responsive to an ever Out-of-State Students Interested in an changing global environment. This will be Online Degree from Mary Baldwin accomplished by fostering a dynamic learning University community dedicated to innovative teaching and State and federal laws require colleges and learning, engaged scholarship, and service. universities to be authorized to offer online degree programs in states other than their own. Programs Mary Baldwin University (MBU) is authorized to Health sciences graduate and the RN-BSN offer the online programs to students residing in undergraduate programs are nonresidential and are the following states noted on http://nc- offered through the MBU branch campus in sara.org/sara-states-institutions. If your state of Fishersville, VA, 7.6 miles from Staunton. residence is not listed, please contact admissions Students enrolled in the Entry-Level Occupational ([email protected]) to inquire about Therapy (OT), Physical Therapy (PT) and applying. Physician Assistant (PA) programs are admitted once a year; are full-time, year-round students; and must maintain continuous enrollment throughout ACCREDITATION the duration of the program. Students enrolled in The information below is current as of printing, the RN-BSN (licensed, Registered Nurse to however, our most current accreditation Bachelor of Science in Nursing), Master of information can be found on our website: Healthcare Administration (MHA), Master of www.marybaldwin.edu/health_sciences/about/accr Science in Nursing (MSN), and Post-Professional editation. Occupational Therapy Doctoral (PPOTD) Programs are admitted twice a year, and have SACS-COC flexibility in enrollment. The RN-BSN (for Mary Baldwin University is accredited by the licensed, registered nurses), MSN, MHA, and Southern Association of Colleges and Schools PPOTD programs are delivered in an online Commission on Colleges (SACS-COC) to award format. bachelor’s, master’s, and doctoral degrees. Inquiries concerning accreditation status only

265 should be directed to: SACS-COC, 1866 Southern regular admission but allows them to begin Lane, Decatur, GA 30033-4097; 404- 679-4500. program course work. For the MHA and RN- BSN programs, conditionally admitted students ADMISSION DECISIONS must earn at least a 3.0 GPA during the first nine The Health Sciences Graduate and RN-BSN credits taken in the program. Undergraduate Programs use multiple criteria to select the most promising candidates from the Transfer Credit applicant pool. Admission decisions are made by The undergraduate programs follow University the Murphy Deming College of Health Sciences policy regarding transfer of credits. Admissions Committee after applications are Graduate programs in health sciences may allow completed, interview has been given (if required), up to six (6) graduate-level transfer credits with and committee review in the context of the prior program director approval. Prior courses may applicant pool. Applicants are informed in writing be used to meet prerequisite requirements. There is of their admission status. Applicants are advised at no waiver of coursework or advanced standing the time of their admission regarding any granted in any program. additional undergraduate course or other requirements that must be fulfilled as conditions of PROCEDURES: enrollment. Mary Baldwin University reserves the Undergraduate students applying to MDCHS will right to rescind admission for students whose have their transcript(s) evaluated at time of criminal background check comes back positive application and will be informed of courses/credits for any conviction. needed to complete their undergraduate degree. Graduate Students requesting a transcript review will submit the request in writing to the program Admission into Mary Baldwin University does not director of the program in which he or she is guarantee admission into these programs. The seeking acceptance. Acceptance of transfer credit Bachelor of Health Sciences Program does not is at the discretion of the program director. In have a separate admissions’ process. Mary order for transfer credit to be awarded, the Baldwin University students can declare this major following conditions must be met: and should refer to the Undergraduate Section of 1. The credit was earned at an MBU this Catalog for more information. approved, regionally accredited institution. Conditional Acceptance 2. The credit was not used for a previously Conditional Acceptance will be used for students earned degree. finishing their prerequisite course work or other 3. The student earned a minimum grade of a admission requirements for graduate programs. “B” or greater. (“S”/“U” grades are only Their acceptance, through a written document, will accepted for a “P”/“NC” graded course at be conditional pending confirmation they have met MDCHS.) all admissions requirements, including official 4. The course is applicable to the anticipated transcript(s) showing final course work was program of study. completed; meeting GPA and minimum course 5. A written request for a transcript grade requirements; and confirming they have evaluation is received prior to the earned their baccalaureate degree, before prospective student being accepted into enrollment into the program. the graduate program. 6. The request is approved by the program Conditional Admission director for the graduate program in which Conditional Admission does not apply to the Occupational Therapy Doctoral (OTD), Doctor of student is accepted. Physical Therapy (DPT), and Master of Science in 7. The approval is only valid for the program Physician Assistant (MSPA) Programs. of enrollment, if the student transfers to a Conditional Admission will be used in cases where different program of study within MBU or applicants do not meet all of the requirements for

266 MDCHS, the student will need to petition Students will be charged a $28 fee for any check the new program director for approval. received in payment of any obligation that is returned by the bank. Articulation Agreements Murphy Deming College of Health Sciences has PROCEDURE: articulation agreements with a select group of Application for Credits and Refunds institutions to guarantee interviews to applicants The date on which written notice is received by who meet all admission requirements as outlined the university is considered the date of withdrawal. in the agreements. Admission is not guaranteed See withdrawal policy in MDCHS section of under these programs but guarantees interviews Academic Catalog for additional information to highly qualified candidates from partner about withdrawals. schools to our competitive health sciences graduate programs. Rules applied to determine whether a refund or credit is granted: Advising  No student will be permitted to register or Academic advisement is a process-oriented, reside on campus until applicable charges for interactive, professional relationship between the current semester have been paid in full. advisor and advisee. Each student is assigned a  Refunds are made only to the guarantor of the faculty advisor who supports the student in career student’s financial obligation. exploration, academic progress and performance,  Enrollment deposits, program fees, and course related to professional standards and support for fees are nonrefundable. their final project.  Federal Financial Aid recipients withdrawing completely will have their aid returned to the proper accounts according to federal TUITION AND FINANCIAL AID regulations. See Pro Rata Refunds in the Academic Catalog for Undergraduate and Tuition and Fees Graduate Programs. Tuition for all graduate and undergraduate  Please note if a student has a federal student programs in health sciences is determined on an loan, any type of withdrawal or leave causes annual basis and billed per semester. Tuition and the student to be reported as “withdrawn” to fees are detailed on the MBU website. RN-BSN the National Student Loan Database and the tuition is equivalent to MBU Online tuition, but student’s federal loan grace period will begin fees may differ. For more information, call 540- from the last date of class attendance. 887-7178 or visit https://go.marybaldwin.edu/business-and- REFUND SCHEDULE finance/student/. 12-15 week term Withdrawal Date Refund Credit and Refund Policy: Up through first day of classes 100% Students may be entitled to a credit of refund of Day 2 through end of 2nd week 80% tuition dollars. Credits and refunds are based on Weeks 3 and 4 50% semester. Credits outstanding at the end of the Weeks 5 20% semester are applied to the next semester. Refunds Remainder of the semester 0% are processed according to the Refund Schedule.

The Student Accounts Office assumes 4-8 week term responsibility for the administration of university Withdrawal Date Refund policy related to payment of fees. Up through fifth day of classes 100% Day 6-9 80% RETURNED CHECK Remainder of semester 0%

267 WITHDRAWAL (COUNSELED, DISCIPLINARY, ACADEMIC, OR VOLUNTARY) Students who withdraw receive a refund in MURPHY DEMING COLLEGE OF accordance with the refund schedule for the HEALTH SCIENCES ACADEMIC semester in which the withdrawal is granted, plus POLICIES an administrative fee. If withdrawal occurs prior to the first day of classes, students are not charged GRADUATE for the semester. Academic policies applicable to health sciences graduate students are published in this section. AUTHORIZED LEAVE OF ABSENCE Other program policies are provided to graduate (INCLUDING MEDICAL AND MILITARY students in the MDCHS Student Handbook and LEAVES) the Clinical Education Manual. Policies may be When an authorized leave is granted, a credit is amended at any time by the faculty, who issued based on the refund schedule, less an determine the date at which amended policies administrative fee. Administrative fee is waived become effective. for military leave. When an authorized leave of absence is granted prior to the first day of classes, The following grading scale will be used by all the student is not charged for the semester. graduate programs in the Murphy Deming College of Health Sciences: Financial Aid In general, financial aid for health sciences 90–100% A 4.0 points per semester hour graduate programs is primarily comprised of 80–89% B 3.0 points per semester hour unsubsidized loan funding. You will also have the 70–79% C 2.0 points per semester hour option for Grad PLUS loan funding to help finance 60–69% D(1) 1.0 point per semester hour your degree. Although the amount varies by <60% F(1) 0.0 student, the loan amount you can be awarded I Incomplete (used for typically covers the cost of tuition, books, and extenuating circumstances) offers a substantial allowance for room and board NR No Grade Reported (temporary) expenses if desired. The Virginia tuition assistance P(2) Passing (used only in pass/fail grant (VTAG) is available for full-time graduate grading status) students who are in health related fields (CIP code W Withdraw 51 series), submit their VTAG application by July 31 and meet the residency requirements. (1) Does not count toward graduate degree requirement; does count on grade point average. (2) Does count toward graduate degree: does not count on grade point In order to apply for federal financial aid, you will average. need to complete a FAFSA (Free Application for Federal Student Loans). If you have never UNDERGRADUATE completed a FAFSA, you will need to apply for a Undergraduate health sciences students follow the Federal Student Aid ID or FSA ID. You can do academic policies, honor code, and student that at https://fsaid.ed.gov. This will be your governance as outlined in the undergraduate electronic signature to the application. The section of this catalog. Additional information can FAFSA has an IRS data retrieval tool to help pull be found in the MDCHS Student Handbooks. your tax information over from the IRS, but it is always a good idea to have your tax forms ready Incompletes just in case. As a graduate student, you are A grade of “I” (for incomplete) may be given at considered independent, and will not need any the end of a course if, for reasons beyond the parental information to complete the FAFSA. student’s control, the student is unable to complete the work. An incomplete is given upon the Please do not hesitate to contact the Office of recommendation of the course instructor and the Financial Aid with questions at 540-887-7022 or approval of the program director and vice [email protected].

268 president for health sciences. In order to receive an ACADEMIC RESOLUTIONS “I” students must have achieved a passing grade to date in the class. Work must be completed by the AND APPEALS end of the next semester and the student cannot progress to the next phase of professional study until the incomplete has been resolved Unprofessional Behavior Students are expected to demonstrate professional successfully resulting in the assigning of a passing behavior at all times in the classroom, lab, and grade for the course. If the work is not completed clinical setting (refer to Appendix A in the within the time specified, the registrar’s office will MDCHS Program Student Handbooks). Students assign the grade awarded by the instructor based are expected to treat all individuals (students, on the work completed to date. faculty, patient, clinicians, etc.) with respect at all

times. Unprofessional behaviors in any setting will Not Reported (NR) An NR grade can be given for clinical education be brought to the student’s attention by academic and clinical faculty. The student will be expected courses and research experiences. The NR is used to correct any unprofessional behavior in the event there is a delay in completing the immediately upon receiving feedback about this clinical assignment (not attributable to the student) behavior. Students that demonstrate a pattern of or the course requirements by the time grades are unprofessional behavior in any combination of due. settings will receive more formal counseling and

behavior will be documented. That student may be In the event that a student does not successfully dismissed if patterns of unacceptable professional complete the doctoral project or practicum in time behaviors persist despite counseling for for graduation, the student must enroll in a improvement. The student must understand and “Continuing Credit” course in order to complete model the characteristics defined by their the program. professions. The faculty expects students comply

with these professional behavior expectations at all Honor System times (i.e. classroom, laboratory, meetings with The students, faculty, and administration of the faculty, program sponsored service activities, and Murphy Deming College of Health Sciences join clinical settings). The faculty believes prompt together in support of the HONOR CODE for the remediation of actions, attitudes, or characteristics purposes of (a) providing an atmosphere of mutual that demonstrate a student’s failure to comply with trust, concern, and respect; (b) fostering honorable the expected professional behaviors is essential to and ethical behavior; and (c) cultivating lifelong facilitate successful completion of a program. professional conduct. To promote this purpose, matters regarding misconduct shall fall under the As such, potential action may be taken if a student jurisdiction of the Honor Code. Graduate students does not comply with the Professional Behavior as may refer to their MDCHS Program’s Student outlined in the MDCHS Program Student Handbook. Handbook. Please note, depending on the severity of the specific violation, the faculty may initiate Copyright Policy remediation and sanction procedures at any of the The College enforces all provisions of copyright four steps described below (skip verbal warning law. Students are responsible to inform themselves and initiate a written warning, etc.) In addition, all of the law, particularly with respect to copying. remediation and sanction procedures will be documented and discussed with the student. Research on Human Subjects Federal, state, and College policies regarding Undergraduate research on human subjects apply to all research Undergraduate health sciences students follow the involving MBU students, faculty, or staff as academic policies, honor code, and student researchers or as subjects, including research governance as outlined in the undergraduate undertaken in the health sciences programs. section of this catalog. Additional information can

269 be found in the MDCHS Program Student The director will communicate in writing to the Handbooks. student that the conditions for revoking probation have not been met. The notice will REMEDIATION AND SANCTION include the course of action determined by the PROCEDURES: faculty. 1. Verbal Warning — to the student by the involved faculty member or advisor 4. Dismissal from the Program for Behavior(s) emphasizing the need to discontinue the Inconsistent with the Expected Professional behavior that is inconsistent with professional Behaviors: expectations. Documentation will note that a When the specific interventions do not result in verbal warning has taken place and briefly the expected changes in behavior within the describe the behavior violation. determined timeframe, or when a single violation of the expected professional behaviors 2. Written Warning — from the program director is severe, the Program Director will discuss this to the student indicating the need to discontinue with the VP of Health Sciences and involved the behavior that is inconsistent with the faculty to determine if dismissal from the expected professional behaviors. This letter will program is warranted. Dismissal will be contain: invoked when in the faculty’s collective a) a detailed description of the nature of the judgment: unsatisfactory performance, a) Technical standards have been violated; b) parties who observed or were affected by b) Severe violations of the College and the behavior, profession Code of Ethics have taken c) actions needed to correct the behavior, place; d) a timeline for correction, c) Imminent physical or psychological harm e) actions to be taken if the problem is not to a fellow student, patient, instructor, or corrected by the timeline expected, and other individual is a major factor; or f) notification that the student has a right to d) A pattern of behavior inconsistent with the request a review of this action. expected professional behaviors is documented regardless of the students’ 3. Probation Period — for the student during performance on written, oral, or practical which time the faculty will assess the student’s assignments and courses. ability to demonstrate expected professional If the student disagrees with the faculty’s behaviors. Probation is a time-limited, decision, he/she has the right to implement remediation-oriented period that is closely appeal procedures as described in the General supervised by the program director. Students Appeal Policy. placed on probation for professional behaviors will be notified in writing of the following: a) The specific inappropriate behavior(s); Student Withdrawal b) The recommendations for rectifying ACADEMIC WITHDRAWAL this/these behaviors; All graduate courses in the College must be passed c) The time frame for probation during with a grade of “C” or better. A student receiving which the behavior(s) is expected to be a grade of “D” or “F” in any course may be corrected; and dismissed from the program in which they are d) The procedures to ascertain whether the enrolled. Students must maintain an overall GPA behavior(s) has been rectified. of 3.0 or better to continue in the program and graduate. Students falling below a GPA of 3.0 in If the program director determines there has not any given semester will be placed on academic been sufficient improvement in the student’s probation. A student may remain on academic behavior to remove him/her from probation, probation for one additional semester in order to then the director will discuss this with the reach a 3.0 overall GPA. If the 3.0 GPA is not met faculty to determine possible courses of action.

270 at that time the student will be dismissed from the From time to time, a student may develop a health- program. related problem that necessitates a medical leave of absence or withdrawal from the program and Once dismissed, the program director and faculty college. A student may be granted a medical leave will determine whether a student is eligible for of absence. If a student wishes to request a return, and any stipulations for doing so, on a medical leave of absence, he/she should meet with case-by-case basis. The Office of the Registrar the Program Director first. Then, the student will note the dismissal on the student’s academic would be required to provide documentation from record. a physician or other relevant health professional regarding the need for a medical leave. This will VOLUNTARY ACADEMIC WITHDRAWAL be provided to the MDCHS Vice President’s A student who wishes to voluntarily withdraw Office for evaluation. To return to the program from a program for financial, medical, or personal after a medical leave, the student would be reasons should 1) talk with their faculty advisor, 2) required to provide written documentation from a talk to the program director, 3) provide a written physician or other relevant health professional that letter to the program director stating his/her he/she is mentally and/or physically able to return reasons for withdrawal, and 4) complete a to classes. Because of the physical and mental Withdrawal Form, an exit interview, and an nature of the OT, PT and PA health sciences appointment with the Financial Aid and Business programs, the student will be required to have a Offices. If a withdrawal is granted a refund for the completed “Participation Readiness Form,” as this current term is issued based on college policy less documentation ensures the student can meet the an administrative fee. Students will not be charged Technical Standards of the program in which he or for subsequent semesters. she is enrolled. The student should work with the program director to address sequencing of course COUNSELED WITHDRAWAL work and the appropriate returning date to allow A student may request and be granted a counseled for a smooth transition back into the program. (See withdrawal from the college. If, in the judgment of Appendix B of the OT, PT, or PA MDCHS the vice president of health sciences, and the Student Handbook.) program director or designee, it is either in the student’s best interest or the best interest of the A student who withdraws from a program college, a student will be granted a counseled secondary to medical issues is welcome to reapply withdrawal. A Withdrawal Form, an exit for admission through a regular admissions cycle interview, and an appointment with the Financial at a later time. Aid and Business Offices are required. If a withdrawal is granted a refund for the current term Leaves of absence will not be granted to students is issued based on college policy less an on academic probation. As a general rule, short- administrative fee. Students will not be charged and long-term leaves of absence are not allowed for subsequent semesters. except for the following reasons: • Maternity/paternity leave DISCIPLINARY WITHDRAWAL • Health reasons (either one’s own or a family Students may be required to withdraw from the member’s) college for disciplinary reasons, having been • Compelling problems of a personal nature served a major penalty by the Honor Council or (such as a death of a loved one or marital administration. Students who withdraw for breakdown) disciplinary reasons receive a refund in accordance with college policy for the semester in which the Any student requesting a leave of absence must penalty is determined, and subject to an submit the request to his/her program director, administrative fee. explaining the reason for the request and all the activities that the student intends to undertake HEALTH ISSUES OR LEAVE OF ABSENCES while on leave. Any relevant supporting documentation should be included, such as a

271 health care provider’s note in case of illness. The College also recognizes the responsibility of Leaves of absence must be approved. Approved the student to express their concerns in a leaves of absence may be subject to rules and professional and ethical manner. regulations which will be delineated in a contract signed by the student and his/her Program Director. PROCEDURE: General complaints: No leaves of absence during the clinical phase of 1. The Program Director will hear the student’s the program may exceed three months. concern and determine an appropriate course of action. In most cases, this course of action MILITARY WITHDRAWAL will consist of one or more of the following: Military withdrawal is granted to students whose a) Mediation, military reserve obligations may require a period b) Counseling, of absence from the academic program when they c) Referral to the VPHS, or are called to extended active duty. Readmission is d) Resolution with no future action. guaranteed. The student will need to meet with the 2. If the concern involves the Program Director, specific program director and VPHS to determine the complaint should be submitted directly to appropriate curriculum to be completed in the the VPHS. remainder of the degree program. 3. If the grievance cannot be resolved in the above manner the student may submit the PROGRAM SUSPENSION complaint to the VPHS. Suspension is defined as a temporary separation 4. If the grievance is still not resolved the student from the institution. The duration of the is referred to step 5 of the Uniform Grievance suspension will be determined by the VPHS. Policy in the Academic Catalog for Students may be assigned independent studies Undergraduate and Graduate Programs. during suspension to remain current; however, 5. Records regarding general grievances will be these independent studies do not replace course housed in the VPHS administrative office. attendance or rotation requirements. If the terms 6. For complaints related to Title IX or sexual set out under the suspension are not fulfilled and harassment, see information for how to report the period of the suspension is six months or a concern or incident at greater, the student will be dismissed from https://go.marybaldwin.edu/title-ix/ . MDCHS. The VPHS may grant an exception for 7. For Honor Code Violations see the Honor extreme circumstances beyond the control of the Code Policy. student. 8. For grade appeals, suspensions, dismissals or removal from a clinical site please refer to the Student Grievance Policy Appeal Policy. The College recognizes the need for students to voice grievances and to seek resolution to General Appeal problems, disagreements with The College recognizes the right of student to have faculty/administrators, or interpretations of due process regarding decisions related to their institutional policy. academic success at MDCHS. A student may only NOTE: This policy is not intended to address appeal an Honor Council decision, final grade, concerns or complaints related to: disciplinary withdrawal, suspension/ removal from • Sexual Harassment (For complaints related to a clinical site, or program dismissal. Title IX or sexual harassment, see information for how to report a concern or incident at If dismissal from the Program is a result of grades, https://go.marybaldwin.edu/title-ix/) the student may appeal the grade causing the • Honor Code violations dismissal. If the appeal is unsuccessful, the • Grade appeals, suspensions or dismissals dismissal stands; the student cannot appeal the • Removal from clinical sites dismissal as well as the grade. If the appeal is successful, the dismissal will be rescinded.

272 a) The student presents compelling evidence The student shall be allowed to continue taking that one or more individual elements were courses until the appeal is resolved (with the graded on arbitrary or impermissible approval of the program director in which the grounds; classes are taken), with the exception of clinical b) Grounds can be established for courses, or when the students’ continued determining a professionally sound grade participation is deemed by the Program Director to for the appealed element(s); and be harmful or disruptive to other students and/or c) The ensuing grade for each appealed the program. If the appeal is unsuccessful and the element would have resulted in a different dismissal stands, the student will be removed from course grade than that assigned by the any classes in which he or she is registered and faculty member or dismissal from a will be responsible for any tuition and fees accrued program. as a result of registration during the appeals process. PROCEDURES: The following procedures detail the steps for filing All information gathered during the appeal process a student appeal. The student must exhaust all will be kept confidential to the extent possible program level appeals processes before filing a while providing necessary individuals with the formal appeal to the College. information needed to make an informed decision, consistent with the Family Educational Rights and PROGRAM LEVEL APPEALS PROCEDURE Privacy Act (FERPA). 1. APPEAL TO INSTRUCTOR/ DIRECTOR OF CLINICAL EDUCATION GROUNDS FOR APPEAL Within twenty (20) calendar days after the A decision is deemed to have been assigned student receives notification of the decision arbitrarily or impermissibly if, by a preponderance the student should submit a formal written of the evidence, a student establishes it was: appeal to the instructor. This appeal must 1. impermissible based in whole or in part upon include: the student’s race, color, religion, national origin, • A statement of the reason(s) why the age, sex, disability, sexual orientation, or other student believes the grade/ decision was reason unrelated to the instructor’s professional impermissibly or arbitrarily assigned (see academic judgment in the evaluation of the Appeal Policy) academic performance of the student; • The resolution sought. or • All correspondence should include contact 2. assigned in a manner not consistent with the information. standards and procedures for evaluation • The instructor must respond to the established by the instructor, the program, or the student’s request in writing (no later than College in the Handbook, in the course syllabus, ten working or during the class/program in written or oral days after receiving the student’s written communications directed to the class/program as a appeal). This response should detail whole; whether or not the instructor is approving or or denying the appeal. 3. was the result of a clear and material mistake in calculating or recording grades or other 2. APPEAL TO PROGRAM DIRECTOR evaluation. Individual elements (e.g., assignments, If the student is unable to resolve the tests, activities, projects) which contribute to a grievance through the appeal to the instructor, final grade are generally NOT subject to appeal or the student should submit a written appeal to subsequent review during a final grade appeals the Program Director within ten (10) working procedure. However, individual elements may be days of receiving the instructor’s written appealed under these procedures providing all of response (from Step 1). Students appealing to the following conditions are met: the Program Director assume the burden of proof.

273 This appeal must include: with the professional judgment of the faculty • A statement of the reason(s) the student member who made the decision. believes the grade was impermissibly or arbitrarily assigned; The committee shall be convened no later than ten • The steps taken to resolve the working days from the time the request was made disagreement over the assigned course to the VPHS office by the student. All relevant grade; documents collected by the ADAA will be shared • The resolution sought. with committee members. Additionally, the • The appeal must be accompanied by CAAC reserves the right to request oral evidence the student believes supports the presentations from both parties. Other relevant conclusion that the grade was parties may be questioned. Neither the student nor impermissibly or arbitrarily assigned. the faculty member may be accompanied or Evidence might include papers, tests, represented in the hearing by legal counsel. The syllabi, or written documentation. student and the faculty member may be Within ten (10) working days of receiving this accompanied in the hearing by a silent advocate. appeal, the Program Director will notify the This advocate is intended as a support person and student of the decision. will not be permitted to speak to the committee. He or she must be a member of the Mary Baldwin If a student’s appeal to the Program Director is community. The CAAC may consider only such decided in a manner adverse to the student, then evidence as is offered by the parties and at the the student may appeal the matter to the College hearing(s). The burden of proof shall be on the Academic Action Committee (CAAC). The student to satisfy the Committee that a student should forward the initial appeal to the preponderance of the evidence supports the grade/ Instructor and response (from Step I.), the decision was awarded arbitrarily or impermissibly subsequent appeal to the Program Director, and as defined. All decisions of the CAAC shall be written notification (from Step II.) to the VPHS made by a simple majority vote. Within ten Office. Upon receipt of the appeal and working days from the conclusion of its hearing(s) aforementioned materials, the Associate Dean for on the matter, the CAAC Chair will provide a Academic Affairs (ADAA) will convene the written report to the student, instructor, and CAAC. program director. The Committee report must include the Committee’s finding of fact and a The CAAC will consist of three faculty members, recommended course of action. each from a different program, elected by MDCHS faculty to two year staggering terms. One alternate REVIEW BY THE VICE PRESIDENT OF faculty member will be elected by MDCHS HEALTH SCIENCES faculty to a one year term. All members will serve Within ten (10) working days after receiving the no more than two consecutive terms before sitting CAAC’s report, the student may request a review out for a minimum of one year. The alternate will by the VPHS. The VPHS will review all be seated if a member recuses him or herself from information presented to the CAAC and the a particular case or is otherwise unavailable. The CAAC report to determine whether there was ADAA will serve as ex-officio (nonvoting) chair appropriate due process or there were of this committee. inconsistencies in the process which require further consideration. At this point the VPHS can The purpose of the CAAC is to determine whether affirm or change the CAAC decision. This the facts support the student’s contention the exhausts MDCHS Appeal procedures. If the decision was impermissibly or arbitrarily assigned, student still wishes to appeal the decision, please or there was material procedural deviation, as refer to step 5 of the Uniform Grievance Policy in defined in the policy. It is not the function of the the Academic Catalog for Undergraduate and Committee to re-evaluate the student’s work/ Graduate Programs. behavior to determine whether the CAAC agrees

274 option; however, students may not choose to take School of Health and a regular, graded course for pass/fail.

Human Performance Graduate courses in the school must be passed Lisa Shoaf, school director with a grade of “C” or better. A student in the receiving a grade of “D” or “F” in any course will Programs in Occupational Therapy, be dismissed from the program in which they are Physical Therapy, Physician enrolled. Students must maintain an overall GPA Assistant, and Health Sciences of 3.0 or better to continue in the program and graduate. Students falling below a GPA of 3.0 in The School of Health and Human Performance any given semester will be placed on academic offers the following programs: probation. A student may remain on academic probation for one additional semester in order to GRADUATE reach a 3.0 overall GPA. If the 3.0 GPA is not met • Occupational Therapy Doctorate (OTD) at that time the student will be dismissed from the • Entry-Level Occupational Therapy program. Doctorate • Post-Professional Occupational Therapy For students in the Entry-Level OT or PT Programs: Doctorate— online program A student on probation at the • Doctor of Physical Therapy (DPT) completion of the first spring semester academic • Master of Science in Physician Assistant year may be permitted to proceed to Clinical (MSPA) Education 1 or Field Work 1B if the student has completed all course work with no grade lower UNDERGRADUATE than a “C,” has successfully passed all practical examinations, and has demonstrated appropriate Bachelor of Health Sciences (BS and BA) • — professional behaviors in class and clinical offered on Staunton campus; please see undergraduate programs section of this catalog settings. Faculty will meet to discuss the student’s performance and determine the student’s readiness to proceed to the full-time clinical experience.

SCHOOL POLICIES If a student is permitted to proceed to Clinical Education 1 or Fieldwork 1B and successfully Grading, Student Standing, and completes it, the student will then have one full- Academic Probation for the PT, PA, and time semester (11 credit hours or more) in which Entry-Level OT Graduate Programs to improve their GPA to a 3.0 or better. The health sciences Entry-Level OT, PT and PA graduate programs are full-time programs. Students must be at a 3.0 GPA or better at the Students will not be permitted to reduce the course completion of the second spring academic load in a semester as the professional programs are semester in order to proceed to Clinical Education sequential and require the student to complete 2 or Fieldwork Level 2 experiences. Students must them in a specific period of time. Any special also be at a 3.0 or better in order to proceed to the circumstances related to course work for students terminal clinical internship experiences for the will be addressed on a case-by-case basis with the third year, and must maintain the 3.0 GPA in order Disability Services professional, the program to graduate. director, and the faculty. For students in the PA Program: Students who Courses will be taken in semesters and assigned fail to maintain a minimum GPA of 3.0 at the appropriate credit hours for contact time for conclusion of the final didactic semester will be lecture, lab, and clinical activities as appropriate. subject to academic review by the appropriate A course may be offered as a pass/fail grading faculty committee. The student may face consequences which could include remediation,

275 inability to progress to the clinical phase, or the final terminal clinical experiences that begin in dismissal from the program. Academic probation fall of the third year. during the clinical phase of the program is addressed more completely in the PA Clinical Successful completion and meeting of entry-level Education Manual. competencies is required in the full-time terminal clinical internship experiences in order to graduate Students on academic probation should meet with as scheduled. If a student fails a clinical internship their faculty advisor and course instructors on a experience he/she may be offered the opportunity regular basis to facilitate their academic to repeat the clinical internship. improvement. The MDCHS timeframe for completion of all Students on academic probation are not eligible program requirements is specified as five years for academic and programmatic awards. from the date of initial enrollment.

For more information, please see the previous Specific procedures are further outlined in the section, “Murphy Deming College of Health Sciences Graduate Academic Policies.” Clinical Education Manuals which will be provided prior to clinical placement. Program Matriculation and Completion — DPT and Entry-Level OTD Programs Program Matriculation and Completion – At the end of each semester, faculty review the PA Program academic performance of all students. In order to At the end of each semester, faculty review the progress to the next semester, students must academic performance of all students. In order to successfully complete all courses in a particular progress to the next semester students must semester with a grade of “C” or better and successfully complete all courses in a particular maintain a 3.0 GPA. All practical testing during semester with a grade of “C” or better and that semester must be passed. The student must maintain a 3.0 GPA. All practical testing during demonstrate appropriate professional behaviors as that semester must be passed. The student must expected in all courses. The student will be demonstrate appropriate professional behaviors as permitted to progress to the second year and expected in all courses. To enter the clinical phase, beyond only if all course work and full-time a student must successfully complete all didactic clinical experiences have been successfully courses and clinical assignments, successfully completed. complete the core competency examinations and objective standardized clinical examinations A comprehensive examination is required for (OSCE) given following completion of the entry-level OT students. The exam must be didactic phase of the program as well as maintain standards of professional behavior. In addition to successfully completed at the end of the Level 2 successful completion of the didactic year, the full-time clinical experiences to progress to the student must be certified in basic life support for Doctoral Experience. health care providers (BLS) and advanced cardiac life support (ACLS). Students must maintain PT students are enrolled in PTH 835 during the CPR/ACLS certification for the entire clinical year third summer of the program. This course prepares of the program. In the event the student’s students to complete the Practice Examination certification in CPR/ACLS expires before (PEAT) of the Federation of State Boards of graduation, the student must recertify. Physical Therapy as the written examination. This written examination must be completed at a satisfactory level, as determined by class performance and faculty assessment, to progress to

276 Occupational Therapy AOTA is (301) 652-AOTA and its Web address is www.acoteonline.org. Graduates of the program Programs will be eligible to sit for the national certification examination for the occupational therapist Overview administered by the National Board for The occupational therapy programs at Mary Certification in Occupational Therapy (NBCOT). Baldwin University offer two distinct avenues to After successful completion of this exam, the earning the occupational therapy doctorate (OTD) individual will be an Occupational Therapist, degree. The first is a full-time, on-campus, entry- Registered (OTR). In addition, all states require level occupational therapy doctoral program. This licensure in order to practice; however, state entry-level program is for students aspiring to licenses are usually based on the results of the become occupational therapists. The second is a NBCOT Certification Examination. Note that a part-time, primarily online post-professional felony conviction may affect a graduate’s ability occupational therapy doctoral program. This post- to sit for the NBCOT certification examination or professional program is for licensed occupational attain state licensure. therapists who wish to earn the clinical doctoral degree. Entry-Level Occupational Mission of the Occupational Therapy Program Therapy Doctorate (OTD) The mission of the MDCHS OT department is to Allison Ellington, OTD, program director; K. M. apply strong teaching and learning methodologies "Shelley" Knewstep-Watkins, director of clinical that will build upon each students’ diverse education; Lisa Burns, faculty; Greg Hansen, background in preparing them to deliver faculty; Pamela Stephenson, faculty; Sandy compassionate practice through an Wagoner, faculty; Hannah Harris, doctoral interprofessional team, with strong leadership experience coordinator skills, and the highest ethical standards for evidenced-based-client centered care that will Overview increase engagement in meaningful productive The Entry-Level Occupational Therapy Doctorate living. (OTD) is a post-baccalaureate, professional doctoral degree that will prepare the student for ACCREDITATION work in any practice setting following graduation and license acquisition. The curriculum integrates The information below is current as of printing, the occupational therapy profession’s foundational however, our most current accreditation knowledge requirements, its basic theoretical information can be found on our tenets and perspectives, and a strong didactic and website: www.marybaldwin.edu/health- clinical education focus to support students in sciences/school-of-health-human- achieving competencies in screening, evaluation, performance/doctor-of-occupational- fabrication, and delivery of evidence-based plans therapy/accreditation-outcomes/. of care. The curriculum is deliberately intended to incorporate the contexts associated with ACOTE occupational therapy service delivery and will Accredited Doctoral Degree Level Occupational have an emphasis on interprofessional education in Therapy Program class and lab settings. Interprofessional activities The Entry-Level Occupational Therapy Doctoral will extend to opportunities for service to the local Degree Program is accredited by the Accreditation and regional community. Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy The OTD student must successfully complete each Association (AOTA), located at 4720 didactic year prior to progress to the clinical Montgomery Lane, Suite 200, Bethesda, MD education course that follows. The total length of 20814-3449. ACOTE’s telephone number c/o the program will be 117 credit hours, 3.0 years

277 (nine semesters) at the completion of the curricular Abnormal 3 process. The curriculum will include two, 12-week Psychology fieldwork experiences and one, 16-week Doctoral Introduction to 3 Experience. Students must successfully complete a Sociology or practical examination at the completion of their second year in order to begin Fieldwork II Anthropology practicum. They must also take and pass a Lifespan 3 Birth to Death comprehensive Exit Exam prior to matriculation to Human the final clinical experience (16 weeks). Development Successful completion of the terminal clinical Introduction to 2 Qualitative or practicum sequence and evidence of meeting the Research Quantitative competencies for entry-level occupational therapy Methods Research, Statistics, practice must be met in order to graduate. or Research Methods Medical 1–2 A medical Admission Requirements/Process for Terminology terminology the Entry-Level Occupational Therapy certificate could be Doctorate (OTD) Program used to fulfill the Application cycle begins: July 18 (in OTCAS) Prerequisite Application deadline: January 15 requirement for this course work. • College Transcripts: A bachelor’s degree *Can be combined A/P for 8 credits. from an MBU approved, regionally accredited institution is required prior to enrollment. Prerequisite course work may be completed during • Application: Applications will be accepted the admission cycle. Please add planned courses in online through the Occupational Therapy OTCAS transcript section. Course work must be Centralized Application Service (OTCAS) completed by May. once the application cycle has begun. GPA: A minimum of 3.0 overall GPA • Application Fee: In addition to the OTCAS • fee, a non-refundable supplemental fee of $45 required. We expect most accepted students is required. will surpass this minimum. In addition, all • GRE: GRE must have been taken within five prerequisite courses must reflect a “C” or years of application to our program. better. References: Three references are required • Prerequisite Courses: • (submitted via OTCAS). At least one Required Credit Comments reference must be from an occupational Courses Hours therapist. Reference from a college professor Introduction to 3–4 Lab recommended who can attest to your ability to enter a Biology competitive professional program is Human or 3–4 Lab recommended recommended but not required. Vertebrate • OT Observation Hours: 40 hours are required Anatomy* to explore occupational therapy as a career in Human or 3–4 Lab recommended at least two different settings. Information on Vertebrate how to provide this information can be found Physiology* on the OTCAS application form. Physics 3–4 Recommended but • Essay: The OTCAS application form will not required require a brief personal essay. Introduction to 3 Psychology

278 • Interview: The Admissions Committee will SPRING SEMESTER, YEAR 1: send invitations to selected candidates to OTH 704 Neuroanatomy interview. Not all applicants will be invited to OTH 727 Occupational Therapy in Mental Health interview. An interview does not guarantee OTH 729 Motor Learning & Movement Analysis OTH 703 Conditions in Occupational Therapy acceptance into the program. OTH 713 Topics in Health Care OTH 730 Clinical Seminar 1 Before registering for classes, students must OTH 737 Clinical Fieldwork 1B (Mental Health) provide:

• Criminal background checks (federal SUMMER SEMESTER, YEAR 2: requirement for all persons working with OTH 827 Physical Agent Modalities vulnerable OTH 826 OT and Adult Populations 1 populations) at student expense. OTH 832 Technology & Environmental • Signed Technical Standards document. Adaptation • Written verification of immunizations at OTH 811 Teaching and Learning 2 student expense. OTH 801 Pharmacology • Written verification of health insurance at student expense. FALL SEMESTER, YEAR 2: • Basic Life Support (BLS) for Health Care OTH 828 OT and Adult Neurologic Conditions Providers certification from the American OTH 813 Teaching and Learning 3 Heart Association at student expense. OTH 812 Community Practicum (fall or spring) OTH 831 Select Topics in OT Practice

OTH 830 Clinical Seminar 2 After classes start, and in preparation for OTH 822 Doctoral Project 1 clinical placements, students must also OTH 821 Research and Critical Inquiry 2 provide: OTH 842 Clinical Fieldwork 1C (Adult)

• Any additional requirements as stated by specific health care agencies (such as drug SPRING SEMESTER YEAR 2: screening, additional criminal background OTH 829 Pediatric Practice in Occupational checks, etc.) at student expense. Therapy OTH 814 Organization and Management of Entry-Level Occupational Practice OTH 815 Leadership, Policy and Advocacy Therapy Doctorate (OTH) OTH 840 Clinical Seminar 3 Curriculum OTH 823 Doctoral Project 2 SUMMER SEMESTER, YEAR 1: OTH 812 Community Practicum (fall or spring) OTH 705 Introduction to Occupational Therapy OTH 843 Clinical Fieldwork 1D (Pediatrics) OTH 711 Teaching and Learning 1 OTH 700 Human Anatomy SUMMER SEMESTER, YEAR 3: OTH 845 Clinical Fieldwork 2A (12 weeks) FALL SEMESTER, YEAR 1: OTH 921 Doctoral Project 3 OTH 706 Foundations of Occupational Therapy OTH 701 Kinesiology FALL SEMESTER, YEAR 3: OTH 712 Psychosocial Aspects of Care OTH 855 Clinical Fieldwork 2B (12 weeks) OTH 721 Research and Critical Inquiry OTH 835 Professional Competency OTH 726 Occupational Patterns in Life and Culture SPRING SEMESTER, YEAR 3: OTH 714 Occupational Therapy Practice Contexts OTH 865 Doctoral Experience (16 weeks) OTH 736 Clinical Fieldwork 1A (Introductory) OTH 922 Doctoral Project 4

279 TOTAL CREDITS = 117 OTH 705 Introduction to Occupational Therapy (1 s.h.) ENTRY-LEVEL OCCUPATIONAL In this course, students will gain a foundational THERAPY DOCTORATE (OTD) knowledge of the occupational therapy profession COURSE DESCRIPTIONS and occupation as central to the human experience. OTH 700 Human Anatomy (5 s.h.) Students will also explore other foundational Lecture and Lab. This course provides in depth topics including the history of the occupational study and analysis of the regional and systemic therapy profession, occupational therapy organization of the human body through lecture practitioners, professional associations and and cadaver dissection. This course is cross listed organizations, ethical considerations, with PTH 700 and is an interprofessional professionalism. Students will also explore the collaborative course. practice of occupational therapy in other countries to compare and contrast with practice in the United States. OTH 701 Kinesiology (3 s.h.)

Lecture and Lab. This course will introduce the OTH 706 Foundations of Occupational student to the kinematics and kinetics of human movement. Emphasis will be placed on Therapy (3 s.h.) understanding of regional functional anatomy and In this course the student will examine the critical applying this information to movement. This reasoning behind the service provision for clients course is cross listed with PTH 701 and is an with whom they work. Developing OT critical interprofessional collaborative course. reasoning includes: screening and identification of problems to support students in referral, assessment, goal setting, intervention planning, OTH 703 Conditions in Occupational Therapy reassessment, discontinuation for client, and (2 s.h.) family-centered care. Included will be applications This course provides students with an opportunity of theory in various settings in order to utilize to explore pathological and system factors evidenced-based practice. underlying conditions commonly encountered during delivery of occupational therapy services. OTH 711 Teaching and Learning 1 (1 s.h.) Concepts and perspectives of individual and The course provides an understanding of teaching population health, culture, determinants of health, and learning theories with application to clinical wellness, prevention, and the World Health practice for occupational and physical therapy. Organization’s International Classification of This course is cross listed with PTH 711 and is an Diseases are introduced. Students examine key interprofessional collaborative course. features of common diseases throughout the lifespan in order to understand the effects of heritable and acquired diseases, genetic OTH 712 Psychosocial Aspects of Care (3 s.h.) conditions, disability, trauma, and injury on This course will introduce the students to various physical and mental health, and on occupational psychosocial considerations important to working performance. with patients and clients successfully. This course is cross listed with PTH 712 and is an interprofessional collaborative course. OTH 704 Neuroanatomy (4 s.h.) The course includes the study of functional OTH 713 Topics in Health Care (2 s.h.) neuroanatomy and neuroscience to understand the This course will provide the student an overview basic structure and function of the nervous system of key topics in health care that are important for with special emphasis on topics of greatest health professionals to understand. Topics will concern to occupational and physical therapists. include an introduction to health care systems This course is cross listed with PTH 704 and is an organization, health care financing, Medicare, interprofessional collaborative course. Medicaid, and managed care. This course is cross

280 listed with PTH 713 and is an interprofessional travel opportunity. Students will participate in collaborative course. service and/or clinical activities as part of the course. This course is cross-listed with PTH 725. OTH 714 Occupational Therapy Practice Contexts (2 s.h.) OTH 726 Occupational Patterns in Life and The course will provide a general examination of Culture (3 s.h.) the current and emerging practice contexts Lecture and Lab. This course analyzes associated with the practice of occupational developmental theories and occupations across the therapy and provision of related services Topics lifespan (from birth to death). Emphasis is placed will include service environments, legislative on the analysis and synthesis of interrelationships impact and involvement, reimbursement systems, of occupation and development as well as specific practitioner roles, application of frames of physical decline with age. The influence of reference and theoretical models within practice cultural diversity and the environment across the contexts, and supervision guidelines and skills. lifespan are also analyzed.

OTH 721 Research and Critical Inquiry (3 s.h.) OTH 727 Occupational Therapy in Mental This course covers concepts and principles of the Health (3 s.h.) research process including question, theory, and In this course, students will develop skills and hypothesis development, research design and knowledge in utilizing a client-centered, recovery- methodology, and statistical reasoning and focused, and evidence-based approach to work analysis. Critical review of professional literature with clients who experience mental health and determination of the relevance and challenges. Students will apply critical reasoning, applicability of research findings to specific selected theories, and current evidence to evaluate, patient problems are introduced with the goal of plan, implement, and review outcomes for promoting evidence-based practice in health care. intervention approaches across the spectrum of This course is cross listed with PTH 721/PAS 521 mental health practice. Students will enhance their and is an interprofessional collaborative course. reflective practice skills throughout the course. Emphasis is placed on facilitating optimal mental OTH 722 Special Topics (variable s.h.) health and managing mental illness through Exploration of current special topics in engagement in meaningful occupation. occupational therapy examination and intervention. OTH 729 Motor Learning and Movement Analysis (3 s.h.) OTH 723 Continuing Registration for Final Concepts related to motor learning and motor Project (1 s.h.) control are considered within the context of Non-credit course intended for students who have occupational therapy practice. Furthermore, completed all program credits but still need to use deficits in postural control, mobility, and upper university resources to complete their degree extremity function are considered in relation to requirements. their impact on occupational performance. Additionally, this course emphasizes the OTH 724 Independent Study (variable s.h.) development of skills necessary for clinical Independent study in interdisciplinary or discipline practice with persons with physical disabilities: specific issues and/or clinical practice with goals, these skills include transfers, proper positioning, methods, and expected outcomes negotiated in and facilitation of safe mobility. advance with an individual faculty member. OTH 730 Clinical Seminar 1 (1 s.h.) OTH 725 Perspectives in Global Health Care This is the first course in a sequence that utilizes a (1–2 s.h., variable) case-based learning model to integrate clinical Elective Course. This course provides an management of common patient diagnoses across exploration of global health care issues with a the professional disciplines of physical therapy,

281 occupational therapy, and physician assistant. This OTH 812 Community Practicum (Fall or Spring course is cross listed with PTH 730 and PAS 530 2nd Year)(2 s.h.) and is an interprofessional collaborative course. Lecture and Lab. Occupational therapy, physical therapy students, and physician assistant students OTH 736 Clinical Fieldwork 1A (Introductory) working in teams with local community agencies (1 s.h.) will develop a requested service project that is In this course the student will apply the knowledge health related. This course is cross listed with PTH and skills learned in the first two semesters of 812 and PAS 612 and is an interprofessional graduate OT course work. Various practice collaborative course. settings are utilized to expose the student to the role of an OT as an interdisciplinary team OTH 813 Teaching and Learning 3 (2 s.h.) member, the uses of OT theory and frames of In this course students will formulate appropriate references, as well as the role of the OTA and learning goals then plan learning activities to other disciplines. This course is offered on a engage students in ways that will achieve those pass/fail basis. goals. Each student will be responsible for teaching a specific subject area associated with OTH 737 Clinical Fieldwork 1B (Mental Health) Occupational Therapy practice and will have the (1 s.h.) opportunity to be evaluated and receive feedback The course will address the OT role in the mental on their efforts. health care setting to include but not be limited to acute psychiatry, community based mental health, OTH 814 Organization and Management of hospital, or Geri-psych facilities. This course is Practice (3 s.h.) offered on a pass/fail basis. This course includes an application of administrative and professional leadership OTH 801 Pharmacology (2 s.h.) processes, standards of practice, competencies, This course covers the basic principles of needs assessments, program development, Pharmacodynamics and Pharmacokinetics, as well outcome management, reimbursement, ethics, as common adverse drug reactions of medications. policy, and trends in OT practice. The students will be exposed to key categories of medications including autonomic, cardiovascular, OTH 815 Leadership, Policy and Advocacy (3 pain and inflammatory, endocrine, neurological, s.h.) anti-infective and anti-cancer, as well as key In this course students will review the literature special topics. The focus will be on understanding regarding leadership and examine their own how these medications impact medical and leadership style. Federal and state legislation will rehabilitation management of the patient. This also be critically analyzed and discussed relevant course is cross listed with PTH 801 and is an to its impact on those in the rehabilitation interprofessional collaborative course. professions and on the clients they serve. Students will be exposed to advocacy activities that will OTH 811 Teaching and Learning 2 (1 s.h.) provide them with opportunities to gain The course provides an understanding of teaching knowledge of specific societal needs. and learning theories with application to clinical practice for occupational and physical therapy OTH 821 Research & Critical Inquiry 2 (1 s.h.) students. Students will examine the means by This course covers qualitative research which one successfully implements teaching and methodologies and enables students to become evaluates learning in a clinical setting. This course competent consumers of qualitative research. is cross listed with PTH 811 and is an Readings include content in phenomenology, interprofessional collaborative course. ethnography, grounded theory, narrative, qualitative case study and disability studies. Additionally, strategies to increase rigor in qualitative research are discussed. This course is

282 cross listed with OTH/PTH 821 and is an OTH 828 OT and Adult Neurologic Conditions interprofessional collaborative course. (3 s.h.) In this course, students will understand, analyze, OTH 822 Doctoral Project 1 (1 s.h.) and implement occupationally-based theories and This course is the first in a sequence that leads to evidence-based approaches to the care of adults the completion of a culminating project for the with neurologic conditions. OT practice among OTD curriculum. The course will include review adults with cerebral vascular accidents, traumatic of content from Research and Critical Inquiry. It is brain injuries, spinal cord injuries, and the first in a series that will lead to the completion degenerative diseases will be explored. of a culminating project during a 16 week Additionally, OT practice related to common Doctoral Experience. Students are expected to impairments including cognition, communication, begin the doctoral sequence by identifying areas of dysphagia, visual-perceptual function, and motor interest, developing a literature review, and control will be discussed. Current evidence is used interviewing experts in the student’s area of to inform the selected approaches for assessment interest. and intervention across the continuum of care.

OTH 823 Doctoral Project 2 (3 s.h.) OTH 829 Pediatric Practice in Occupational This course is the second in a sequence that leads Therapy (4 s.h.) to the completion of a culminating project for the This course focuses on evidence-based, OTD curriculum. Students will select an area of occupation-focused, occupational therapy practice concentration from clinical practice, research, with pediatric populations. It identifies skills and education, service, or advocacy. The student will strategies for evaluation and intervention with work with a faculty advisor to develop and plan a pediatric clients and their families. This includes project that will be presented at the completion of the selection and application of appropriate the third year prior to graduation. This course is assessment tools/strategies, goal development, cross listed with PTH 823 and is an intervention planning and outcome measurement. interprofessional collaborative course. The emphasis is on analyzing barriers that impact childhood occupations and developing evidence- OTH 826 OT and Adult Populations 1 (3 s.h.) based interventions to maximize participation and Lecture and Lab. The course will introduce the occupational engagement. The course also area of upper extremity function and dysfunction. identifies the roles of OT practitioners within The course will examine musculoskeletal interprofessional teams across multiple pediatric disorders to include fractures, nerve compressions, settings. and injuries to the shoulder, wrist, and hand. The use of appropriate assessments and interventions OTH 830 Clinical Seminar 2 (1 s.h.) for impairments, illnesses, or injuries related to This is the second in a sequence of courses that adult health conditions (including older adults) are utilizes a case-based learning model to integrate addressed. clinical management of common patient diagnoses across the professional disciplines of physical OTH 827 Physical Agent Modalities (2 s.h.) therapy and occupational therapy. The focus will Lecture and Lab. In this course the student will be on interprofessional understanding and understand the use of physical agent modalities as collaboration in a patient-centered health care an intervention and adjunctive therapy. delivery model. This course is cross listed with Assessment (implications/contra-indications), PTH 830 and is an interprofessional collaborative implementation, and discontinuance of specific course. modalities will be addressed. OTH 831 Select Topics in OT Practice (3 s.h.) In this course, comprised of lecture and lab components, students examine and learn to perform specific assessments and interventions

283 that are associated with contemporary areas of clinical experiences in order to strengthen the ties practice. Course content areas may include health between didactic and practical instruction. This and wellness, lifestyle redesign, productive aging, course is offered on a pass/fail basis. lymphedema, chronic disease management, cardio-pulmonary health, imaging, ergonomics, OTH 843 Clinical Fieldwork 1D (Pediatrics) (1 work injury management, and virtual reality. The s.h.) course is augmented by expertise drawn from Students will be placed in a pediatric setting, to practicing clinicians and researchers both within include but not be limited to: out-patient, schools, and outside the field of occupational therapy. and children’s medical centers (acute or Students are provided with opportunities to rehabilitation). All Level I experiences are practice and apply knowledge and skills in current designed to provide fieldwork seminars and practice areas. experiences to strengthen the ties between the didactic and fieldwork education. This course is OTH 832 Technology & Environmental offered on a pass/fail basis. Adaptation (3 s.h.) Lecture and Lab. The course guides the student OTH 845 Clinical Fieldwork 2A (12 weeks) (10 through the design, development, modifications, s.h.) compensation, and adaptations of personal needs Level II Fieldwork is a comprehensive experience and the environment, as it relates to occupational in providing occupational therapy (OT) services to roles and context. clients in order for the student to advance to the abilities of an entry-level, generalist occupational OTH 835 Professional Competency (1 s.h.) therapist. OT services will emphasize applying This course is a self-paced application of program “purposeful and meaningful occupation and learning in preparation for the Department Exit research, administration, and management of [OT] Exam (DEE) and the National Board for services” (ACOTE, 2011, p S62). Fieldwork is a Certification in Occupational Therapy (NBCOT). collaborative endeavor by the academic program The course uses critical analyses of professional and on-site occupational therapist(s) serving as entry competencies for the occupational therapist fieldwork educator(s). This course is offered on a including certification, licensure, and professional pass/fail basis. development responsibilities. A programmatic review and professional self-assessment are OTH 855 Clinical Fieldwork 2B (12 weeks) (10 conducted. s.h.) This course is an intensive practicum to address OTH 840 Clinical Seminar 3 (1 s.h.) the development of competent, entry-level, This course is the third and final in a sequence of generalist knowledge and skills related to OT courses that utilize a case-based learning model to service provision. This fieldwork experience will integrate clinical management of common patient focus on the application of purposeful and diagnoses across the professional disciplines of meaningful occupation and may include research, physical therapy and occupational therapy. Cases administration, and management of occupational in this course will focus on complex medical services. This course is offered on a pass/fail basis. management. This course is cross listed with PTH 840 and is an interprofessional collaborative OTH 865 Doctoral Experience (16 weeks) (13 course. s.h.) This is the culminating practical experience in the OTH 842 Clinical Fieldwork 1C (Adult) (1 s.h.) Doctor of Occupational Therapy Program. This Students will be placed in physical disabilities experiential placement will be made consistent setting (adult and geriatrics) to include but not be with the interest of the student, under the guidance limited to: long-term care, acute, out-patient, and of an external mentor and faculty advisor. The in-patient rehabilitation. Level I experiences are experience creates and enhances the student’s designed to integrate fieldwork seminars with professional skills and abilities allowing them to

284 acquire advance knowledge in one or more areas Admission Requirements/Process for of the profession. Examples are: legislation and the Post-Professional Occupational policy, clinical practice, advocacy, leadership, Therapy Doctoral Program research, program development, administration, Application Deadline – spring: December 15 education, or theory development. This course is Application Deadline– fall: August 15 offered on a pass/fail basis. Murphy Deming College of Health Sciences OTH 921 Doctoral Project 3 (1 s.h.) admits new PPOTD students twice a year. This course is the third in a sequence that leads to the completion of a culminating project in the • Master’s degree from an MBU approved, OTD curriculum. The focus of this course is to regionally accredited institution. prepare to implement the proposed • Official transcript from most recent degree project/research. reflecting a minimum of GPA of 3.0. • Active status license in Occupational OTH 922 Doctoral Project 4 (2 s.h.) Therapy This is the final course in a sequence that leads to • Application: Applications are available the completion of a culminating project for the online. OTD curriculum. The student will complete the If your anticipated start date changes during analysis of data, write up results and the application process, just let us know. A discussion/conclusion as well as present the final new application is not needed. project in a poster presentation prior to graduation. • College transcripts: A master’s degree from an MBU approved, regionally accredited institution is required prior to enrolling in coursework. Your official transcripts from Post-Professional Occupational your degree-granting institution(s) must be sent to Murphy Deming College of Health Therapy Doctoral (PPOTD) Sciences. Unofficial transcripts are allowable Program for initial review of an application; however, Allison Ellington, program director; David you will not be able to enroll in our program Pallister, program coordinator; Sheri Montgomery, until your official transcript has been faculty received verifying completion of the master’s degree and that you still meet the minimum The Post-Professional Occupational Therapy GPA required. Doctoral (PPOTD) program is an avenue for • Licensure: You will need to submit a copy of licensed occupational therapists to earn the clinical your current OT license prior to enrollment. Occupational Therapy Doctorate (OTD) • Registration Fee: You will need to submit a degree. The PPOTD program emphasizes areas one-time, non-refundable registration fee of including evidence-based practice and knowledge $50 once you are accepted into the program. translation as well as leadership, advocacy, program development, program assessment, and Program Policies teaching skills. Each student will create a For Post-Professional Occupational Therapy customized knowledge translation process with the support of a faculty advisor. Each course allows Doctoral Program’s policies, please see the students to customize assignments and learning to PPOTD Program’s Student Handbook. apply new learning to their current occupational therapy practice or prepare for future practice PPOTD Curriculum transitions. The 10-course, 30-credit curriculum OTH 870: Doctoral Orientation and Professional includes two interprofessional elective courses. Advancement OTH 880: Evidence Inquiry and Appraisal

285 OTH 881: Examination of Research of search engine databases and other resources, Methodologies that Inform Practice and appraising the quality of evidence. While OTH 885: Health Promotion Programming for creating a deeper understanding of the impact of Persons, Populations, and Society evidence on practice, course content will also OTH 886: Advanced Teaching and Learning in include an overview of the ethical considerations Occupational Therapy inherent in conducting research and techniques for OTH 940: Knowledge Translation - Project professional writing in the occupational therapy Development and Design profession. Prerequisite: OTH 870 Doctoral OTH 950: Knowledge Translation - Project Orientation and Professional Advancement. Implementation OTH 960: Knowledge Translation - Project OTH 881: Examination of Research Outcomes and Professional Dissemination Methodologies that Inform Practice (3 s.h.) Students will survey the most common INTERPROFESSIONAL EDUCATIONAL quantitative, qualitative, and mixed methods ELECTIVE OPTIONS research methodologies and designs that OTH 890: Occupational Therapy in Education contribute to the knowledge base in occupational OTH 895: Business and Leadership in therapy practice. Students learn how to develop Occupational Therapy IRBs, interpret basic descriptive, correlational and inferential quantitative statistics, code, analyze, TOTAL HOURS = 30 and synthesize qualitative and quantitative data and analyze and report study outcomes and POST-PROFESSIONAL findings. Students will focus their study in this course on the bodies of knowledge and research OCCUPATIONAL THERAPY methodologies that might best support their DOCTORAL (PPOTD) COURSE knowledge translation project. Prerequisite: OTH DESCRIPTIONS 880 Evidence Inquiry and Appraisal.

OTH 870: Doctoral Orientation and OTH 885: Health Promotion Programming for Professional Advancement (3 s.h.) Persons, Populations, and Society (3 s.h.) Students will be introduced to advanced study A translational approach to developing health within the post-professional occupational therapy promotion programs that consider and advocate doctorate program and institutional tools and for the occupational needs of persons, groups, resources supporting effective online learning at populations, or society is emphasized in this Mary Baldwin University. Activities within the course. Students develop skills in cultural course will allow students to begin to develop competency and an awareness of various diversity collaborative learning relationships with peers and factors that impede access to health services. faculty. Students will also establish a vision and Program theory will be introduced as the basis for structured plan for their professional development designing programs supported by theory and and advancement; which will include an initial evidence. The program design and evaluation exploration of knowledge translation project process will call upon students to explore options that will support their professional nontraditional and emerging practice areas and advancement vision. Prerequisite: Admission to delivery options and gain knowledge in grant the PPOTD program. writing, information systems, and health and public policy. Student experiences from this course may serve as the basis for the knowledge OTH 880: Evidence Inquiry and Appraisal translation project. Prerequisite: OTH 870 (3 s.h.) Doctoral Orientation and Professional Students will explore current evidence-based Advancement. occupational therapy practice methods and focus on skill development in asking researchable and answerable practice-based questions, effective use

286 OTH 886: Advanced Teaching and Learning in Professional Advancement. Occupational Therapy (3 s.h.) This seminar-based course is designed for the OTH 940: Knowledge Translation - Project occupational therapy practitioner responsible for Development and Design (3 s.h.) establishing and maintaining effective teaching- In consultation with a faculty advisor, students learning environments with clients, staff, and will finalize their exploration of professional administrators or those transitioning to, or interest in an area of advanced practice related to currently in, a formal academic setting. Students their professional advancement and move on to will be responsible, in collaboration with course develop their knowledge translation faculty and student colleagues, for tailoring their project. Students will thoroughly review evidence individual course experience to the objective of related to clinical practice, education, research, advancing and operationalizing their teaching and technology, leadership, administration, advocacy, learning skills relative to their current or desired or entrepreneur opportunities as well as explore roles as professional educators. A theoretical and resources and networks that contribute to the evidence-based framework will be presented to design and development of the individual facilitate the attainment of individual course knowledge translation project. The student’s work objectives. Prerequisite: OTH 870 Doctoral in this course will result in a detailed project Orientation and Professional Advancement. design that will effectively guide project implementation. In order to obtain faculty advisor OTH 890: Occupational Therapy in Education approval for the project, the design must (3 s.h.) demonstrate that the project will include the Students will participate in an interdisciplinary synthesis and application of advanced knowledge education experience with graduate students from and strategies for integrating evidence-based various departments within the university. approaches into practice. Prerequisite: OTH 881 Students enrolled in OTH 890 will select one of Examination of Research Methodologies that the program approved courses offered through the Inform Practice. Master of Higher Education (MSHE) department. In addition to meeting the individual OTH 950: Knowledge Translation - Project MSHE course objectives, post-professional OTD Implementation (3 s.h.) students will apply and adapt course concepts Students implement their approved knowledge (through assignments and/or relevant activities) to translation project during this course with the occupational therapy in education. Prerequisite: overall goal of advancing the body of knowledge OTH 870 Doctoral Orientation and Professional within occupational therapy. Necessary Advancement. modifications to the project design (from OTH 940) are also made by the student during this OTH 895: Business and Leadership in phase of project. Initial frameworks for project Occupational Therapy (3 s.h.) presentation and professional dissemination are Students will participate in an interdisciplinary also developed during the implementation phase. education experience with graduate students from Prerequisite: OTH 940 Knowledge Translation – various departments within the university. Project Development and Design. Students enrolled in OTH 895 will select one of the program approved courses offered through the Master of Health Administration (MHA) OTH 960: Knowledge Translation - Project department. In addition to meeting the MHA Outcomes and Professional Dissemination course objectives, post-professional OTD students (3 s.h.) will apply and adapt course concepts (through Students complete their knowledge translation assignments and/or relevant activities) and project outcomes evaluation and present the contemporary leadership styles and approaches to project and its outcomes to the MDCHS business and leadership in occupational therapy. community. The project will also be submitted for Prerequisite: OTH 870 Doctoral Orientation and formal publication and/or professional

287 presentation submission to satisfy the overall goal completed during the final year of the program of advancing the body of knowledge within leading to achievement of entry-level practice occupational therapy. Prerequisite: OTH 950 skills. Students will complete clinical experiences Knowledge Translation – Project Implementation. in outpatient orthopedics and in a setting treating medically ill and complex patients. There will be opportunities for specialty rotations such as pediatrics, sports medicine, manual therapy practice, neuro rehab, and aquatics. Successful Doctor of Physical Therapy completion of the terminal clinical practicum sequence and evidence of meeting the (DPT) Program competencies for entry-level physical therapy Lisa D. Shoaf, program director; Gail Tarleton, practice must be met in order to graduate. director of clinical education; Keith Bishop, faculty; Bess Maxwell, faculty; Marty Fontenot, Mission of the Physical Therapy Program faculty; Carolyn Moore, faculty; Ann Tuzson, The mission of the doctor of physical therapy faculty; Deborah Diaz, faculty program is to prepare individuals to be compassionate and ethical entry-level physical Overview therapists who optimize movement by utilizing The doctor of physical therapy (DPT) program critical thinking skills and evidence-based will prepare the student as an entry-level physical knowledge for decision making, and demonstrate therapist who can work in any practice setting strong interprofessional collaboration for patient- upon graduation and licensure. The DPT program centered care that enhances function and decreases the influence of illness on society. Graduates will will focus on developing the important skills of be lifelong learners that utilize contemporary critical thinking, and application of evidence- practice models in a variety of practice settings based practice, for optimizing patient outcomes across the lifespan. within the context of compassionate care delivery. Murphy Deming College of Health Sciences will In realizing its mission, the doctor of physical have an emphasis on interprofessional education. therapy program at Murphy Deming College of Students from various health professions will work Health Sciences is committed to serving the collaboratively in class and lab Commonwealth of Virginia, the nation, and settings. Interprofessional activities will also beyond by: extend to opportunities for service to local and • Preparing health professionals who regional communities. demonstrate the ability to respond effectively to an ever-changing global environment;

The DPT is a post-baccalaureate, entry-level, • Conducting engaged scholarship through professional doctoral degree. Applicants must exploration and discovery of knowledge meaningful to teaching and health; have completed a bachelor’s degree prior to matriculation into the program. Students will be • Providing a dynamic and student-centered required to complete a full-time curriculum over teaching and learning environment that fosters slightly more than three years (nine interprofessional collaboration and the semesters). The DPT student must successfully development of compassionate and ethical health professionals; and complete each didactic year prior to matriculation to the clinical education course that follows. • Striving for excellence among students and Students will complete two shorter full-time faculty through community service, life-long clinical experiences during the program at the learning, advocacy, and leadership with a completion of the first and second years of focus on enhancing the well-being of the didactic course work to help integrate course individual and society. content into the clinical setting. Two longer clinical experiences of 16 weeks each will be ACCREDITATION

288 The information below is current as of printing, Human or 4* Lab recommended however, our most current accreditation information Vertebrate can be found on our website: https://marybaldwin.edu/health-sciences/school-of- Physiology health-human-performance/doctor-of-physical- Biology 3 At least one course; therapy/accreditation-outcomes/ Upper level biology such as cell biology or CAPTE histology are The Doctor of Physical Therapy program at Mary recommended, but not Baldwin University/Murphy Deming College of required. Health Sciences is accredited by the Commission Chemistry 8 Must include labs on Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax Street, Alexandria, Physics 8 General physics, must Virginia 22314; telephone: 703-706-3245; include labs email:[email protected]; Psychology 6 1 intro and 1 upper or 2 website: http://www.capteonline.org. If needing upper level psychology to contact the program/institution directly, please courses; Abnormal and call 540-887-4317 or e-mail developmental [email protected]. psychology are preferred. Admission Statistics 3 Can be from biology, Requirements/Process for the mathematics, Doctor of Physical Therapy psychology, or Program business; NOTE: if a psychology course is Application cycle begins: July 5 (in PTCAS) used to meet this Application deadline: December 3 requirement it cannot

also be used for the • College Transcripts: A bachelor’s degree psychology from an MBU approved regionally accredited requirement. institution is required prior to enrollment. *Can be combined A/P for 8 credits. • Application: Applications will be accepted

online through the Physical Therapy Prerequisite course work may be completed during Centralized Application Service (PTCAS) the admission cycle. Please add planned courses in once the application cycle has begun. PTCAS transcript section. Course work must be • Application Fee: In addition to the PTCAS completed by May. fee, a non-refundable supplemental fee of $45 is required. • GPA: A minimum of 3.0 overall GPA GRE: GRE must have been taken within five • required. We expect that most accepted years of application to our program. students will surpass this minimum. In • Prerequisite Courses: addition, all prerequisite courses must reflect a Required Credit Comments “C” or better. Courses Hours • References: Two references are required. At Human or 4* Lab recommended least one reference must be from a physical Vertebrate therapist. The online application will provide a Anatomy form for you to send to your references. • PT Observation Hours: 40 hours are required in at least two different settings, such as hospital inpatient, outpatient, pediatrics, long-

289 term care, etc. Instructions on how to provide SPRING SEMESTER, YEAR 1: this information can be found on the online PTH 707 Biomechanics application form. PTH 703 Pathophysiology • Essay: The PTCAS application form will PTH 713 Topics in Health Care require a brief personal essay. PTH 726 Musculoskeletal Management 1 • Interview: The Admissions Committee will PTH 727 Therapeutic Agents send invitations to selected candidates to PTH 704 Neuroanatomy interview. Not all applicants will be invited to PTH 730 Clinical Seminar 1 interview. An interview does not guarantee acceptance into the program. SUMMER SEMESTER, TERM I, YEAR 1: PTH 740 Clinical Education 1 Before registering for classes, students must provide: SUMMER SEMESTER, TERM II, YEAR 2: PTH 826 Musculoskeletal Management 2 • Criminal background checks (federal requirement for all persons working with PTH 801 Pharmacology vulnerable populations) at student expense. PTH 802 Clinical Imaging PTH 811 Principles of Teaching and Learning 2 • Signed Technical Standards document. PTH 804 Foundations of Motor Control & • Written verification of immunizations at student expense. Learning

• Written verification of health insurance at student expense. FALL SEMESTER, YEAR 2: • Basic Life Support (BLS) for Health Care PTH 827 Musculoskeletal Management 3 Providers certification from the American PTH 813 Professional Issues 2 Heart Association at student expense. PTH 828 Neuromuscular Management 1 — Adult PTH 803 Foundations of Clinical Exercise 2 PTH 821 Research & Critical Inquiry 2 After classes start, and in preparation for PTH 822 Doctoral Project 1 clinical placements, students must also PTH 812 Community Practicum (fall or spring provide: 2nd year)

• Any additional requirements as stated by PTH 830 Clinical Seminar 2 specific health care agencies (such as drug screening, criminal background check, etc.) at SPRING SEMESTER, YEAR 2: student expense. PTH 829 Neuromuscular Management 2 — Pediatrics Doctor of Physical Therapy PTH 831 Cardiovascular and Pulmonary Management Curriculum PTH 832 Integumentary Management SUMMER SEMESTER, TERM II, YEAR 1: PTH 823 Doctoral Project 2 PTH 700 Human Anatomy PTH 833 Health Promotion and Wellness PTH 714 Professional Issues 1 PTH 840 Clinical Seminar 3 PTH 711 Principles of Teaching and Learning 1 PTH 834 Neuromuscular Management 3 — Adults

FALL SEMESTER, YEAR 1: SUMMER SEMESTER, TERM I, YEAR 2: PTH 706 Foundations of Clinical Exercise 1 PTH 845 Clinical Education 2 PTH 701 Kinesiology PTH 712 Psychosocial Aspects of Care SUMMER SEMESTER, TERM II, YEAR 3: PTH 705 Foundations of PT Practice PTH 814 Administration and Organization of PTH 702 Cellular Systems Physiology Practice Settings PTH 721 Research and Critical Inquiry PTH 815 Professional Issues 3 PTH 835 Comprehensive Outcomes

290

FALL SEMESTER, YEAR 3: PTH 704 Neuroanatomy (3 s.h.) PTH 855 Clinical Education 3 The course includes the study of functional PTH 921 Doctoral Project 3 neuroanatomy and neuroscience to understand the basic structure and function of the nervous system SPRING SEMESTER, YEAR 3: with special emphasis on topics of greatest PTH 865 Clinical Education 4 concern to occupational and physical therapists. PTH 922 Doctoral Project 4 This course is cross listed with OTH 704 and is an interprofessional collaborative course. TOTAL HOURS = 125 PTH 705 Foundations of PT Practice (3 s.h.) Lecture and lab. This course introduces the student PHYSICAL THERAPY (PTH) to the foundations of practice that will build in COURSE DESCRIPTIONS other courses specific to a practice area. The PTH 700 Human Anatomy (5 s.h.) student will be introduced to the clinical reasoning This course provides in-depth study and analysis models that will be used throughout the program, of the regional and systemic organization of the as well as an introduction to the Guide to PT human body through lecture and cadaver Practice. The basics of a systems screening will be dissection. This course is cross listed with OTH introduced as well as beginning practice skills. 700 and is an interprofessional collaborative course. PTH 706 Foundations of Clinical Exercise 1 (3 s.h.) PTH 701 Kinesiology (3 s.h.) Lecture and Lab. This course reviews key Lecture and lab. This course will introduce the principles of exercise physiology as it pertains to student to the kinematics and kinetics of human various parameters of exercise. The student will movement. Emphasis will be placed on examine physiological responses of apparently understanding of regional functional anatomy and healthy individuals, as well as those individuals applying this information to analysis of with disease and special needs with a focus on movement. This course is cross listed with OTH musculoskeletal and neuromuscular issues across 701 and is an interprofessional collaborative the lifespan. This course will serve as a foundation course. for designing appropriate exercise programs for individuals with musculoskeletal issues and/or PTH 702 Cellular Systems Physiology (3 s.h.) neuromuscular issues. This course is designed to present the important features of histology and embryology for cell and PTH 707 Biomechanics (3 s.h.) system function in the human, providing the Lecture and Lab. This course will continue to foundation to study pathophysiological changes in build on course content from Kinesiology further cells and systems that lead to dysfunction from developing knowledge and understanding related development to aging. to selected biomechanical factors influencing normal and pathological human form and PTH 703 Pathophysiology (3 s.h.) movement including posture and gait analysis. This course will cover pathophysiology contrasted with normal physiology for systems related to PT PTH 711 Principles of Teaching and Learning practice and differential diagnosis. Content will 1 (1 s.h.) prepare students to understand systems review, red The course provides an understanding of teaching flags, and conditions that are appropriately and learning theories with application to clinical addressed in the scope of PT practice across the practice for occupational and physical therapy. lifespan. This course will focus on preparing the This course is cross listed with OTH 711 and is an student to provide physical therapy with medical interprofessional collaborative course. complexity and multiple system interactions.

291 PTH 712 Psychosocial Aspects of Care (3 s.h.) completed all program credits but still need to use This course will introduce students to various university resources to complete their degree psychosocial considerations important to working requirements. with patients and clients successfully including ethics, cultural considerations, and PTH 724 Independent Study (variable s.h.) communication. This course is cross listed with Independent study in interdisciplinary or discipline OTH 712 and is an interprofessional collaborative specific issues and/or clinical practice with goals, course. methods, and expected outcomes negotiated in advance with an individual faculty member. PTH 713 Topics in Health Care (2 s.h.) This course will provide the student an overview PTH 725 Perspectives in Global Health Care of key topics in health care that are important for (1–2 s.h., variable) health professionals to understand. Topics will Elective Course. This course provides an include an introduction to health care systems exploration of global health care issues with a organization, health care financing, Medicare, travel opportunity. Students will participate in Medicaid, managed care, and future trends in service and/or clinical activities as part of the health care. This course is cross listed with OTH course. This course is cross-listed with OTH 725. 713 and is an interprofessional collaborative course. PTH 726 Musculoskeletal Management 1 (4 s.h.) PTH 714 Professional Issues 1 (1 s.h.) Lecture and Lab. This course is the first in a This course introduces the student to the sequence that provides content on examination and profession of physical therapy including the treatment of musculoskeletal conditions in history, the professional organizations, and current physical therapy. Musculoskeletal injuries and and future practice trends. Students are also conditions from acute to post-rehabilitation across introduced to professional behaviors and the lifespan will be discussed. The course will be a expectations, including interprofessional regional focus that includes lumbo-sacral and expectations that will be applied throughout the lower quarter examination and treatment. program. PTH 727 Therapeutic Agents (2 s.h.) PTH 721 Research and Critical Inquiry (3 s.h.) The course examines the theoretical bases for and This course covers concepts and principles of the therapeutic application of soft tissue mobilization, research process including question, theory and thermal, mechanical, light and electrical agents. hypothesis development, research design and Emphasis is placed on the physical and methodology, and statistical reasoning and physiological effects, indications and analysis. Critical review of professional literature contraindications, and clinical evidence for the and determination of the relevance and various modalities and agents, with a focus on applicability of research findings to specific musculoskeletal conditions. The course also patient problems is introduced with the goal of includes basic concepts of the psychophysiology promoting evidence-based practice in health care. of pain and pain management. Scientific evidence This course is cross listed with OTH 721/PAS 521 about the use of these therapeutic agents will be and is an interprofessional collaborative course. discussed and appropriate documentation of treatment will be introduced. Prerequisite: PTH 722 Special Topics (variable s.h.) Students must have successfully completed all Exploration of current special topics in physical prior academic and clinical coursework in the therapy examination and intervention. professional program in order to enroll in this course. PTH 723 Continuing Registration for Final Project (1 s.h.) PTH 730 Clinical Seminar 1 (1 s.h.) Non-credit course intended for students who have

292 This is the first course in a sequence that utilizes a PTH 803 Foundations of Clinical Exercise 2 case-based learning model to integrate clinical (3 s.h.) management of common patient diagnoses across Lecture and Lab. This course is a continuation of the professional disciplines of physical therapy, Foundations of Clinical Exercise 1. This course occupational therapy and physician assistant. This will serve as a foundation for designing course is cross listed with OTH 730 and PAS 530 appropriate exercise programs for individuals with and is an interprofessional collaborative course. cardiopulmonary and neuromuscular issues. Elements of exercise testing and specific PTH 740 Clinical Education 1 (3 s.h.) prescription will be addressed with focus on the This four week, full-time clinical learning role of the physical therapist in primary, experience is designed to allow students the secondary, and tertiary prevention and their role in opportunity to integrate knowledge acquired exercise testing and prescription. Foundational during the first year of professional course work knowledge on nutrition as it relates to exercise will and to apply it in practical physical therapy also be included in this course. environments. Students will develop beginning to intermediate skills in physical therapy evaluation PTH 804 Foundations of Motor Control & and treatment. Students will also develop Learning (2 s.h.) interpersonal skills necessary to interact with This course provides students with didactic patients, colleagues, and community members. information about the theoretical and Additionally, students may be exposed to various physiological principles that govern motor control aspects of the role physical therapy in and motor learning and motor relearning. Factors comprehensive health care delivery and in a that influence postural control throughout the current health care environment. This course is lifespan are addressed. Particular emphasis is offered only on a pass/fail basis. placed upon intervention and feedback variables that impact the learning process and guide the PTH 801 Pharmacology (2 s.h.) examination, evaluation, and treatment of This course covers the basic principles of individuals with neurologic dysfunction. Pharmacodynamics and Pharmacokinetics, as well as common adverse drug reactions of medications. PTH 811 Principles of Teaching and Learning The students will be exposed to key categories of 2 (1 s.h.) medications including autonomic, cardiovascular, The course provides an understanding of teaching pain and inflammatory, endocrine, neurological, and learning theories with application to clinical anti-infective and anti-cancer, as well as key practice for occupational and physical therapy special topics. The focus will be on understanding students. Students will examine the means by how these medications impact medical and which to successfully implement teaching and rehabilitation management of the patient. This evaluate learning in a clinical setting. This course course is cross listed with OTH 801 and is an is cross listed with OTH 811 and is an interprofessional collaborative course. interprofessional collaborative course.

PTH 802 Clinical Imaging (1 s.h.) PTH 812 Community Practicum (fall or spring This course provides an introduction to principles 2nd Year) (2 s.h.) of imaging for the health professional including Lecture and lab. Occupational therapy, physical radiography, CT scans, magnetic resonance therapy, and physician assistant students, working imaging, and special studies and arthrography. in teams with local community agencies will How findings related to imaging impact clinical develop a requested service project that is health decision making for patient/client management related. This course is cross listed with OTH 812 will be discussed via case studies. and PAS 612 and is an interprofessional collaborative course.

PTH 813 Professional Issues 2 (1 s.h.)

293 This course builds on Professional Issues 1 with clinical expertise and patient preferences) to the the student exploring in more depth issues related physical therapy clinical practice. In addition, to professional socialization including conflict students will begin the doctoral project experience management and negotiation, practice and through a literature review and preliminary project reimbursement issues, use of substitutes, further planning. integration of ethical decision making, and classroom teaching principles. PTH 823 Doctoral Project 2 (1 s.h.) This course is the second in a sequence that leads PTH 814 Administration and Organization of to the completion of a culminating project for the Practice Settings (2 s.h.) DPT curriculum. Students will select a project This course provides students with a basic from the selections by faculty that could include understanding of operational issues related to research or program development. The student health care practice in a variety of settings. Topics will work with a faculty advisor to develop, plan, include leadership and supervision, operational and implement a project that will be presented at and business success measures, reimbursement, the completion of the third year prior to quality assurance, performance improvement, graduation. utilization review, risk management, documentation and marketing. PTH 826 Musculoskeletal Management 2 (4 s.h.) PTH 815 Professional Issues 3 (2 s.h.) Lecture and lab. This course continues from This course is the final course in the sequence for Musculoskeletal Management 1 with content for professional socialization and development. The examination and treatment of musculoskeletal focus of this course is to provide the student with conditions in physical therapy. Content will be content related to important state and national provided on injuries and conditions from acute to issues, an understanding about the governance post-rehabilitation across the lifespan. This course structure, and an overview of emerging specialty will have a regional focus that includes cervical practice areas in the profession of physical and thoracic spine, TMJ, and upper quarter therapy. The student will prepare for employment examination and treatment. with preparation of a resume, cover letter, interview skills, a professional development plan, PTH 827 Musculoskeletal Management 3 and exploration of advanced practice opportunities (3 s.h.) upon graduation. Lecture and lab. This course continues from Musculoskeletal Management 2 with content for PTH 821 Research & Critical Inquiry 2 (1 s.h.) examination and treatment of musculoskeletal This course covers qualitative research conditions in physical therapy. Content will be methodologies and enables students to become provided on injuries and conditions from acute to competent consumers of qualitative research. post-rehabilitation across the lifespan with a focus Readings include content in phenomenology, on advancing clinical decision making for ethnography, grounded theory, narrative, complex cases, occupational health and work qualitative case study and disability studies. hardening, fabrication and utilization of special Additionally, strategies to increase rigor in equipment, and advanced manual therapy. qualitative research are discussed. This course is cross listed with OTH 821 and is an PTH 828 Neuromuscular Management 1 — interprofessional collaborative course. Adult (4 s.h.) This is the first of a two-part series about physical PTH 822 Doctoral Project 1 (1 s.h.) therapy management of adults with neurological This course is the first in a sequence, leading to conditions. Students will participate in both the completion of the culminating project for the didactic and laboratories experiences about DPT curriculum. Students will develop skills in neurologic pathology, clinical reasoning processes application of high quality evidence (research, regarding the examination, evaluation, and

294 treatment of adults with neurologic dysfunction. Current theory and practice of neuro-therapeutic PTH 833 Health Promotion and Wellness exercise are applied to adult patient diagnoses of (2 s.h.) stroke, brain injury and similarly central nervous The course will focus on the basics of health system conditions. The assessment and treatment promotion and wellness and the role of the of gait disorders in neurologic dysfunction is physical therapist in individual wellness presented and applied. assessment, health and wellness for specific physical conditions such as asthma, diabetes, PTH 829 Neuromuscular Management 2 — cardiovascular disease, cancer, and arthritis, as Pediatrics (4 s.h.) well as considerations for population health. Lecture and lab. This course is the second in a neuromuscular sequence with a focus on PTH 834 Neuromuscular Management 3 pediatrics. It covers normal motor, psychosocial, – Adults (3 s.h.) neurological, and musculoskeletal development This is the second of a two-part series about birth through adolescence, models of neurologic physical therapy management of adults with dysfunction in pediatrics, principles of neurological conditions. Students will participate examination and evaluation in pediatrics, in didactic and laboratory experiences about commonly seen diagnoses, and treatment planning neurologic pathology, clinical reasoning processes for a pediatric population. that guide the examination, evaluation, and treatment of adults with neurologic dysfunction. PTH 830 Clinical Seminar 2 (1 s.h.) Current theory and practice of neuro-therapeutic This is the second in a sequence of courses that exercise are applied to adults diagnosed with utilizes a case-based learning model to integrate spinal cord injury, balance dysfunction, common patient diagnoses as managed clinically degenerative conditions and vestibular deficits. by occupational therapists, and physician This includes assessment and treatment of seated assistants. The focus will be on interprofessional postural dysfunction and wheeled mobility understanding and collaboration in a patient- prescription. centered health care delivery model. This course is cross listed with OTH 830 and PAS 540 and is an PTH 835 Comprehensive Outcomes (1 s.h.) interprofessional collaborative course. The comprehensive outcomes course is designed to require the student to review all course content PTH 831 Cardiovascular and Pulmonary for the didactic portion of the curriculum. This Management (3 s.h.) will be followed by written testing to ensure the Lecture and lab. This course includes essential student has integrated the course content and principles and procedures related to cardiovascular demonstrates readiness to matriculate to the and pulmonary physical therapy. The content terminal clinical experiences. Focus will be on should enable the student to evaluate and treat safety, content knowledge, psychomotor skills for cardiovascular and pulmonary problems, including practice, and appropriate clinical reasoning skills. complex cases, in inpatient and outpatient PT This course is offered only on a pass/fail basis. practice. PTH 840 Clinical Seminar 3 (1 s.h.) PTH 832 Integumentary Management (3 s.h.) This course is the third and final in a sequence of This course prepares the student to evaluate, courses that utilize a case-based learning model to assess, and design treatment for the patient with integrate clinical management of common patient Integumentary conditions or injuries. Content diagnoses across the professional disciplines of includes wound care and management, conditions physical therapy, and occupational therapy. Cases that lead to amputation, limb care and prosthetics, in this course will focus on complex medical burn management, bariatric issues, and management. This course is cross listed with OTH lymphedema and management of the patient with 840 and is an interprofessional collaborative cancer. course.

295 PTH 845 Clinical Education 2 (3 s.h.) project via a poster exhibition during Doctoral This 4-week, full-time clinical learning experience Project Week prior to graduation. is designed to allow students the opportunity to develop competence in physical therapy Master of Science in evaluation and treatment. Students will hone clinical reasoning skills and apply scientific Physician Assistant (MSPA) rationale in the assessment, planning, and Program implementation of physical therapy. The focus of Harold Felton, program director; Ben Farley, this clinical experience will be evaluation and management of patients with complex medical medical director; Sarah “Whit” Worman, director of clinical education; Don Solimini, director of conditions. This course is offered only on a academic education; Jennifer Hunt, faculty; Kim pass/fail basis. Powell, faculty; Kent Diduch, faculty.

PTH 855 Clinical Education 3 (13 s.h.) This 14-week, full-time clinical learning Overview experience is the first of two terminal clinical The Master of Science in Physician Assistant education courses. The course is designed to allow Program embraces the team-based, collaborative students the opportunity to demonstrate and interprofessional approach to patient care. competence in physical therapy evaluation and Students work together in course work, special treatment, applying sound scientific rational and interprofessional case study groups, research and incorporating clinical reasoning and clinical clinical skills scenarios. This collaboration decision-making skills in all aspects of physical extends, but is not limited to, students from therapy care. Students may affiliate in any PT occupational therapy and physical therapy. The setting depending on availability of sites and MSPA curriculum is a full-time rigorous student interest. professional program with course work that builds sequentially over 27 months (4 didactic semesters PTH 865 Clinical Education 4 (13 s.h.) and 1 clinical year). We believe our PA program’s This 16-week, full-time clinical learning curriculum best prepares our graduates to practice experience is the final of two terminal clinical the highest quality patient care in a rapidly education courses. The course is designed to allow changing health care environment. students the opportunity to demonstrate competence in physical therapy evaluation and Mission of the Physician Assistant treatment, applying sound scientific rational and Program incorporating clinical reasoning and clinical The mission of the MSPA Program at Mary decision-making skills in all aspects of physical Baldwin University is to academically and therapy care. Students may affiliate in any PT clinically prepare students for PA practice as setting depending on availability of sites and compassionate, effective, qualified clinicians able student interest. to serve in a variety of medical specialty areas and settings in collaboration with licensed physicians. PTH 921 Doctoral Project 3 (1 s.h.) This is accomplished in an environment promoting This course is the third in a sequence that leads to diversity along with respect for self and others. the completion of a culminating project in the DPT The MSPA Program is committed to leadership, curriculum. The focus of this course is to prepare interprofessional education, and collaborative to implement the proposed project/research. practice. The program’s mission is realized in a dynamic and holistic learning environment PTH 922 Doctoral Project 4 (1 s.h.) dedicated to critical reasoning, engaged learning This is the final course in a sequence that leads to and scholarship, and innovative teaching with a the completion of a culminating project for the strong commitment to service, especially for those DPT curriculum. The student will present the final in underserved or disadvantaged areas. Veritably,

296 the program holds that the primary goal of medical Sciences/Mary Baldwin University, Office of training is service to humanity. Admissions, 100 Baldwin Blvd., Fishersville, VA 22939. Bachelor’s degree and all ACCREDITATION prerequisite course work must be The information below is current as of printing, earned/completed by September 1 (with the however, our most current accreditation exception of Medical Terminology which can information can be found on our website: be completed as a certificate program). https://marybaldwin.edu/health-sciences/school- • Application: Applications will be online of-health-human-performance/master-of-science- through the Centralized Application Service physician-assistant/accreditation-outcomes/ for Physician Assistants (CASPA), once the application cycle has begun. ARC-PA • Application Fee: In addition to the CASPA At its March 2018 meeting, the Accreditation fee, in order to process your application, you Review Commission on Education for the will also need to submit a non-refundable Physician Assistant (ARC-PA) placed the Mary supplemental fee of $45. Baldwin University/Murphy Deming College of • GRE or MCAT: GRE or MCAT must have Health Sciences Physician Assistant Program been taken within 5 years of application to our sponsored by Mary Baldwin University on program. Accreditation-Probation status until its next review • Prerequisite Courses: in March 2020. Probation is a temporary status of Required Credit Comments accreditation conferred when a program does not Courses Hours meet the Standards and when the capability of the Biology 3–4 Any biology course in program to provide an acceptable educational addition to Anatomy, experience for its students is threatened. Once Physiology, placed on probation, programs that still fail to comply with accreditation requirements in a timely Microbiology; must manner, as specified by the ARC-PA, may be include lab scheduled for a focused site visit and/or risk Human or 3–4* Must include lab having their accreditation withdrawn. Specific Vertebrate questions regarding the Program and its plans Anatomy should be directed to the Program Director and/or Human or 3–4* Must include lab the appropriate institutional official(s). Vertebrate Physiology Admission Requirements/Process for Microbiology 3–4 Must include lab the Master of Science in Physician Assistant Program Chemistry 3–4 Must include lab Application cycle begins: April 26 (in CASPA) Application deadline: October 1 Organic 3–4 Lab preferred

Chemistry OR • College Transcripts: A bachelor’s degree is Biochemistry required from an MBU approved regionally Psychology 6 1 intro and 1 upper OR accredited university prior to enrollment. Your 2 upper level official transcript(s) from your degree- psychology courses; granting institution(s) must be sent to the abnormal and Centralized Application Service for Physician developmental Assistant (CASPA). Transcripts available after psychology are CASPA applications are verified can be sent preferred. to us at: Murphy Deming College of Health

297 Statistics 3 Can be from biology, • Written verification of health insurance at mathematics, student expense

psychology, or • Basic Life Support (BLS) for Health Care Providers certification from the American business. NOTE — if a Heart psychology course is Association (AHA) at student expense used to meet this requirement, it cannot After classes start, and in preparation for also be used for the clinical placements, students must also psychology provide: requirement. • Any additional requirements as stated by Medical 1–2 A medical terminology specific health care agencies (such as drug Terminology certificate could be screening, criminal background checks, etc.) used to fulfill the at student expense prerequisite requirement for this Program Policies course work. *Can be combined A/P for 8 credits, but must Transfer Credit include labs The Physician Assistant Program does not accept transfer of credits. Prior courses may, however, be • GPA: A minimum of 3.0 overall GPA used to meet the prerequisite requirements. There required. We expect that most accepted is no waiver of coursework or advanced standing students will surpass this minimum. In granted in any program. addition, all prerequisite courses must reflect a “C” or better. • References: Three references are required (submitted via CASPA). MSPA Curriculum • Observation Hours: Health care observation Didactic Phase hours or actual health care experiences are SPRING (1) SEMESTER YEAR 1 recommended but not required. Shadowing PAS 500 Human Anatomy experiences with a PA encouraged. PAS 501 Microbiology & Immunology • Essay: The CASPA application form requires PAS 502 Pathophysiology a brief personal essay. PAS 511 Professional Issues and the Physician • Interview: The Admissions Committee will Assistant Profession send invitations to selected candidates to PAS 513 History and Physical Diagnosis I interview. Not all applicants will be invited to PAS 530 Clinical Seminar interview. An interview does not guarantee acceptance into the program. All travel SUMMER SEMESTER YEAR 1 expenses are the responsibility of the PAS 503 Pharmacology I candidate. PAS 526 Clinical Medicine I PAS 527 Clinical Medicine I Casework Before registering for classes, students must PAS 528 Laboratory and Diagnostic Studies provide: PAS 529 History and Physical Diagnosis II • Criminal background checks (federal requirement for all persons working with FALL SEMESTER YEAR 1 vulnerable populations) at student expense PAS 504 Pharmacology II • Signed Technical Standards document PAS 525 Critical Inquiry, Research and • Written verification of immunizations at Epidemiology student expense PAS 531 History and Physical Diagnosis III PAS 532 Clinical Medicine II

298 PAS 533 Clinical Medicine II Casework PAS 502 Pathophysiology (5 s.h.) SPRING (2) SEMESTER YEAR 2 This course addresses the physiology and PAS 612 Community Practicum pathophysiology that pertain to the nervous, PAS 620 Policy, Ethics, & Populations pulmonary, endocrine, cardiovascular, gastro- PAS 625 Clinical Medicine III intestinal, renal, hematologic systems and other PAS 626 Clinical Reasoning relevant primary and ancillary systems. PAS 627 Clinical Skill and Procedures Additionally, the course addresses inflammation, hypersensitivity reactions, rheumatologic disorders SUMMER SEMESTER YEAR 2 and acid-base disturbances. PAS 622 Pre-Clinical Comprehensive Assessment PAS 503 Pharmacology I (4 s.h.) CLINICAL PHASE This is the first of two courses designed to provide PAS 641–647 Core Clinical Rotations a systematic presentation of pharmacologic agents PAS 648 Clinical Elective Rotation (Subject to based upon drug group classification, nature, mode availability & program approval) of action, toxicity and clinical therapeutic applications. This course will reinforce concepts SUMMER (2) SEMESTER YEAR 2 learned in the clinical medicine course. 2 Clinical Rotations PAS 504 Pharmacology II (4 s.h.) FALL (2) SEMESTER YEAR 2 This is the second of two courses designed to 3 Clinical Rotations provide a systematic presentation of pharmacologic agents based upon drug group SPRING (3) SEMESTER YEAR 3 classification, nature, mode of action, toxicity and 3 Clinical Rotations clinical therapeutic applications. This course PAS 623 Advanced Comprehensive Assessment reinforces concepts learned in the clinical medicine courses with special emphasis on TOTAL HOURS = 121 (72 hours didactic phase, medications and agents utilized in emergency 49 hours clinical phase) medicine, obstetrics and gynecology, surgery, pediatrics, and psychiatry.

MSPA COURSE DESCRIPTIONS PAS 511 Professional Issues and The PAS 500 Human Anatomy (5 s.h.) Physician Assistant Profession (1 s.h.) This course provides in depth study and analysis This course explores all aspects of the Physician of the regional and systemic organization of the Assistant Profession including PA licensure, human body through lecture and cadaver credentialing, historical, and professional organizational topics along with laws, regulations dissection. and current trends regarding PA Practice. Topics affecting the Physician-PA team relationship and PAS 501 Microbiology and Immunology (1 s.h.) political issues affecting PA Practice will also be This is a self-directed review course that provides examined. Attention is placed upon team-based a systematic review of the more important and inter-professional collaboration. This also infectious disease agents and the principles and begins the program-long awareness and discussion techniques employed in their laboratory diagnosis. of professional topics and practice as related to the There will be several case-based lectures during PA. the term to supplement and reinforce the material. The course also explores the components and response of the immune system in mounting defense against common pathogens. Relevant PAS 513 History and Physical Diagnosis I pharmacotherapy and preventative measures will (4 s.h.) be examined.

299 This course is the first of three designed to provide PAS 527 Clinical Medicine I Casework (1 s.h.) the PA student with the skills and knowledge Utilizing a problem and case-based framework, necessary to obtain a medical history and perform this course compliments topics covered in the a physical examination while remaining sensitive various Clinical Medicine I modules by the to the diverse needs of the patient. This course utilization of clinical cases from the various focuses on the patient-provider communication disciplines. The cases may consist of simulations skills, theories and techniques necessary to or problem or case-based scenarios. provide the student with the competence to correlate historical information with the PAS 528 Laboratory and Diagnostic Studies performance of the physical examination to be (4 s.h.) expanded on in subsequent courses. Unique This course provides instruction in clinical components of the medical history are thoroughly diagnostics, which includes three modules: explored. Emphasis is placed on the laboratory and diagnostic studies/immunologic interprofessional collaborative patient-centered review, ECG interpretation, and radiological team in order to completely elicit all necessary and imagery. Through combined lectures, case appropriate information. discussions, demonstrations and practice sessions, students learn how to order and interpret a variety PAS 525 Critical Inquiry, Research and of laboratory and diagnostic studies performed by Epidemiology (3 s.h.) the provider or received through a referral in daily This course will introduce the physician assistant clinical primary care practice. Emphasis is placed student to clinical problem solving assisted by the on interprofessional collaboration and team-based application of the medical literature. Identifying, care. evaluating and applying medical evidence is essential to the professional development of a PAS 529 History and Physical Diagnosis II physician assistant. The use of data in making (4 s.h.) clinical decisions is a core skill for the practicing This course is the second of three designed to health care professional whether it be from expert provide the PA student with the skills and opinion, text books, online aids or the medical knowledge necessary to obtain a medical history literature. This course will also explore health and perform a physical examination remaining issues from a population-based perspective and sensitive to the diverse needs of the patient. This look at the role that epidemiology has on the care course concentrates on the physical exam of an provided to individuals and populations. It will adult patient progressing through each body apply the evidence based medicine principles system in a head-to-toe fashion. This course will learned in the core part of the course to clinical also offer introduction to the clinical-decision problems at an epidemiologic level. Finally the making process necessary to perform a problem- course will work on critical scientific writing as a oriented history and physical examination in means to synthesize the skills learned in assessing comparison to a comprehensive screening history and applying the medical literature. and physical examination. Emphasis is placed on the interprofessional collaborative patient-centered PAS 526 Clinical Medicine I (5 s.h.) team in order to completely elicit all necessary and This course explores the intricacies of human appropriate information. disease. The course divides various medical disciplines into individual modules including: PAS 530 Clinical Seminar (1 s.h.) Dermatology, Ophthalmology, Oral Health, This course utilizes a case-based learning model to Otolaryngology, Cardiology, Pulmonology, integrate clinical management of common patient Infectious Disease, Gastroenterology and problems/diagnoses across the professional Nutrition. The discussion of medicine occurs with disciplines of physical therapy, occupational attention placed upon team-based and therapy, and physician assistant. This course is interprofessional collaboration. cross-listed with OTH/PTH 730 and is an interprofessional collaborative course.

300 This course is cross listed with OTH 812 and PTH PAS 531 History & Physical Diagnosis III 812 and is an interprofessional collaborative (4 s.h.) course. This course is the third of three designed to provide the PA student with the skills and PAS 620 Policy, Ethics & Populations (3 s.h.) knowledge necessary to obtain a medical history This course examines the role of the PA within and perform a physical examination remaining systems related to the delivery of health care in the sensitive to the diverse needs of the patient. This United States. Legal and policy implications of course concludes the complete adult physical practice, prevention of medical errors, risk examination including female and male genitalia management and patient safety will be explored. and breast exams. This course also explores the The course will include instruction in the delivery history and physical examination unique to of health care systems and health policy and pediatric, pregnant, and geriatric patients. The reimbursement issues. Also, this course explores remainder of the course emphasizes the clinical- various diverse and vulnerable patient populations decision making process necessary to efficiently commonly presenting to medical settings. obtain a problem-oriented history as well as Representatives from these populations will accurately examine the appropriate body system(s) provide information to identify effective ways to in a focused fashion. Emphasis is placed on advocate. Incorporated within this course is interprofessional collaborative patient-centered medical ethics designed to give students an team in order to completely elicit all necessary and appreciation of implications for PA practice with appropriate information. diverse populations. Students will be provided with a basic understanding of the ethical PAS 532 Clinical Medicine II (6 s.h.) responsibilities of physician assistants as a health This course explores the intricacies of human care practitioners and as individuals. disease. The course divides various medical disciplines into individual modules including: PAS 622 Pre-Clinical Comprehensive Muscle Skeletal/Orthopedics/Rheumatology, Assessment (1 s.h.) Neurology, Urology/Nephrology, Pediatrics, The Pre-Clinical Comprehensive Assessment Geriatrics, Obstetrics and Gynecology. The course is designed to review course content from discussion of medicine occurs with attention the didactic phase of the curriculum. Written placed upon team-based and interprofessional Summative examinations, a practical OSCE collaboration. examination, and a Professional Development Assessment Tool (P-DAT) will be administered to PAS 533 Clinical Medicine II Casework (1 s.h.) ensure the student has integrated the course Utilizing a problem and case-based framework, content and demonstrates readiness for entry into this course compliments topics covered in the the various Clinical Medicine II modules by the clinical phase of program. utilization of clinical cases from the various disciplines. The cases may consist of simulations PAS 623 Advanced Comprehensive or problem or case-based scenarios. Assessment (1 s.h.) The Advanced Comprehensive Assessment course PAS 612 Community Practicum (2 s.h.) is designed to review course content from the Students may research, design and/or participate in didactic and clinical phases of the curriculum. A various community-based activities or work in written summative examination, a practical OSCE teams including OT/PT students to develop a examination, and a Professional Development health-related community service project designed Assessment Tool (P-DAT) will be administered to to enrich the community. Students may continue ensure the student has integrated the course research/teaching projects begun previously. All content and demonstrates readiness for entry into research and/or projects are subject to faculty clinical practice. approval and the tenets of sound academic rigor.

301 PAS 625 Clinical Medicine III (5 s.h.) emergent care for life-threatening illness and This course explores the intricacies of human injury in urban, suburban or rural emergency room disease. The course divides various medical settings. disciplines into individual modules including: Cardiology, Pulmonary, Infectious Diseases, PAS 643 Family Medicine (6 s.h.) Surgery and Surgical sub-specialties, Emergency Six week required rotation providing practical Medicine, and Psychiatry and Behavioral exposure to patients across the lifespan requiring Medicine. The discussion of medicine occurs with preventative, acute, or chronic medical care in the attention placed upon team-based and outpatient and/or inpatient setting. interprofessional collaboration. PAS 644 Internal Medicine (6 s.h.) PAS 626 Clinical Reasoning (4 s.h.) Six week required rotation providing practical Utilizing common medical problems seen in out- exposure to adult patients requiring preventative, patient primary care settings, the student applies acute and chronic medical care in outpatient knowledge and skills obtained in the didactic and/or inpatient setting. phase in order to formulate well-reasoned differential diagnoses and plans appropriate for PAS 645 Pediatrics (6 s.h.) various practice environments. This course Six week required rotation providing practical emphasizes practice-based learning and system- exposure to pediatric population of the infant, based practice issues, especially regarding the toddler, child, and adolescent patient requiring PA’s role within the interprofessional team. routine, preventative, acute, and chronic medical care in the outpatient, inpatient, and/or emergency PAS 627 Clinical Skills and Procedures (2 s.h.) room settings. This course provides the student with practical experience in the performance of clinical skills PAS 646 General Surgery (6 s.h.) necessary to function as a PA. This includes Six week required rotation providing practical training in procedures related to wound exposure to the surgical patient with commonly management, surgery, obstetrics and gynecology, encountered surgical presentations in outpatient, endotracheal intubation, nasogastric tube inpatient and/or emergency room settings. The placement, IV access, lumbar puncture, arterial student will participate in the pre-operative, intra- and venipuncture, parenteral administration of operative and post-operative care and management medications, urinary catheterization, casting and of the surgical patient. splinting, among others. This course will also include instruction in the documentation of PAS 647 Women’s Health (6 s.h.) procedures and review history and physical Six week required rotation providing practical examination skills. exposure to the women’s health patients requiring routine, preventative or prenatal care as well as PAS 641 Behavioral and Mental Health Care common gynecologic disorders in the outpatient, (6 s.h.) inpatient and/or surgical or emergent setting. Six week required rotation providing practical exposure to psychiatric patients with acute and PAS 648 Clinical Elective (6 s.h.) chronic behavioral and mental health conditions in Six week elective rotation providing practical the inpatient, outpatient and emergency room exposure to patients across the life span in a wide settings. range of medical and surgical specialties.

School of Public

PAS 642 Emergency Medicine (6 s.h.) Health Six week required rotation in providing practical Kim McDonald, school director exposure to patients in need of urgent and

302 GRADUATE • Master of Healthcare Administration (MHA) Mission of the Master of Healthcare — online program Administration Program • Master of Healthcare Administration and To prepare individuals to grow as leaders in Master of Business Administration health systems administration and quality and (MHA/MBA) — online program system safety by providing practical, progressive, and innovative education in the knowledge, skills CERTIFICATES and abilities needed to help systems improve • Healthcare Administration Graduate health and health care value. Certificate

• Quality and Systems Safety Graduate Admission Certificate • Health Systems Leadership Graduate Requirements/Process for the Certificate Master of Healthcare

Administration (MHA) Program Master of Healthcare Application deadline for fall start: July 31 Administration (MHA) Application deadline for spring start: Kim McDonald, PhD, program director November 30

Overview Murphy Deming College of Health Sciences will The Master of Healthcare Administration (MHA) admit new MHA students each August and has been developed to meet the call for January. fundamental changes in the healthcare delivery system. The MHA program will offer a certificate • College Transcripts: A bachelor’s degree in Healthcare Administration at the completion of from an MBU approved, regionally the core courses (18 s.h.). Students may then select accredited institution is required prior to from two different tracks, either Master of enrollment. Your official transcripts from Healthcare Administration in Quality and Systems your degree-granting institution must be sent Safety (21 s.h.) or the Master of Healthcare to Murphy Deming College of Health Administration in Health Systems Leadership (21 Sciences/Mary Baldwin University, 100 s.h.). Stackable certificates are earned in either Baldwin Blvd., Fishersville, VA 22939 or Quality and Systems Safety or Health Systems [email protected]. Unofficial Leadership prior to completing the capstone transcripts are allowable for initial review of course. The MHA will be delivered in an all- an application, however, you will not be able online format to meet the needs of working to enroll in our program until your official professionals with varying shift schedules. transcript has been received verifying Advising and technical support will be available to completion of the bachelor’s degree and that students virtually. Both the Health Systems you still meet the minimum GPA required.

Leadership and Quality and Systems Safety tracks • Application: Applications are available were designed to fill a significant regional and online. national void. Employment of medical and health • Test Scores: No entrance exam is required, care managers nationally is expected to grow 23% however, applicants may submit GMAT or from 2012 to 2022, faster than the average for all GRE scores if they believe the scores will occupations. Virginia employment data shows strengthen their application. employer demand has increased 115% for these If English is not your native language, you types of positions, most notably in the area of will be required to submit TOEFL or IELTS quality and patient safety. scores. Mary Baldwin University’s TOEFL institution code is 5397. You do not need to Courses are offered year round in 8 week sessions submit scores if you: with matriculation in spring or fall.

303 • Earned an undergraduate or graduate degree regular basis. An Academic Plan will be at an MBU approved, regionally accredited developed to facilitate their academic progress. U.S. college or university • Conducted your total education in English in Program Matriculation and Completion a native English-speaking country — MHA Program • Prerequisite Course: Statistics or Research At the end of each semester faculty review the Methods (3 cr.) academic performance of all students. Students • GPA: A minimum of 2.8 overall GPA must successfully complete all courses with a required. We expect that most accepted grade of “C” or better and maintain a 3.0 GPA to students will surpass this minimum. In graduate. A student receiving a grade of “D” or addition, prerequisite course must be “F” in any course will need to repeat the course completed with a “C” or better. satisfactorily and will be placed on academic • References: One professional reference is probation. Students that drop below an overall required. The online application will provide GPA of 3.0 in any given semester will be placed a link to your recommender. on academic probation. An academic plan will be • Essay: The personal statement should initiated with the student advisor to ensure describe your reason for applying to the successful completion of the program. MHA program and how admission to the program relates to your professional goals. • Conditional Admission: Conditional Admission may be considered for students Curriculum who do not fully meet all of the requirements HEALTHCARE ADMINISTRATION GRADUATE for regular admission, but allows them to CERTIFICATE (CORE COURSES) (18 s.h.) begin program course work. If Conditional MHA 501 Organizational & Systems Leadership Admission is granted, the student must earn MHA 502 The Business of Healthcare at least a 3.0 GPA during the first nine credits MHA 503 Foundations of Research Methods in taken in the program. Administration MHA 504 Policy, Ethics, and Legal Perspectives MEETING ADMISSIONS CRITERIA DOES MHA 506 Health Analytics and Decision Support NOT GUARANTEE ADMISSION TO THE MHA 508 Health Care as a Socio-Technical PROGRAM. System

MASTER OF HEALTHCARE ADMINISTRATION PROGRAM POLICIES IN HEALTH SYSTEMS LEADERSHIP TRACK (21 s.h.) Grading, Student Standing, and MHA 600 Human Resources Management and Academic Probation for MHA Program Interprofessional Healthcare Teams The MHA graduate program, offered in an online MHA 601 Quantitative and Qualitative Methods format, provides flexibility in scheduling courses for Decisions in Healthcare and offered on a part-time or full-time basis. MHA 602 Community, Public & Population Health Students must maintain an overall GPA of 3.0 or MHA 603 Health Care Management and better to graduate. Students falling below a GPA Information Systems of 3.0 in any given semester will be place on MHA 604 Health Planning and Program academic probation. If placed on probation, the Evaluation student will be notified in writing of the criteria MHA 605 Health Care Marketing and Public necessary to be removed from probation. Students Relations on academic probation should communicate with MHA 620 Comprehensive Case Study Analysis their faculty advisor and course instructors on a

304 MASTER OF HEALTHCARE ADMINISTRATION management and control; performance IN QUALITY AND SYSTEMS SAFETY TRACK measurement, accountability and reporting; and (21 s. h.) performance excellence, improvement and MHA 606 Epidemiology, Vulnerable Populations, innovation. and Health Promotion MHA 610 Quality Improvement & Patient Safety MHA 503 Foundations of Research Methods in MHA 611 Accountability & Public Policy Administration (3 s.h.) MHA 613 Leading Teams and Change This course will cover the concepts and principles Management of the research process including question, theory, MHA 614 Environment of Care and Disaster hypothesis development, research design and Management methodology, and statistical reasoning and MHA 615 Patient and Family Engagement and analysis. Critical review of professional literature Activation and determination of the relevance and MHA 620 Comprehensive Case Study Analysis applicability of research findings to specific problems will be undertaken. Students will learn TOTAL HOURS: 39 how to set up a study.

MASTER OF HEALTHCARE MHA 504 Policy, Ethics, and Legal ADMINISTRATION (MHA) Perspectives (3 s.h.) Course examines the ethical and legal framework COURSE DESCRIPTIONS within the health care industry, including laws and MHA 501 Organizational & Systems regulations, such as anti-trust, privacy and Leadership (3 s.h.) confidentiality, medical malpractice, etc., that This course will begin by exploring governance impact the business of health care. Compliance has and ownership models within the health care become a significant internal issue for health system. It will also examines the roles, systems. Understanding the impact of these responsibilities, and impact of leaders in the health regulations on such things as coding and billing, care industry. Critical skills and behaviors for physician contracting and incentives, and the value effective leadership and management, including of internal auditing will be addressed. effective communication and management, consensus and coalition building will be taught. MHA 506 Health Analytics and Decision Key elements that impact a leader’s ability to Support (3 s.h.) create a shared vision and learning culture, lead Addresses role of information systems in health change, and influence overall effectiveness will be care organizations, the use of IT for management addressed. How to develop and manage diverse control and project evaluation, along with professionals, what motivates them, how they are applications of analytics and decision-making. paid, and how to influence them to effect desired Provides an understanding of the difference change will also be examined. between process, structure and outcome measures and how to use data analytics to facilitate decision- MHA 502 The Business of Healthcare (3 s.h.) making. Topics such as establishing data This course translates broad insights, develops definitions, data validation and integrity, and essential acumen, and builds the practical skills selection of information systems will be explored. that clinical and administrative executive leaders Students will be required to create and use data will need to successfully navigate the business of analysis and presentation tools and resources. health care, and drive high performance for the businesses they will run throughout their careers. MHA 508 Health Care as a Socio-Technical Applying a pragmatic systems and team-leveraged System (3 s.h.) approach for integrating co-dependent disciplines The class will provide a fundamental skill set of strategy, operations and finance, the course towards understanding the relationship between dissects and evaluates: health sector business organizational policies, human resources, patient economics and policy dynamics, enterprise risk

305 outcome, health care tasks and processes, tools operational understanding of population health, and technology, the physical environment, and public health, community health, and health how these are affected by external factors such as disparities. state and federal regulations, outside vendors, professional societies, etc. The course will help MHA 603 Health Care Management and students understand how to address challenges in a Information Systems (3 s.h.) health care system considering the complexity of Introduces and applies basic vocabulary, health care. foundational principles and practical strategies associated with information systems relevant to MHA 600 Human Resources Management and the health care administrator. Examines health Interprofessional Health Care Teams (3 s.h.) care information and information systems, Course will examine how human resources technology standards and security, as well as management is applied in different health care management challenges. Focuses on using settings with a focus on the major elements of technology for improving operational efficiencies, human resources management: recruitment, quality of care and market competitiveness. benefits, contracts/agreements/ retention, Various application technologies within the performance evaluation, compensation, legal and framework of technology-strategy-performance regulatory issues, productivity analysis, and including: telemedicine, web-enabled clinical strategic planning. The course will also examine information systems, clinical decision support the interprofessional health care team with a focus systems, artificial intelligence and expert systems, around emotional intelligence, professional and risk-adjusted outcome assessment systems engagement, staff development and retention, will be introduced. multigenerational considerations, working with DYADs, and communication challenges and MHA 604 Health Planning and Program opportunities. Evaluation (3 s.h.) Students will develop skills in a variety of MHA 601 Quantitative and Qualitative approaches to evaluation, including techniques Methods for Decisions in Health Systems that are particularly suitable for evaluating health (3 s.h.) promotion, community health improvement, and Course will address the application of selected related health and social services programs. quantitative and qualitative approaches that help Course learning will be synthesized through determine population perceptions in support of the design of an evaluation framework and decision-making process. Topics covered will methodology for a relevant program. include descriptive statistics, standard normal distribution, sampling distributions, simple and MHA 605 Health Care Marketing and Public multiple regression, hypothesis testing, surveys, Relations (3 s.h.) focus groups, among others. Microsoft Excel and This course will address the theories, concepts and other appropriate computer software programs will techniques of marketing and public relations be utilized to learn application. applied to the distinctive properties of health care services. The role of marketing and public MHA 602 Community, Public & Population relations and aligning organizational capacity and Health (3 s.h.) health care needs; market analysis and planning; This course will examine the role that population strategic marketing and public relations heath, public health, health disparities, and management; tactical marketing mix and public community health play in designing programs and relations design; designing and managing service services, addressing reimbursement issues, and the delivery systems and developing new offerings importance of working across the continuum of branding; and building a value story will be care to identify solutions. The importance of data emphasized. collection strategies and processes will be emphasized. Gain both a conceptual and

306 MHA 606 Epidemiology, Vulnerable leaders, understanding their values and mindset to Populations & Health Promotion (3 s.h.) create a shared mental model for promoting This course will analyze the social variables that organizational success will also be explored. affect population health, including socioeconomic status, risk factors, and health disparities of MHA 614 Environment of Care and Disaster disease. The concepts and methods of Management (3 s.h.) epidemiology and their application in measuring, Emergency response is a key component for studying, and improving the health populations successful health systems as part of the overall will also be explored. community safety planning. Understanding how to develop a facility emergency preparedness plan, to MHA 610 Quality Improvement & Patient undertake a risk analysis, and mitigate high risk Safety (3 s.h.) areas will be addressed in this course. The role of This course will introduce the science of safety the health system as part of the larger community and how it applies to the overall culture of safety preparedness plan in such things as evacuation, in health systems, encompassing, patients, staff, shelter designations, victim and fatality visitors, volunteers, etc. Concepts and processes management, family and public communications involved in such improvement methodologies as will also be addressed. PDSA cycles, Lean/Six Sigma, high reliability and resilience, and enterprise risk management will be MHA 615 Patient and Family Engagement and taught. The impact of human factors on errors in Activation (3 s.h.) health care and the role of a fair and just culture to Health care has become a consumer market. create a learning environment will also be Patients are becoming more discerning in their addressed. health care choices. This course will take students beyond the simple notion of patients as MHA 611 Accountability & Public Policy (3 s.h.) “customers” to understanding key factors and Health care is a highly regulated business. As such strategies for creating a satisfying patient students will be introduced to various accreditation experience, and for the role that patients and and licensing agencies; their requirements; and families can play in health system planning and strategies for survey readiness. Students will also operations improvement. gain understanding of the HIM role in data analysis and public reporting, use of comparative MHA 620 Comprehensive Case Study Analysis data bases to improve performance measures, the (3 s.h.) various external reporting entities, creating An independent study course conducted under the performance reports such as organization supervision of a faculty mentor in which the dashboards, and the role of benchmarking through student applies the comprehensive knowledge, application activities. skills and abilities developed in the program to analyze and solve a comprehensive problem. MHA 613 Leading Teams and Change Management (3 s.h.) Creating a culture of safety, improving the overall safety of the system and building a highly reliable organization will take individuals who can effectively form, lead, and engage interprofessional teams. The course will focus on the key skills and abilities to leading teams and effectively managing change and conflict. It will Master of Healthcare also address dealing with disruptive behavior and the role of coaching and effective communication Administration & Master of through interactive activities. Engaging providers as key clinical, quality and/or administrative

307 Business Administration • Students without a background in business, accounting, or an approved business-related (MHA/MBA) Dual Degree field will be required to take an exam to evaluate his or her level of business Overview knowledge. Based on exam results, applicants The MHA/MBA dual degree curriculum is may be required to take one or more pre- designed for those who wish to expand their career MBA module courses offered at MBU. potential in business management and healthcare • Application: Applications are available online. administration. With core business courses that • Test Scores: No entrance exam is required, focus on the healthcare market and business however, applicants may submit GMAT or industry, and healthcare administration courses GRE scores if they believe the scores will that are deeply rooted in healthcare management, strengthen their application. this program provides the student with the If English is not your native language, you knowledge, skills, and abilities necessary to forge will be required to submit TOEFL or IELTS a career in high-level healthcare leadership. scores. Mary Baldwin University’s TOEFL institution code is 5397. You do not need to Program Policies of the MHA apply to the submit scores if you: MHA/MBA • Earned an undergraduate or graduate degree at a U.S. college or university Admission • Conducted your total education in English in a native English-speaking country Requirements/Process for the • Prerequisite Courses: Master of Healthcare o Statistics (3 cr.) o Administration & Master of Research (3 cr.) • Students may apply prior to completion of Business Administration the prerequisite courses, as long as a plan (MHA/MBA) Dual Degree for completion is in place. Application deadline for fall: July 31 • GPA: A minimum of 3.0 overall GPA Application deadline for spring: November 30 required. We expect that most accepted students will surpass this minimum. In Murphy Deming College of Health Sciences will addition, prerequisite courses must be admit new MHA students each August and completed with a “C” or better.

January. • References: One professional reference is required. The online application will provide a link to your recommender. • College Transcripts: A bachelor’s degree from an MBU approved, regionally accredited • Essay: The personal statement should university is required prior to enrollment. describe your reason for applying to the Your official transcripts from your degree- MHA/MBA dual degree program and granting institution must be sent to Murphy how admission to the program relates to Deming College of Health Sciences/Mary your professional goals.

Baldwin University, 100 Baldwin Blvd., • Conditional Admission: Conditional Fishersville, VA 22939 or Admission may be considered for [email protected]. Unofficial students who do not fully meet all of the transcripts are allowable for initial review of requirements for regular admission, but an application, however, you will not be able allows them to begin program to enroll in our program until your official coursework. If Conditional Admission is transcript has been received verifying granted, the student must earn at least a completion of the bachelor’s degree and that 3.0 GPA during the first nine credits you still meet the minimum GPA required. taken in the program.

PREREQUISITE COURSES

308 Pre-MBA Module: Students without an The MBA program will offer a certificate in undergraduate business or related degree will be Healthcare Business at the completion of the 18 required to take an internal exam to determine semester hours of the BUAD courses in this dual their level of business knowledge. Based on the degree program. exam results, students may need to take one or more of the competency-based pre-MBA MHA/MBA COURSE modules. These will be online and self-paced. Areas included in these core competencies are DESCRIPTIONS accounting, business finance, business law, management, and marketing. For BUAD 560-564 and BUAD 660 course descriptions, please refer to the Master of Meeting Admissions Criteria Does Not Guarantee Business Administration portion of this Admission to the program. Catalog.

MHA/MBA COURSE MHA 501 Organizational & Systems Leadership (3 s.h.) REQUIREMENTS This course will begin by exploring governance TOTAL HOURS: 45 and ownership models within the health care system. It will also examines the roles, CROSS-LISTED COURSE responsibilities, and impact of leaders in the MHA/BUAD 701 Capstone/Apex Project (6 s.h.) health care industry. Critical skills and behaviors for effective leadership and management, MHA REQUIREMENTS (21 s.h.) including effective communication and MHA 501 Organizational & Systems Leadership management, consensus and coalition building (3 s.h.) will be taught. Key elements that impact a MHA 502 The Business of Healthcare (3 s.h.) leader’s ability to create a shared vision and MHA 504 Policy, Ethics & Legal Perspectives (3 learning culture, lead change, and influence s.h.) overall effectiveness will be addressed. How to MHA 506 Health Analytics and Decision Support develop and manage diverse professionals, what (3 s.h.) motivates them, how they are paid, and how to MHA 606 Epidemiology, Vulnerable Populations, influence them to effect desired change will also and Health Promotion (3 s.h.) be examined. MHA 610 Quality Improvement & Patient Safety (3 s.h.) MHA 502 The Business of Healthcare (3 s.h.) MHA 611 Accountability and Public Policy (3 This course translates broad insights, develops s.h.) essential acumen, and builds the practical skills that clinical and administrative executive leaders MBA REQUIREMENTS (18 s.h.) will need to successfully navigate the business of BUAD 560 Managerial Accounting & Finance (3 healthcare, and drive high performance for the s.h.) businesses they will run throughout their careers. BUAD 561 Entrepreneurial Leadership & Applying a pragmatic systems and team- Strategies in Healthcare (3 s.h.) leveraged approach for integrating co-dependent BUAD 562 Medical Innovation & Project disciplines of strategy, operations, and finance, Management (3 s.h.) the course dissects and evaluates: health sector BUAD 563 Marketing & Branding in Healthcare business economics and policy dynamics; (3 s.h.) enterprise risk management, planning and BUAD 564 Human Capital Management in finance; business operations management and Healthcare (3 s.h.) control; performance measurement, BUAD 660 Strategic Planning & Process accountability and reporting; and performance Improvement (3 s.h.) excellence, improvement and innovation.

309 MHA 504 Policy, Ethics, and Legal healthcare and the role of a fair and just culture to Perspectives (3 s.h.) create a learning environment will also be This course examines the ethical and legal addressed. framework within the healthcare industry, including laws and regulations, such as anti-trust, MHA 611 Accountability and Public Policy privacy and confidentiality, medical malpractice, (3 s.h.) etc., that impact the business of healthcare. Healthcare is a highly regulated business. As such Compliance has become a significant internal students will be introduced to various accreditation issue for health systems. Understanding the and licensing agencies; their requirements; and impact of these regulations on such things as strategies for survey readiness. Students will also coding and billing, physician contracting and gain understanding of the HIM role in data incentives, and the value of internal auditing will analysis and public reporting, use of comparative be addressed. data bases to improve performance measures, the various external reporting entities, creating MHA 506 Health Analytics and Decision performance reports such as organization Support (3 s.h.) dashboards, and the role of benchmarking through Addresses role of information systems in application activities. healthcare organizations, the use of IT for management control and project evaluation, along MHA 701 Apex Project (6 s.h.) with applications of analytics and decision- The course must be taken during the student’s making. Provides an understanding of the final semester at Mary Baldwin University and is difference between process, structure and outcome intended to be a platform for demonstrating (1) measures and how to use data analytics to the student’s comprehensive knowledge of facilitate decision-making. Topics such as business systems and functions, and (2) the establishing data definitions, data validation and student’s understanding of the concept of integrity, and selection of information systems will sustainability in designing a new enterprise or be explored. Students will be required to create repurposing an existing one. This course is cross- and use data analysis and presentation tools and listed with BUAD 701 and NUR 701. resources.

MHA 606 Epidemiology, Vulnerable Populations, and Health Promotion (3 s.h.) This course will analyze the social variables that affect population health, including socio-economic status, risk factors, and health disparities of disease. The concepts and methods of epidemiology and their application in measuring, studying, and improving the health of populations will also be explored.

MHA 610 Quality Improvement and Patient Safety (3 s.h.) This course will introduce the science of safety and how it applies to the overall culture of safety in health systems, encompassing, patients, staff, visitors, volunteers, etc. Concepts and processes involved in such improvement methodologies as School of Nursing PDSA cycles, Lean/Six Sigma, high reliability and Drew Ellen Gogian, school director resilience, and enterprise risk management will be taught. The impact of human factors on errors in Mission of the School of Nursing

310 The mission of the School of Nursing is to provide a high quality, rigorous online educational UNDERGRADUATE program that prepares current practitioners to be • Bachelor of Science in Nursing (RN-BSN) transformational and innovative nurse leaders. This will be accomplished by fostering evidence- based practice, promoting critical decision Master of Science in making, engendering effective interprofessional Nursing (MSN) cooperation, collaboration, and practice, and being responsive to community healthcare needs. Admission Requirements/Process for the Master of Science in Nursing ACCREDITATION Program The most current accreditation information can be Application deadline for spring: December 1 found on the website: Application deadline for fall: August 1 https://marybaldwin.edu/health-sciences/school- of-nursing/accreditation-outcomes/ Murphy Deming College of Health Sciences will admit new MSN students each August and

January. CCNE The baccalaureate degree program in nursing at • College Transcripts: A bachelor’s degree in Mary Baldwin University is accredited by the nursing is required from an MBU approved, Commission on Collegiate Nursing Education regionally accredited university prior to (www.ccneaccreditation.org). The master’s degree enrollment. Your official transcripts from program in nursing at Mary Baldwin University is your degree-granting institution must be sent pursuing initial accreditation by the Commission to Murphy Deming College of Health on Collegiate Nursing Education Sciences, Mary Baldwin University, 100 (www.ccneaccreditation.org). Applying for Baldwin Blvd., Fishersville, VA 22939 accreditation does not guarantee that accreditation or [email protected]. will be granted. Unofficial transcripts are allowable for initial review of an application, however, you will Programs of the School of not be able to enroll in our program until your official transcript has been received Nursing verifying completion of the bachelor’s degree Drew Ellen Gogian, director, school of nursing; and that you still meet the minimum GPA Pam Dressler, faculty; Monica Heck, faculty; required. Roena Clarke, adjunct; Pam Carter, adjunct. • Application: Applications are available online. The School of Nursing offers the following • Test Scores: No entrance exam is required, programs: however, applicants may submit GMAT or GRE scores if they believe the scores will GRADUATE strengthen their application. Master of Science in Nursing (MSN) • If English is not your native language, you

• MSN in Patient Safety and Healthcare will be required to submit TOEFL or IELTS Quality scores. Mary Baldwin University’s TOEFL

• MSN/Master of Healthcare Administration institution code is 5397. You do not need to (MSN/MHA) submit scores if you:

• MSN/Master of Business Administration  Earned an undergraduate or graduate (MSN/MBA) degree at a U.S. college

• Registered Nurse to Bachelor of Science in or university Nursing to Master of Science in Nursing (RN-BSN-MSN)

311  Conducted your total education in will be required to take an exam to evaluate his English in a native or her level of business knowledge. Based on English-speaking country exam results, applicants may be required to take one or more pre-MBA module courses offered at Prerequisite Courses: • MBU. REQUIRED Semester COMMENTS COURSES Hours PREREQUISITE COURSES Pre-MBA Module: Students without an Statistics 3 Can be from undergraduate business or related degree will be biology, required to take an internal exam to determine Research 3 mathematics, social their level of business knowledge. Based on the sciences, business, exam results, students may need to take one or or nursing. more of the competency-based pre-MBA Students may apply prior to completion of the modules. These will be online and self-paced. prerequisite courses as long as a plan for Areas included in these core competencies are completion is in place. accounting, business finance, business law, • GPA: A minimum of 3.0 overall GPA management, and marketing. required. We expect that most accepted students will surpass this minimum. In MEETING ADMISSIONS CRITERIA DOES addition, prerequisite courses must be NOT GUARANTEE ADMISSION TO THE completed with a “C” or better. You may PROGRAM. qualify for conditional acceptance if your GPA does not meet minimum requirements. Requirements for the See below. • RN License: Current unrestricted RN license Master of Science in in the Commonwealth of Virginia or state Nursing (MSN) participating in the National Council for State Authorization Reciprocity Agreements (NC- SARA). A copy of the licensure document is MSN in Patient Safety and required. Healthcare Quality Current resume or curriculum vitae. • TOTAL HOURS: 36 s.h. Essay: The personal statement should • describe your reason for applying to the MSN The MSN in Patient Safety and Healthcare Quality program and how admission to the program degree is designed to prepare registered nurses to relates to your professional goals. implement evidence-based practices for measuring Conditional Admission: Conditional • and improving quality patient outcomes and Admission may be considered for students managing risks in a dynamic healthcare who do not fully meet all of the requirements environment. The innovative curriculum provides for regular admission, but allows them to graduates with the leadership skills necessary to begin program course work. If Conditional advance in the healthcare industry as it moves Admission is granted, the student must earn towards reimbursement models directly linked to at least a 3.0 GPA during the first nine credits quality and safety. Upon completion of the MSN taken in the program. in Patient Safety and Healthcare Quality degree

program, graduates will be prepared to employ

research-based methods to lead positive change

and advance health. ADDITIONAL ADMISSION REQUIREMENTS NUR 501/MHA 501 Organizational & Systems FOR MSN/MBA: Leadership (3 s.h.) Students without a background in business, NUR 502 Theoretical Foundations for Advanced accounting, or an approved business-related field Nursing Practice (3 s.h.)

312 NUR 503 Managing Health Outcomes through Informatics (3 s.h.) SEMESTER 3, SESSION 2 NUR 504/MHA 504 Policy, Ethics & Legal NUR 606/MHA 606 Epidemiology, Vulnerable Perspectives (3 s.h.) Populations & Health Promotion NUR 505 Population Health & Interprofessional NUR 610/MHA 610 Quality Improvement & Collaboration (3 s.h.) Patient Safety NUR 602 Quality Improvement in Healthcare Practicum (3 s.h.) SEMESTER 4, SESSION 1 NUR 606/MHA 606 Epidemiology, Vulnerable MHA 615 Patient and Family Engagement and Populations & Health Promotion (3 s.h.) Activation NUR 610/MHA 610 Quality Improvement & NUR 612 Translational Nursing Scholarship in Patient Safety (3 s.h.) NUR 612 Translational Nursing Scholarship in Practice (Capstone) Practice (Capstone) (3 s.h.) MHA 611 Accountability & Public Policy (3 s.h.) MHA 613 Leading Teams and Change Master of Science in Nursing & Management (3 s.h.) Master of Healthcare MHA 615 Patient and Family Engagement and Activation (3 s.h.) Administration (MSN/MHA) Dual Degree The MHA program will offer a Certificate in TOTAL HOURS: 48 s.h. Quality and Systems Safety at the completion of the first 18 semester hours of MHA course work. The MSN/MHA dual degree curriculum is designed to prepare nurse leaders with a unique SAMPLE COURSE SCHEDULE blend of interprofessional skills in both nursing (Based on a full time, two courses per 8-week education and health care administration. This session model). program provides graduates with the knowledge, skills and abilities to make critical decisions in SEMESTER 1, SESSION 1 health care organizations. Earning the MSN/MHA NUR 501/MHA 501 Organizational & Systems dual degree combined with experience as an RN Leadership will prepare graduates to be an effective nursing MHA 613 Leading Teams and Change administrator in a variety of healthcare settings. Management CROSS-LISTED COURSES BETWEEN THE MSN SEMESTER 1, SESSION 2 AND MHA TRACKS (12 s.h.) NUR 502 Theoretical Foundations for Advanced NUR 501/MHA 501 Organizational & Systems Leadership (3 s.h.) Nursing Practice NUR 504/MHA 504 Policy, Ethics & Legal NUR 504/MHA 504 Policy, Ethics & Legal Perspectives (3 s.h.) Perspectives NUR 606/MHA 606 Epidemiology, Vulnerable

Populations & Health Promotion (3 s.h.) SEMESTER 2, SESSION 1 NUR 610/MHA 610 Quality Improvement & NUR 503 Managing Health Outcomes through Patient Safety (3 s.h.) Informatics MHA 611 Accountability & Public Policy

SEMESTER 3, SESSION 1 MSN REQUIREMENTS (15 s.h.) NUR 505 Population Health & Interprofessional NUR 502 Theoretical Foundations for Advanced Collaboration Nursing Practice (3 s.h.) NUR 602 Quality Improvement in Healthcare NUR 503 Managing Health Outcomes through Practicum Informatics (3 s.h.)

313 NUR 505 Population Health & Interprofessional Collaboration (3 s.h.) SEMESTER 3, SESSION 2 NUR 600 Practicum/Role of the Nurse NUR 606/MHA 606 Epidemiology, Vulnerable Administrator (3 s.h.) Populations & Health Promotion NUR 612 Translational Nursing Scholarship in NUR 610/MHA 610 Quality Improvement & Practice (Capstone) (3 s.h.) Patient Safety

MHA REQUIREMENTS (21 s.h.) SEMESTER 4, SESSION 1 MHA 502 The Business of Healthcare (3 s.h.) NUR 600 Practicum/Role of the Nurse MHA 506 Health Analytics and Decision Administrator Support (3 s.h.) MHA 508 Healthcare as a Sociotechnical System MHA 508 Healthcare as a Sociotechnical

System (3 s.h.) SEMESTER 4, SESSION 2 MHA 600 Human Resources Management & MHA 600 Human Resources Management & Interprofessional Health Care Teams (3 s.h.) Interprofessional Health Care Teams MHA 601 Quantitative & Qualitative Methods for Decisions in Health Systems (3 s.h.) MHA 601 Quantitative & Qualitative Methods for MHA 605 Health Care Marketing & Public Decisions in Health Systems Relations (3 s.h.) MHA 611 Accountability & Public Policy (3 s.h.) SEMESTER 5, SESSION 1 MHA 605 Health Care Marketing & Public The MHA program will offer a certificate in Relations Health Systems Leadership at the completion of NUR 612 Translational Nursing Scholarship in the first 18 semester hours of MHA course work. Practice (Capstone)

SAMPLE COURSE SCHEDULE Master of Science in Nursing & (Based on a full time, two courses per 8-week Master of Business session model). Administration (MSN/MBA) SEMESTER 1, SESSION 1 Dual Degree NUR 501/MHA 501 Organizational & Systems TOTAL HOURS: 48 s.h. Leadership MHA 506 Health Analytics and Decision The MSN/MBA dual degree curriculum is Support designed for nurses pursuing a leadership position at the executive level. This program provides SEMESTER 1, SESSION 2 graduates with an advanced skill set in business NUR 502 Theoretical Foundations for Advanced management and healthcare leadership. The Nursing Practice innovative curriculum will provide the nurse NUR 504/MHA 504 Policy, Ethics & Legal leader with a higher level perspective on Perspectives operations and effective business strategies. Earning the MSN/MBA dual degree will prepare graduates to make the critical decisions to ensure SEMESTER 2, SESSION 1 quality and safe care delivery to individuals, NUR 503 Managing Health Outcomes through populations or communities in a variety of Informatics healthcare delivery systems. MHA 611 Accountability & Public Policy SEMESTER 3, SESSION 1 CROSS-LISTED COURSES BETWEEN THE NUR 505 Population Health & Interprofessional MSN AND MBA TRACKS (6 s.h.) Collaboration NUR 701/BUAD 701 Apex Project (6 s.h.) MHA 502 The Business of Healthcare

314 MSN REQUIREMENTS – 21 s.h. NUR 501/MHA 501 Organizational & Systems SEMESTER 2, SESSION 1 Leadership (3 s.h.) NUR 503 Managing Health Outcomes through NUR 502 Theoretical Foundations for Advanced Informatics Nursing Practice (3 s.h.) BUAD 560 Managerial Accounting & Finance NUR 503 Managing Health Outcomes through Informatics (3 s.h.) SEMESTER 3, SESSION 1 NUR 504/MHA 504 Policy, Ethics & Legal NUR 505 Population Health & Interprofessional Perspectives (3 s.h.) Collaboration NUR 505 Population Health & Interprofessional BUAD 561 Entrepreneurial Leadership & Collaboration (3 s.h.) Strategies in Healthcare NUR 601 Practicum/Role of the Nurse Executive (3 s.h.) SEMESTER 3, SESSION 2 NUR 610/MHA 610 Quality Improvement & NUR 610/MHA 610 Quality Improvement & Patient Safety (3 s.h.) Patient Safety

BUAD 562 Medical Innovation & Project MBA REQUIREMENTS – 21 s.h. MHA 502 The Business of Healthcare (3 s.h.) Management BUAD 560 Managerial Accounting & Finance (3 s.h.) SEMESTER 4, SESSION 1 BUAD 561 Entrepreneurial Leadership & NUR 601 Practicum/Role of the Nurse Executive Strategies in Healthcare (3 s.h.) BUAD 563 Marketing & Branding in Healthcare BUAD 562 Medical Innovation & Project Management (3 s.h.) SEMESTER 4, SESSION 2 BUAD 563 Marketing & Branding in Healthcare BUAD 564 Human Capital Management in (3 s.h.) Healthcare BUAD 564 Human Capital Management in BUAD 660 Strategic Planning & Process Healthcare – 3 s..h. Improvement BUAD 660 Strategic Planning & Process Improvement (3 s.h.) SEMESTER 5, SESSION 1 NUR 701/BUAD 701 Apex Project The MBA program will offer a certificate in Healthcare Business at the completion of the first Spring and fall semesters consist of two 8-week 18 semester hours of the BUAD courses in this sessions and the summer semester consists of one dual degree program. 8 week session. All classes may not be offered

each session or semester. SAMPLE COURSE SCHEDULE (Based on a full-time, two courses per 8 week session model). MASTER OF SCIENCE IN NURSING (MSN) COURSE SEMESTER 1, SESSION 1 DESCRIPTIONS NUR 501/MHA 501 Organizational & Systems

Leadership NUR 501/MHA 501 Organizational & Systems MHA 502 The Business of Healthcare Leadership (3 s.h.) (O)

This course will begin by exploring governance SEMESTER 1, SESSION 2 and ownership models within the health care NUR 502 Theoretical Foundations for Advanced system. It will also examine the roles, Nursing Practice responsibilities, and impact of leaders in the NUR 504/MHA 504 Policy, Ethics & Legal health care industry. Critical skills and behaviors Perspectives for effective leadership and management,

315 including effective communication and interprofessional team in the delivery of evidence- management, consensus and coalition building based clinical prevention and population care to will be taught. Key elements that impact a individuals, families, and aggregates/identified leader’s ability to create a shared vision and populations. learning culture, lead change, and influence overall effectiveness will be addressed. How to NUR 600 Practicum/Role of the Nurse develop and manage diverse professionals, what Administrator (3 s.h.) motivates them, how they are paid, and how to This practicum course will provide the student an influence them to effect desired change will also opportunity to explore the role of the nurse be examined. administrator through a mentored learning experience with a master’s prepared nurse NUR 502 Theoretical Foundations for preceptor in collaboration with course faculty. Advanced Nursing Practice (3 s.h.) Students will examine organizational structure and This course explores the evolution of advanced gain skills and confidence in decision-making, nursing practice by providing students innovative nursing practice, and leadership. opportunities to analyze nursing theories and theories from related disciplines and their NUR 601 Practicum/Role of the Nurse contribution to the care of individuals, families, Executive (3 s.h.) and communities. This practicum course will provide the student an opportunity to explore the role of the nurse NUR 503 Managing Health Outcomes through executive through a mentored learning experience Informatics (3 s.h.) (Q) with a master’s or doctorate-level prepared nurse This course will prepare students to determine the preceptor in collaboration with course faculty. appropriate use of technologies and integrate Students will examine organizational structure and current and emerging technologies into daily gain skills in facilitating the design of patient care practice to enhance care outcomes. Students will delivery, leadership in cost effective patient care, explore the strategic application of information communicating and coordinating outcomes system solutions. management, quality improvement and systems- thinking, and fostering stewardship. NUR 504/ MHA 504 Policy, Ethics & Legal Perspectives (3 s.h.) NUR 602 Quality Improvement in Healthcare This course examines the ethical and legal Practicum (3 s.h.) framework within the health care industry, This practicum course will provide the student an including laws and regulations, such as anti-trust, opportunity to explore the implementation of privacy and confidentiality, medical malpractice, evidence-based practices for improving patient etc., that impact the business of health care. outcomes and enforcing proper protocols for Compliance has become a significant internal patient care in the clinical setting through a issue for health systems. Understanding the mentored learning experience with a master’s impact of these regulations on such things as prepared nurse preceptor in collaboration with coding and billing, physician contracting and course faculty. Students will examine best incentives, and the value of internal auditing will practices for patient safety and healthcare quality be addressed. and gain skills in leadership and communication and the use of evidence-based approaches to NUR 505 Population Health & reducing risk and improving healthcare outcomes. Interprofessional Collaboration (3 s.h.) This course will prepare students to apply and NUR 606/MHA 606 Epidemiology, Vulnerable integrate broad, organizational, patient-centered, Populations & Health Promotion (3 s.h.) and culturally appropriate concepts into daily This course will analyze the social variables that practice. Emphasis is placed on communication affect population health, including socio-economic and collaboration as a member of an status, risk factors, and health disparities of

316 disease. The concepts and methods of Science in Nursing (RN- epidemiology and their application in measuring, studying, and improving the health of populations BSN-MSN) Program will also be explored. The accelerated RN-BSN-MSN program is for NUR 610/MHA 610 Quality Improvement & registered nurses seeking to ultimately earn a Patient Safety (3 s.h.) master of science in nursing. Students are able to This course will introduce the science of safety complete their BSN degree while enrolled in an and how it applies to the overall culture of safety MSN program by enrolling in dual-credit in health systems, encompassing, patients, staff, courses, reducing the overall credit requirement visitors, volunteers, etc. Concepts and processes for an MSN degree by six credits. Depending on involved in such improvement methodologies as the MSN concentration (MSN in Patient Safety PDSA cycles, Lean/Six Sigma, high reliability and Healthcare Quality; MSN/Master in and resilience, and enterprise risk management Healthcare Administration dual degree; will be taught. The impact of human factors on MSN/Master in Business Administration dual errors in health care and the role of a fair and just degree) chosen, students on this track may culture to create a learning environment will also complete the program in as few as 7 or 8 be addressed. semesters. Alternatively, students may take up to 7 years working at their own pace. NUR 612 Translational Nursing Scholarship in Practice (Capstone) (3 s.h.) Overview of RN-BSN-MSN The capstone course presents an evidence-based approach to integrate theory, current evidence, Curriculum clinical judgment, and interprofessional ACCELERATED OPTIONS perspectives using the translational process to Students who are pursuing the Master of Science improve practice and associated health outcomes in Nursing program using the RN-BSN-MSN for patient aggregates. The capstone project is a option, may apply up to six credit hours of culmination of knowledge acquired from previous graduate coursework to Bachelor of Science in courses involving health policy, finance, health Nursing degree requirements. The BSN degree care delivery systems, practice issues, health will be conferred at the completion of all BSN promotion, disease prevention, and biostatistics. requirements; the MSN degree does not need to be Capstone project development allows the student earned prior to the BSN being conferred. an opportunity to engage a team approach in translating evidence into practice. SAMPLE COURSE SCHEDULE (Based on a full time, two courses per 8-week NUR 701 Apex Project (6 s.h.) session model.) This course must be taken during the student’s final semester at Mary Baldwin University and is SEMESTER 1, SESSION 1 intended to be a platform for demonstrating (1) the NUR 407 Cultural Nursing: Uniting Our World student’s comprehensive knowledge of business General Education course (as indicated) systems and functions, and (2) the student’s understanding of the concept of sustainability in SEMESTER 1, SESSION 2 designing a new enterprise or repurposing an NUR 304 Contemporary Issues in Professional existing one. This course is cross-listed with Nursing Practice BUAD 701 and MHA 701. NUR 305 Research in Nursing

Registered Nurse to SEMESTER 2, SESSION 1 Bachelor of Science in NUR 403 Community Health Practicum NUR 413 Community Health Nursing and Nursing to Master of Emergency Preparedness

317 SEMESTER 3, SESSION 1 8-week session. All classes may not be offered NUR 501/MHA 501 Organizational & Systems each session or semester. Leadership General Education course (as indicated) Registered Nurse to

SEMESTER 3, SESSION 2 Bachelor of Science in NUR 404 Nursing Across the Lifespan Nursing (RN-BSN) NUR 405 Pathophysiology

Overview SEMESTER 4, SESSION 1 The RN-BSN Program is a post-licensure program NUR 408 Using Evidence-Based Practice in that will lead to a Bachelor of Science in Nursing Nursing (BSN) degree. Prospective students must meet the NUR 503 Managing Health Outcomes through following admission requirements prior to Informatics matriculation into the program.

SEMESTER 5, SESSION 1 MSN Specialty Track Admission MSN Specialty Track Requirements/Process for the RN-BSN Program SEMESTER 5, SESSION 2 Application deadline for spring: Dec 1 NUR 502 Theoretical Foundations for Advanced Application deadline for fall: Aug 1 Nursing Practice

NUR 504/MHA 504 Policy, Ethics & Legal Murphy Deming College of Health Sciences Perspectives admits new RN-BSN students each August and

January. SEMESTER 6, SESSION 1 MSN Specialty Track • Associate Degree or Diploma in Nursing MSN Specialty Track required prior to enrolling in nursing course

work. SEMESTER 6, SESSION 2 • Official transcripts reflecting a cumulative NUR 505 Population Health & Interprofessional GPA on all college work attempted of 2.5 or Collaboration better on a 4-point scale. All transferring MSN Specialty Track course work must reflect a “C” or better.

• Current unrestricted RN license (students SEMESTER 7, SESSION 1 may begin general studies while waiting to NUR 610/MHA 610 Quality Improvement & take the licensing examination). Patient Safety • Employment as a RN for a minimum of 6 MSN Specialty Track months OR plans to practice concurrently with course work. SEMESTER 8, SESSION 1 • Ability to meet the Nursing Department’s MSN Specialty Track (As applicable) Technical Standards for nursing practice. MSN Specialty Track (As applicable) Application Checklist SEMESTER 8, SESSION 2 • College transcripts: An Associate Degree or MSN Specialty Track (As applicable) Diploma in Nursing from an MBU approved, MSN Specialty Track (As applicable) regionally accredited institution is required prior to enrolling in nursing course work. All Spring and fall semesters consist of two 8-week transferring course work must reflect a “C” sessions and the summer semester consists of one or better. Your official transcripts from your degree-granting institution(s) must be sent to

318 Murphy Deming College of Health A Grade of “I” (for incomplete) may be given at Sciences. If you are still taking nursing the end of a course if, for reasons beyond the courses during the application cycle, please student’s control, the student is unable to complete note that you will not be able to enroll into the work. An incomplete is given upon the the RN to BSN course work until your recommendation of the course instructor and the official transcript has been received verifying approval of the Program Director and Vice completion of these courses, that you have President for Health Sciences. In order to receive received a “C” or better, and that you still an “I” students must have achieved a passing meet the minimum GPA grade to date in the class. Work must be required. Transcripts are to be sent to: Mary completed by the end of the next semester. If the Baldwin University/Murphy Deming College work is not completed within the time specified, of Health Sciences, Office of Admissions, the registrar’s office will assign the grade awarded 100 Baldwin Blvd. Fishersville, VA 22939 by the instructor based on the work completed to • Application: Applications are available date. online. Please complete the application based on your anticipated start date. When Not Reported (NR) completing the application, please indicate An NR grade can be given for clinical education that you are interested in Undergraduate, then courses only. The NR is used in the event there is select Transfer as type of student. a delay in completing the clinical assignment (not • Licensure: You will need to submit a copy of attributable to the student) by the time grades are your current, unrestricted RN license prior to due. The clinical education course will need to be enrollment into any of the RN to BSN course successfully completed in order to complete the work. You may begin general studies while RN-BSN Program and graduate. waiting to take the licensing examination. The RN-BSN Program timeframe for completion of all program requirements is specified as five PROGRAM POLICIES years from the date of initial enrollment. Grading, Student Standing, and Academic Probation Academic Integrity The students, faculty, and administration of Grading Scale Murphy Deming College of Health Sciences join Grading within the RN to BSN Program is together in support of the MDCHS HONOR consistent with MBU undergraduate programs. CODE for the purpose of (a) providing an All courses in the RN to BSN Program must be atmosphere of mutual trust, concern and respect; passed with a grade of “C” or better to remain in (b) fostering honorable and ethical behavior; and good standing. A student receiving a grade of “C- (c) cultivating lifelong professional conduct. The ”, “D+”, “D”, “D-” or “F” must repeat the course. Honor Code and policies regarding the Honor Council are detailed in the RN to BSN Student The Community Health Practicum course is Handbook. graded on a Pass/Fail basis. A student receiving a grade below a “C” or a “Fail” for the practicum Academic Probation must repeat the course. Students must maintain an overall GPA of 2.0 or better to graduate. Students falling below a GPA Students are allowed to repeat RN to BSN courses of 2.0 in any given semester will be placed on once for a total of two attempts. A learning academic probation. If placed on probation, the contract must be developed in consultation with student will be notified in writing of the criteria the Program Director and in place prior to students necessary to be removed from probation. Students repeating any course in the RN to BSN Program. on academic probation should communicate with their faculty advisor and course instructors on a Incompletes (I) regular basis. An Academic Plan will be developed to facilitate their academic progress.

319 3 semesters or take up to 5 years working at their Suspension own pace. Suspension is defined as a temporary separation from the institution. Students may be suspended if General Education Courses Needed they have been on academic probation for one full ADN/Diploma Course work (39 cr. max) year without showing significant improvement. English Composition (3–6 cr.) The duration of the suspension will be determined Information Literacy (1–3 cr.) by the VPHS. Students may be assigned Psychology (3 cr.) independent studies during suspension to remain Humanities (3 cr.) current; however, these independent studies do not Elective (Social Sciences) (3 cr.) replace course attendance or rotation requirements. Anatomy & Physiology (6–8 cr.) If the terms set out under the suspension are not International/Global Studies (3 cr.) fulfilled and the period of the suspension is six Gender Studies (3 cr.) months or greater, the student will be dismissed Introductory Statistics (3 cr.) from MDCHS. The VPHS may grant an Chemistry OR Microbiology (3–4 cr.) exception for extreme circumstances that are Arts OR Humanities with writing emphasis* beyond the control of the student. (3 cr.)

Immediate Suspension SEMESTER HOURS NEEDED TO Students whose semester GPA is 1.0 or below may GRADUATE: 120 be subject to immediate suspension without having *Writing emphasis courses must be pre-approved spent the usual time on probation. Such suspensions may be for one semester or a full year. RN-BSN CURRICULUM

SAMPLE COURSE SCHEDULE Dismissal A student readmitted following a suspension will (Based on full time, two courses per 8 week be dismissed if the student’s work requires session model.) academic probation. Dismissal means that Mary Baldwin University will not consider the student SEMESTER 1, SESSION 1: for readmission. NUR 302 Professional Nursing Leadership and Management NUR 303 Nursing Informatics Requirements for the Bachelor of Science in SEMESTER 1, SESSION 2: NUR 304 Contemporary Issues in Professional Nursing, RN-BSN Nursing Practice To graduate from Mary Baldwin University with a NUR 305 Research in Nursing Bachelor of Science in Nursing, RN-BSN students must complete 120 semester hours. A minimum of 36 semester hours must be earned from Mary SEMESTER 2, SESSION 1: Baldwin University. The RN to BSN curriculum NUR 403 Community Health Practicum consists of 30 credits. Most of the remaining 90 NUR 413 Community Health Nursing and hours can be met with transfer credits or prior Emergency Preparedness learning credits. Students may apply for prior learning credits using a portfolio application process. The total number of transfer and prior learning credits applied to the 120 total credit hour SEMESTER 2, SESSION 2: graduation requirement cannot exceed 90 credit NUR 404 Nursing Across the Lifespan hours. Students can complete the BSN in as few as NUR 405 Pathophysiology

320 SEMESTER 3, SESSION 1: students to acquire the beginning knowledge and NUR 407 Cultural Nursing: Uniting Our World skills necessary for critiquing published research NUR 408 Using Evidence Based Practice in material in order to answer research questions that Nursing impact nursing practice.

NUR 403 Community Health Practicum (1 s.h.) Spring and fall semesters consist of two 8-week This practicum allows the student the opportunity sessions and the summer semester consists of one to experience the role of the community health 8 week session. All classes may not be offered nurse. The primary focus is on the nursing care of each session or semester. individuals, families, and communities. The student will work with a community health nurse RN-BSN COURSE and experience the concepts of health promotion, DESCRIPTIONS management, and disease prevention.

NUR 302 Professional Nursing Leadership and NUR 404 Nursing Across the Lifespan (3 s.h.) Management (3 s.h.) This course focuses on the lifespan of an This course will focus on the professional nurse’s individual from conception through late adulthood. role in leadership and management specifically The course will apply nursing concepts and identifying areas in communication, problem therapeutic interventions addressing solving, critical thinking skills, and training of communication, mental health issues, growth and staff. Multiple structured opportunities for development, and successful aging. students to explore and express ideas orally (e.g. oral presentation video, peer-led discussions, etc.) will be provided. NUR 405 Pathophysiology (3 s.h.) This course allows the student the opportunity to explore the pathophysiologic disruptions in the NUR 303 Nursing Informatics (3 s.h.) normal body functioning of individuals across the This course will enhance communication and lifespan. It will include the assessment and information technologies to support evidence- analysis of objective and subjective manifestations based practice, research, and education. Nursing of common health problems resulting from informatics is the science and practice that environmental, genetic, and stress-related integrates nursing information with maladaptation. Diagnostic assessments will be communication technologies to promote the health discussed for each of these disease processes. of people, families, and communities worldwide.

The course will focus on data management, information systems and telecommunications in NUR 407 Cultural Nursing: Uniting Our World nursing administration, education, and practice. (3 s.h.) This course is an overview of global health issues that affect nursing in the United States. It will NUR 304 Contemporary Issues in Professional address cultural aspects of nursing including Nursing Practice (3 s.h.) rituals, cultural competency, death and dying, and This course will provide the student with an complementary and alternative therapies. It uses a opportunity to examine historical, societal, modern, international approach to further students’ economical, legal, ethical, and political factors that appreciation of other peoples allowing them to influence nursing practice in today’s rapidly more fully engage globally. changing society. A writing emphasis component will be included in this course. NUR 408 Using Evidence-Based Practice in

Nursing (3 s.h.) NUR 305 Research In Nursing (3 s.h.) This interactive, competency-based course focuses This course will provide the student with the on evidence- based practice to solve situations that theoretical and research basis for examining the occur in everyday nursing. It uses a problem- knowledge that promotes evidence-based nursing. solving approach to clinical decision-making An overview of the research process will allow

321 aspects. The course will culminate with a community. This course will provide the student Capstone Project. with an overview of the history of public health, promotion and disease prevention, epidemiology, communicable disease and prevention, vulnerable populations in the United States, and nursing concepts used during emergency situations. In NUR 413 Community Health Nursing & addition, this course will also build awareness of Emergency Preparedness (5 s.h) the role, race, and ethnicity has on health and The community health nurse is a professional who health care in the United States. works collaboratively to ensure a healthy

SHAKESPEARE AND PERFORMANCE

322 Paul D. Menzer, director; Julie D. Fox, The Declarations section of this catalog states assistant director Mary Baldwin’s policies on non- Ralph Alan Cohen, director of mission, discrimination, student privacy rights, and American Shakespeare Center other important provisions. Doreen Bechtol, Kerry Cooke, Matthew Davies, Mary Hill Cole, J.P. Scheidler, Terry Note for prospective teachers: Post Southerington Baccalaureate Teacher Licensure (PBTL) is offered through the academic outreach Overview program of MBU’s Baldwin Online and Adult Mary Baldwin University, in partnership with Programs. It is not part of the S&P program. the American Shakespeare Center, offers the Students also can earn initial Virginia degree of Master of Letters (MLitt), leading to Licensure in K–12 Theatre or Secondary the terminal degree of Master of Fine Arts English through the MBU Master of Arts in (MFA). The program is non-residential and Teaching program. open to qualified men and women. Offers of admission are extended to the strongest Admission Requirements candidates. Firmly grounded in the liberal arts • Admission will be limited to the most tradition, the program offers a combination of qualified applicants stagecraft and scholarship, with • Bachelor’s degree from an accredited interdisciplinary emphasis on acting, institution directing, dramaturgy, and teaching. Study • An academic major in the arts and sciences proceeds from a common group of required or other appropriate discipline (or courses, ensuring mastery of Shakespeare and interdisciplinary major) his plays and the world and theatre in which • Minimum 3.0 GPA in the last sixty hours of he worked. Many classes follow the traditional college work semester format; others have a modular format • Fluent written and spoken English. lasting several weeks, or are held on weekends Nonnative English speakers must submit a and during the summer months. Each student TOEFL score of 600 or above. works closely with the faculty and with a • General GRE scores (including minimum faculty advisor on the Mary Baldwin campus, verbal score of 550, writing of 5.0) and courses combine traditional academic • An interview (campus or phone) and/or scholarship with practical experience. All audition with the S&P Admissions students have access to the American Committee. Shakespeare Center’s Blackfriars Playhouse, the only modern reconstruction in the world of See Transfer Credit section below. Shakespeare’s Blackfriars. Resident faculty instruction is augmented with internationally Admission Process recognized visiting scholars and artists. Applicants to the S&P program must submit the following to the Office of Graduate Admission Admissions at Mary Baldwin University: • Application for admission All students who matriculate into the Mary • Official transcript of all post-secondary work Baldwin University Shakespeare and • Two letters of reference from professional Performance (S&P) program agree to abide by educators, employers, or those who have the rules, regulations, and standards set by the observed professional work university. Students who seek the MLitt and MFA are eligible for financial aid services.

323 • A goal statement of approximately 500 Transition from Conditional to Full words Acceptance • GRE scores: minimum verbal score 550, The program director will monitor any writing 5.0 conditional student, reporting to the S&P Educational Policy Committee on the Selected candidates will be invited for an student’s academic progress at the end of each interview or an audition, whichever is semester. Within two weeks of that review, appropriate. Admissions decisions are made the program director will inform the student in by the S&P Admissions Committee. The writing of the committee’s recommendations program director will inform applicants, in regarding the student’s continuation in the writing, of their admission status. In rare program, admission to full degree-seeking cases, applicants will be advised at the time of status, or requesting the student to withdraw their admission regarding any additional from the program. undergraduate course requirements that must be fulfilled as conditions of enrollment. Any person may be denied admission to the S&P Five Year BA/MLitt Option program for the following reasons: Undergraduate Performing Arts majors at • Attempting to obtain admission by MBU may elect to apply to the S&P program fraudulent means or through misrepresentation through a 3-2 option that allows selected of material facts students to receive the Bachelor of Arts degree • Falsification of records or documents in Performing Arts and Master of Letters • Conviction of any felony degree in Shakespeare and Performance in • Conviction of any misdemeanor involving five academic years. For more details, see moral turpitude, sexual offense, drug Undergraduate Offerings, Performing Arts. distribution, or physical injury Orientation Full Admission New students are required to participate in an Full admission to the MLitt program as orientation just prior to the start of the fall degree-seeking candidates will be offered to term. Successful applicants receive notice of the most qualified applicants who meet all the orientation dates in summer of the year admissions requirements. Those who complete they will matriculate in the fall term. the MLitt may be approved as candidates for the MFA (see Master of Fine Arts below). Advising On entering the program, each student is Conditional Admission assigned an advisor who is a member of the In rare cases a student may be admitted on a S&P faculty. The advisor is a general resource conditional basis, requiring, for example, person for the program. In practice, however, specific work to be completed early in the students usually gravitate towards the faculty student’s career in the program, or the member most qualified to advise them on their maintenance of a specific GPA during the first research interests and, as they select their final semester or academic year. In accepting the degree project, towards the person likely to student, the program director will inform the advise their thesis. All students should feel student of the conditions under which the free to consult the program director, or any student is accepted and the time allowed for faculty member, at any time. the fulfillment of those conditions. Transfer Credit

324 A student may present no more than six American Shakespeare Center. The Pro-MFA semester hours of graduate credit for transfer is open to actors, directors, and dramaturgs. on approval by the program director, who grants that approval on a case by case basis. Invitational Post- Courses may be presented only if graded “B” or better. Transfer credit is awarded only if Baccalaureate Portfolio ALL the following conditions are met: Option • The S&P director determines on the basis of Students with a master’s degree, extensive catalog and course materials submitted by the graduate work, or extraordinary professional student that the course content is equivalent to experience may be invited to present a Post- an MBU course. Baccalaureate Portfolio. The program director, • The credit was earned in an accredited in consultation with faculty, will review the graduate program. portfolio, and may grant 15–18 semester hours • The credit was earned no earlier than three of credit, allowing the applicant to proceed calendar years prior to the student’s admission towards completion of the Master of Fine Arts to the program. degree requirements within an abbreviated timeframe (without first completing the Note: Because MBU’s S&P program is, by its Master of Letters degree). The Post- nature, different from many other English and Baccalaureate Portfolio should provide a theatre graduate programs, program transcripts detailed account of relevant course work or are accompanied by a “key” noting course professional experience and how it relates to similarities to more standard English and analogous courses in the S&P graduate theatre courses. In advance of enrollment, catalog. (Certain courses are exempt from students are responsible for determining consideration for prior credit.) whether courses taken in the program can be transferred to another graduate program or Granted credit hours and course credit for will satisfy credential requirements the student work at Mary Baldwin University must total intends to meet. After the course drop 54 credit hours for completion of the MFA. In deadlines, a determination that courses are not other words, students granted 15–18 hours of transferable is not grounds for refund of prior credit must complete a minimum of 36 tuition or fees. The program neither accepts hours in the S&P program. A Post- nor offers credit toward the Master of Letters Baccalaureate student must complete all non- degree for out-of-class learning through prior exempt MLitt required courses and complete learning credit, correspondence courses, the requirements for the MFA degree, independent study, learning contracts, or including the MFA thesis. If a Post- credit by examination. Baccalaureate Portfolio applicant is deemed eligible for fewer than 15 granted credits, he Professional MFA or she will be advised to proceed with the Candidates with three-to-five years of standard MLitt/MFA academic program, with professional theatre work may apply/audition a possibility for award of transfer credits. for the program’s Professional MFA, a two Special Students year MFA including a professional, paid Individuals who possess a bachelor’s degree internship with the American Shakespeare from an accredited institution are eligible to Center. Interested candidates must follow enroll in courses as special students. Special conventional application policies and also students must meet the entry standards for the interview/audition with the artistic staff of the graduate program and should apply to the

325 MBU Office of Admissions. No financial aid degree (including REN 700 and REN 800) services are provided to special students. must maintain their enrollment by registering Students currently enrolled as undergraduates for REN 701 or REN 801 during each or graduates or post-graduate teacher additional semester. They are eligible to use certification students at Mary Baldwin university facilities and to receive the same University may be permitted to take up to two services as enrolled and re-enrolled students. MLitt courses as special students. They must For more information, see Tuition and Fees. receive permission from the program director to do so. A GPA of 3.0 is normally required. Time Limit for Completion Students seeking the MLitt degree are Academic Policies required to complete the program within five Academic policies applicable to MLitt and and a half calendar years from the date of MFA students are published in this catalog. initial registration; the limit for the MFA Other statements of program policies are degree is seven years from the date of initial maintained in the program director’s office registration. and/or published in the S&P Student Handbook. Policies may be amended at any Application for Graduation time by the graduate faculty, who determine Students who expect to complete degree the date at which amended policies become requirements must be enrolled in the semester effective. or summer term in which they intend to graduate. They must apply for graduation by Exemption from Policy the end of the second week of the term in Students may petition for exemption from which they expect to graduate. academic policies. Petitions are granted only for cause and only with the approval of the Policy on Participation S&P Educational Policy Committee. A The plays taught and performed in the petition for exemption from or modification of program may contain controversial themes a completion requirement may be granted only and sexual content. Students are expected to by the S&P faculty and the program director. engage with all the material and are encouraged to discuss with faculty any Requirement for Continuing concerns they may have. Accepting a role in a Enrollment program-sponsored performance event Degree-seeking S&P students are required to constitutes a de facto agreement to perform, remain continuously enrolled from the date of direct, and/or dramaturg the play in its their initial registration for courses until entirety. completion of the degree. A student who does not enroll in new work in any semester must pay a re-enrollment fee of $50. All enrolled students and those who have paid the re- Grading enrollment fee are eligible to use university The grading symbols used by the university’s facilities and to receive such services as e-mail S&P program are: accounts, advising, Academic Resource A Distinguished 4.0 Center and Writing Center assistance, and A- Excellent 3.7 career counseling. MLitt and MFA students B+ Good 3.3 completing their projects or theses who have B Competent 3.0 satisfied all other course requirements for the B- Minimum passing 2.7

326 C Unacceptable work 2.0 for two consecutive semesters. The program F Failing 0 director in consultation with the Vice NR No grade reported (temporary) President of Academic Affairs and the CR Credit awarded Educational Policy Committee may require a NC No credit awarded student to withdraw from the program: if, after P Pass (credit earned) one semester on probation, the cumulative I Incomplete (temporary) GPA remains below 3.0 or when other W Withdrawn conditions attached to the probation have not been met; if, in any semester, a student Pass/No Credit Grading Option receives a C or lower in a course (including a MLitt/MFA faculty may elect to offer a course NC), irrespective of the number of credit with the Pass/No Credit grading option; hours awarded for that course. Students however, students may not choose to take a subject to dismissal may be continued on regular, graded course for Pass/No Credit. probation at the director’s discretion. Additionally, students may be placed on Academic Progress probation or dismissed for flagrant non- The program director reviews each student’s participation in program activities or violation academic record after each semester to of the "Moral and Ethical Responsibility" determine whether students are making clause in the catalog at the discretion of the satisfactory progress towards the degree. The director in consultation with the Vice degree completion requirements for each President for Academic Affairs. In any case, student are those in effect on the date of first withdrawal procedures may be initiated at the enrollment as a degree-seeking student. discretion of the director in consultation with the Vice President for Academic Affairs. Academic Standing To remain in good academic standing, degree- Leave of Absence, Withdrawal seeking S&P students are required to Students may request a Leave of Absence by maintain a 3.0 cumulative GPA. A student not completing a form available on the program in good standing may be placed on probation web site. or asked to withdraw from the program. All • Students who re-enroll within one year of the students are responsible for monitoring their withdrawal date pay no re-enrollment fee. own progress towards the degree and in each • Students who re-enroll after one year from of their courses. Where they are experiencing the withdrawal date must pay a re-enrollment academic difficulties, they should consult the fee. relevant faculty to decide what remedial • Transcripts cannot be released until all measures need to be taken. They are expected financial obligations have been met. to know and understand the specific requirements for their degree. To ensure their Students should consult with the Business own compliance with those requirements, they Office and the Office of Financial Aid should consult frequently with their advisor or regarding these matters. Students who the program director. withdraw from the program must notify the director in writing. Prorated tuition refunds, if Probation and Dismissal any, are given consistent with university The program director may place students on policy. probation if their cumulative GPA falls below 3.0 or if their semester GPA falls below 3.0 Syllabi, Examinations

327 The syllabus of each graduate course includes student is unable to complete the work. An a schedule of class contact hours required, incomplete will be is given upon the goals, requirements, assignments, and recommendation of the instructor and the attendance and grading policies. The approval of the program director. Work must determination of whether students will be be completed by the end of the next regular required to take a final examination is the sole semester. In unusual circumstances, such as province of the instructor of each course. prolonged illness, the program director and the Similarly, the instructor will determine when dean of the college may extend the time. If the and the circumstances under which the work is not completed within the time examination is to be completed, and the specified when the Incomplete is granted, or weight of the examination in determining within the explicitly authorized extended time, course grades. These guidelines are provided a grade of “F” will be recorded. in the syllabus at the first class meeting. Students requesting a grade change must make Add/Drop such requests initially to the instructor of the A graduate student may drop a course before course. Students must initiate the grade the second class meeting. If a graduate student change request/contest within one week of the wishes to drop a course after the second class official online grade report for the course. The meeting, she or he will be financially instructor will then communicate in writing a obligated to meet tuition costs on a pro-rated recommendation to the S&P program director basis. (See “Pro Rata Refund Procedures” in and the registrar. This procedure must be the Admissions and Financial Aid section of completed by the end of the semester this catalog.) A course may be dropped for following the semester in which the course medical or providential reasons at any time, was taken. If a student wishes to contest a upon approval of the director, and in grade, the reasons must be submitted in accordance with the provisions of the pro rata writing to the program director and the dean policy. The instructor will determine and of the college. A committee consisting of the report the student’s final course grade when dean, program director, instructor whose grade the course is dropped after the official drop is being contested, and two other graduate period. A student may add a course prior to faculty members will review the case and the second meeting of the course, or at any approve or disapprove the change. time with the permission of the instructor. Course Enrollment Priorities Grade Reports, Incompletes, S&P students are enrolled in courses Grade Changes according to the following priorities: first fully Official grade reports, including cumulative admitted degree-seeking MLitt or MFA averages, will be posted online after the students, according to seniority in the conclusion of the fall semester and the May program, followed by conditionally admitted term, and at the conclusion of the summer students and special students, in that order. session. The grades posted following the May term will include work completed during the Auditing Courses spring semester. Students may audit one S&P elective course during their pursuit of the MLitt/MFA A temporary symbol of “I” (for Incomplete) degree(s). The student will not be charged for may be given at the end of a course if, for the course and will not receive credit. Only reasons beyond the student’s control, the those courses designated as “available for

328 audit” in the course descriptions that follow (4.5 or more credit hours per semester) to may be audited. The course will appear on the receive financial aid. While there are very few student transcript with the designation “AU” grant opportunities available for graduate in place of a grade. Permission to audit a class students through the federal or state is solely at the discretion of the instructor, as governments, most students are eligible for are the terms of the audit with respect to Federal Stafford Loans to assist with tuition student participation and work. The program and living expenses. also offers an “alumni audit” for graduates of the program. The same permission policies Some Possible Financial Aid apply to alumni audits. Opportunities • Federal Stafford Loans MBU-S&P Attendance Policy • Veteran's benefits for those who qualify Every S&P faculty member (both resident and • Private sources: adjunct) is responsible for developing his or www.fastweb.com or www.scholarships.com her own attendance policy and publishing it on • Tuition-reimbursement programs. These are his or her own syllabus. Every S&P student is available to employees of cities, counties, responsible for requesting an excused absence states, and private corporations. Contact your from a faculty member in advance. Legitimate employer for details. medical absences are exempted from • Scholarships and Assistantships, as awarded attendance policies, though extended or through the admission process to the S&P multiple absences may necessitate the student program. Each year the program distributes a withdrawing or taking an “Incomplete” in the good number of merit scholarships in the form course. of course tuition waivers for three-to-six semester hours per term or year. These awards Tuition and Fees 2018–19 are posted on students’ tuition invoices and Tuition for courses in the S&P program is deducted from the balance due. $765 per credit hour for all students. In • The S&P program also funds six graduate addition, the following fees apply. assistantships each year. The recipients Application fee: None receive an annual tuition waiver for three-to- Library and Technology fee: $60 per semester six semester hours of credit plus an annual MLitt Productions annual fee: $50 each fall stipend that is distributed as twelve monthly term checks on the 25th of each month, beginning MFA Productions annual fee: $100 each fall in September. In addition, the program awards term several Federal Work-Study positions that Re-Enrollment (if absent): $50 require students to work approximately 7.5 MLitt Graduation fee: $100 in semester of hours per week for $8.25/hour. All assistants graduation must complete and submit monthly MFA Graduation fee: $100 in semester of timesheets. graduation • MLitt/MFA students who hold a master’s REN 701/REN 801 Thesis Continuation fee: degree also may apply for Graduate Teaching $765/semester (as needed) Fellowships available in the theatre, English, and communication departments. GTFs teach one class in exchange for a 3 s.h. tuition Financial Aid waiver. MLitt and MFA students also are Financial aid is available to S&P students. In hired as teaching assistants for visiting or general, students must be at least half-time resident faculty, on a 1-semester basis.

329 • Students in the S&P program generally find Federal, state, and university policies part-time jobs in the Staunton area, to help regarding research on human subjects apply to reduce the amount of loan money needed for all research involving MBU students, faculty, living expenses. or staff as researchers or as subjects, including research undertaken in the S&P program. Methods of Tuition Payment Students whose thesis work involves people • VISA, Mastercard, and personal checks other than themselves must consult with staff • Pay up front each semester or set up a in the MBU Sponsored Programs office. convenient monthly payment plan. • Tuition is deducted from loan amounts and Moral and Ethical Responsibility checks for the balance are distributed to S&P students may not engage in behaviors or students the second week of classes. Students actions that endanger themselves or others, sign for and pick up checks from the MBU either while on MBU’s property or while Business Office on the ground floor of the engaged in a program or activity connected Administration Building. with the university and/or its programs. • For more information, contact the Financial Students are required to comply with Aid Office at 540-887-7323. professional standards of schools in which they engage in research, internship work, Honor Code and Code of teaching, or other activities connected with the Conduct university and/or its programs. The provisions of the university’s Honor System apply to S&P students, who are responsible for understanding the provisions Master of Letters in of the Honor System and for seeking Shakespeare and information from professors as to the application of the Honor Code to course Performance (MLitt) activities. The provisions of the university’s Code of Conduct apply to S&P students. Requirements for the Master of Letters Degree (MLitt) Fundraising Policy 37 total semester hours including the required Students may not solicit financial donations 28 s.h of core courses: from MBU faculty and staff for program- REN 500 Shakespeare (3 s.h.) approved productions. Any outside donations REN 501 Research Methods (1 s.h.) must be made payable to “MBU Shakespeare REN 510 Shakespeare and Textual Culture (3 and Performance,” to take advantage of Mary s.h.) Baldwin University’s non-profit status and REN 520 Tudor-Stuart History or REN 550 tax-deductible benefits. Social History of Early Modern England (3 s.h.) Copyright Policy REN 530 The Language of Performance (3 The university enforces all provisions of s.h.) copyright law. Students are responsible for REN 531 Performance of the Language (3 informing themselves about copyright laws, s.h.) particularly with respect to copying materials. REN 551 Shakespeare Pedagogy (3 s.h.) REN 553 Directing I (3 s.h.) REN 670 Dramaturgy (3 s.h.) Research on Human Subjects REN 700 MLitt Thesis Project (3 s.h.)

330 Plus 9 to 12 s.h. of elective credits to complete the minimum enrollment for aid, usually five degree total of 37 or 40* s.h. hours per semester. Typically, students complete the MLitt degree in two years. For *Students staying for the MFA degree are more information, see Continuing Enrollment, encouraged to complete at least 40 s.h. before Time Limit for Completion, and Tuition and matriculating into the MFA degree program, Fees. which requires a total of 70 s.h. (An MFA student may graduate from the MLitt Thesis Proposals and MLitt degree program with 37 s.h. of course credits, then take the additional required 3 s.h. Enrollment during the summer after MLitt graduation or Students may enroll for their final projects during the MFA year.) after they have completed 18 s.h. of coursework towards the MLitt degree, and Note: A Minimum GPA of 3.0 is required to when their proposals have been approved by remain in “good standing” as an MLitt the following process: Students submit formal student; and a minimum GPA of 3.3 is proposals for their thesis projects, obtain the required for admission to the MFA program. consent of an appropriate faculty member to act as project supervisor, and a minimum of one other faculty to act with the supervisor as examiner(s). Occasionally, qualified outside examiners may form part of the examining The MLitt Thesis Project committee. Once these steps have been taken, All candidates for the MLitt degree must the program director must approve the project. complete REN 700, the Thesis Project for the Where resources, including actors, are drawn MLitt degree. MLitt students may enroll for from the American Shakespeare Center, the the project after they have completed 18 s.h. consent of the American Shakespeare Center of coursework. The project must be approved is also required. Details of and forms for this by the program director and regularly process are available from the program office. supervised by a member of the program Only after obtaining the necessary approvals faculty. For more information, see the S&P may a student enroll for the final project (REN Student Handbook and MLitt Thesis 700). A grade is awarded for the course Proposals and Enrollment, below. leading to completion of the project; the project itself is not graded but is the basis for The MLitt Project consists of: the decision to award or withhold the degree. I • a thesis; t is in the student’s best interests to consult regularly with the project supervisor and any • a 25-minute staged presentation in support of the thesis; and other faculty who may provide helpful advice during development of the thesis and planning • an oral defense before an examining panel of at least two faculty members. for performances. It is also advisable to NOTE: MLitt students are required to be on prepare for work on the thesis by taking REN campus to defend the thesis in person. 695 in May Term or an exploratory REN 590 Directed Inquiry. It is extremely unwise to Progress towards the MLitt degree normally leave preparation of the thesis until the requires an enrollment of at least nine hours student’s final semester. per semester. However, students receiving financial aid should ensure that they maintain After the oral defense, a thesis may be accepted without revision; accepted

331 conditionally, in which case the examiners will specify the revisions or additions needed; Requirements for the Master of or rejected. In the case of rejection, a student Fine Arts Degree (MFA) may be required to resubmit the thesis, or an alternative thesis, for a second and final Minimum GPA of 3.3; attempt. Acceptance, and the award of the A minimum of 70 semester hours, including degree, requires the unanimous consent of the those earned for the MLitt degree and these 30 examining committee. Students should consult s.h.; the most recent Student Handbook for details of the process, format for preparation of the Summer 1 thesis, the steps required for enrollment, etc. REN 810 Company Dramaturgy (3 s.h.)

REN 811 Company Management (3 s.h.)

Master of Fine Arts in Fall Term Shakespeare and REN 812 Company Acting A (3 s.h.) REN 813 Company Directing A (3 s.h) Performance (MFA) REN 814 Company Dramaturgy A (3. s.h.) The Master of Fine Arts (MFA) degree is the REN 815 Thesis A (3 s.h.) terminal degree in practical theatre. Admission is not automatic, and applications Spring Term for the MFA program should be made during REN 822 Company Acting B (3 s.h.) the fall semester of the year in which the REN 823 Company Directing B (3 s.h) MLitt graduation is expected. An interview REN 824 Company Dramaturgy B (3. s.h.) and audition with MFA faculty is required. REN 825 Thesis B (3 s.h.) Acceptances granted to students in the final year of their MLitt studies are conditional on The MFA Thesis Project consists of: the successful completion of that degree. • a chapter for the MFA Thesis book; • a 10-minute oral presentation in support of Upon completion of their MLitt requirements, the thesis; and students admitted to the MFA degree will • an oral defense before an examining panel of embark upon a 30 s.h. thesis project called at least two faculty members. “Company.” The twelve-month (early May to NOTE: MFA students are required to be on late April) degree is an immersive, campus to defend the thesis in person. collaborative experience during which students rotate through the program’s four MLitt Course Descriptions core competencies (teaching, acting, directing, REN 500 Shakespeare (3 s.h.) dramaturgy) while producing and performing This course designs to make all holders of the a repertory of plays. Course work will be degree fully conversant with the fundamentals modular, allowing for flexibility of scheduling of Shakespeare, including the major themes and instruction. The experience culminates in and narratives of his plays and poems, the a festival presentation of all of the Company’s basics of prosody, early English staging, the shows. In addition to fulfilling all evaluated main issues of textual transmission, and the components of the program, students will facts surrounding the life of the author. produce an assessed piece of writing, a *Required for MLitt core; must be taken in collaborative thesis, with their fellow MFA first fall term. students.

332 REN 501 Research Methods (1 s.h.) REN 531 Performance of the Language This course introduces students to basic (3 s.h.) methods of research into early English drama, Students will explore how semantic and particularly in service of the MLitt degree linguistic structure informs performance and thesis. Students also learn conventions of how, in turn, performance enlivens language. academic writing as needed. Assignments This course furthers the examination of textual derive in part from components of the research devices such as scansion, rhetoric, and rhyme paper required for REN 500. *Required for by integrating them with vocal, physical, and MLitt core; must be taken in first fall term. emotional components of performance. Special attention is given to the theatrical REN 510 Shakespeare and Textual Culture importance of actor-audience interaction. (3 s.h.) Prerequisite: REN 530. *Required for MLitt This course introduces students to basic terms core; must be taken in first spring term. and methods of critical bibliography with an emphasis on contemporary theories of textual REN 540 Early English Drama and Theatre studies. Students focus on the composition, History (3 s.h.) transmission, printing, and editing of early This course stresses the institutional and modern dramatic scripts. *Required for MLitt commercial auspices of early English drama core. Offered annually in spring terms. — its place, its space, and its occasions — against the backdrop of major developments REN 520 Tudor-Stuart History (3 s.h.) in theatre history. *Elective for students who This course explores the politics, religions, have not completed a theatre history survey and cultural developments in England from course. Offered annually. Cross-listed with 1460 to 1660. The course focuses on the undergraduate THEA course dynastic turmoil of the late fifteenth century, the Reformation and its impact, the concept of REN 550 Social History of Early Modern personal monarchy, the lives and courts of England (3 s.h.) Elizabeth I and James I, and the English Civil This course takes a topical approach to War. *Either 520 or 550 is required for MLitt exploring significant aspects of daily life in core. Offered annually in spring terms. England between 1460 and 1660. Topics Available for audit if taken as elective. include the structures of power and authority, family life, the roles of women and men, urban and rural life, popular religion, and REN 530 The Language of Performance ritual. * Either 520 or 550 is required for (3 s.h.) MLitt core. Offered annually in fall terms. This course examines the language tools that Available for audit if taken as elective. Shakespeare and his fellow playwrights used to convey meaning to an audience. Students REN 551 Shakespeare Pedagogy (3 s.h.) study the mechanics of scanning verse before This course focuses on ways to teach dramatic exploring in detail the ways in which these literature, particularly Shakespeare, through playwrights used verse forms and rhetoric to performance in class. Students learn how to guide actors in performance. Students also turn a classroom into a laboratory for the learn to read both explicit and implicit stage exploration of a play. The course offers future directions in the text. *Required for MLitt teachers both theoretical and practical core; must be taken in first fall term. knowledge of how students learn through their own performance and that of others.

333 *Required for MLitt core. Offered annually in space, balance, grace, and harmony. Students spring terms. learn the importance of these principles in human expression and theatrical performance. REN 553 Directing for the Early Modern Focuses on self expression, range of motion, Stage (3 s.h.) group dynamics, character transformation. This course teaches the skills essential to Special attention to the significance of body directing early modern drama on the language in the early modern period and Blackfriars stage. Course work includes application of movement principles to early staging various common scenarios – modern dramatic texts. Elective. Offered soliloquies, dialogues, group and problem annually in spring terms. scenes, etc. – supported by readings and discussions of Shakespeare directors and REN 557 Shakespeare’s Contemporaries (3 scholars concerning the practical issues of s.h.) staging early modern plays. These issues This course examines the work of playwrights include but are not limited to: play selection in the Elizabethan and Jacobean periods. and casting, script analysis and table work, Concentrating on the textual ambience in scheduling and programming, rehearsal which these playwrights wrote, the course will strategies, and performance preparation. The provide students with a greater understanding final project includes a paper and a directed of the issues of influence, intertextuality, and scene in a Blackfriars Playhouse showcase. notions of “originality” in the work of *Required for MLitt core. Offered in fall and Shakespeare and his contemporaries. Elective. spring terms. Offered as needed. Available for audit.

REN 554 Shakespeare’s Theatre (3 s.h.) REN 560 Stage Combat Performance This course provides an in-depth study of the Essentials (3 s.h.) architecture and theatrical conventions of The main purpose of violence in theatre is to Shakespeare’s theatre. Among the subjects share the story of characters with powerful covered are architecture and design of theatre and desperate needs whose actions have great spaces, organization of acting companies, impact on others and their own situations. acting conventions, composition and This course will train students, using exercises configurations of audiences, and pacing and and choreography, to creating illusionary acts presentation of plays. Elective. Offered bi- of violence for the stage. Students use annually in fall terms. Available for audit. multiple weapon types, including unarmed, knife, single rapier, and broadsword to explore REN 555 Voice (3 s.h.) the skills needed when performing theatrical This course builds on warm-up, breathing, violence. Skills include: partnering, physical resonance, articulation and text work to give awareness with precision, manipulation of actors vocal range, endurance, and melody. energy and force, blending of tempos and Text work includes poetry, improvisation, portraying pain reactions, with special focus group exploration of language, and the on safety of performers and building an performance of monologues. Elective. Offered effective story in which the violence appears annually. realistic. Actors must be in good physical condition and maintain a healthy awareness of REN 556 The Body in Performance (3 s.h.) their scene partner in order to safely commit A critical examination and physical to the physically dynamic give-and-take of exploration of principles of movement: time, stage violence. Students are expected to run,

334 jump, crawl and make physical contact in A company of student actors, directors, numerous exercises and choreographed teachers, and dramaturges work together to scenes. Elective. Offered annually in fall devise an original performance piece based terms. on, inspired by, or using an extant early modern text. Prerequisites: REN 530, REN REN 577 Special Topic Colloquium courses 531. Elective. Offered as needed. (1–3 s.h.) REN 605 Performance on the Blackfriars REN 587 Shakespeare Pedagogy Internship Stage (3 s.h.) (3–6 s.h.) Students will examine action and character Instructional strategies internship for development for the stage through analysis prospective teachers, actors, dramaturges, or and application of acting fundamentals and directors. Students explore instructional methods of actor training under an umbrella of strategies in varied settings, including college Shakespearean staging conditions. Students classrooms, high school classrooms, and/or will explore ensemble building, action educational departments of professional awareness, space, and physicality to enhance theatres. Interns work with teachers and understanding and practical uses for the actor, students in each setting, and discuss their director, dramaturg, and teacher of experiences with the instructor and other Elizabethan drama. Elective. Offered as students. Credit varies; approximately 50 needed. hours of work equivalent to 1 s.h. Elective to follow REN 551. Approval of program REN 607 Early English Art and director is required. Offered every term. Not Architecture (3 s.h.) recommended for first-year students until A chronological, stylistic analysis of art, summer. architecture, book illumination, visual culture, and connoisseurship in England from Note: Internship credit of 1–6 semester hours medieval beginnings until the death of can count towards the total number of hours Shakespeare. Students explore the sources for required for graduation. Any internship hours art made in England and that imported from above 6 require special approval from the the continent. Course emphasizes unique program director. See Student Handbook for qualities of art in England. Special focus on more detailed information about internships art and architecture that Shakespeare and his and approval forms. contemporaries would have known. Cross listed as ARTH 314. Elective. Offered as REN 590 Directed Inquiry for the MLitt needed. Cross-listed with undergraduate Degree (1–6 s.h.) ARTH course. Available for audit. Independent inquiry directed by a faculty member on a topic relevant to the MLitt REN 608 Shakespeare and Music (3 s.h.) student’s program and/or thesis. A directed Through listening and score reading students inquiry is strongly recommended for all learn songs and music associated with original students in the summer or semester prior to performances of Shakespeare’s plays and the MLitt thesis project. *Approval of faculty those from later periods. Emphasizes music supervisor and program director is required. resources. Students also learn about Elective. Offered every term. instruments of the 16th century and appropriate modern substitutions, and study REN 603 Studio (3 s.h.) Renaissance music and music reading skills

335 by playing the recorder. No prior music staging devices such as crowd scenes and knowledge is required, but a review of basic balcony scenes. Elective. Offered as needed. skills — treble clef note names and rhythm — before class begins would be helpful. Elective. REN 640 Combat (3 s.h.) Offered as needed. Available for audit. Students focus on performing stage combat that is both safe and dramatically effective. REN 609 Social and Theatrical Dance in The course offers a physical vocabulary in one the Renaissance (3 s.h.) or more techniques: unarmed, single sword, This course focuses on the social function of rapier and dagger, broadsword, quarterstaff, or dance in the Renaissance and its knife. At the discretion of the instructor, interconnection with societal manners and students can qualify for Skills Proficiency behavior. Also examined will be the dramatic Testing with the Society of American Fight use of the discourse of dance to further plot Directors on the last day of class. This course and reveal character. Students will learn to may be taken more than once, as different recognize the metaphorical use of dance in weapon proficiencies are featured, cyclically. dramatic texts as well as reconstruct and Elective. Offered twice annually in fall and perform dances based on manuals of the summer terms. period. Emphasis is placed on country and court dances as well as dances of symbolism REN 650 Topics in Directing (3 s.h.) and ritual. Elective. Offered as needed. Usually taught by a guest director, this course introduces students to the artist’s directing REN 620 Audience Studies (3 s.h.) style or to a major directorial approach to the This course explores the relationship between staging of early modern plays in contemporary audiences and performance, looking in unique theater. Building on the foundational skills depth at the psychology of audiences, at an learned in REN 531, such exposure allows audience’s needs and expectations, at the ways advanced students to develop their directorial in which dramatists include (or exclude) an styles and methods. Elective. Offered annually audience, and at the uses (and abuses) of a in spring terms. visible audience. Using the resources of the Blackfriars stage and performances, REN 660 Acting for the Early Modern prospective directors gain practical experience Stage (3 s.h.) in the care and handling of audiences. This course continues the work normally Elective. Offered as needed. Available for included in an acting class, but stresses acting audit. for the Shakespearean stage. Students experiment with a range of acting techniques REN 630 Visual Design on the Early from the most traditional to the most Modern Stage (3 s.h.) contemporary, but always with a view to the This course challenges students to examine architecture and audience environment of and explore — in the absence of sets — Shakespeare’s theatre. Strongly suggested visually exciting stage action and pictures prerequisites: REN 530, 531, 555, and 556. through the use of movement, blocking, props, Elective. Offered annually in fall terms. and costumes. Special attention is given to the stage pictures that Shakespeare and his REN 670 Dramaturgy (3 s.h.) contemporaries wrote into the plays. Students This practicum course focuses on production consider the importance of visual variety and dramaturgy for Shakespearean plays and discover the dramatic potential in a range of adaptations for the American stage. Students

336 experience the dramaturg’s role in each phase of the theatrical process, from the pre- REN 686 Clown (3 s.h.) production, rehearsal, and post-show stage of Students in this performance-based class production. The course provides instruction in investigate the internal logic of the clown the component skills of the art of dramaturgy, mind and the clown’s external physical and teaches students how to creatively characteristics. Students engage in exercises, collaborate as dramaturgs with members of a improvisations, drills, and scene work to production team seeking to produce explore these concepts. Clown history, make- Shakespeare for audiences today. up, a brief overview of Mask, the art of *Required for MLitt core. Offered annually in physical comedy, and intellectual and physical fall terms for second year MLitt students. exploration of "What is Funny" will be covered. A willingness to publicly make a fool REN 675 Early Modern Costume (3 s.h.) out of oneself while supporting others in that Students research contemporary records, artistic risk is mandatory. Elective. Generally museum pieces, and portraiture; learn play offered alternate summers. analysis from the costumer’s point of view; prepare costume dramaturgy reports; design REN 687 Internship (1–6 s.h.) costumes for characters from an early modern A number of internships are regularly play; and learn and practice early modern available at the American Shakespeare Center, construction techniques. Students also work either for or not for credit, at the student’s closely with actors in the annual MFA acting discretion. Students may seek internships with production. Elective. Offered as needed. other organizations, as well. Credit varies, with approximately 50 hours of work REN 680 Gender and Performance: Theory equivalent to 1 s.h. of credit. 1–6 s.h. of and Practice (3 s.h.) internship credit can count towards the total Examines theories of gender as performance number of hours required for graduation. Any and theories of gender in performance to internship hours above 6 require special develop critical tools for understanding social approval from the program director. See construction of gender in theater. English Student Handbook for more detailed Renaissance cross-dressing of boy actors to information about internships and approval play women’s roles grounds performance forms. Elective. Approval of program director analysis and discussion. Also considers other is required. Offered every term. Not theatrical practices, including the recommended for first year students until contemporary. Helpful to students who want summer. background in critical theory before continuing to a doctoral program. Elective. REN 695 Thesis Symposium (3 s.h.) Offered as needed. Available for audit. The symposium prepares students to plan, research, write, present, and defend his or her REN 682 Playwriting (3 s.h.) MLitt thesis. The course begins with a This course combines an historical focus on consideration of the aims, kinds, purpose, the playwriting culture of early modern audience, and scope of theses and includes England with practical experience creating analysis of pre-existing student theses. plays within the period’s theatrical Ultimately, the objective of the short course is conventions. Stresses collaboration in both its for each student, through workshops and one- historical and practical emphases. Elective. on-one work with the instructor, to produce a Offered as needed.

337 thesis prospectus and bibliography. Elective. role of stage management and costume design Offered annually in May Terms. in the company model. Resident and guest faculty provide instruction for MFA students REN 700 Thesis Project for the MLitt (3 to put into practice the company building s.h.) principles learned in this course. The MLitt thesis is an individually designed project with written and practical components. REN 812 Company Acting A (3 s.h.) *Required for MLitt core. Strongly Students will take a major or featured role (or recommended prerequisite: REN 590 or REN roles) in one or more of the MFA company 695. Approval of faculty supervisor and productions. Building on their knowledge of program director is required. Offered every Shakespeare’s theatre, performance practices, term. and audiences, students will experiment with a range of acting techniques and styles from the REN 701 MLitt Thesis Extension (0 s.h.) most traditional to the most contemporary in Students who need more time to complete the conventional, community, in house, and found MLitt thesis project must register for this spaces. Acting journals will serve as resource extension continually, for each fall and spring material for the Company Book thesis project. term (not summer), until thesis is completed. Resident and guest faculty offer instruction. REN 701 does not appear on academic transcripts once REN 700 is complete. Offered REN 813 Company Directing A (3 s.h) fall and spring terms. $750 fee. Students will direct or co-direct one or more of the MFA company productions. MFA Course Descriptions Developing their abilities as creative artists REN 810 Company Dramaturgy (3 s.h.) and passionate storytellers, students will This course teaches and puts into practice the explore various aspects of directing, including dramaturgical fundamentals of creating a (though not limited to) character and text company. This practicum graduate seminar for analysis, pre-production and script scoring, the incoming MFA students will focus on the choreography and composition, actor coaching collaborative development of key techniques and rehearsal protocol, and dramaturgical components of the third year collaboration with technical and design teams. company. These components include: a name Directing journals will serve as resource and guiding mission statement for the material for the Company Book thesis project. company; a season repertory for the company; Resident and guest faculty offer instruction. cast and production role assignments for the company’s season; and a table of contents for REN 814 Company Dramaturgy A (3. s.h.) the company’s book. This course emphasizes script selection and preparation; documentation of rehearsal and REN 811 Company Management (3 s.h.) performance practices; preparation of para- This course explores the fundamentals of textual and para-performative materials; and creating a theatre company. Topics include strategies for sharing information with organizational structure and operations, audiences before, during, and after development, managing a board, fundraising, performance. Instruction includes resident and building a budget, and basic business guest faculty. Students are to put into the practices. Other topics include the business of practice of the MFA company the principles publicity, marketing, and social media; the learned in the course. business of educational programming; and the

338 REN 815 Thesis A (3 s.h.) analysis, pre-production and script scoring, Working with resident and guest faculty, MFA choreography and composition, actor coaching degree candidates dramaturg, rehearse, direct, techniques and rehearsal protocol, and and perform four to five early modern and collaboration with technical and design teams. early modern inspired pieces over the course Directing journals will serve as resource of the calendar year. Each student will also material for the Company Book thesis project. contribute a chapter to a collectively Resident and guest faculty offer instruction. composed “Company Book” that chronicles the research into and performance of the REN 824 Company Dramaturgy B (3. s.h.) company repertory but also explores a This course emphasizes script selection and particular theme as directed by program preparation; the digital documentation of faculty. rehearsal and performance practices; the preparation of para-textual and para- REN 822 Company Acting B (3 s.h.) performative materials; and strategies for Students will take a major or featured role (or sharing information with audiences before, roles) in one or more of the MFA company during, and after performance. Instruction productions. Building on their knowledge of includes resident and guest faculty. Students Shakespeare’s theatre, performance practices, are to put into the practice of the MFA and audiences, students will experiment with a company the principles learned in the course. range of acting techniques and styles from the most traditional to the most contemporary in REN 825 Thesis B (3 s.h.) conventional, community, in-house, and found Working with resident and guest faculty, MFA spaces. Acting journals will serve as resource degree candidates dramaturg, rehearse, direct, material for the Company Book thesis project. and perform four to five early modern and Resident and guest faculty offer instruction. early modern inspired pieces over the course of the calendar year. Each student will also REN 823 Company Directing B (3 s.h) contribute a chapter to a collectively Students will direct or co-direct one or more composed “Company Book” thesis project of the MFA company productions. that chronicles the research into and Developing their abilities as creative artists performance of the company repertory but and passionate storytellers, students will also explores a particular theme as directed by explore various aspects of directing, including program faculty. (though not limited to) character and text

Board of MARIA CERMINARA ACAR ’82 JEFFREY R. ASH Trustees KAREN BAILEY-CHAPMAN ’99 ANNABEL E. BARBER ’81 JANE HARDING MILLER ’76, Chair BEVERLY BATES ’64 SUE WHITLOCK ’67, Vice Chair TRACY BURKS-HEALY ’87 GABRIELLE G. McCREE, ’83, Secretary KAMALA PAYNE CHAPMAN ’05 MARGARET WREN de ST. AUBIN ’81

339 JANE KORNEGAY ENG ’83 (ex officio) BRIG. GEN. TERESA “TERRY” DJURIC SARAH A. FLANAGAN (2013) Commandant of Cadets for the HELEN FORSTER ’83 Virginia Women’s Institute for BETSY FREUND ’76 Leadership, Special Assistant to the President; PAMELA GIBBS BS, Mary Washington College; MA, PETER GWALTNEY University of Colorado, Colorado Springs; CHRISTY HOWELL ’93 MSS, Army War College LOWELL LEMONS DEBORAH GREUBEL (2017) Vice President JAMES D. LOTT and Dean of the Murphy Deming College of GABRIELLE MCCREE ’83 Health Sciences; BSN, The University of JOHN A. NOLDE, JR. Tulsa; MS, University of Oklahoma; DNP, SUSAN NOLAN PALMER ’67 Oklahoma City University ROSS PARMAN ERNEST E. JEFFRIES (2018) Vice President JOHN R. ROGERS of Student Engagement; BA, MEd, University SHERRI SHARPE ’99 of South Carolina; MDiv, Hood Theological KATHERINE L. SMALLWOOD ’75 Seminary; DMin, United Theological TRIMBLE L. BAILEY SPITZER ’99 Seminary HARVEY WESTBROOK, JR. JAMES McCOY (2017) Vice President of MARGARET H. WORLEY ’85 Enrollment Management; BS, Virginia Tech; MS, PhD, Pennsylvania State University Trustees Emeriti AIMEE ROSE (2017) Vice President of Integrated Communications and Chief Strategy Officer; BA, University of Rhode Claire “Yum” Arnold ’69 Island Charlotte Jackson Berry ’51 C. Stuart Cochran JENNIFER M. SAUER (2018) Vice President of Business and Finance; BS, Virginia Tech Nancy Payne Dahl ’56 Anna Kate Reid Hipp ’63 Margaret H. Hitchman ’40 Caroline Rose Hunt ’43 Louise F. Kegley ’54 Charles S. Luck, III Margaret “Lyn” McDermid ’95 Deans Louise Rossett McNamee ’70 Wellford “Welly” L. Sanders Jr. DEBORAH GREUBEL (2017) Vice President Bertie Deming Smith ’46 and Dean of the Murphy Deming College of Mildred F. Teer ’44 Health Sciences; BSN, The University of Betty N. Timberlake ’45 Tulsa; MS, University of Oklahoma; DNP, Oklahoma City University RACHEL POTTER (2003) Dean of the Executive Leadership College of Education and Associate Professor of Education; BA, MAEd, College of William PAMELA FOX (2003) President and and Mary; EdD, University of Virginia Professor of Music; BA, MA, PhD, University JOSEPH SPRANGEL, JR (2010) Dean of the of Cincinnati College Conservatory of Music College of Business and Professional Studies, TY F. BUCKMAN (2017) Provost and Chief Online Officer and Outreach Strategist, Professor of English; BA, Nyack College; Associate Professor of Business MA, PhD, University of Virginia

340 Administration, and the holder of the H. Western Maryland College; PhD, University Gordon and Mary Beth Reed Smyth Chair in of Virginia Business; BA, Eastern Michigan University; PATRICIA HUNT (1985–2010) Chaplain MBA, Spring Arbor University; PhD, Emerita; BA, Wake Forest University; MDiv, Lawrence Technological University CAREY L. USHER (2002) Dean of the Mary Union Theological Seminary, Virginia; Union Baldwin College for Women, Associate Theological Seminary, New York Provost for Academic Affairs and Student JAMES D. LOTT (1964–2001) Dean Success, and Associate Professor of Emeritus of the College and Professor Sociology; BA, Converse College; MA, PhD, Emeritus of English; BA, University of University of Alabama at Birmingham Tennessee; MA, Vanderbilt University; PhD, MARTHA J. WALKER (1996) Dean of the University of Wisconsin College Arts and Sciences and Professor of French; AB, Duke University; MA, University WILLIAM C. POLLARD (1977–1992) of Virginia; PhD, Harvard University College Librarian Emeritus; BA, University of North Carolina; MA, Florida State University Past Presidents LINDA SEESTEDT-STANFORD (2012- 2017) Founding Vice President and Dean A. M. FRASER 1923–1929 Emerita of the Murphy Deming College of L. WILSON JARMAN 1929–1946 Health Sciences; BS, MA, Central Michigan FRANK BELL LEWIS 1947–1953 University; PhD, Michigan State University CHARLES W. MCKENZIE 1954–1956 CYNTHIA H. TYSON (1985–2003) President SAMUEL R. SPENCER JR. 1957–1968 Emerita and Professor Emerita of English; WILLIAM WATKINS KELLY 1969–1976 VIRGINIA L. LESTER 1976–1985 BA, MA, PhD, University of Leeds, England CYNTHIA HALDENBY TYSON 1985–2003 PAMELA FOX 2003–PRESENT Faculty Emeritae/i ANN FIELD ALEXANDER (1989–2010) Professor Emerita of History; BA, Mary Baldwin College; MA, PhD, Duke University Faculty and Staff ROBERT T. ALLEN III (1982–2012) Emeritae/i Professor Emeritus of Music; BA, MM, University of North Carolina; MA, Cornell Administrative Officers Emeritae/i University; PhD, University of Michigan DANE J. COX (1977–1997) Vice President GORDON L. BOWEN (1983–2012) Professor Emeritus for Business and Finance; BA, of Political Science; BA, San José State Harper College/SUNY; MS, PhD, Cornell University; MA, PhD, University of California University at Santa Barbara CAROLE GROVE (2000–2010) Director DAVID M. CARY (1971–2000) Professor Emerita of Graduate Teacher Education, Emeritus of Sociology; BS, MS, University of Professor Emerita of Education; AA, Averett Wisconsin; PhD, University of Minnesota College; BA, Longwood College; MEd, KAREN DORGAN (1994–2014) Professor Emerita of Education; BA, MA, College of

341 William and Mary; EdD, University of Theological Seminary; MA, University of Virginia Colorado; MPhil, PhD, Drew University; CARRIE DOUGLASS (1989–2009) Professor Oxford University Emerita of Anthropology, BA, University of SUSAN BLAIR GREEN (1986–2011) Nebraska; MA, PhD, University of Virginia Professor Emerita of English; BA, Gettysburg DANIEL W. DOWDY (1993–2013) College; MA, PhD, University of Associate Professor Emeritus of Business; Pennsylvania BA, Lynchburg College; MBA, University of ROBERT GROTJOHN (1993–2010) Hawaii Professor Emeritus of English; BA, University MARY T. ECHOLS (1968–1991) Professor of Minnesota-Morris; MA, PhD, University of Emerita of Art; BA, George Washington Wisconsin-Madison University; MA, University of Southern ELIZABETH M. HAIRFIELD (1970–2005) California; PhD, University of Virginia Professor Emerita of Chemistry and former BARBARA F. ELY (1961–1993) Professor holder of the Caroline Rose Hunt Emerita of Spanish; BA, Blue Mountain Distinguished Chair in the Natural Sciences; College; MA, Middlebury College; PhD, BS, Wheaton College; MPhil, Bedford Tulane University; University of Madrid; College of the University of London; PhD, University of Barcelona Bryn Mawr College VIRGINIA R. FRANCISCO (1970–2010) HAMPTON HAIRFIELD (1992–2006) Professor Emerita of Theatre; BA, Mary Laboratory Instructor Emeritus; BS, Baldwin College; MA, University of Virginia; University of Virginia PhD, Indiana University MARIA LENA HOBSON (1987–2016) DIANE M. GANIERE (1982–2001) Professor Associate Professor Emerita of Art History; Emerita of Psychology; BA, Mount Mary BFA, MA, PhD, Virginia Commonwealth College; MS, PhD, University of Wisconsin University STEVENS GARLICK (1984–2004) Professor SARA N. JAMES (1991–2016) Professor Emeritus of German; BA, Harvard University; Emerita of Art History; AB, Mary Baldwin MA, PhD, Stanford University College; MA, Old Dominion University; PhD, MICHAEL GENTRY (1982–2010) Associate University of Virginia Professor Emeritus of Mathematics; BS, MEd, ERIC JONES (1986–2015) Associate EdD, Virginia Polytechnic Institute and State Professor Emeritus of Biology and holder of University the Caroline Rose Hunt Distinguished Chair in NANCY M. GILLETT (1981–1993) Assistant the Natural Sciences; BS, Bucknell Professor Emerita of Psychology; BA, University; MS, PhD, Pennsylvania State Wellesley College; EdM, Harvard University; University MA, San Jose State University; PhD, Syracuse BETTY M. KEGLEY (1960–1998) Professor University Emerita of Physical and Health Education; JAMES E. GILMAN (1984–2014) Professor BS, MSEd, Madison College; Women’s Emeritus of Religion and Philosophy; BA, College, University of North Carolina Seattle Pacific University; MDiv, Denver

342 KENNETH W. KELLER (1981–2011) University of Massachusetts; MA, New York Professor Emeritus of History; AB, University; MA, PhD, University of Virginia Washington University; MPhil, PhD, Yale LUNDY H. PENTZ (1980–2014) Associate University Professor Emeritus of Biology and holder of JUDY L. KLEIN (1982–2016) Professor the Caroline Rose Hunt Distinguished Chair in Emerita of Economics; BA, The College of the Natural Sciences; BA, PhD, The Johns William and Mary; MSc, London School of Hopkins University Economics and Political Science; PhD, MOLSIE A. PETTY (1985–2016) Assistant London Guildhall University Professor Emerita of English; BA, East WILLIAM W. LITTLE (1973–2004) Carolina University; ML, MA, University of Associate Professor Emeritus of Social Work; South Carolina BS, MA, East Carolina University; MSW, JANE PIETROWSKI (1986–2016) Associate Virginia Commonwealth University; ACSW Professor Emerita of Economics; BA, PhD, DUDLEY B. LUCK (1972–1986; 1988–2005) University of South Carolina Associate Professor Emerita of Education; PAUL RYAN (1992–2016) Professor Founding Director of ADP; Director of PGTL; Emeritus of Art; BA, Principia College; MFA, BS, Longwood College; MEd, EdS, Virginia Commonwealth University University of Virginia ETHEL M. SMEAK (1965–1995) Professor JAMES C. McCRORY (1985-2016) Professor Emerita of English and former holder of the Emeritus of Education; BA, MEd, EdD, Margaret Hunt Hill Distinguished Chair in the University of Virginia Humanities; BA, Mary Baldwin College; MA,

PhD, Vanderbilt University JUDY DeL’EAU McMAHON (1985–2003) GWENDOLYN E. WALSH (1962–1990) Associate Professor Emerita of Psychology; Associate Professor Emerita of Physical BS, University of Washington; MA, Education; BSEd, Tufts College; Diploma, University of Kentucky; PhD, Southern Bouvé-Boston School; MEd, University of Illinois University at Carbondale Virginia DANIEL A. MÉTRAUX (1983–2015) ROBERT J. WEISS (1968–2002) Professor Professor Emeritus of Asian Studies; BA, Emeritus of Mathematics; BA, LaVerne Beloit College; MIA, PhD, Columbia College; MA, PhD, University of California at University Los Angeles; University of Virginia STEVEN A. MOSHER (1989–2016) PATRICIA C. WESTHAFER (1984–2010) Professor Emeritus of Health Care Professor Emerita of Education; BS, James Administration and Political Science,; BA, Madison University; MEd, EdD, University of MA, PhD, University of South Carolina Virginia PAMELA J. RICHARDSON MURRAY WILLIAM J. WINTER (1985–2000) (1985–2010) Professor Emerita of Education; Assistant Professor Emeritus of Computer BA, University of Illinois; MEd, Boston State Science; BS, West Texas University; MBA, College; PhD, University of Virginia Tulane University LESLEY L. NOVACK (1986–2008)

Professor Emerita of Psychology; BA,

343 MBU Faculty 2018–19 KENNETH A. BEALS (2001) Adjunct Faculty Member; BA, Wittenberg University; ELIZABETH ANDERSON (2009) Adjunct ThM, ThD, Boston University School of Faculty Member; AAS, Dabney Lancaster Theology Community College; BMT, Radford DOREEN BECHTOL (2012) Assistant University; MSW, Virginia Commonwealth Professor of Shakespeare and Performance; University BS, Western Michigan University; MFA, KADRIN ANDERSON (2012) Adjunct Mary Baldwin College Faculty Member; BA, Houghton College; MS, KATHLEEN BELL (2014) Adjunct Faculty Old Dominion University Member; BM, University of Miami; MM, SANDRA BAGBEY (2008) Adjunct Faculty Florida International University Member and Director of MBU Regional ERIKA BISCHOF (2016) Adjunct Faculty Center in South Boston; BS, MS, Longwood Member; BSW, Midwestern State University; College MSSW, The University of Texas at Arlington SUSAN BAGBEY (2013) Adjunct Faculty KEITH N. BISHOP (2013) Associate Member; BS, Slippery Rock University; MS, Professor, Physical Therapy Program; BS, Longwood University MS, Brigham Young University; PhD, PAMELA R. H. BAILEY (2014) Assistant Virginia Commonwealth University Professor of Education; BS, West Virginia STEVEN BOSLET (2016) Adjunct Faculty State College; MA, University of Phoenix; Member; BS, Saint Francis College; MBA, St. PhD, George Mason University Leo University; PhD, Walden University MICHAEL BARBER (2015) Adjunct Faculty BONNIE BOWDEN (2004) Adjunct Faculty Member; BS, James Madison University; Member; BS, University of Georgia; MAT, MEd, Mary Baldwin College University of South Carolina; PhD, Capella TIFFANY R. BARBER (2005) Associate University Professor of Education; BA, James Madison BEN S. BOWMAN (2016) Adjunct Faculty University; MEd, PhD, University of Virginia Member; BS, Virginia Tech; MSW, Virginia SHARON BARNES (1997) Adjunct Faculty Commonwealth University Member and Director of MBU Regional DONOVAN BRANCHE (2015) Assistant Center in Roanoke; BA, MLS, Hollins Professor of Health Care Administration and College Director of Health Care Administration JILL BASKERVILLE (2015) Adjunct Faculty Program; BA, Mary Baldwin College; MA, Member; BS, Virginia State University; MEd, PhD, James Madison University Grand Canyon University CLAYTON BROOKS (2012) Assistant SARAH BAYER (2014) Adjunct Faculty Professor of History (part-time); BA, Roanoke Member; BA, Roanoke College; MEd, College; MA, PhD, University of Virginia University of Virginia T. MICHAEL G. BURGHARDT (2018) Adjunct JONATHAN BAYER (2012) Adjunct Faculty Faculty Member, Master of Healthcare Member; BS, Virginia Polytechnic Institute Administration Program; BS, St. Joseph’s and State University; MS, PhD, Old Dominion College; MBA, St. John’s University University

344 TY F. BUCKMAN (2017) Professor of MARY HILL COLE (1987) Professor of English and Provost; BA, Nyack College, MA History; BA, James Madison University; MA, and PhD, University of Virginia PhD, University of Virginia LISA A. BURNS (2014) Associate Professor, KERRY COOKE (2015) Assistant Professor Occupational Therapy Program; BS, Indiana of Theatre and Shakespeare and Performance; University/Purdue University at Indianapolis BA, MA, University of Nevada, Reno; MA, School of Medicine; MA, University of PhD, The Shakespeare Institute, The Scranton; PhD, Marywood University University of Birmingham, UK MONICA CABARCAS (2013) Adjunct ANDREA CORNETT-SCOTT (1996) Faculty Member; BA, Manhattan College; Adjunct Faculty Member and Associate MEd, University of Virginia Provost for Inclusive Excellence; BA, Morris PAUL A. CALLO (2003) Professor of Brown College; MDiv, Payne Theological Biology; BS, MS, Virginia Polytechnic Seminary Institute and State University; PhD, University SCOTT CRABTREE (2015) Adjunct Faculty of Maryland Member, Physical Therapy Program; BS, PAMELA CARTER Adjunct Faculty Medical College of Virginia/ Virginia Member, School of Nursing; RN Diploma, Commonwealth University; DPT, University Rockingham Memorial Hospital School of of South Dakota Nursing; BA, James Madison University; MARIA CRAIG (2008) Associate Professor MSN, University of Iowa of Chemistry; BS, James Madison University; BEVERLY CHESTNUTT (2013) Adjunct PhD, University of Wisconsin-Madison Faculty Member; BSW, Virginia RUSSELL E. CRESCIMANNO (2007) Commonwealth University; MSW, George Adjunct Faculty Member; BS, MA, Colorado Mason University State University; PhD, University of Virginia SUNG IL CHUNG (2017) Assistant Professor WILLIAM D. CUNDIFF (2018) Adjunct of Business; BM and BA, Handong Global Faculty Member, Master of Healthcare University; MBA, Korea Administration Program; BS, MBA Wagner University/University of Florida; PhD, James College; JD, Touro College Law Center Madison University MATTHEW DAVIES (2010) Associate ROENA CLARKE (2015) Adjunct Faculty Professor of Shakespeare and Performance Member, School of Nursing; BSN, University and English; BA, Exeter University; MA, of Virginia; MSN, Medical College of PhD, The University of Texas at Austin Virginia DOUGLAS L. DAVIS (2010) Assistant RALPH A. COHEN (2003) Professor of Professor and Co-Director of the Criminal Shakespeare and Performance and English; Justice Program; AAS, Thomas Nelson Virginia Worth Gonder Fellow in Theatre; Community College; BA, St. Leo College; AB, Dartmouth College; MA, PhD, Duke MS, Virginia Commonwealth University University PAUL D. DEEBLE (2003) Professor of Biology; BS, Pennsylvania State University; PhD, University of Virginia

345 DEBORAH S. DIAZ (2016) Associate EMILY L. DYER (2018) Adjunct Faculty Professor, Physical Therapy Program; BS, Member, Physician Assistant Program; B.S., MA, California State University; PhD, Murray State University; Pharm D, Virginia University of California Commonwealth University AMY McCORMICK DIDUCH (1995) BETH EASTERLING (2015) Assistant Professor of Economics; BA, College of Professor of Criminal Justice and Sociology; William and Mary; MA, PhD, Harvard Co-Director of Criminal Justice Program; BA, University Roanoke College; MS, University of North BARRY KENT DIDUCH (2018) Associate Florida; PhD, University of Tennessee Professor, Physician Assistant Program; BS, KRISTEN EGAN (2011) Associate Professor The College of William and Mary; MD, of English; BS, Le Moyne College; MA, State University of Virginia School of Medicine University of New York at Courtland; PhD, ROBERT DIXON (2017) Adjunct Faculty Loyola University Member, Physical Therapy Program; BBA, ALLISON L. ELLINGTON (2013) Assistant MBA, Radford University; DPT, Virginia Professor, Program Director, Occupational Commonwealth University Therapy Program; BS, MS, Ithaca College; DORIS DODSON (2011) Assistant Professor OTD, Chatham College of Social Work and Director of Field EMILY ELY (2014) Assistant Professor of Experience; BSW, Longwood University; Education; BA, MEd, University of Miami; MSW, Virginia Commonwealth University PhD, University of Virginia BRUCE R. DORRIES (2000) Associate SARAH ENLOE (2009) Adjunct Faculty Professor of Communication; BA, Baylor Member; BA, University of Texas; University; MA, Corpus Christi State MLitt/MFA, Mary Baldwin College University; PhD, University of Missouri- MARY JANE EPPS (2015) Assistant Columbia Professor of Biology; BA, Duke University; LINDA DRESSLER (2003) Adjunct Faculty PhD, University of Arizona Member; BA, Mt. Holyoke College; MSW, MARK E. ERATH (2017) Adjunct Faculty Virginia Commonwealth University Member, Master of Healthcare Administration PAMELA J. DRESSLER (2015) Assistant Program; MBA, University of Tennessee; BS, Professor, School of Nursing; ADN, Dabney Louisiana State University S. Lancaster Community College; BSN, JANET S. EWING (1977) Associate University of Virginia; MSN, Old Dominion Professor of Business; BS, Virginia University Commonwealth University; MBA, Emory IRVING S. DRISCOLL, JR (2005) Adjunct University Faculty Member; BA, College of William and BENJAMIN G. FARLEY (2015) Associate Mary; MEd, EdD, University of Virginia Professor, Medical Director, Physician TIMOTHY DUNCAN (2008) Adjunct Assistant Program; BA, Bucknell University; Faculty Member; BA, MA, Bob Jones MD, Medical University of South Carolina University; DMA, University of North ANITA P. FAUBER (2009) Adjunct Faculty Carolina-Greensboro Member, College of Education; BA,

346 Bridgewater College; MEd, James Madison ANNA MARY GOLDEN (2008) Adjunct University; EdD, Shenandoah University Faculty Member; BA, James Madison HAROLD A. FELTON (2017) Associate University; MAT, Virginia Commonwealth Professor, Program Director, Physician University Assistant Program; BS, Long Island EMILY GREENE (2016) Assistant Professor, University; MSPA, University of Nebraska; Physician Assistant Program; BS, University DHE, AT Still University of Mary Washington; MSPA, James Madison MARTY W. FONTENOT (2015) Assistant University Professor, Physical Therapy Program; BS, CAROLE GROVE (2000) Adjunct Faculty MS, Georgia Institute of Technology; DPT, Member; AA, Averett College; BA, University of Delaware Longwood College; MEd, Western Maryland MARCUS FORBES (2013) Adjunct Faculty College; PhD, University of Virginia Member; BA, MS, University of North MAY GUENIN (2000) Adjunct Faculty Carolina; PhD, Indiana State University Member; BA, University of Virginia; MSSA, PAMELA FOX (2003) Professor of Music Case Western Reserve University and President; BA, MA, PhD, University of JENNIFER A. HANCOCK (2015) Associate Cincinnati College Conservatory of Music Professor, Health Sciences; BA, Capital KATHARINE M.G. FRANZÉN (1991) University; PhD, Ohio University Assistant Professor of History (part-time); GREGORY G. HANSEN (2014) Assistant MA, St. Andrews University; PhD, University Professor, Occupational Therapy Program; of Virginia BS, West Virginia University; MS, Western LOUISE M. FREEMAN (2000) Professor of Michigan University; PhD, University of Psychology; BS, Emory University; MA, Virginia PhD, University of California at Berkeley RUTH HARBIN MILES (2007) Adjunct HAROLD FURR (2015) Adjunct Faculty Faculty Member; BS, EdS, MS, Fort Hays Member; BA, Bridgewater College; MNS and State University PhD, Cornell University JOHN C. HARRELL (2009) Adjunct Faculty NADINE GERGEL-HACKETT (2010) Member; BA, James Madison University Associate Professor of Physics; BS, PhD, HANNAH L. HARRIS (2017) Assistant University of Virginia Professor, Occupational Therapy Program; SHELBY GILL (2014) Adjunct Faculty BS, Shenandoah University; OTD, Belmont Member; BS, MS, Longwood University University ALLISON GLENZER (2009) Adjunct Faculty MONICA HECK (2017) Assistant Professor, Member; BA, Clemson University; MFA, School of Nursing; ADN, Blue Ridge Louisiana State University Community College; BSN, Eastern Mennonite DREW E. GOGIAN (2014) Associate University; MSN, FNP, University of Professor, Director, School of Nursing; AS, Virginia; DNP, Frontier Nursing University Blue Ridge Community College; BSN, KIM HIGGINS (2009) Adjunct Faculty University of Virginia; MSN, Old Dominion Member; AAS, Thomas Nelson Community University; EdD, Walden University

347 College; BSW, James Madison University; JOSEPH JOHNSON (2012) Assistant MSW, Virginia Commonwealth University Professor of Mathematics, BA, Western EILEEN T. HINKS (1999) Assistant Michigan University; MA and PhD, Professor of Health Care Administration and University of Virginia Biology (part-time); BS, Ursinus College; KIA JOHNSON (2015) Adjunct Faculty PhD, Temple University School of Medicine Member; BA Fayetteville State University; KAREN M. S. HILTZ (2017) Adjunct Faculty MEd Jones International University Member; BA, Chaminade University of NATHAN H. JOHNSON (2018) Adjunct Honolulu; MBA, Marymount University; Faculty Member, Master of Healthcare EdD, Lynchburg College Administration Program; BS, Louisiana Tech KEITH M. HOELL (2018) Adjunct Faculty University; MA, Incarnate Word College; MS, Member, Master of Healthcare Administration University of Utah; PhD, Mississippi State Program; BS, MBA, St. John’s University University BARBARA HOLT (2011) Adjunct Faculty CLINTON A. JOHNSTON (2011) Adjunct Member; BFA, Ohio University; MA, Faculty Member; BA, Haverford College; Montclair State College MFA, University of Virginia JENNA HOLT (2011) Associate Professor of ERIC N. JONES (1986) Adjunct Faculty Psychology; BS, James Madison University; Member; BS, Bucknell University; MS, PhD, MS, Radford University; PsyD, James Pennsylvania State University Madison University NICHOLAS E. KALAFATIS (2007) Adjunct ROBIN FAIN HOPKINS (2018) Assistant Faculty Member; AA, BA, University of Professor of Psychology; PhD, University of Richmond; MEd, Virginia Commonwealth Louisville University; EdS, EdD, The College of CLAY E. HUIE (2015) Adjunct Faculty William and Mary Member, Occupational Therapy Program; BA, JINYOUNG KANG (2017) Assistant University of South Carolina; BS Professor of Business; BA, University of Occupational Therapy, Medical University of Wisconsin; MA, Brandeis University; PhD, South Carolina University of Massachusetts JENNIFER B. HUNT (2014) Assistant FREDERICK JEFFREY KEIL (1985) Professor, Physician Assistant Program; BS, Adjunct Faculty Member; BA, Belknap Ohio Northern University; MMS, Arcadia College; MCOM, University of Richmond University LISE KEITER (1998) Professor of Music; CHRISTOPHER R. JENKINS (2010) Adjunct BM, Oberlin College and Conservatory of Faculty Member; BA, MSW, Virginia Music; MM, DM, Indiana University Commonwealth University SARAH KENNEDY (2000) Professor of DIANNE V. JEWELL (2015) Adjunct Faculty English; BA, MA, Butler University; PhD, Member, Physical Therapy Program; BA, Purdue University. Williams College; MSPT, Boston University; PhD, DPT, Virginia Commonwealth University

348 V. KAI KENNEDY (2013) Adjunct Faculty LINDSEY LENNON (2016) Adjunct Faculty Member, Physical Therapy Program; BS, Member; BS, James Madison University; MS, University of Maryland; DPT, Virginia Phd, Florida State University Commonwealth University KATHERINE LOW (2011) Associate CLAIRE T. KENT (1991) Associate Professor Professor of Religion and College Chaplain; of Business and holder of the The Bertie BA, Doane College; MDiv and PhD, Texas Wilson Murphy Distinguished Chair in Christian University Business Administration; BBA, MBA, James CHRISTY LOWERY-CARTER (2007) Madison University Adjunct Faculty Member; BS, MAT, Averett CATHERINE T. KIMMEL (2018) Adjunct University; EdD Liberty University Faculty Member, Master of Healthcare BETTY C. LUCENTE (2017) Adjunct Administration Program; BS, State University Faculty Member, Master of Healthcare of New York; MBA, Dowling College Administration Program; PhD, Virginia JAMES A. KINDER (2016) Clinical Partner, Commonwealth University; MSN, West Physician Assistant Program; BA, Rice Virginia University; BSN, Marshall University; BMS, St. Louis University; University MSPA, University of Nebraska Medical ELLEN LUCIUS (2011) Academic Advisor Center and Adjunct Instructor of Education; BS, SHEREE KISER (2005) Adjunct Faculty University of Wisconsin-Madison; MEd, Member; BS, James Madison University James Madison University ROBERT KLONOSKI (2006) Adjunct HEATHER E. MACALISTER (2003) Faculty Member; BS, Fairfield University; Associate Professor of Psychology; AB, Smith MBA, University of Connecticut; JD, College; MEd, State University of West Brooklyn Law School; DMgt, University of Georgia; PhD, University of Georgia Maryland, University College LYNNE MACKEY (2000) Adjunct Faculty K. MICHELLE KNEWSTEP-WATKINS Member; BM, University of Michigan; MM, (2017) Assistant Professor, Director of The Julliard School; DM, Eastman School of Clinical Education, Occupational Therapy Music Program; BS, The College of William and MELISSA H. MALABAD (2009) Adjunct Mary; MOT, OTD, University of Saint Faculty Member; BA, University of Virginia; Augustine for Health Sciences MBA, James Madison University MARK A. KNOPP (2016) Adjunct Faculty KORESSA MALCOLM (1998) Adjunct Member; BS, Virginia Polytechnic Institute Faculty Member; BA, MEd, EdS, Kent State and State University; MS, Georgia State University; PhD, University of Nebraska- University; PsyD, Georgia School of Lincoln Professional Psychology TIMOTHY MARTIN (2016) Adjunct Faculty LAWRENCE P. KROGGEL (2016) Adjunct Member; BA, Mary Washington College; MS, Faculty Member; BA, Susquehanna Virginia Commonwealth University; JD, University; MA, Bloomsburg University University of Richmond School of Law

349 CHANDRA MASON (2008) Associate GREGORY S. MEEK (2017) Adjunct Faculty Professor of Psychology; BA, University of Member; MEd, James Madison University; Virginia; MA, James Madison University; PhD, The College of William and Mary PhD, The City University of New York PAUL D. MENZER (2007) Professor of BESS MAXWELL (2014) Assistant Shakespeare and Performance and English; Professor, Physical Therapy Program; BS, Director of the MLitt/MFA Program in University of Arizona; MA, Ball State Shakespeare and Performance; BA, University University; MS, Washington University of Maryland; AM, Georgetown University; School of Medicine; PhD, University of PhD, University of Virginia Arizona DANIEL METRAUX (1983) Adjunct Faculty DANA McCAULEY (2012) Adjunct Faculty Member, BA, Beloit College; MIA, PhD, Member; BS, MEd, Frostburg State Columbia University University; EdD, West Virginia University AMY SIMS MILLER (2006) Assistant KATHY McCLEAF (1984) Professor of Professor of Asian Studies); BA, Wesleyan Education and Gender and Sexuality Studies; University; MA, PhD, University of Virginia BS, MS, James Madison University; EdD, SUZANNE MILLER (2011) Adjunct Faculty University of Phoenix Member; BA, Mary Baldwin College; MEd, JAMES C. McCRORY (1985) Adjunct Vanderbilt University Faculty Member; BA, MEd, EdD, University KERRY MILLS (2005) Assistant Professor of of Virginia Art History; BS, BFA, MA, Virginia KIM L. McDONALD (2017) Assistant Commonwealth University Professor, Director, School of Public Health, SHERI LEE MONTGOMERY (2018), Program Director, Master of Healthcare Associate Professor, Post-Professional Doctor Administration Program; AS, Farmingdale of Occupational Therapy Program; BS, Tufts State College; BS, Empire State College; MS, University-Boston School of Occupational Capella University; PhD, Walden University Therapy; OTD, University of Utah ANNE McGOVERN (1986) Associate CAROLYN J. MOORE (2015) Associate Professor of French; BA, MA, State Professor, Physical Therapy Program; BS, University of New York at Stony Brook; PhD, University of Texas School of Allied Health Vanderbilt University Sciences; MHS, University of Indianapolis, CATHERINE FERRIS McPHERSON (1993) Krannert School of Physical Therapy; DPT, Associate Professor of Business, Associate University of Tennessee Chattanooga Dean of the College of Business and MELISSA MORGAN (2017) Assistant Professional Studies, and holder of the The Professor of Physical Education; BA, James Bertie Wilson Murphy Distinguished Chair in Madison University; MS, EdD, University of Business Administration; BA, Mary Baldwin Virginia College; MBA, West Virginia Graduate JAMES ALLAN MOYÉ (1995) Adjunct College Faculty Member and Director of Communication Studios; BA, East Carolina University; MFA, University of New Orleans

350 PATRICIA LYNN MURPHY (2004) LINDA PETZKE (2002) Adjunct Faculty Associate Professor of Psychology; BS, Member; BA State University of New York George Washington University; MA, College at Cortland; MAT, James Madison University of Vermont; PhD, University of University Vermont, Burlington JANE PIETROWSKI (2016) Adjunct Faculty JON N. OLSON (2018) Adjunct Faculty Member, BA, PhD, University of South Member, Physician Assistant Program; BA, Carolina University of Florida; MA, Wake Forest BRIAN RICHARD PLANT (1988) Professor University of English; BA, Oklahoma State University; MARINA OMAR (2017) Assistant Professor AM, MFA, Washington University of Political Science; BA, MA and PhD, LALLON G. POND (1992) Associate University of Virginia Professor of Business Administration; BS, JOHN ONG (1989) Associate Professor of University of Georgia; MBA, Florida State Mathematics; BE, University of Malaya; MS, University MA, University of Kansas; MS, Virginia RACHEL POTTER (2003) Associate Polytechnic Institute and State University; Professor of Education, Dean of the College PhD, University of Virginia of Education; BA, MAEd, College of William RODERIC L. OWEN (1980) Professor of and Mary; EdD, University of Virginia Philosophy; BA, College of Wooster; MA, GAURI S. RAI (2004) Professor of Social Kent State University; EdD, College of Work; BA, MAS, Kashi Vidyapith University; William and Mary MSW, St. Louis University; PhD, Rutgers DAVID PALLISTER (2018) Associate University Professor, Program Coordinator, Post- KIMBERLY POWELL (2017) Instructor, Professional Doctor of Occupational Therapy Physician Assistant Program; BA, James Program; BS, Wagner College; MA, New Madison University; MHS, PA-C, Duke York University; JD, Rutgers Law School University Medical School TIFFANY PARK (2014) Adjunct Faculty MARY B. PRESTON (2015) Clinical Partner, Member; BA, Longwood University; MMC, Physician Assistant Program; BA, Hollins The University of Georgia College; MD, University of Connecticut DIANNA PARRISH (2014) Adjunct Faculty School of Medicine Member; BA, Roanoke College; MSW, STEPHANIE RALEIGH (2013) Adjunct Virginia Commonwealth University Faculty Member; BS, MEd, Georg Mason BRENCI PATIÑO (2011) Associate Professor University of Spanish; BA, University of Texas; MA and JENNIFER RAMIREZ (2016) Adjunct PhD, University of Illinois Faculty Member; BA, Western Maryland MICHAEL PELTON (2010) Adjunct Faculty College; MA and PhD, Virginia Member; BS, University of Tennessee; MS, Commonwealth University PhD, University of Georgia

351 MARTA R. RAMSEY (2007) Adjunct MARTHA SAUNDERS (2003) Assistant Faculty Member; AA, Marymount College of Professor of Art; BFA, Virginia Virginia; BA, MA, Virginia Polytechnic Commonwealth University; MFA, Mount Institute and State University Royal School of Painting, Maryland Institute, PAIGE M. REED (2017) Adjunct Faculty College of Art Member; BA, Mary Baldwin College; MS, MELISSA SCHEIBER (2017) Assistant Fairmont State University Professor of Biology; AS, BS, Indiana CARLA M. RENNER (2011) Adjunct Faculty University Northwest; PhD, Medical Member; BA, University of Nebraska; MSW, University of South Carolina Virginia Commonwealth University JOHN P. SCHEIDLER (2004) Assistant JAMES RESPESS (1989) Adjunct Faculty Professor of Theatre and Shakespeare and Member; BA, Mary Baldwin College; MFA, Performance; BA, Western Michigan Virginia Commonwealth University University; MFA, University of Virginia MATTHEW C. RHEINECKER (2018) THERESA A. SCHMITT (2007) Adjunct Adjunct Faculty Member; BA, Siena Heights Faculty Member; BS, Springfield College; University; MEd, Bowling Green State MEd, Lynchburg College University; PhD, The University of Toledo JIM R. SCONYERS JR. (2003) Associate MICHAEL RIDDELL (2015) Adjunct Faculty Professor of Art; BA, University of North Member; BS, University of New England, Carolina at Asheville; MFA, Indiana Australia; Graduate Diploma, University of University, Bloomington Canberra, Australia EDWARD A. SCOTT (1990) Associate ROBERT ROBINSON (2006) Assistant Professor of Philosophy; BA, Slippery Rock Professor of Sociology; AS, Piedmont State College; MA, PhD, Duquesne University Virginia Community College; BS, Longwood STEPHANIE SEBOLT (2015) Assistant College; MS, North Carolina State University Professor of Education; BA, Mary STEPHANIE ROBINSON (2010) Adjunct Washington College; MA, PhD, Virginia Faculty Member; BS, MA, Longwood College Polytechnic Institute and State University NANCY H. ROSS (2002) Adjunct Faculty KENDRA LYNN SHEARD (2017) Adjunct Member; BA, University of Maryland; MA, Faculty Member, Occupational Therapy James Madison University Program; AAS, Pennsylvania College of PETER RUIZ-HAAS (2008) Associate Technology; BS, Pennsylvania State Professor of Chemistry; BA, Hampshire University College; PhD, Oregon State University LISA D. SHOAF (2012) Professor, Director, KARI SALOIS (2014) Adjunct Faculty School of Health & Human Performance, Member and Academic Advisor; BA, Mary Director, Physical Therapy Program; BS, Baldwin College; MS, Radford University Medical College of Virginia/Virginia Commonwealth University; MS, James Madison University; PhD, DPT Virginia Commonwealth University

352 MANDI M. SMITH (2013) Adjunct Faculty PAMELA STEPHENSON (2015) Assistant Member; BS, Virginia Polytechnic Institute Professor, Occupational Therapy Program; and State University; JD, Washington and Lee Diploma of the College of Occupational School of Law Therapists, Ulster Polytechnic (UK); MORGAN C. ALBERTS SMITH (2017) Postgraduate Diploma in Management, Adjunct Faculty Member; BA, Mary Baldwin Croydon College/ Sussex University; MSHS, College; MA, Loyola University Maryland St. George’s Hospital Medical SHEILA W. SMITH (2007) Adjunct Faculty School/University of London; MSOT, St. Jose Member; BA, University of Liverpool; MA, State University; OTD, Rocky Mountain George Mason University Yvonne D. Smith- University of Health Sciences Jones (2011) Adjunct Faculty Member; BS, ERICA STEWART (2015) Adjunct Faculty Norfolk State University, MS, EdS, EdD, Member; BA, Virginia State University; College of William and Mary MSW, Virginia Commonwealth University DONALD A. SOLIMINI (2014) Assistant DANIEL M. STUHLSATZ (1999) Professor Professor, Director of Academic Education, of Sociology; BA, Wichita State University; Physician Assistant Program; BA, St. MA, University of Wyoming; PhD, University Michael’s College; PA Certificate, St. Louis of Virginia University Physician Assistant Program; GAIL M. TARLETON (2015) Assistant MHA, Quinnipiac University Professor, Director of Clinical Education, THERESA K. SOUTHERINGTON (1977) Physical Therapy Program; BS, Plymouth Professor of Theatre and holder of the State University; BS, University of Vermont; Margaret Hunt Hill Chair in Humanities; BA, DPT Utica College Mary Baldwin College; MS, Madison DAVID TATE (2004) Adjunct Faculty College; MA, MFA, University of Virginia Member; BS, Bridgewater College SHARON B. SPALDING (1989) Professor of MARY CLAY THOMAS (2008) Associate Physical Education; BS, James Madison Professor and Director of Social Work; BA, University; MEd, University of Virginia; University of Montana; MSW, University of ACSM Exercise Specialist, (certified) Vermont JOSEPH SPRANGEL, JR (2010) Associate AMY J. TILLERSON (2004) Professor of Professor of Business Administration and the History; BA, MA, Virginia Polytechnic holder of the H. Gordon and Mary Beth Reed Institute and State University; PhD, Morgan Smyth Chair in Business; Chief Online State University Officer and Outreach Strategist, Dean of the BRADLEY M. TIPLER (2015) Adjunct College of Business and Professional Studies; Faculty Member, Physical Therapy Program; BBA, Eastern Michigan University; MBA, BA, Davidson College; MD, University of Spring Arbor University; DBA, Lawrence Alabama Technological University KERON TOMLINSON (2016) Adjunct Faculty Member; BS, Providence College; MSA, James Madison University

353 NANCY TOMS (2014) Adjunct Faculty CARLA VAN DEVANDER (2013) Instructor Member; BS Randolph-Macon Women’s of Education and Academic Advisor; BA, College; MS, Johns Hopkins University George Mason University; MEd, Eastern KRISTI TREVILLIAN (2013) Adjunct Mennonite University Faculty Member; BS, Oklahoma State ANNA HOFFER VANHOY (2016) Adjunct University; MEd, Virginia Commonwealth Faculty Member; BA, University of Virginia; University; PhD, University of Virginia Kathy MSW, University of North Carolina at Chapel Tucker (2009) Adjunct Faculty Member; BA, Hill James Madison University; MEd, University ALICE WADDELL (2003) Assistant of Virginia Professor of Education; BS, Radford JAN FRANCES TRIPLETT (2018) Adjunct University; MEd, James Madison University; Faculty Member; BA, Mary Baldwin College; EdD, Virginia Polytechnic Institute and State MA, University of Denver; PhD, The University University of Texas at Austin SANDRA WAGONER (2015) Assistant JOANNE TRITSCH (2014) Adjunct Faculty Professor, Occupational Therapy Program; Member; BA, University of Pennsylvania; BA, Virginia Commonwealth University; MBA, New York University; MBA Fordham MOT, Texas Woman’s University; OTD, University; DM, University of Maryland Rocky Mountain University of Health VIRGINIA P. TROVATO (2011) Director of Sciences Advising, MBU Online and Adjunct Instructor MARTHA J. WALKER (1996) Professor of of Education; BA, University of Virginia; French and Dean of the College of Arts and MLA, University of Richmond; EdS, Sciences; AB, Duke University; MA, Appalachian State University University of Virginia; PhD, Harvard KATHERINE TURNER (2005) Professor of University English; BA, University of Oxford (Balliol LORI WALL (2013) Adjunct Faculty Member College); MPhil, PhD, University of Oxford and Field Placement Coordinator; BS, MEd, ANN E. TUZSON (2015) Assistant Professor, James Madison University Physical Therapy Program; BS, University of CHERYL G. WATKINS (2009) Adjunct Colorado; BS in PT, University of Illinois; Faculty Member; BS, Virginia Union MS, PhD University of Virginia University; MEd, Virginia State University; CAREY L. USHER (2002) Associate EdD, Virginia Tech Professor of Sociology, Associate Provost; MICHAEL W. WEIR (2018) Adjunct Faculty BA, Converse College; MA, PhD, University Member, Master of Healthcare Administration of Alabama at Birmingham Program; BS, Pennsylvania State University; LAURA A. VAN ASSENDELFT (1994) MBA, Golden Gate University; MS, Professor of Political Science; BA, University University of Missouri of the South; PhD, Emory University JEREMY L. WEST (2012) Adjunct Faculty TAMMIE VANCE (2014) Adjunct Faculty Member; BA, Jacksonville State University; Member; BA, Marshall University; MEd, MFA, University of Exeter College of William and Mary

354 JOHN WETTER (2015) Adjunct Faculty University; MEd, James Madison University; Member, BS, MBA, University of Scranton; PhD, University of Tennessee, Knoxville PhD, George Washington University ANGELA B. WILSON (2018) Assistant ANNE WICK (1997) Adjunct Faculty Professor of Education, Director of Teacher Member; BA Converse College; MM Education; BS, Virginia Commonwealth University of Michigan; PhD, James Madison University; MEd, PhD, Virginia State University University ABIGAIL WIGHTMAN (2009) Associate WESLEY E. WILSON (2017) Adjunct Professor of Anthropology; BA, Miami Faculty Member; BS, Baylor University; MA, University; MA, PhD, University of The University of Texas at San Antonio; EdD, Oklahoma University of Florida ANGELA WILLIAMS (2014) Adjunct SARAH W. WORMAN (2017) Assistant Faculty Member; BA, Oglethorpe University; Professor, Director of Clinical Education, MEd, PhD, Virginia Tech Physician Assistant Program; AAS, Cuyahoga DOREEN WILLIAMS (2012) Adjunct Community College; BS, University of Faculty Member; BS, Longwood College; Dayton; MSPA University of Nebraska MEd, PhD, Virginia Commonwealth Medical Center University JAMES WILLIAMS (2013) Adjunct Faculty Additional Faculty Member; BS, MS, Virginia Commonwealth ELLIE COGGINS University Program Director, School of Clinical LOIS ANN GASPARRO WILLIAMS (2001) Laboratory Science, Augusta Medical Center; BS, Radford University, MT, Augustan Adjunct Faculty Member; BA, State Medical Center School of Clinical Laboratory University of New York; MEd, EdS, EdD, Science, MSHA, Virginia Commonwealth University of Virginia University TAMRA WILLIS (2004) Associate Professor of Education; BS, Appalachian State

355 Administrative Staff 2018–19

ACADEMIC AFFAIRS AMANDA EVANS (2018) Head Women’s Soccer Coach TY F. BUCKMAN (2017) Provost and ROSS JAMES (2017) Head Women’s Professor of English; BA, Nyack College; Basketball Coach MA, PhD, University of Virginia SAMUEL JEFFRIES (2018) Head Strength TERRI WALKER (1992) Executive Assistant, and Conditioning Coach Office of the Provost; Danville Community MARAH JONES (2018) Head Athletic College; Mary Baldwin College Trainer JOSEPH SPRANGEL, JR (2010) Chief ROBERT ROSE (2017) Head Men’s Soccer Online Officer and Outreach Strategist, Dean Coach of the College of Business and Professional CHRISTY M. SHELTON (2000) Athletic Studies, Associate Professor of Business Events Coordinator, Head Coach of Softball; Administration, and the holder of the H. Senior Woman Administrator Gordon and Mary Beth Reed Smyth Chair in CHRIS STAMBAUGH (2018) Head Tennis Business; BA, Eastern Michigan University; Coach MBA, Spring Arbor University; PhD, BECKI TEERLINK (2012) Administrative Lawrence Technological University Assistant for Athletics and Wellness; CAREY USHER (2002) Dean of the Mary Associate’s Degree in Early Childhood Baldwin College for Women, Associate Education, Ricks College Provost for RUTH THOMPSON (2017) Head Women’s Academic Affairs and Student Success, and Volleyball Coach Associate Professor of Sociology; BA, Converse College; MA, PhD, University of MBU Online Programs Alabama at Birmingham Staunton Campus MARTHA J. WALKER (1996) Dean of the ELLEN LUCIUS (2011) Academic Advisor; College Arts and Sciences and Professor of BSEd, University of Wisconsin-Madison; French; AB, Duke University; MA, University MSEd (Educational Administration), MEd of Virginia; PhD, Harvard University (Reading Education), James Madison DONNA S. BOWYER (1994) Faculty University Resource Coordinator ROBERT ROBINSON (2006) Academic ELIZABETH K. POTTS (2010) Lab Manager Advisor, Assistant Professor of Sociology; and Chemical Safety Officer; BS, Roanoke AS, Piedmont Virginia Community College; College, Virginia BS, Longwood College; MS, North Carolina ASHLEY STRICKLAND (2015) Faculty State University Resource Coordinator VIRGINIA TROVATO (2011) Director of Advising; BA, University of Virginia; MA, Athletics/Physical Activities Center University of Richmond; EdS, Appalachian State University JONAS WORTH (2018) Director of Athletics; TINA WITHEROW (2007) Director of BA, McGill University; MA, University of Operations; BA, Mary Baldwin College British Columbia HEATHER ELY (2015) Head Cross Country and Track Coach; BA and MA, University of Alabama

356 Mary Baldwin University in Charlottesville Building Services TIFFANY BARBER (2005) Associate CINDY SMITH (2014) Housekeeping Professor of Education; BA, James Madison Supervisor University; MEd, PhD, University of Virginia Business and Finance Mary Baldwin University in Richmond, JENNIFER M. SAUER (2018) Vice President Rappahannock, and Williamsburg of Business and Finance; BS, Virginia Tech CATHERINE FERRIS McPHERSON (1993) WENDY CARTER (2018) Cashier/Perkins Associate Professor of Business; BA, Mary Loan Administrator Baldwin College; MBA, West Virginia RICK R. CZERWINSKI (2006) Director of Graduate College Budgets and Risk Management; BBA, MBA, KERRY MILLS (2005) Academic Advisor, James Madison University Instructor of Art History, Recruiter; BS, BFA, PATRICIA W. DAVIS (1979) Associate MA, Virginia Commonwealth University Controller; AAS, Blue Ridge Community PATRICIA MURPHY (2004) Associate College; BA, Mary Baldwin College Professor of Psychology; BS, George LINDA S. FRETWELL (1990) Supervisor of Washington University; MA, University of Student Accounts Vermont; PhD, University of Vermont, JESSICA GRANT (2016) BA, Mary Baldwin Burlington College; Student Accounts Coordinator ELIZABETH G. HYLTON (2014) Human Mary Baldwin University in Roanoke Resources Generalist; BS, Eastern Mennonite SHARON BARNES (1997) Director, University; MA, Mary Baldwin College Academic Advisor; BA, MLS, Hollins MICHELLE C. IRVINE (1983) Director of College Human Resources; BA, Mary Baldwin KARI SALOIS (2011) Academic Advisor; College BA, Mary Baldwin College; MS, Radford BECKY MCCRAY (1989) Payroll University Administrator; BS, James Madison University DIANNA PARRISH (2015) Academic JESSIE L. MOYERS (2005) Controller; BBA, Advisor; BA, Roanoke College; MSW, James Madison University Virginia Commonwealth University KAY M. REXRODE (1999) Office Administrator Mary Baldwin University in Southside DEBORAH T. SNYDER (1997) Accounting SANDRA BAGBEY (2008) Director, Coordinator Academic Advisor; BS, MS, Longwood CALLA TINSLEY (2018) Accounts Payable College Administrator

Mary Baldwin University in Weyers Cave Campus Post Office SUSAN SCHMEISSING (2003) Director, MATTHEW CRUM (2017) Mail Services Academic Advisor; BS, Purdue University; Coordinator MEd, Mary Baldwin College MARION A. WARD (1990) Academic Campus Store Advisor; BA, Elizabethtown College; MEd, BRADLEY A. CLATTERBUCK (1990) EdS, University of Virginia Campus Store Manager

357 Central Receiving and Stockroom MARY VAN NORTWICK (2006) Wellness VALERIE PURCELL (2008) Stockroom Dietitian/Wellness Coordinator; BS, Coordinator; BS, Lamar University University of Akron; MS, University of Maryland; MPM, George Washington College of Education University; FMP (Food Management RACHEL POTTER (2003) Dean of the Professional), Registered Dietitian College of Education, Associate Professor of Nutritionist, Certified Wellness Coach Education; BA, MAEd, College of William and Mary; EdD, University of Virginia Enrollment Management ROBIN LYNNE GRIVETTI (2018) JAMES MCCOY (2017) Interim Vice Administrative Coordinator President of Enrollment; BS, Virginia Tech; LORI S. JOHNSON (1999) Licensure MS, PhD, Pennsylvania State University Coordinator TERI VREULS MAERKI (2003) Director of Undergraduate Residential Programs Academic & Student Services; BS, Eastern Admissions Mennonite University; MEd, Mary Baldwin MATTHEW MUNSEY (2017) Director of College Admissions; BA, Hampden-Sydney College LORI MARIE WALL (2013) Field Placement ALLISON BURCH (2013) Director of Coordinator, Adjunct Faculty Member Admissions Operations; BA, Bridgewater ANGELA B. WILSON (2018) Assistant College Professor of Education, Director of Teacher ROBERT CLEMMER (2018) Admissions Education; BS, Virginia Commonwealth Counselor; BA, Hampden-Sydney College University; MEd, PhD, Virginia State EMILY MILLER CROWLEY (2017) University Assistant Director of Admissions Operations; BA, MEd, Mary Baldwin College Dining Services SARAH DAUGHDRILL (2016) Coordinator TRACY G. HINER (2004) Director of Dining of Prospective Student Communications; BA, Services; BA, Mary Baldwin College; AAS, Mary Baldwin College Johnson & Wales University; FMP (Food ANTHONY HAMMER (2017) Admissions Management Professional) Counselor; BA, Bridgewater College YVETTE D. AKERS (2015) Administrative SAGE HASTERT (2018) Welcome Center Assistant Coordinator; BA, Mary Baldwin University MARY ALMARODE (2005) University Café DAESHA HORDGE (2017) Admissions Manager; FMP (Food Management Counselor; BA, Mary Baldwin University Professional) KIRSTIN LAZRI (2017) Associate Director BENJAMIN R. DIEMER (2018) Catering of Admissions; BA, Mary Baldwin College; Manager MBA, DeVry University CHRIS SORRELLS (2015) Executive Chef AUTUMN LIGHTNER (2017) Admissions ASLAN TUGMAN (2016) Production Counselor, Event Coordinator; BA, Liberty Manager University NORA MOTURI (2018) Admissions Counselor; BA, Mary Baldwin University BRITTANY ROBERTS (2017) Admissions Counselor; BS, James Madison University

358 Online and Graduate Admissions MICHAEL R. HANGER (1986) Maintenance ERICKA DAVIS (2018) Assistant Vice Supervisor President for Online and Graduate Enrollment; JEFF WAGNER (1980) Grounds Supervisor, GREG ANDERSON (2015) Assistant Campus Support and Events Supervisor Director of Admissions; BS, Colorado Technical University R.J. Health Services ASHLEY BUCHANAN (2001) Director of DONNA DUFF (1987) Office Manager, Admissions Operations for Online & Graduate Student Health Center Studies; BA, Mary Baldwin College ERIN MARLEY, NP (2015) Nurse ASHLEY MILES (2017) Assistant Director of Practitioner; BSN, MSN University of Admissions; BA, Ferrum College Virginia BILLY SAULLE (2016) Assistant Director of LISA TUTTLE (2017) RN; Lynchburg School Operations; BA, Lynchburg College of Nursing

External Affairs Library AIMEE ROSE (2017) Vice President of CAROL CREAGER (1993) University Integrated Communications and Chief Librarian; BA, College of William and Mary; Strategy Officer; BA, University of Rhode MLS, University of Maryland Island LUCY CREWS (1989) Catalog and Serials LEIGHTON CARRUTH (2011) Senior Librarian; BA, Virginia Polytechnic Institute Copywriter; BA, University of Virginia; MA, and State University; MLIS, University of Brown University North Carolina at Greensboro GINNY CLEMENKO (2017) Senior SEAN CROWLEY (2009) Interlibrary Loan Associate Vice President of Integrated Coordinator; BIS, James Madison University; Communications and Managing Director MSLS, Clarion University BILLY COFFEY (2006) Copywriter CHRISTINA DANIEL (2001) Circulation and LIESEL NOWAK CROSIER (2009) Student Staff Coordinator; BBA, Radford Associate Vice President of External Affairs; University ANAYA JONES (2013) ABJ, University of Georgia Information Literacy Librarian; BA, Mary PAM DIXON (2007) Art Director; BFA, Baldwin College; MLIS, Drexel University James Madison University NICOLE GOODNOUGH (2017) Social and Murphy Deming College of Health Sciences Digital Media Manager; BA, Virginia DEBORAH L. GREUBEL (2017) Vice Intermont College President and Dean of the Murphy Deming LISA HA (2017) Associate Vice President of College of Health Sciences; BSN, The Marketing and Advertising; BS, MPA, James University of Tulsa; MS, University of Madison University Oklahoma; DNP, Oklahoma City University PHOEBE SCHWEIZER WEST (2012) DEBBY BIBENS (1999) Director of Director of Creative Strategy; BA, Hollins Operations and Administration; BA, Mary University Baldwin College SARA BLAKE (2017) Assistant Director of Facilities Maintenance Admissions; BA, University of Virginia; TOMMY CAMPBELL (1981) Engineering MEd, Columbia College Supervisor DONNA R. BLETZ (2017) Receptionist/Office Assistant

359 CYNTHIA BONO (2016) Assistant Director ALECIA LAWHORNE (2018) Clinical of Student Services; BA, Bridgewater Placement Assistant, Physician Assistant College; MS, University of Oregon Program LISA BYRD (2016) Technology Support SARA LIGHTNER (2018) Programs Specialist; AAS, Blue Ridge Community Resource Assistant; BA, The College of College William and Mary MICHAEL D. DUNAWAY (2014) KIM L. MCDONALD (2017) Assistant Interprofessional Simulation Center Professor, Program Director, Master of Coordinator; AAS, Piedmont Virginia Healthcare Administration Program; AS, Community College Farmingdale State College; BS, Empire State ALLISON L. ELLINGTON (2013) Assistant College; MS, Capella University; PhD, Professor, Program Director, Occupational Walden University Therapy Program; BS, MS, Ithaca College; DAVID PALLISTER (2018) Associate OTD, Chatham College Professor, Program Coordinator, Post- BENJAMIN G. FARLEY (2015) Associate Professional Doctor of Occupational Therapy Professor, Medical Director, Physician Program; BS, Wagner College; MA, New Assistant Program; BA, Bucknell University; York University; JD, Rutgers Law School MD, Medical University of South Carolina LISA D. SHOAF (2012) Professor, Director, HAROLD A. FELTON (2017) Associate School of Health & Human Performance, Professor, Program Director, Physician Program Director, Physical Therapy Program; Assistant Program; BS, Long Island BS, Medical College of Virginia/Virginia University; MSPA, University of Nebraska; Commonwealth University; MS, James DHE, AT Still University Madison University; PhD, DPT, Virginia LAUREN FERNANDEZ (2017) Executive Commonwealth University Assistant; BA, Patrick Henry College DONALD A. SOLIMINI (2014) Assistant DREW E. GOGIAN (2014) Associate Professor, Director of Academic Education, Professor, Director, School of Nursing; AS, Physician Assistant Program; BA, St. Blue Ridge Community College; BSN, Michael’s College; PA Certificate, St Louis University of Virginia; MSN, Old Dominion University Physician Assistant Program; University; EdD, Walden University MHA, Quinnipiac University BERNADETTE GRIFFITH (2018) Special SUSAN W. STEVENS (2018) Associate Projects Assistant for Academic Affairs; BA, Dean for Academic Affairs; BA, Capital Duquesne University; MEd, Cabrini University; MS, Indiana State University; University EdD, University of North Carolina at CRYSTAL H. JOHNSON (2018) Director of Greensboro Enrollment and Student Services; BA, GAIL M. TARLETON (2015) Assistant University of Oklahoma Professor, Director of Clinical Education, K. MICHELLE KNEWSTEP-WATKINS Physical Therapy Program; BS, Plymouth (2017) Assistant Professor, Director of State University; BS, University of Vermont; Clinical Education, Occupational Therapy DPT, Utica College Program; BS, The College of William and ELISABETH M. WALLACE (2016) Clinical Mary; MOT, OTD, University of Saint Placement Assistant, Physician Assistant Augustine for Health Sciences Program; BS, University of Texas; MPH, University of Oklahoma Health Sciences Center

360 SARAH W. WORMAN (2017) Assistant BEVERLY RIDDELL (2010) Coordinator, Professor, Director of Clinical Education, Instructional Technology; BA, College of Physician Assistant Program; AAS, Cuyahoga William and Mary Community College; BS, University of SAMUEL SAUDER (2017) Enterprise Dayton; MSPA, University of Nebraska Applications Support Analyst; BS, Eastern Medical Center Mennonite University LAURA C. SHEFFEY (2014) Enterprise Office of the Chaplain Applications Support Analyst; BS, KATHERINE LOW (2011) Assistant Bridgewater College Professor of Religion and College Chaplain; ELIZABETH STELLING (2012) Coordinator BA, Doane College; MDiv and PhD, Brite of Client Services; AAS, J. Sargeant Reynolds Divinity School, Texas Christian University Community College MATTHEW SWATS (2015) Coordinator, Office of Financial Aid and Student Hardware Services; Blue Ridge Community Employment Program College ROBIN DIETRICH (2005) Director of KENDAL WHITE (2018) Systems Financial Aid; BA, Carleton College Administrator PRISCILA CAVALCANTE (2017) Assistant Director of Financial Aid; BS, Champlain Office of the President College PAMELA FOX (2003) President; BA, MA, JENNIFER EIBERT (2018) Financial Aid PhD, University of Cincinnati, College Counselor: BA, Mary Baldwin University Conservatory of Music MEGAN SPETH (2018) Assistant Director of SHARON S. BOSSERMAN (2010) Executive Financial Aid; BA, BS, Virginia Tech; MA, Presidential Assistant Louisiana State University CAROL WALDMANN (2017) Associate Office of the Registrar Director of Financial Aid, Technology KIMBERLY ROBINSON (2004) Registrar; Services BS, Shepherd College CATHERINE M. PROVOST (2011) Office of Information Technology Associate Registrar; BSLA, Pennsylvania MICHAEL ENGLE (2017) Systems State University Administrator ANDREINA ARROYO (2015) Registration GEORGE GUBA (2014) Instructional & Records Assistant; BA, Mary Baldwin Designer College DIANE HARRINGTON (2017) Enterprise BRIAN YUROCHKO (2015) Assistant Applications Support Analyst Director of Technology and Operations; BA, KARIUS KIRACOFE (2018) IT Client Duquesne University; MA Duquesne Support Specialist University REID OECHSLIN (2011) Director of Internal Operations; BA, University of Virginia Physical Plant Administration LEE REID (2014) Director, Enterprise Systems Management; BS, Oklahoma State MARION KEITH CALLAHAN (2018) University Associate Vice President, Facilities Management and Capital Planning

361 SYLVIA FIELDING (2003) Facilities Office The Samuel R. Jr. and Ava Spencer Center Manager; BS, Shepherd College for Civic and Global Engagement CHRISTINA HARRISON (2017) Director, Program for the Exceptionally Gifted Spencer Center for Civic and Global CARLA R. VAN DEVANDER (2013) Engagement; BA, Western Michigan Director, Instructor of Education; BA, George University; MSW, University of Michigan Mason University; MEd, Eastern Mennonite CHARIS TUCKER (2017) Assistant Director, University Spencer Center for Civic and Global CHRISTINE M. BAKER (2000) Associate Engagement Director of Early College Student Life; BA, ABIGAIL WIGHTMAN (2009) Faculty-in- James Madison University Residence, Associate Professor of CAROL SHEPHERD (2013) Driver/Office Anthropology; BA, Miami University; MA, Assistant; BA, Roanoke College PhD, University of Oklahoma AMY MILLER (2006) International Student Safety and Security Advisor, Assistant Professor of Asian Studies; TOM BYERLY (2014) Director of Safety and BA, Wesleyan University; MA, PhD, Security; BA, Eastern Mennonite University University of Virginia ANN KOONTZ (2007) Office SUNG IL “CALVIN” CHUNG (2017) Manager/Switchboard Faculty Fellow, College of Business and Professional Studies Shakespeare and Performance DEBORAH DIAZ Faculty Fellow, Murphy PAUL D. MENZER (2007) Director of the Deming College of Health Sciences MLitt/MFA Program in Shakespeare and STEPHANIE SEBOLT Faculty Fellow, Performance; BA, University of Maryland; College of Education MA, Georgetown University; PhD, University AMY TILLERSON-BROWN Faculty Fellow, of Virginia Graceland University; College of Arts and Sciences MLitt/MFA, Mary Baldwin College; PhD, The Shakespeare Institute, University of Sponsored Programs and Undergraduate Birmingham Research DOREEN BECHTOL (2012) Assistant LYDIA J. PETERSSON (1989) Director of Professor of Shakespeare and Performance; Sponsored Programs and Undergraduate BS, Eastern Michigan University; MFA, Mary Research; BA, MA, University of Tennessee; Baldwin College PhD, University of Virginia RALPH A. COHEN (2003) Professor, MLitt/MFA Program in Shakespeare and Student Affairs Performance; AB, Dartmouth College; MA, PhD, Duke University ERNEST E. JEFFRIES (2018) Vice President MATTHEW DAVIES (2010) Assistant of Student Engagement; BA, MEd, University Professor, MLitt/MFA Program in of South Carolina; MDiv, Hood Theological Shakespeare and Performance; BA, Exeter Seminary; DMin, United Theological University; MA, PhD, The University of Seminary Texas at Austin JULIE D. FOX (2007) Assistant Director for MARY BARKER (2016) Administrative Operations, MLitt/MFA; BA, James Madison Assistant; BS, James Madison University University; MAE and PhD, Texas Tech University, Lubbock

362 LAURA CAMMAROTO (2015) Director of the First Year Experience; BS, MA, and EdS, STEPHANIE JETTON (2017) Office James Madison University Manager, Office of Alumni Engagement; ERICKA JACKSON (2016) Director of BBA, Liberty University Residence Life; BA, MPA, Albany State MEGAN McALLISTER (2017) Assistant University; MDiv, Virginia Union University Director of Development; BS, Bridgewater AMBER OCASIO (2015) Director of Student College; MEd, Mary Baldwin University Activities; BA, Mary Baldwin College The Vantage Point: Office of Personal and Support Services Professional Development SUE HOWDYSHELL (1994) Support NELL DESMOND (2015) Director of the Services Coordinator; Phillips Business Vantage Point: Office of Personal and College Professional Development; BA, George Mason University; MA, University of University Advancement and Office of Leicester Alumni Engagement LINDSEY WALSH (2016) Assistant Vice President for University Advancement – Director; BA, Christopher Newport University TBD BARBARA BELL (2017) Data Entry Virginia Women’s Institute for Leadership Specialist; AAS, Westwood College Denver (VWIL) North GENEVIEVE CHANDLER (2014) Director BRIG. GEN. TERESA “TERRY” DJURIC of Advancement Services (2013) Commandant of Cadets; BS, Mary AMY DAVENPORT (2017) Associate Washington College; MA, University of Director of Alumni Engagement Colorado, Colorado Springs; MSS, Army War RHONDA HARWLEY (2014) Executive College Assistant to the Vice President of University GERALD JOHNSON (2018) Senior Enlisted Advancement; BS, James Madison University Advisor ANNE MCINTOSH HOLLAND (1989) Director of Alumni Events; BA, Mary Baldwin College

363 Uniform Student Grievance Policy and Declarations

Uniform Student Grievance b) Complaints about Faculty Members: The department head will hear the Policy student’s concern and determine an appropriate course of action. In most Please note: students in the Murphy Deming cases, this course of action will consist College of Health Sciences (MDCHS) should of one or more of the following: refer to the MDCHS section in this catalog, mediation, counseling, referral to the consult the MDCHS student handbook, or college dean, submission of a written contact the Office of the Vice President of statement to the college dean, or MDCHS for grievances involving any of the resolution with no further action. following concerns. c) Other Academic Complaints and 1) The Ombuds Officers (i.e., first point of Grievances: The dean of adult and contact) for students who wish to explore the graduate programs will hear the possibility of filing a complaint or lodging a student’s concern and determine an grievance at Mary Baldwin University are: appropriate course of action. In most cases, this course of action will consist a) The dean of the respective college of one or more of the following: for matters dealing with academic mediation, counseling, referral to a programs and coursework. college dean, submission of a written statement to a college dean, or b) The vice president for student resolution with no action. engagement for matters dealing with student life, residence life, extra- 3) Grievances involving admissions, student curricular programs, and other issues life, and extracurricular programs: not involving academic programs and coursework. a) Student Senate: Every student has the option of referring issues and 2) Grievances involving academic programs, concerns to the Student Senate through faculty, and coursework: her/his Senator. Students should consult their Hall President to a) Grade Appeals: The respective determine if the issue or concern is college dean will explain the appropriately referred to that body. university’s grade appeal policy (see Grade changes, p. 23), guide the b) Complaints about a Staff Member: student in following the established An associate vice president for student procedure and, if the appeal is not life will hear the student’s concern and resolved, refer the matter to the determine an appropriate course of provost and vice president for action. In most cases, this course of academic affairs of the university. action will consist of one or more of the following: mediation, counseling, referral to the vice president for

364 student engagement, submission of a determine whether or not further written statement to the vice president intervention is necessary and take for student engagement, or resolution whatever steps she feels are with no action. appropriate. The president will report steps taken to the complainant within c) Other Complaints and Grievances: 90 days of receiving the complaint. An associate vice president for student life will hear the student’s concern and c) If the complainant has proceeded determine an appropriate course of through all the steps leading through action. In most cases, this course of 5(b) above, he/she has exhausted all action will consist of one or more of possibilities of internal intervention to the following: mediation, counseling, resolve the issue. referral to the vice president for student engagement, submission of a 6) If the complainant feels that his/her written statement to the vice president complaint involves a violation of accreditation for student engagement, or resolution standards: with no action. a) The complainant may file a written 4) For grievances about aspects of university complaint to the Commission on policy or procedure not falling into either of Colleges of the Southern Association the above categories, the student complaint is of Colleges and Schools. That forwarded from the staff recipient of the complaint must follow the protocol complaint to the Executive Staff member established by the Commission on responsible for the area of concern. That Colleges in its policy, “Complaint person attempts to resolve the complaint to the Procedures for the Commission or its student’s satisfaction. For example, a Accredited Institutions.” complaint about food that initially was submitted to the food service director would b) The protocol for filing complaints go to the vice president for business and and the required forms may be finance. The responsible executive staff obtained from the Commission’s web member will report steps taken to the site (www.sacscoc.org) or from the complainant within 90 days of receiving the institution’s accreditation liaison, complaint. currently Ms. Carol Creager, university librarian. 5) If grievances cannot be resolved in the above manner: 7) Filing a Complaint with the State Council of Higher Education for Virginia a) The complainant may present a and complaints in all Other States: written appeal to the president of the institution. Such an appeal will not be a) Mary Baldwin University accepts received unless the complainant State Council of Higher Education for documents that he or she has gone Virginia (SCHEV), the through the steps, above. Commonwealth’s coordinating body for higher education, oversight in b) If the president receives the appeal, resolving complaints from students she will, at her sole discretion, taking distance education under the

365 aegis of the State Authorization If a student has exhausted the avenues Reciprocity Agreements (SARA). If a provided by Mary Baldwin University and the student has exhausted the avenues complaint has not been resolved internally, provided by MBU and the complaint and if a student has exhausted the avenues has not been resolved internally, the provided by their state and the complaint has student can submit a Student not been resolved, the student can contact Complaint Form to SCHEV (details on the SACS-COC office the formal SCHEV student complaints (www.sacs.org/regional-headquarters). procedure and a link to the form can be found on the SCHEV agency page Grievance Policy for Students (http://www.schev.edu/index/students- with Disabilities and-parents/resources/student- complaints). If a distance learning 1. Student with a documented disability takes student residing out-of-state while a Confidential Memo to his/her instructor to enrolled in a Mary Baldwin University request accommodations. course has exhausted the student 2. If a student is dissatisfied with the complaint avenues provided by MBU accommodations at any time during the and the complaint has not been academic term, the student consults with the resolved internally, the student can director of the Academic Resource Center. submit a complaint about MBU to the 3. The student talks with his/her instructor; the state in which the student resides. The director of the Academic Resource Center will list of contact information for all state meet with the student and instructor if agencies with links to complaint requested by either the instructor or the process information can be found at student. https://www.nc-sara.org/content/state- 4. If the accommodations issue is not resolved portal-entity-contacts in compliance satisfactorily, the student may ask for a with the U.S. Department of Education hearing with the Disabilities Committee. State Authorization regulations. 5. After hearing from the student and the instructor and consulting with other b) Filing a Complaint with individuals as needed (e.g., faculty; staff), the Accreditation Agency committee will recommend a course of action. Mary Baldwin University successfully 6. The student and instructor will have a week achieved reaffirmation of accreditation to respond to this recommendation. by the Southern Association of 7. If the student or instructor is dissatisfied Colleges and School-Commission on with the recommendation, he/she may appeal Colleges (SACS-COC) in December and meet with the committee. 2017. This acknowledgement reflects 8. The committee will make a decision. MBU’s ongoing commitment to 9. If the student is unsatisfied with the operational excellence, as well as committee’s decision, the student shall pursue academic excellence. It also speaks to steps 5 and/or 6 of the Uniform Student our efforts to continually improve as Grievance Policy. an institution while meeting our institutional mission and strategic Disabilities Committee initiatives. Director of the Academic Resource Center Associate Provost or College Dean Registrar

366 Director of Counseling and Psychological information about the university and its Services programs without prior consent by individuals Education Department Faculty Member depicted or recorded in them. Public areas Vice-President of Business and Finance include but are not limited to outdoor areas, Vice-President of Student Engagement classrooms, laboratories, library, athletic facilities, residence hall common areas, dining Declarations and gathering facilities, meeting rooms, and performance spaces. A student has the right to • The provisions of this catalog are not to be regarded as an irrevocable contract between refuse to permit the release of any or all Mary Baldwin University and the student. The directory information, and/or the use of her/his university reserves the right to change any image or voice (if clearly identifiable in provision, program, regulation or requirement photograph or recording), without the at any time and to determine its applicability student’s prior written consent. Any refusal to present or previous students. must be received in writing by the registrar prior to the end of the second week of the academic year, and designate the information • Mary Baldwin University complies strictly not to be released. with the Family Educational Rights and Privacy Act of 1974, as amended, for access to and release of information contained in • The regulations as stated in the catalog form student records. The Act accords all students the official basis for all academic certain rights which are summarized as: (1) to performance. Members of the faculty and staff be informed of rights under the Act; (2) to are available for conference and advice, but inspect and review education records; (3) to the individual student is fully responsible for request a change in an education record which compliance with all catalog requirements and a student believes to be inaccurate, regulations. misleading, or in violation of privacy or other rights; (4) to exercise a limited control over Information disclosure of information contained in a The following list shows various information student’s education records; and (5) to file that will be disclosed to current and complaints. The university’s Policy Statement prospective students upon request pursuant to is available from the Office of the Registrar. the Higher Education Amendments of 1998. Pursuant to the Act, the university has adopted • Financial Aid Information: Information the following policies: Mary Baldwin about programs available, application forms University considers the following to be and procedures, eligibility requirements, directory information: name, class, local criteria for selection, criteria for determining address, email, and telephone number, home amount, satisfactory progress standards, address and phone number, date of birth, disbursement methods, loan terms, and major field of study, participation in officially employment details when employment is part recognized activities and sports, dates of of the student’s financial aid package is attendance, degrees and awards received. available from Mary Baldwin University Photographs or recordings may be taken by admissions and office of financial aid and the university or its designees in public areas student campus employment, Mary Baldwin of the Mary Baldwin University campus and University, Staunton, VA 24401, 800-468- regional centers and at university events. The 2262 or 540-887-7019 university may use such photographs or ([email protected]). recordings to document, promote, or provide

367 • Completion and Graduation Rates: Director of Human Resources and Personnel Information available from the office of Accounting, SAC 311, 540-887-7367, Mary institutional research and assessment, Mary Baldwin University, Staunton, Virginia 24401. Baldwin University, Staunton, VA 24401, 540-887-7220.

• Institutional Security Policies and Crime Statistics: Information available from campus security office, Mary Baldwin University, Staunton, VA 24401, 540-887-7000 and at www.marybaldwin.edu/safety.

• Athletic Program Participation Rates: Information available from athletic director, Mary Baldwin University, Staunton, VA 24401, 540-887-7062.

• Equity in Athletics/EADA Report: The report is available from athletic director, Mary Baldwin University, Staunton, VA 24401, 540-887-7062.

Accreditation Statement Accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS) to award bachelor’s, master’s, and doctoral degrees. Inquiries concerning accreditation status only directed to: SACS COC 1866 Southern Lane Decatur, Georgia 30033-4097 404-679-4500 Nondiscrimination Statement Mary Baldwin University does not discriminate on the basis of sex (except that only women are admitted to Mary Baldwin College for Women), nor does the University discriminate on the basis of race, national or ethnic origin, color, age, disability, religion, veteran’s status, or sexual orientation in its educational programs, admissions, co- curricular or other activities, or employment practices. Inquiries may be directed to

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